Explore with Me 6 by Edco Ireland

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The Educational Company of Ireland 00 Edco Explore with Me 6 Prelims.indd 1

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First published 2022 The Educational Company of Ireland Ballymount Road Walkinstown Dublin 12 www.edco.ie

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A member of the Smurfit Kappa Group plc © Fiona Gaule, Alice Manning, Mary Mulryan, 2022

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior permission of the publishers or a licence permitting restricted copying in Ireland issued by the Irish Copyright Licensing Agency, 63 Patrick Street, Dún Laoghaire, Co. Dublin.

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ISBN 978-1-80230-009-3

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Design and layout: Design Image Illustrations: Barry Ablett, Ray and Corinne Burrows, Gergely Fórizs, David Hurtado, Adam Linley, Andrew Pagram, Dusan Pavlic, Mike Phillips Copy editor: Donna Garvin

Acknowledgement Thanks to Lisa Lacey for her contribution to Explore With Me.

Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book. However, The Educational Company of Ireland and the authors do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and pupils should be supervised when investigating websites.

Copyright acknowledgements While every care has been taken to trace and acknowledge copyright, the publishers tend their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

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Photo credits

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akg-images: Heritage Images/Fine Art Images, IAM/World History Archive; Alamy Stock Photo: AF archive, agefotostock, AG News, Antiqua Print Gallery, Arnie Sachs/CNP/MediaPunch, Art Collection 2, Ashley Cooper pics, CNP Collection, Daryl Mulvihill, David Lyons, Historical Images Archive, INTERFOTO, Keystone Press, Kuttig – Travel, Lourens Smak, Matteo Omied, OsmanPhotos.com, PA Images, Pictorial Press Ltd., Picture Kitchen, Prisma Archivo, Science History Images, Shawshots, Sir Anto, Sueddeutsche Zeitung Photo, Tricia Toms; Collection Crawford Art Gallery, Cork: Daniel Macdonald, A Country Dance, or The Wedding Dance, 1848; © Photo by Derek Speir; © ESB Archives; Flickr: Matt Brown (CC by 2.0), Steve Hodgson (CC by Sa 2.0); Getty Images: ALI DIA/AFP, Bettmann, Charlie Owens/Mirrorpix, Daily Herald Archive/SSPL, Dan Chung/AFP, Fred Ramage/Keystone/Hulton Archive, George C Beresford/Hulton Archive, George Rinhart/Corbis, H. Christoph/ullstein bild, Hulton Archive, HultonArchive/Illustrated London News, Keystone, Luke Sharrett/Bloomberg, LUPOO/ullstein bild, Mohammed Hamoud/Anadolu Agency, Museum of Science & Industry/ SSPL, Parker/Fox Photos, Photo12/Universal Images Group, Popperfoto via Getty Images, Ralph Orlowski, Topical Press Agency, ullstein bild/ullstein bild, William L. 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Ribeiro, Drop of Light, drpnncpptak, Duc Huy Nguyen, Ekaterina Shumkina, Ellica, EQRoy, Eric Isselee, etorres, Everett Collection, EvgeniiAnd, Evgenii Mitroshin, Evgeniia Ozerkina, eyeidea, Fahroni, Faustinian99, Federico Rostagno, fivetonine, Fotomacher.ch, frantic00, Friedbert Fischer, Funny Solution Studio, Gabi Rusu, Georgios Tsichlis, Geza Farkas, Giorgio Rossi, Giovanni Rinaldi, gmeland, goodluz, Graphene, Green Flame, Greens and Blues, Gudkov Andrey, HABRDA, Hadrian, hagit berkovich, Hamed Yeganeh, Henrik Larsson, Holger Metzger, Hyserb, imagedb.com, IMG Stock Studio, Incredible Arctic, insta_photos, Irina Kuznecova, irin-k, istetiana, JackKPhoto, Jacob Lund, Jacques Tarnero, Jarno Gonzalez Zarraonandia, Jason Finn, JenJ_Payless, Jenny_Tr, Jeremy Bentham, Jess Kraft, Jino Kanjiramvila, Jiri Hrebicek, Jirik V, JoannaPerchaluk, Joe Gough, John Carnemolla, John M Anderson, jopelka, Juergen Bauer Pictures, juerginho, Kalmar Peter, Kamira, Kanyanat Wimonkanjana, Karlo Curis, kastianz, katatonia82, Katiekk, katueng, Kay Cee Lens and Footages, Kersti Lindstrom, Khanbua.Sil, Kiryakova Anna, kojoku, Krasimira Dicheva, Lambros Kazan, LesdaMore, lialina, LongJon, L-N, Marcin Kaczmarkiewicz, Marcin Perkowski, mark_gusev, Mark Medcalf, Marina Shin, Matrioshka, Matthi, Matt Ragen, Maximillian cabinet, Maxim Petrichuk, May_Lana, Media_works, Melinda Nagy, Mel Thompson, michal812, Mick Harper, milan noga, MiniSeam, miroslav chytil, Mistervlad, Monkey Business Images, MP_P, Mr_Mrs_Marcha, MrWinn, Nahlik, Natali Glado, Nataliya Arzamasova, Nataly Studio, Nikky de Graaf, Noam Armonn, Nor Gal, Oleksandr Lytvynenko, Olga Popova, Omer Koclar, Optimarc, Orest lyzhechka, panpote, Paolo Bona, Paolo Costa, patjo, Patrick Poendl, Pavel Krasensky, Pawel Papis, Pedro Moraes, Photoongraphy, photostar72, Pises Tungittipokai, Pixavril, pixelparticle, Praew stock, Prathan Nakdontree, Prazis Images, Pressmaster, PSD photography, psy dye, R7 Photo, Radu M. Anghel, Ratov Maxim, Reddogs, Remizov, renklerin kafasi, Ricardo Reitmeyer, Richard Panasevich, Richard Semik, Richard Whitcombe, Robert Hackett, Roberto Epifanio, Rob kemp, Roger ARPS BPE1 CPAGB, Russell Johnson, rustamank, salajean, Sanchai Kumar, Sandra Standbridge, Scott Heaney, Sean O’Dwyer, Seregraff, Sergey-73, Shadow of light, Sheila Fitzgerald, Simon Dux Media, Simon Mayer, slowmotiongli, SL-Photography, Smit, Smolina Marianna, SnapFocus, Soleil Nordic, Sony Herdiana, S_Photo, spline_x, SSKH-Pictures, Steve Edreff, stillhope, StockImageFactory. com, sunsinger, Susanne Pommer, Syda Productions, Szymon Kaczmarczyk, Tamisclao, Tanya Goncharova, Tap10, Taras Vyshnya, taviphoto, Timaldo, Timofeev Vladimir, Tiramisu Studio, Tob1900, Todor Stoyanov, Tomaz Kunzt, Tommy Lee Walker, trabantos, Triff, Trinacria, Tunatura, Tupungato, Tutta Gnutta, Vadim Orlov, Vadim Petrakov, Valentina Razumova, VanderWolf Images, VectorMine, Ververidis Vasilis, Victoria Kurylo, Victoria Lipov, Victor Torres, videobuzzing, Viktor Loki, Vitaly Zorkin, Vladimir Wrangel, V_Lisovoy, Vvlasovs, W. de Vries, Wentus, Willie Dillon, Willie Gillespie, Wirestock Creators, yevgeniy11, Yulia Davidovich, Zakharchuk, zawisak, Zhuo Wen Chen, Zivica Kerkez, Zvonimir Atletic; Wellcome Collection (CC0), (CC BY 4.0); Wikipedia: Flausa123 (CC by SA 3.0), Marie-Lan Nguyen (CC0), NARA (CC0), PH3 (AC) Stephen L. Batiz, USN/US Defense Imagery, RIA Novosti archive, image #44732/Zelma (CC-BY-SA 3.0).

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Contents Chapter Chapter number

Strand: Strand Unit

Page

Your Guide to Explore With Me

Timeline

History Skills: Working as a Historian Geography Skills: Working as a Geographer

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Science Skills: Working as a Scientist

September: Our Solar System Planet Earth in Space

Natural environments: Planet Earth in space

Changing Concepts of the Universe

Story: Stories from the lives of people in the past

Light

Energy and forces: Light

Roman Planetary Gods

Story: Myths and legends

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October: Ireland’s Changing Landscape

20 24

Modern Ireland

Eras of change and conflict: Modern Ireland

Wind Farms

Environmental awareness and care; Energy and forces: Environmental awareness; Forces

From Agriculture to IT

Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland

Northern Ireland

Politics, conflict and society: Northern Ireland

Living things; Materials; Environmental awareness and care: Human life; Properties and the characteristics of materials; Science and the environment

Energy and forces; Materials: Forces; Properties and the characteristics of materials; Materials and change

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November: The Importance of Air The Air We Breathe

Aerodynamics

Atmosphere and Climate

Natural environments: Weather, climate and atmosphere

Taking to the Skies

Continuity and change over time; Story: Transport; Stories from the lives of people in the past

December A: Ancient and Modern Greece Europe Map

Greece Map

The Ancient Greeks

Early peoples and ancient societies: Greeks

Greece Today

Natural environments; Human environments: Physical features of Europe and the world; People and other lands

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Chapter Chapter number

Strand: Strand Unit

Page

December B: Materials and Change Materials: Properties and characteristics of materials; Materials and change

Materials and Change

Materials: Materials and change

Building Bridges

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January: Exploring Terrain World Map

Types of Terrain Around the World

Natural environments; Environmental awareness and care: Physical features of Europe and the world; Caring for the environment

Amazing Animals

Living things: Plant and animal life

Counties of Ireland Map Mountains, Lakes and Rivers of Ireland Map

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The Landscape of Ireland

Natural environments: Land, rivers and seas of Ireland; The local natural environment

108

Nomads Throughout Time

Continuity and change over time: Nomadism

112

February: Cycles of Life

The Sun and the Seasons

Food Chains and Life Cycles

Living Things: Plant and animal life

120

The Firebird

Story: Myths and legends

125

The Pencil: A Global Story

Human environments: Trade and development issues

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Natural environments: Planet Earth in space

116

March: Celebrating Diversity Appreciating People

Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland

134

Feasts, Festivals and Games of the World

Local studies: Feasts and festivals in the past; Games and pastimes in the past

138

Changes for Irish Women in the 19th and 20th Centuries

Eras of change and conflict; Changing roles of women in the 19th and 20th centuries

142

Celebrating Local Plants and Animals

Environmental awareness and care: Environmental awareness; Caring for the environment

148

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Chapter Chapter number

Strand: Strand Unit

Page

April: 1916 29

The Long Road to the Rising

Eras of change and conflict; Life, society, work and culture in the past: Changing land ownership in 19th-century Ireland; Language and culture in late 19th and early 20th-century Ireland; Life in the 19th century

The 1916 Easter Rising

Politics, conflict and society: 1916 and the foundation of the state

156

Plunkett, the Wireless and the Properties of Sound

Energy and forces: Sound

161

Cities Around the World Connected with the Rising

Human environments: People and other lands

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May: War

152

166

World War II

Life, society, work and culture in the past: Life during World War II

170

Life During World War II

Life, society, work and culture in the past: Life during World War II

175

Aircraft Carriers: Machines at Work

Energy and forces: Forces

180

The World Today: Conflict or Cooperation

Human environments: Trade and development issues

186

Sounds All Around Us

Hearing and the Ear

Energy and forces: Sound

190

Living things; Environmental awareness and care: Human life; Science and the environment

194

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June A: Sound

Countries of South America Map

198

June B: South America

199

Landscapes of South America Map The Incas

Early peoples and ancient societies: Central and South American peoples

200

South America Today

Human environments: People and other lands

206

210

Glossary

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Introduction

Explore With Me is a comprehensive Social, Environmental and Scientific Education (SESE) programme covering all strands of the SESE curriculum. It was designed, written and reviewed by experienced primary school teachers.

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Textbook

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A c t i v i y Book L, AL CIAI OC SSO

A wide range of digital resources complement and enhance lessons, including interactive posters, PowerPoints, videos, interactive activities and end-of-unit quizzes.

SIXTH CLASS

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Activity Book

Digital Resources ●

ME 6

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EXPLORE WITH

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SIXTH CLASS

ME 6

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Covers the three subjects of history, geography and science in one combined textbook Takes a balanced approach to the teaching and learning of the three subject areas of history, geography and science Adopts a thematic approach, exploring child-relevant themes on a monthly basis Gives children opportunities ‘to explore, investigate and develop an understanding of natural, human, social and cultural dimensions of local and wider environments, to learn and practise a wide range of skills, and to acquire open, critical and responsible attitudes’ (p.2, Social, Environmental and Scientific Education Curriculum) Develops key historical, geographical and scientific skills Facilitates oral language development Colour-codes subject areas for ease of reference: history (green), geography (blue) and science (orange) Clearly indicates strand, strand unit, theme and key skills.

EXPLORE WITH

●

Ed FRE igital

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In line with the other classes, the 6th Class programme:

Activity Book

Provides skills-based activities and a monthly learning log to record pupil learning. Provides extensive supports to teachers, including a yearly plan, monthly overviews, fortnightly overviews, lesson plans, suggested STEAM and extension activities, and worksheets to support active learning, assessment and differentiation.

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Teac SO

Teacher’s Resource Book

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TH CLASS SIX

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Your Guideto ExploreWithMe Theme: Ancient

about the geo graphy and clim ate of Greece about Greece’s culture and plac es of historic about agricult al interest ure, food and industry in Gree ce. container ship , hospitality, monastery, san ctuary, textiles, volcanic erup tion, whitewash ed Greece gets its name from the for Greece. The Latin word ‘Gra Greeks refer to their country ecia’, which was the Rom Hellenic Republi an name as Hellas, and c. its official nam e is the ALBANIA NORTH MACEDONIA

Roughy 80% of is mountainous. Greece 2,917 metres, At Mount Olympus is the tallest mountain in Greece.

Key words: Important new terms, which are defined in the glossary at the back of the book

BULGARIA

longest coas tline in Europe, and arou 6,000 islands. nd

GREECE

TURKEY AEGEAN SEA Mount Parnassus Athens

Delphi, on the lower slopes of Mou nt Parnassus, was religious sanc a tuar y in Ancient Gree ce.

Santorini

SEA OF CRETE

sense of place,

ughout Time Nomads Thro

The Bedouin

Rhodes

a sense of space,

Europe and the world; People and other lands maps, globes and graphical skills, questioning

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le of the the nomadic peop le East. Midd The Bedouin are h Africa and the Bedouin people deserts of Nort ated 4 million t, There are an estim ut countries including Egyp ugho scattered thro ia. They speak an Arabic word l and Saudi Arab ouin’ comes from ent has taken control Morocco, Israe . The word ‘Bed Islam governm tise e countries, the settle in permanent homes. Arabic and prac to dwellers’. In som meaning ‘desert s and encouraged the Bedouin a nomadic way of life. tise of the desert land rity of the Bedouin still prac lved way of life invo Today, only a mino itional Bedouin and Animals The trad p or goats. The animals’ milk shee Falcon of food, and raising camels, le with a source rial to make peop the ided a mate meat prov ns s were used as skin mea a and as e also used their fleec s. Camels were Arabian clothing and tent e groups also bred and sold them of transport. Som ouin trained falcons to help s, aday Bed y Now . Man horses. ce of food birds as a sour hunt hares and . falcons as pets some still keep

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itional clothing Clothing The trad suited to a hot is well of the Bedouin wear a pair of looseclimate. The men long robe called a ,a fitting trousers head covering to a shield dishdasha, and of their hair and keep sand out the sun. Bedouin dress their face from ting long, loose-fit s of women wear a part e som In . ring and a head cove a face , women wear the Middle East ouin a. Among Bed veil called a burq is often decorated a women, the burq beads. led by a or to a community with embroidery or clans belong ity’s behalf. Bedouin families es decisions on the commun in which Communities council that mak al roles for men and women, looks after a s lead He wife sheikh. tradition to live, and the families follow for the family ouin women Many Bedouin s to earn money , nowadays some settled Bed work and ever the husb the laws and the children. How ue a career, depending on the home and purs nd college and live. choose to atte try where they coun the of culture

of the known as ‘ships t goods and that camels are Did you know have been used to transpor years. of desert’? They the desert for thousands people across

114

Curriculum information

Photographs: Real-world scenes

Fascinating facts: Interesting extra pieces of information Design and make: Design challenges to practise your creative and engineering skills

Labelled diagrams: Colourful images help you to understand topics, concepts and processes

Let’s learn: Shows what will be covered in the lesson

Crete

The island of Santorini was form MEDIT ERRANed EANby a eruption. It isSEA volcanic Strands: Natura famous for its l environments; whitewashed Human environ ments Strand buildings. units: Physica Key skills: A l features of

Theme: Each month explores a single theme or two minithemes through history, geography and science

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The gigantic rock of the Meteora s rock formation in central Greece reach heig of over 600 metr hts the 11th centIONIANes. In ury, monasteries SEA six were built on top of them .

Delphi

BLACK SEA

SEA OF Greece MARM ARA has the

Mount Olympus

Lake Trichonida

Athens is the oldest capital city in Europe.

Case studies: In-depth looks at places, people, animals and events

Greece borders four countries .

Haliacmon River

Corfu

Greece

PowerPoint

GEO GRA PHY

Subject: History (green), geography (blue) and science (orange) are clearly marked

andModern

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14 GreeceTo day

Textbook

Experiments: Step-by-step experiments show science in action

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eWorld ainAroundth Types of Terr

Digital resources: Bonus content and interactive activities available via the e-book on the Edco Learning website

ty Interactive activi

ions

of the polar reg

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ost 70% er (which is alm the Earth’s wat and ice Roughly 2% of ed in glaciers hwater) is stor to regulate of Earth’s fres . The ice helps ons regi r of pola cting 70% the caps in the peratures by refle estimated that the the Earth’s tem tribute to warmer It is these regions. . This could con e the 1970s, sun’s energy in 9% per decade of rate a ’s energy. Sinc at ting ction of the sun refle an has been Arctic ice is mel Oce less ic to ting tures due krill in the Arct global tempera linked to the mel the amount of is thought to be This ing. as a food reas krill dec on in ine animals rely chain. The ice of the ice. Mar cting the food rs. affe is bea r this pola so s and source, a habitat for seal the Arctic is also nks. shri itat hab r As it melts, thei

PCM: Shows your teacher there is a photocopiable worksheet for this chapter

n continents. 1 Name the seve ntain ridge? 2 What is a mou ted? Himalayas situa the are re e. 3 Whe ert? peratures ther the Sahara Des scape and tem 4 How big is Describe the land Outback? the polar regions? ralia live in the 5 Where are people in Aust few think, do very ons. regi r pola 6 Why, do you the about t is important 7 Explain wha sheet. ter on your work ussed in the chap of the ristics of each the features disc ures or characte 1 Label all of ons. Write three feat e: regi r shar , pola pair rts and 2 Think, r ice cap in the n ranges, dese pola ntai the mou ent : or prev following s about how to poster, slideshow Research idea the class as a 3 Group work: ing. Present your findings to Arctic from melt PCM 11 entation. multimedia pres

Let’s get exploring: Three exciting activities to do on your own, with a partner and as a group

The importance

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Show what you know: Seven questions to show what you have learnt in the chapter

Ross Ice Shelf

n a, the Souther sists of Antarctic islands. It is the ited The Antarctic con ber of uninhab here usually Ocean and a num Temperatures h. Eart but the on ter, e coldest plac to –60°C in win . The °C in summer range from –28 rded was –89.2°C There ture ever reco 2 metres. 4,89 lowest tempera at on, Vins Mount ted to the highest peak is shelves connec ets of of massive ice permanent she are a number rctica. These are is the coastline of Anta onto the ocean. The largest 2 out km . nd ,680 exte 510 that of ice ch has an area whi lf, She Ice Ross

Reference zone

‘I can…’ checklists: Tick off your new skills as they develop.

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Let’s discuss: Start a conversation by using these questions.

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Timeline: Compare when different events covered in the book took place.

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Maps: Practise your map skills with our world, Europe, Greece, Ireland and South America maps.

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Glossary: Look up the meaning of new words in the illustrated glossary at the back of the book.

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Your Guideto ExploreWithMe

Activity Book

Activities: Fun, skills-focused activities available for every chapter ging Landscape

6 WindFarms

Theme: Cele brating Dive rsity

National Boa rd of Education makes prim ary education free .

ARCTIC OCEAN 40˚ N PACIFIC OCEAN

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1937

40˚ S

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Constance Markievicz is elected to the British parliament .

60˚ S

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SOUTHERN OCEAN ANTARCTICA

60˚ S

S SOUTH POLE 90° the map from done to prevent see that s of 20°. This is above, we can latitude in jump ing at the map out that Many maps show lots of lines. Look N and 60° N. We can figure with ered North Pole getting clutt latitudes of 40° see how the latitude of the the een betw Can you Ireland lies roughly 55° N. S? is de 90° is latitu h Pole Ireland’s de of the Sout latitu the and is 90° N, of latitude. of these lines that lies at each , find a country Using your atlas 80˚ S

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6 30° N

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10° N

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11 20° N SKILL S

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Learning log: Fill this in at the end of each month to record what you have learnt

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Your Guideto ExploreWithMe

Digital Resources

Poster

Interactive activity

Video

om pa ny

These include labelling, complete the sentence, multiple choice and many more

Each theme features an interactive poster to promote discussion

Ire la n

Every chapter contains digital resources such as videos, PowerPoint presentations, fun activities and more. These are designed to encourage you to join in and help you to learn. They are shown in the textbook using the following icons:

Interesting and informative videos, featuring real-world footage, help you to understand difficult topics Experiment video

Step-by-step science experiments Stories to listen to

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Mapping Zone

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Audio

Interactive maps with extra activities

PowerPoint

Editable PowerPoint presentations and slideshows Revision quiz

Test your knowledge of each theme.

Teachers can access the free digital resources for Explore With Me 6 via the interactive e-book, which is available online at www.edcolearning.ie, or via the dedicated Explore With Me 6 website, www.explorewithme.ie/6th. Editable planning documents are also available.

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om pa ny

Ire la n

Timeline

507bc

A system of democracy was established in Ancient Greece

Chapter 13

ad 1542

The first engine-powered aeroplane flight took place

Chapter 39

Chapter 2

Chapter 12

500 bc

ad 1

ad 1400

ad 1500

1000 bc

ad 1783

The Incas began to conquer lands, establishing the Inca Empire

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Chapter 13

3000 bc–323 bc Ancient Greek civilisation

ad 1600

ad 1700

ad 1800

ad 1903

ad 1900

ad 1169–ad 1922 Ireland under British rule

c.ad 1200–ad 1533 Inca civilisation in South America

Chapter 8

Chapter 39

Chapter 13

Chapter 27

The Montgolfier brothers took the first manned flight in a hot-air balloon in Paris

na l

The first Olympic Games were held in Ancient Greece

Compulsory primary school education was introduced in Ireland

Nicolaus Copernicus proposed that the sun is the centre of the solar system

ad 1438

776bc

ad 1892

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d Ire la n of om pa ny

ad 1939

ad 1918

Germany invaded Poland; Britain and France declared war on Germany and World War II began

Constance Markievicz was the first woman to be elected to the British parliament, although she did not take her seat

Chapter 33

Chapter 27

ad 1946

The Rural Electrification Scheme brought electricity to homes in the Irish countryside

Chapter 5

Chapter 12

ad 1920

ad 1930

ad 1940

ad 1939–ad 1945 World War II

ad 1950

ad 1967

ad 1957

ad 1973

ad 1998

The European Economic Community (EEC) was set up

Free secondary school education was introduced by the Irish government

Ireland joined the EEC, which became the European Union in 1993

The Good Friday Agreement was signed, ending the Troubles in Northern Ireland

Chapter 5

Chapter 8

ad 1960

ad 1970

ad 1968–ad 1998 The Troubles in Northern Ireland Chapter 8

ad 1980

ad 1990

ad 2000

ad 1994–ad 2007 Celtic Tiger in Ireland Chapter 5

Chapters 33, 34

ad 1910

Chapter 27

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Chapter 30

Amelia Earhart became the first woman to fly solo across the Atlantic Ocean

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The 1916 Easter Rising against British rule took place in Dublin

ad 1932

Irish Free State was established, and women over 21 could vote for the first time

ad 1922

ad 1916

Let’s discuss 1 Are you surprised by any of the dates on the timeline? Did you think they happened earlier or later? 2 If you could travel back in time to one of the events on the timeline, which would you pick? Why?

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History Skills

Working as aHistorian What is history?

om pa ny

Ire la n

History is about the past. It is the record of the people on our planet and the time and events that have already gone by. The study of history – including major events and changes – helps us to make sense of humankind. It also helps us to understand the things that happen today and predict what may happen in the future.

Who are historians?

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People who study history are called historians. Historians use evidence from different sources to find out about the past. Primary sources provide first-hand evidence about the past, such as artefacts, photographs and original documents such as a diary, a letter or a census record. Secondary sources are the results of other people’s research about the past, such as a book or a website. Historians need to check their sources to make sure they are reliable.

Historians do not just know about the past, they use skills to find out about it. Their skills include comparing sources, researching, interviewing, investigating and using what they know about a topic to ask more in-depth questions. By practising these skills, you can be a historian too.

How to be a historian at home

Read fiction and non-fiction books about the past. Interview parents or grandparents about their lives. Investigate artefacts from the past in your home, such as CDs, a Discman or old mobile phones. Make a family tree with the help of your family. Make a timeline of your life. Record milestones such as your first day of school, your first time riding a bike or your first sleepover.

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● ●

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Working as aHistorian

Checklist: ‘I can be a historian’

Change and continuity

Ire la n

I can place people, objects and events into a sequence of time. I can record information about people and events in the past using simple timelines. I can use words and phrases related to dates and time.

Time and chronology

om pa ny

I can compare things from the past and the present day, and between different periods in the past, to see if they are the same or different.

Cause and effect

I can identify some reasons for things happening in the past. I can understand that events in the past were caused by a number of things, and also cause a number of effects.

Using evidence

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I can examine evidence from the past, ask questions about it, compare it to other sources and use the information to learn about the past. I can understand that sources of evidence are not always reliable.

Synthesis and communication

Empathy

I can imagine and discuss what it felt like to live and take part in events in the past.

I can use information and evidence to imagine the past. I can express my understanding of the past in a variety of ways, for example, through writing, art, drama and oral language.

Let’s discuss 1 Which skill do you think is the most important for a historian? Why? 2 Do you think it is important to be able to communicate about the past? Why?

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Geography Skills

Working as aGeographer

Ire la n of

om pa ny

Geography is the study of Earth’s peoples and places. Geography can be divided into two branches: physical geography and human geography. Physical geography studies the Earth and its physical features. Human geography focuses on where people live, what they do and how they use the land. By studying geography, we can learn about countries around the world – about the people who live there, their cultures, and the similarities and differences between their communities and our own.

What is geography?

Who are geographers?

na l

Geographers try to understand the world we live in. They are interested in Earth’s physical features, such as mountains, rivers and oceans. They are also curious about how humans interact with the natural environment – through building human features such as buildings and roads; through using Earth’s natural resources such as minerals and sources of energy; through tourism and work; and how we can protect the environment for the future.

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Geographers use a variety of methods and tools in their work, from observing places and gathering information (fieldwork), to looking at maps and photographs. By becoming familiar with these methods and tools, you can be a geographer too.

How to be a geographer at home

Draw a map of the rooms in your home. Write a list of all the buildings in your local area. Draw a map of your local area. Include human features and natural features. Go on a nature walk. Record plants or animals that you see and research them. Record the weather daily. Create a weather chart and share it with others.

●

Let’s discuss 1 Which skill do you think is the most important for a geographer? Why? 2 Does our natural environment need protecting? How can we do that?

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Working as aGeographer

Checklist: ‘I can be a geographer’ A sense of place and a sense of place

Maps, globes and graphical skills

Ire la n

I can explore and discuss human and natural features in my area in Ireland. I can describe human and natural features in Europe and the world. I can compare the size and location of human and natural features. I can name and describe some countries in Europe and around the world. I can use maps, measurements and cardinal directions to explore my local area.

om pa ny

I can use and compare pictures, maps and globes to learn about places. I can make simple maps and models. I can recognise some lines of latitude and longitude.

Questioning

I can ask questions about people and places.

Observing

I can look at and describe human and natural features and how things happen.

na l

Predicting

at io

I can make suggestions about what might happen based on information, and propose ideas that can be tested by experimenting.

Investigating and experimenting

I can carry out simple investigations and collect information from sources.

Estimating and measuring

Analysing

I can sort, group and classify data, and recognise patterns in data.

I can use the correct instruments and equipment to collect data.

Recording and communicating I can present what I know about people and places in different ways.

Evaluating I can review how I carried out an investigation and assess what could be improved.

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ScienceSkills

Working as aScientist

Ire la n

Science is the study of the world around us. The word itself comes from the Latin word scire, which means ‘to know’. But science is not just about knowing things – it is about asking questions about the world, making observations, investigating and experimenting, and then using data to determine facts.

What is science?

Who are scientists?

om pa ny

There are many branches of science, and many types of scientist. A zoologist studies animals and their behaviours; a geologist studies the Earth and what it is made of; and a physicist studies energy and how things work.

Chemists working in a laboratory

A botanist researching plants

A geologist studying rocks

An astronomer studying the stars

They all use a common approach called the scientific method. By being curious about the world around you, practising the scientific method and developing your skills, you can be a scientist too.

na l

Ask

at io

Observe the world around you.

Report Observe

Ask a question.

Observe

Report what you learned.

The scientific method Record

Observe and record what happens.

Develop

Develop a hypothesis (idea).

Test Test this hypothesis by doing an experiment.

●

Learn about materials and change by cooking and baking. Learn about the weather and taking measurements by making a rain gauge. Get green fingered – plant seeds and watch the changes. Identify different items at home that use energy, and find out how they are powered, for example by electricity, gas, oil or solar power. Get to know your local habitat – observe the animals around you.

●

How to be a scientist at home

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Let’s discuss 1 Which skill do you think is the most important for a scientist? Why? 2 What branch of science do you think would be the most interesting to study? Why?

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Working as aScientist

Checklist: ‘I can be a scientist’ Questioning

Ire la n

Observing

I can ask questions that will help to solve problems. I can ask questions about data to help me learn more about a topic.

Predicting

I can look at, describe characteristics of objects and discuss processes linked to the natural world. I can recognise that some observations are more important than others.

om pa ny

I can make suggestions about what might happen based on information.

Investigating and experimenting

I can collect information about the world from different sources. I can design, plan and carry out simple investigations. I can design a fair experiment.

Estimating and measuring

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na l

I can use the correct instruments, equipment and units of measurement to collect data.

Analysing

I can sort, group and classify data. I can look for and recognise patterns and relationships in data.

Recording and communicating

Designing and making

I can record and present findings and learnings using different methods.

I can explore how everyday objects work and how they could be improved. I can use suitable materials and tools to make something. I can work with others to talk about, create and evaluate a design plan.

Evaluating I can review how I carried out an investigation, and assess what could be improved.

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Theme: Our Solar System Poster

Video

1 Planet EarthinSpace

Ire la n

GEOGRAPHY

about the Milky Way galaxy and the solar system how the sun is responsible for day and night, and the seasons about the phases of the moon to recognise some of the major star constellations.

om pa ny

asteroid, axis, comet, constellation, dense, dwarf planet, dwarf star, elliptical, galaxy, gravitational pull, meteorite, meteoroid, nebula, orbit, reflected, solar system, universe

Planet Earth is part of the solar system. It is made up of the sun and all of the planets and other objects that orbit around the sun. The sun is the largest object in the solar system. It weighs about 333,000 times as much as the Earth!

Our galaxy

The Milky Way galaxy

at io

na l

The universe is thought to have begun about 14 billion years ago with a huge explosion called the Big Bang. Around 100 million years after the Big Bang, nebulas (clouds of gas which formed after the explosion) became hot and dense enough for the first stars to form, including our sun. Clusters of stars became galaxies. There are at least 125 billion galaxies in the universe! Our galaxy is called the Milky Way and it contains 100–400 billion stars.

The sun’s life cycle

The sun is currently a yellow dwarf star, which is a type of star that gives out heat and light. It is full of hydrogen and helium gases. The energy of the sun is responsible for all life on Earth. Like every other star, the sun has a life cycle. Around 5 billion years from now, it will expand and cool to become a red giant. After this, it will shrink and heat up again to become a white dwarf, and will shine for billions of years.

Yellow dwarf

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Red giant

White dwarf

Strand: Natural environments Strand unit: Planet Earth in space Key skills: Questioning, observing, predicting, analysing, recording and communicating

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Planet EarthinSpace

Our solar system

Ire la n

The solar system has eight planets, which orbit the sun in an elliptical, or oval-shaped, path. The gravitational pull of the sun keeps each planet in its own orbit. The farther a planet is from the sun, the longer its orbit is. Earth is a distance of roughly 150 million km from the sun. One complete orbit of the sun is called a year. So the length of a year is different on every planet and is very long for some of the outer planets! Inner planets: These are the planets closest to the sun. They are smaller than the outer planets.

Saturn

Venus

of Earth

Mars

Uranus

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Mercury

Jupiter

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Neptune

Outer planets: These are the planets farthest from the sun. They are mostly made up of gas.

Day and night

axis

day

night

As well as orbiting the sun, the planets rotate on their own axis (an imaginary pole going through their centre). Every planet has day and night. It is daytime in the part of the planet that is facing the sun. It is night-time in the part that is facing away from the sun.

Most of the planets rotate towards the east, so the sun appears to rise in the east and set in the west. Venus rotates on its axis in the opposite direction to the other planets. If you lived on Venus, the sun would rise in the west and set in the east.

Venus

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Planet EarthinSpace

Because the Earth’s axis is tilted, different areas of the planet are more exposed to the sun’s rays at different times of the year. When an area is more exposed to the sun’s rays, it causes warmer temperatures and longer daylight hours. When an area is less exposed to the sun’s rays, it causes colder temperatures and shorter daylight hours.

Summer in the northern hemisphere and winter in the southern hemisphere

The seasons

Ire la n

Summer in the southern hemisphere and winter in the northern hemisphere

On Earth (apart from locations near the equator) the seasons are spring, summer, autumn and winter, and each is approximately three months long. The length of the seasons on other planets depends on their distance from the sun. waxing cresent – after a new moon, a sliver of the moon is lit up

waxing gibbous

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full moon – the side that is facing the Earth is fully lit up

last quarter

sunlight

waning cresent

The moon orbits the Earth. One complete orbit takes roughly 27 days. During its orbit, the part of the moon that is facing the sun is lit up because the sun’s light is being reflected off its surface.

new moon – we cannot see the moon at all because the side that is facing Earth is in shadow

Phases of the moon during its orbit of Earth

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waning gibbous

The moon

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first quarter – more of the moon’s surface is lit up.

Other objects in the solar system

Pluto is a dwarf planet. It orbits the sun, but is too small to qualify as a planet.

An asteroid is composed of rock and metal. Ceres is the largest asteroid in the solar system. An asteroid belt is group of millions of asteroids that orbits the sun.

Pluto

Halley’s Comet

A comet is a huge lump of ice, dust and rock. As a comet comes near the sun, its ice melts, releasing a long plume of dust and gas. Halley’s Comet is seen from Earth every 75 years or so.

A meteoroid is a piece of rock that is smaller than an asteroid. If a meteoroid enters the Earth’s atmosphere, it usually burns up. If it reaches the ground, it is called a meteorite.

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Ceres

A meteoroid

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Interactive activity

Planet EarthinSpace

Ire la n

As many as 5,000 stars can be seen in the night sky with the human eye alone. A constellation is a group of stars that, when connected with imaginary lines, takes on a shape or an outline that we can identify. Most of the constellations were named by the Ancient Greeks.

Constellations

Ursa Major Meaning Great Bear, Ursa Major is another constellation that is easy to identify in the northern hemisphere.

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How far from the Earth is the sun? Explain what will happen to the sun about 5 billion years from now. How long does it take the moon to orbit the Earth? Why can we not see the moon during the new moon phase? What is an asteroid? If new constellations were discovered nowadays, what do you think they would be named after? Why? 7 Is there anywhere on Earth that always gets a lot of sunshine? Why do you think this is so?

1 2 3 4 5 6

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Ursa Major

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Orion The constellation of Orion was named after a hunter who was the son of Poseidon, the Greek Orion god of the sea. Look for the three bright stars that form the straight line of the hunter’s belt. From there, you can see that he is holding a shield or bow in one hand, and has a club or sword raised in the other hand.

1 Research the names of the 12 zodiac constellations. Which one is your star sign? Draw a picture of it. 2 Pair work: Write instructions for how to find a specific constellation in the night sky. Draw a map of where it is located in relation to other constellations. 3 Group work: Research one of the other planets in the solar system. Design a brochure to convince people to relocate there in the future! Talk about your chosen planet’s landscape and climate, and sources of food and water there. Present your completed brochure to the class.

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Theme: Our Solar System

Ire la n

HI STORY

about the geocentric view of the Earth about the theories of Nicolaus Copernicus and Galileo Galilei about how Georges Lemaître came up with the Big Bang theory.

Changing Concepts of the 2 Universe

PowerPoint

astronomer, geocentrism, heliocentrism, magnify, microwave radiation, physics

om pa ny

Throughout history, people’s understanding of the universe has changed a lot. In ancient times, people believed that the Earth was at the very centre of the universe and that every other object in outer space revolved around it. Disproving this idea was the first step of the journey to discover how the universe came into being.

Geocentrism

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Ancient peoples such as the Greeks and Romans could see five planets in the night sky: Mercury, Venus, Mars, Jupiter and Saturn. They believed that these planets and the sun revolved around Geocentric illustration of the Universe with the Earth in the centre, from 1660 the Earth. A few astronomers claimed that the sun was at the centre of the solar system. But for centuries most people believed that the Earth was at the centre of the universe because it seemed as if the sun, the moon and the planets moved across the sky while the Earth stayed still. This view is called geocentrism (the prefix ‘geo’ relates to the Earth).

Nicolaus Copernicus (1473–1543)

In the 16th century, most people still had a geocentric view of the universe. However, new scientific discoveries began to challenge this view. Polish astronomer and mathematician Nicolaus Copernicus spent his life studying the Earth and the night sky. In 1542, he wrote a book titled On the Revolutions of Nicolaus Copernicus the Heavenly Spheres. His book suggested that the sun was the centre of the solar system and the planets revolved around it. This view was called heliocentrism (the prefix ‘helio’ relates to the sun). If the Earth was at the centre of the universe, he said, then the five planets should appear in the eastern sky at sunset. However, Venus and Mercury were only ever seen in the western sky. Copernicus also came up with the idea that the Earth rotated on an axis and this was why the sun appeared to move across the sky.

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Ire la n

Copernicus’s explanation for this was that the planets revolved around the sun rather than around the Earth. His ideas went against the teachings of the Catholic Church, which said that the Earth was at the centre of the universe. Going against the Church frightened Copernicus so much that his book was published only after his death. When news of his theories reached the Vatican (the headquarters of the Catholic Church in Rome), his ideas were condemned. However, his theories spread because copies of his book continued to be printed.

Changing Concepts of theUniverse

The Vatican

Galileo Galilei (1564–1642)

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om pa ny

When Copernicus’s theories reached Florence, Italy, they fascinated the astronomer Galileo Galilei. The telescope had recently been invented. Galileo made improvements that allowed the telescope to magnify objects to eight or nine times their size. He used his new telescope to make important discoveries. He studied the planet Galileo Galilei Jupiter and discovered four of its moons: Io, Europa, Ganymede and Callisto. When he studied the Earth’s moon, he saw that its surface was covered in craters and mountains, which cast shadows that changed according to the position of the sun. He used the length of the shadows to calculate the height of the mountains.

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Galileo discovered that the Milky Way was made up of thousands of individual stars. He also discovered that Venus had phases, just like the moon. This confirmed Copernicus’s theory that Venus (and the other planets) revolved around the sun rather than the Earth. Galileo’s use of observation and experimentation formed the basis of the scientific method that we Surface of the moon still use today. However, when he published his discoveries, the Catholic Church banned his books and put him on trial for arguing against its teachings. He was found guilty, but fortunately he had powerful friends who saved him from being executed.

Trial of Galileo

Galileo spent the rest of his life under house arrest. He continued to work on his theories at home until his death. As telescopes became more powerful, evidence to support heliocentrism became widely accepted. In 1885, Copernicus and Galileo’s writings were taken off the Catholic Church’s list of banned books.

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Changing Concepts of theUniverse

Georges Lemaître

Edwin Hubble (1889–1953)

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Georges Lemaître was a Belgian Catholic priest and professor of physics. He said that religious beliefs should not clash with a scientific explanation of the universe. He read a book titled The Theory of Relativity written by the German physicist Albert Einstein and published in 1915. Einstein had new ideas about the nature of space and time that reinvented some of the accepted laws of physics. Lemaître suggested that if Einstein were correct, the universe must be expanding. He had no data to support his argument, however, and so it was ignored.

Georges Lemaître (1894–1966)

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Edwin Hubble at his telescope

In 1929, American astronomer Edwin Hubble began to use a powerful new telescope. He discovered that what had appeared to be blurry stars in the sky were in fact whole galaxies. By studying the light given off by dozens of galaxies, he figured out that the ones that were farther from Earth were moving away from Earth at a faster speed than the ones that were nearby. This information provided evidence to support Lemaître’s theory that the universe was expanding. This is now known as the Hubble–Lemaître law.

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The Big Bang theory

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Lemaître went on to publish the Big Bang theory on how the universe began. This theory says that the universe must have started from a single point because of the fact that it is still expanding outwards. The force of the explosion that formed the universe is still causing it to expand billions of years later. Evidence to support Lemaître’s theory came in 1964, when American physicists Robert Wilson and Arno Penzias discovered that the universe is full of microwave radiation, which was created by a huge explosion billions of years ago. Wilson and Penzias were awarded the Nobel Prize in physics in 1978 for this discovery. The Big Bang theory became the accepted theory of how the universe began.

Artist’s impression of the Big Bang

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Interactive activity

Changing Concepts of theUniverse

Ire la n

om pa ny

The solar system is far bigger than Copernicus could ever have imagined. In 2012, the space probe Voyager 1 finally reached the outermost edge of the solar system, far beyond the planet Neptune. It took the space probe 35 years to reach this point, travelling a distance of 17 billion km from Earth. Imagine what Copernicus would have made of that!

Nowadays, astronomers have powerful tools and modern technologies to help them study the universe. Earlier scientists such as Copernicus and Galileo had far more basic tools, and had to depend a lot on the power of the mind! Even so, their theories still provide the basis for what we know about our solar system and the universe. Remember them the next time you look up at the night sky!

Science today

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Launch of the Voyager 1 space probe, 1977

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1 Why did ancient peoples think that the Earth was at the centre of the solar system? 2 Why was Copernicus’s book not published until after his death? 3 List Galileo’s discoveries. Which one provided the most support for Copernicus’s theory of the solar system? 4 Why was Lemaître’s idea of an expanding universe ignored at first? 5 What did Hubble discover and why was this important to Lemaître? 6 In your opinion, which scientist discussed in the chapter made the most important discoveries? Why? 7 In your opinion, would it be possible to come up with theories about the universe without knowledge of the solar system? Why or why not?

1 Look up the origin of the prefix ‘helio’ and explain why it was used by the Ancient Greeks. 2 Pair work: Research and write about how Galileo’s discovery of the phases of Venus helped to support the idea that the Earth revolved around the sun and not the other way around. Remember to record the sources used in your research. 3 Group work: Research developments made in space travel since it began. Design a simple presentation, including a timeline, to share your findings.

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Theme: Our Solar System PowerPoint

Ire la n

SCI ENCE

about the importance of sunlight to life on Earth to investigate the colour of light how we see about telescopes and lenses.

3 Light

om pa ny

absorb, carbon dioxide, chlorophyll, concave, cones, convex, cornea, emit, iris, lens, long-sightedness, optic nerve, photosynthesis, prism, pupil, ray, refracted, retina, rods, short-sightedness, spectrum, transparent

Light is a form of energy that travels in waves. Light waves travel in straight lines called rays. The sun is vital to life on Earth because it provides light and heat. This impacts weather, seasons, ocean currents and climate. Earth is just the right distance from the sun to get the benefits of its energy without becoming too hot for life to survive. Humans and animals also need light to see.

The importance of the sun’s light energy

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Plants grow because of a process called photosynthesis. In this process, plants take in carbon dioxide and water from the air and the soil. A green substance called chlorophyll in plants’ leaves absorbs the sun’s light energy and uses it to change the carbon dioxide and water into food for the plant. Oxygen is also created during the process and released into the air through tiny openings in the leaves. We all depend on oxygen to live, so life on Earth is possible because of the light energy from the sun.

Natural and artificial light sources

Photosynthesis

An object that emits light is called a light source. The largest natural light source in the solar system is the sun, which is roughly 150 million km from Earth.

Other natural light sources include starlight and the sun’s light reflecting off the moon at night-time. Artificial light is any light that is produced by electrical means. Artificial light sources include street lights, smartphones and computer screens.

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Strand: Energy and forces Strand unit: Light Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, designing and making

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Light

The colour of light

Ire la n

In the 1660s, a scientist named Sir Isaac Newton investigated the colour of sunlight. He darkened his room by closing the window shutters, but made a small hole in one shutter, allowing a beam of sunlight to enter. He then placed a triangular glass prism in front of the beam of light. The light passed through the prism and was split into the colours of the spectrum. Newton placed a second prism upside down in front of the first prism. The colours passed through the second prism and recombined into white light. Newton’s experiment proved that white light is a mixture of colours travelling in waves.

yellow

green

white cyan

The three primary colours of light are red, green and blue. These can be mixed together to make the secondary colours of magenta, cyan and yellow. The colours in light mix very differently to how we mix paint to make new colours.

magenta

om pa ny

red

When light passes through a prism, it is refracted, or bent, by the faces of the prism. However, each colour within the light is refracted by a different amount. This makes the light split into the different colours. The second prism in Newton’s experiment caused the colours to be refracted by the same amount in the opposite direction.

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blue

Exploring the mixing of colours

Equipment: red, blue and green cellophane; sticky tape or four elastic bands, four torches, white wall Action: ● Place a different-coloured piece of cellophane over the front of three torches and secure the cellophane using sticky tape or elastic bands. ● Darken the room. ● Shine the uncovered torch at the wall. Record the colour you see on your worksheet. ● Repeat with each of the other torches. ● Try shining two different-coloured torches together at the wall and then try with three. Record the results each time on your worksheet. PCM 1

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Light

Sunlight and rainbows

After it rains, water droplets are left suspended in the air. When sunlight hits the water droplets at a certain angle, it reflects off the inside of them and splits into the colours of the spectrum. When light exits the droplets, it makes a rainbow! A rainbow is curved due to refraction.

om pa ny

Light waves travel in straight lines through the air. However, when light waves travel from water to air, they slow down and refract. When you see an object under water, it may not actually be where it appears to be. The light is not travelling to your eyes in straight lines, so you see the object in a distorted way.

Ire la n

Water and light

Exploring refraction in water

How we see

na l

Equipment: straw or pencil, large glass half filled with water Action: ● Place the straw or pencil in the water and look at it from all angles. Do you see it bending? Why do you think this is so?

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We are able to see an object because the light that reflects off it travels through space and reaches our eyes.

Light passes through the transparent lining of the eye, which is called the cornea.

Light enters the eye through an opening called the pupil.

The iris controls the amount of light that enters the eye by increasing or decreasing the size of the pupil.

30 01 Edco Explore with Me 6 September.indd 30

The lens focuses light onto the retina. The muscles attached to this lens help it to focus.

The optic nerve sends the electrical signals from the retina to the brain, which then interprets them as images.

The retina converts light waves into electrical signals. It contains light-sensitive cells called rods and cones. Rods help us to see at nighttime. Cones allow us to see colours. PCM 2

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Light

If we move from a darkened room into bright sunshine, we start to blink and we automatically shield our eyes with our hand. This is because it takes a few seconds for the irises to adjust the size of the pupils to control the amount of light entering the eyes.

Ire la n

Reflection

om pa ny

Light waves can either be absorbed or reflected by a surface, depending on the texture of the material. Dull or matt surfaces absorb light, but shiny surfaces reflect light. If an object Light bouncing off a rough surface Light bouncing off a smooth surface gives a gives a soft reflection. reflection with a defined outline. has a rough surface, such as tree bark or a woollen blanket, light bounces off it in several directions and the reflection is soft. If an object has a smooth surface, such as a polished floor, the light bounces off it in one direction and the reflection is sharp and clearly defined.

How we see colour

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When light hits an object, the colours within the light can be absorbed or reflected. If an object absorbs all of the colours except for red, then the object reflects red light and therefore appears red to our eyes. Black objects appear black because they absorb all of the colours and reflect none. White objects appear white because they reflect all of the colours and absorb none.

Exploring how colour is absorbed and reflected

Equipment: white, red, blue and green construction paper; red, blue and green cellophane; torch, sticky tape or elastic band Action: ● Darken the room. ● Shine the torch at the white paper. Record the colour you see on your worksheet. Repeat with the red, blue and green paper. ● Place a piece of red cellophane over the front of the torch and secure it with sticky tape or an elastic band. ● Shine the torch on the white, red, blue and green paper and record the colours you see on your worksheet. Repeat using the blue cellophane and the green cellophane. PCM 3

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Interactive activity

Light light in

A telescope is a device that allows us to see distant objects in greater detail. There are two types of telescope: a refractor telescope and a reflector telescope. A refractor telescope eyepiece uses a lens to magnify an image. A reflector telescope uses light in mirrors.

lens

eyepiece

Refractor telescope

mirror

Lenses

Telescopes

Ire la n

curved mirror

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concave lens

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convex lens

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A lens is a piece of glass, plastic Reflector telescope or another transparent material that refracts light. There are two types of lens: a convex lens and a concave lens. A convex lens is thick in the centre and thinner at the edges. It is used to magnify or focus light, for example in a magnifying glass, a microscope or a telescope. Convex lenses are also used in eyeglasses to correct long-sightedness. A concave lens is thin in the centre and thicker at the edges. It is used to spread light around, for example in binoculars or a camera. Concave lenses are also used in eyeglasses to correct short-sightedness.

Exploring the focal point of convex lenses

Equipment: two convex lenses of different sizes, A4 sheet of paper, tape measure

Action: ● If it is sunny, go outdoors. If it is not, switch on an overhead light. ● Place the sheet of paper on the ground and hold a lens between it and the sun or the light. ● Move the lens up and down. When you see a small point of light appear on the paper, it means the lens is in focus. ● Measure the distance between the paper and the height at which you are holding the lens. ● Now, swap lenses and repeat the activity. ● Record your findings on your worksheet.

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PCM 4

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Light

Let’s designandmake

Refractor telescope

The telescope must allow you to see a distant object in more detail, so it needs one or more lenses. ● You must be able to focus the telescope, so the length needs to be adjustable. Equipment: hole punch, thin card, pencil, strong sticky tape, scissors, A4 paper, two 180 mm lengths of PVC tubing: (1) diameter of 40 mm, (2) diameter of 32 mm; two lenses: (1) diameter of 16.5 mm, strength of +66.7, (2) diameter of 40 mm, strength of +5.6 Design: On your worksheet, sketch a design for your telescope. Label it with the materials you are using. Before drawing your design, make sure to read all of the instructions below and look at the diagrams. Make: ● Wrap a few layers of sticky tape around one end of the narrower tube (without covering the opening). This will make it slightly wider so that it fits snugly inside the wider tube, but can still slide in and out of the wider tube, without falling out. ● Place the larger lens at the end of the wider tube and secure it with sticky tape around the edges. ● Stand the narrower tube upright on the card and trace two circles using a pencil. ● Cut out the circles and place one on top of the other. Use the hole punch to punch a hole in the centre. ● Place the smaller lens between the two card circles. Stick the two card circles together using sticky tape around the edges so that the lens is secured inside them. ● Position the card-covered lens in the opening of the narrower tube and secure it with sticky tape around the edges. ● Slide the narrower tube into the wider tube so that the two lenses are positioned at either end. Your telescope is now ready for use! Evaluate: ● Complete the worksheet. Look at an object through your telescope. Can you see the object in more detail? Is it in focus? ● Slide the narrow tube in and out. Does this affect how the object is in focus? ● What do you notice about the image of the object you see? ● How can you improve your telescope?

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om pa ny

Ire la n

●

PCM 5

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Theme: Our Solar System Video

Ire la n

HI STORY

what a myth is how the Romans adopted Greek gods about the gods whom the planets in the solar system were named after.

4 RomanPlanetary Gods

generation, gladiatorial, lararium, mythology, offering, supernatural, underworld

om pa ny

Astronomy is the earliest known science. Ancient astronomers studied the night sky and learned the position of the stars long before telescopes were invented. Many ancient cultures used myths to link the stars to life here on Earth.

What is a myth?

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We are familiar with a variety of stories, including fairy tales, legends and fables. A myth is a type of story that has been passed down from generation to generation over thousands of years. It tries to explain something that the people who created the myth could not understand. It might try to explain why lightning occurs, why the sky is blue, why crops fail or what causes storms at sea. Myths typically involve gods or other beings with supernatural powers. The characters often have exaggerated qualities. For example, they might be very beautiful, mean or bad-tempered.

Gods in Ancient Rome

The Ancient Romans believed that the world was created by gods who lived in the sky. The gods, they said, controlled or influenced what happened in people’s lives. The Romans honoured the gods by building temples and displaying images of them on buildings. They brought meat and other items to the temples as offerings to the gods, and held festivals in their honour. Every household had a shrine called a lararium, which was dedicated to the gods the family worshipped. The Pantheon temple in Rome was built as a temple dedicated to all the Roman gods.

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Lararium

Strand: Story Strand unit: Myths and legends Key skills: Time and chronology, cause and effect, synthesis and communication, change and continuity

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RomanPlanetary Gods

Connections between Ancient Greece and Rome Roman god name Jupiter

Ares

Mars

Hermes

Mercury

Poseidon

Neptune

Aphrodite

Venus

Cronus

Saturn

Hades

Pluto

Ire la n

om pa ny

Statue of Zeus

Greek god name Zeus

After Rome was founded in 753 BC, the Roman Empire began to spread. The Romans came into contact with the Greeks, who had a very old culture with a religion that involved many gods. The Romans adopted some of the Greek gods, and gave them a makeover and a new name! The Greek gods had human traits and characteristics, so the Romans saw them as examples for how people should live.

Bust of Jupiter

The naming of the planets and the sun

Jupiter

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The Romans named the five planets they knew after the gods Jupiter, Saturn, Mercury, Venus and Mars. They named the sun after the sun god Sol Invictus. (The word ‘solar’ in ‘solar system’ comes from this name.) The Earth was not named after a god because the Ancient Greeks and Romans had false ideas about what the Earth was. The word ‘planet’ comes from a Greek word meaning ‘wanderer’. To the Ancient Greeks and Romans, the planets had special powers Sol Invictus that allowed them to wander around the sky at night. The ancient astronomers did not realise that the Earth was also a planet. They thought that it was at the centre of the universe and everything else ‘wandered’ around it!

Jupiter

Jupiter is the largest planet in the solar system, so the Romans named it after the king of the gods. In Roman mythology, Jupiter and his brothers Neptune and Pluto divided the world between them. Jupiter got the sky, Neptune got the ocean and Pluto got the underworld. However, Jupiter was in charge. He had magical powers that allowed him to transform into any person or animal. He is sometimes shown flying through the sky with a winged horse named Pegasus, throwing lightning bolts when he got angry.

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RomanPlanetary Gods

Saturn was Jupiter’s father. He was the god of agriculture and the harvest. He was a very popular god because he had taught people how to farm the land. The Romans regularly made offerings of meat, wine, cheese and bread at his temples. A winter festival called Saturnalia was also held in his honour each December. The festivities included feasts, games, gladiatorial contests and the exchange of gifts. Mars

Mercury

Mercury was the messenger of the Roman gods. He wore a winged hat and winged sandals that enabled him to fly. The planet Mercury was probably named after him because it was the fastest-moving planet in the night sky.

om pa ny

Venus

Saturn

Saturn, Mercury, Venus and Mars

Ire la n

The planet Venus was the brightest object in the night sky after the moon, so it was named after the goddess of love and beauty. Venus was a daughter of Jupiter. Mars, the god of war, was a son of Jupiter. The planet Mars was named after him because it was red – the colour of blood. Mars was very handsome, but he was mean and self-centred, and he loved bloodshed. Roman soldiers prayed to him before going into battle.

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Uranus, Neptune and Pluto

Uranus

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Astronomers have continued with the tradition of naming planets and other objects in the solar system after ancient gods. In 1781, Uranus became the first planet to be discovered with the use a telescope. It was named after the Greek god of the sky. Uranus was the father of Cronos (the Greek version of Saturn) and the grandfather of Zeus (Jupiter). In 1846, the planet Neptune was discovered. Neptune is a bluish colour, so it was named after the Neptune Pluto Roman god of the sea, who had blue eyes and long green hair. He was thought to be very badtempered, so the Romans brought gifts to his temples to keep him in a good mood. In 1930, the dwarf planet Pluto was discovered. It was named after the Roman god of death because it was so far from the sun. The god Pluto wore a warrior’s helmet and lived under the ground in a dark palace with his three-headed hound, Cerberus.

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RomanPlanetary Gods

The importance of myths

Ire la n

Myths provide a link with the past and help us to understand ancient cultures. The more you learn about Roman mythology, the more you realise how influential it has been. For example, the Romans named the sixth day of the week, Saturday, after the god Saturn. In the early days of the Catholic Church, the festival of Saturnalia was replaced with Christmas. Many of the same practices continued, including feasting and exchanging gifts. Statue in Rome of Romulus and Remus with the she-wolf

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Explain what myths are and how they came about. How did the Ancient Romans honour the gods? Why was Earth the only planet not named after a god? Which god is sometimes shown with a flying horse named Pegasus? Why was Pluto named after the Roman god of death? Which god do you think was the scariest? Why? Why, do you think, did the Catholic Church replace Saturnalia with Christmas?

1 2 3 4 5 6 7

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om pa ny

According to myth, Rome was founded by twin brothers named Romulus and Remus. They were the children of the god Mars and a woman named Rhea Silvia. The boys were abandoned by their parents as babies, but a she-wolf found them and reared them near the River Tiber. When they grew up, they founded a city there, but argued about who should rule. They fought, and Remus was killed. Romulus became the ruler and named the city after himself: Rome.

1 Imagine you are on holiday in Rome and have seen many statues of Roman gods and goddesses. Draw a postcard on a sheet of paper and pretend you are going to send it to a friend or family member. Tell them about a god or goddess that you have learned about in Rome. 2 Pair work: Choose three or more Roman gods and design a lararium dedicated to them on your worksheet. 3 Group work: Research a Roman myth connected to one of the planetary gods, such as Jupiter and the Bee, Mercury and Apollo, Minerva and Neptune or Pluto and the King of Corinth. Make up a storyboard, poem or song retelling the story. PCM 6

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Revision quiz

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Theme: Ireland’s Changing Landscape Poster

PowerPoint

5 ModernIreland

Ire la n

HI STORY

about developments in technology in Ireland in the last century how changes to the education system have shaped Irish society how Ireland’s economy has affected emigration and immigration.

broadcast, carbon emissions, controversial, diverse, economic growth, electrification, emigration, ethnicity, immigration, infrastructure, multinational, national grid, recession

1961

1946

1980−1993

1960

1970

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1950

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RTÉ begins television broadcasts

Rural Electrification Scheme

1940

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Have your grandparents or parents ever talked about how different life was when they were young? Ireland has changed so much since the 20th century that if you could travel back in time, you would hardly recognise it! Let’s have a look at some of the key developments that have occurred.

1950s

Recession, mass emigration

Electrification

1980

1973

Ireland joins the EU

2008−2015

Recession, mass emigration

1990

Grafton Street, Dublin 1947 Recession, mass emigration

2000

2010

2020

1994−2007

Celtic Tiger, mass immigration, introduction of internet and mobile phones

Electricity was first generated in Ireland in 1880 to power Dublin’s street lamps. In 1927, the Irish government set up the Electricity Supply Board (ESB) to manage all of the country’s power stations. Two years later, a hydroelectric power station was built on the River Shannon at Ardnacrusha, Co. Limerick.

A demonstration of using an electric cooker in an ESB showhouse, 1955

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In 1946, the Rural Electrification Scheme was rolled out. By 1965, 80% of homes in rural Ireland were connected to the national grid. Towards the end of the The Rural Electrification 1960s, an increasing Scheme was supposed number of Irish homes to begin in 1939, but began using electrical was delayed because of World War II (1939-1945). appliances. Strand: Eras of change and conflict Strand unit: Modern Ireland Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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ModernIreland

Ire la n of

Ireland has a long history of emigration, particularly during the Great Famine (1845–1851), when around 1 million people emigrated in search of a better life. In the 1950s, Ireland went through a tough recession. Farming was the main source of employment in rural Ireland, but as the number of small farms decreased, and developments in machinery made farming more efficient, there were fewer jobs available in farming. Emigration became the norm, with almost 500,000 young people emigrating to find work during the 1950s.

Emigration

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In the 1980s, Ireland went through another Young women arriving by boat from Dublin to Liverpool, on their way to London to train as nurses, 1958 recession, with a large wave of emigration because jobs were scarce. From 2008 to 2015, Ireland went through yet another recession that saw unemployment increase. This led to another wave of emigration to countries such as the UK, Australia, New Zealand, Canada and the USA.

RTÉ national television service

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In 1958, there were around 22,000 TV sets in Ireland, but the only programmes people could watch were broadcast by the BBC. In 1961, RTÉ began regular TV broadcasts, beginning with a televised address by President Éamon de Valera. Ireland’s first late-night talk show, the Late Late Gay Byrne presenting the Late Late Toy Show, 1976 Show, began airing in 1962. Its host, Gay Byrne, discussed many issues that were relevant to Irish society. The Late Late Toy Show was planned as a one-off event in 1975, but was so popular that it became an annual tradition.

Free secondary-school education

In 1966, Minister for Education Donogh O’Malley publicly announced that all education up to Intermediate Certificate (similar to the Junior Cycle) was going to be free. Free buses would also be provided to transport children in rural areas to school. Prior to this, many parents had not been able to afford to send their children to secondary school, and roughly one-third of children had only attended primary school. O’Malley’s announcement was controversial because he had not consulted with other members of government! However, the plan came into effect in September 1967. By continuing in education, many young Secondary schoolchildren, Dublin, 1971 people ended up with better job opportunities.

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ModernIreland

Joining the EU

Finland

The European Union (EU) is a union of European member countries. It was set up in 1957 as the European Economic Community (EEC). Its aim was for its members to work together for shared economic goals and to maintain peace through cooperation. The EEC developed into the EU in 1993. Today, if you hold a passport from an EU country, you are permitted to live and work in any EU country. Countries in the EU agree to follow EU members in 2022 similar laws and share resources. Some countries use the same currency (euro). The EU also sets environmental goals for members to reduce their carbon emissions. Ireland joined the EEC in 1973 in order to trade freely with other member countries. Ireland has benefited from EU funding to develop infrastructure such as roads and railways, and received grants to support agriculture. Sweden

Estonia

Latvia

Lithuania

Denmark

Belgium

Poland

Germany

Luxembourg

Czech Republic

Austria

France

Italy

Slovakia

Hungary Slovenia Croatia

Romania

Bulgaria

uga

Por t

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Nether -lands

Irela

Spain

Greece

Cyprus

om pa ny

Malta

Changing role of women in Ireland

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Until World War II, many people believed that it was a woman’s duty to marry, look after the home and care for children while her husband went out to work. During the war, women in the UK and other countries were asked to do the jobs of the men who were away fighting for their country. Many women wanted to continue working outside of the home after the war ended. The 1950s and 1960s saw an increasing number of girls in Ireland attending secondary school and then getting jobs in factories, shops and offices. After joining the EEC in 1973, Ireland was forced to get rid of a law that had banned married women from working in banks or the civil service. These were seen as ‘important’ jobs. This helped to promote the idea of equality between men and women.

New technology and the Celtic Tiger

From the 1980s onwards, Ireland gradually built up a reputation for being a good place for multinational companies to do business. Today, the European headquarters of technology companies such as Apple, Google, Microsoft and Facebook are in Ireland. Multinational companies benefit from Ireland’s educated workforce, links with other EU countries and lower tax rates for companies.

Reception of the European headquarters of Google in Dublin

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Interactive activity

ModernIreland

Ire la n

During the 1990s, Ireland went through very dramatic changes. Developments in computer and communications technologies grew at a fast pace. The internet arrived here in 1991. Even though it was far slower than Wi-Fi is today, this was a historic moment. The use of mobile phones also became widespread in Ireland during the 1990s. These early forms of technology paved the way for the smart devices and high-speed Today’s widespread use of mobile communication technology began in Ireland in the 1990s internet we rely on today for communication, remote learning and working, online shopping and entertainment.

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What was the Rural Electrification Scheme and when did it begin? What major event happened in Ireland in 1961? What plan came into effect in September 1967? Name one reason for emigration from Ireland and one reason for immigration to Ireland. 5 Name three ways in which Ireland has benefited from joining the EU. 6 Do you think women’s lives have changed much since the 1950s? Explain your answer. 7 In your opinion, which key development discussed in the chapter was the most important? Explain why.

1 2 3 4

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The Celtic Tiger was a period of rapid economic growth in Ireland from 1994 to 2007. As more and more companies began to operate here, Ireland became an attractive option for immigrants from EU countries such as Hungary, Latvia, Lithuania and Poland. In 2007, it was estimated that 10% of residents in Ireland were foreign-born. These additional members of the workforce helped to support Ireland’s economic growth during the Celtic Tiger. Immigration has also led to Ireland becoming a more diverse society, with a variety of cultures and ethnicities.

1 Describe five ways in which Ireland has changed since the 1950s. 2 Think, pair, share: List three advantages and three disadvantages of technology such as computers, the internet, smartphones and tablets. 3 Group work: Debate the motion: ‘Life was better for children in the 1950s than it is today.’ Each group should prepare an argument for or against the motion. Hold a class debate with your teacher as the chair.

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Theme: Ireland’s Changing Landscape Video

Ire la n

SCI ENCE

about the need for sustainable energy sources how wind speed and direction are measured how wind power is used to generate electricity.

6 WindFarms

om pa ny

In rural areas of Ireland, we often see wind turbines standing in fields and on hills. Wind power has been used in Ireland for a number of years, but have you ever wondered how it works? Let’s find out how electricity is generated from wind power.

anemometer, Beaufort scale, blanket bog, finite, gale-force, kinetic energy, non-renewable, prevailing wind, renewable, substation, sustainable, wind farm, wind turbine

Sustainable energy

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We use a number of energy sources to power our lives. Some energy sources are renewable, including wind power, hydroelectricity and solar power. Others are non-renewable, including coal, natural gas and oil. An energy source is considered to be sustainable if it meets the needs of the present without ignoring the needs of future generations. Non-renewable energy sources are not considered to be sustainable because the Earth has a finite supply of these materials, meaning that they will run out some day. Ireland has invested billions of euro in developing sustainable energy. Wind power is a major area of investment.

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Solar panels capture solar power, a renewable source of energy

Oil rigs drill for oil, a non-renewable source of energy

Wind

Ireland gets many windy days throughout the year. Our prevailing wind blows in from the Atlantic Ocean in a south-westerly direction. When we talk about the wind’s strength, we are really talking about Anemometer its speed. Wind speed is measured on a scale called the Beaufort scale. A gale-force wind is a strong wind that reaches speeds of 68–88 km/h, and measures 8 or 9 on the Beaufort scale. Tools for measuring the wind include an anemometer, which measures speed, and a wind vane, which measures direction. The best place to measure the wind is a flat, open space without trees, buildings or mountains. Obstacles like these reduce the speed of the wind.

Strands: Environmental awareness and care; Energy and forces Strand units: Environmental awareness; Forces Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, sorting and classifying, recognising patterns, interpreting, recording and communicating, designing and making

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WindFarms

Blades

On a windy day, the blades make a complete rotation every three or four seconds. The rotation of the blades causes the shaft to turn, which drives the generator.

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Gear box

Generator

Wind Shaft

Power cables

The electrical cable conducts the electricity to a substation. From there, the electricity gets fed into the national grid, which powers our homes, schools, businesses and streetlights.

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The tower is about 100 metres tall.

The generator is the part of the wind turbine that generates electricity.

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Tower

Wind transfers its kinetic energy to the flag, causing it to flap

There are three blades, each measuring around 35 metres long.

Ire la n

The movement of the wind produces kinetic energy. When the wind meets an object, it transfers some of its kinetic energy to the object, causing the object to move. A wind turbine harnesses the wind’s kinetic energy and uses it to generate electricity. In Ireland, a wind turbine can power between 350 and 2,200 homes per year, depending on the weather. Let’s look at how a wind turbine works.

Wind power

The difference between a windmill and a wind turbine is that a windmill produces mechanical energy from wind power, whereas a wind turbine generates electricity from wind power.

Wind farms in Ireland

A wind farm is an area of land with a group of wind turbines. There are more than 300 wind farms in the Republic of Ireland and just under 400 on the entire island of Ireland. This number is increasing as the government continues to invest in wind power. Bord na Móna (a company partly owned by the Irish government, which uses Ireland’s peatlands to produce energy) part-owns five wind farms.

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WindFarms

Bellacorick Wind Farm

Ire la n

Ireland’s first wind farm was opened at Bellacorick, Co. Mayo in 1992. Bellacorick is exposed to strong, steady winds for most of the year. There are very few buildings in the area. This makes it a perfect location for a wind farm. Today, it has 21 wind turbines and is said to be the most productive wind farm in Ireland due to its open landscape.

Bellacorick Wind Farm

Advantages of wind power

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Bellacorick used to be the site of a turf-burning ESB power station. It had supplied electricity to the west of Ireland since the 1960s. The turf for the power station was harvested by Bórd Na Mona from a blanket bog in the area. The power station was closed in 2004 and demolished in 2007.

Wind power is a clean source of energy. Wind turbines do not release carbon emissions into the atmosphere.

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Wind power is renewable, so it will never run out.

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Wind power is cost-effective. No fuel is required to run a wind turbine, and it can be maintained at a low cost.

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Wind farms can be built on land that is not suitable for farming or building.

Engineers working on a wind turbine

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Wind turbines are expensive to build and usually last for only 25 years. Wind turbines can only work on windy days, so they cannot be relied upon for a consistent power supply. ●

A wind farm can have a negative impact on the ecosystem by destroying natural habitats. The blades of wind turbines have killed many birds.

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Wind turbines create noise pollution. Their blades make noise as they rotate.

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Some people think wind turbines can take away from the natural beauty of the landscape.

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Manufacturing and transporting wind turbines produces a lot of carbon emissions.

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Disadvantages of wind power

Wind turbine blades in a factory workshop

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WindFarms

Let’s designandmake

Wind turbine

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Design: On your worksheet, sketch a design for your wind turbine. Label it with the materials you are using. Before drawing your design, read all of the steps on your worksheet and look at the diagrams.

Equipment: 2-litre plastic milk carton, long wooden skewer, drinking straw (bendy part cut off ), sharp pencil, length of string, sticky tape, thick card, coloured paper or card, drawing pin, hairdryer

Make:

The plastic milk carton will be the tower. ● The thick card, wooden skewer, straw and drawing pin will be used to make the shaft. ● The coloured paper or card will be used to make the blades. ● The string will be used to show whether electricity can be generated. If the turbine can be used to wind up the string, then it means the generator is working. ● The hairdryer is used to create wind. Evaluate:

Complete the worksheet. Does the wind turn the blades on your wind turbine? Does the string wind up? What improvements could you make?

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1 What is wind power? 2 What scale is used to measure wind speed? 3 What is the difference between renewable and non-renewable energy sources? Give an example of each. 4 Explain how a wind turbine works. 5 When and where was the first wind farm built in Ireland? 6 Should Ireland build more wind farms, in your opinion? Why or why not? 7 Why is sustainable energy important to Ireland’s future, do you think?

1 List the ways in which your school could become more environmentally friendly. 2 Pair work: Research and then list other renewable energy sources that are used in Ireland. 3 Group work: There are plans to build a new wind farm close to your locality. Decide if you will campaign in favour of the plan or against it. Design a poster and a slogan for your campaign. Include information about the advantages or the disadvantages of wind power, backed up with researched facts. Present your campaign to the class and try to convince them of your arguments. PCM 7

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Theme: Ireland’s Changing Landscape PowerPoint

Ire la n

GEOGRAPHY

about different types of farming in Ireland about indigenous companies and multinational companies about the IT industry in Ireland.

7 FromAgricultureto IT

Agri-Food, annual, Big Tech, butterfat, computer programmer, corporation tax, genetically modified, herbicide, indigenous company, insecticide, livestock, pesticide, software, software developer, silage, suckled, tillage, weaned, yield

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Traditionally, Ireland had an agricultural economy. This is still true today, with more than 165,000 people working in the Agri-Food industry here. However, Ireland also has a broad range of other industries nowadays, including information technology (IT), which currently employs more than 80,000 people.

Dairy farming

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Dairy farming and beef farming make up two-thirds of agriculture in Ireland. Dairy farming is farming that focuses on milk production. There are over 18,000 dairy farms in Ireland and typically around 1.3 million dairy cows. The Friesian cow is the preferred breed Friesian cows because it produces a high yield of milk with a high butterfat content. Butterfat is used to make cream, butter and cheese. The cows are fed on grass, with meal (cereal-based feed) and silage added to Milking machine their diet in the winter months. They are typically milked twice a day for around ten months of Dairy products the year, using a large milking machine that collects and cools the milk in a tank. Each cow produces up to 25 litres of milk per day. The farmer gets paid by the litre, but the price depends on the amount of protein and butterfat in the milk. A heifer is a cow that has not yet given birth to a calf. After she gives birth, she is called a cow. She begins producing milk to feed her calf as soon as it is born.

Strand: Human environments Strand units: People living and working in the local area; People living and working in a contrasting part of Ireland Key skills: A sense of place, a sense of space, maps, globes and graphical skills, questioning, estimating and measuring, observing, analysing, predicting, recording and communicating, investigating and experimenting

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Audio

FromAgricultureto IT

Aberdeen Angus cattle

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Beef farming is the rearing of cattle for the meat industry. There are almost 80,000 beef farms and typically around 900,000 beef cattle in Ireland. Larger breeds of cattle such as Aberdeen Angus and Limousin are preferred for beef farming. Most calves are born in the spring.

Beef farming

Limousin cattle

Working in beef farming

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They are suckled by their mother for three months, before being weaned onto grass, with meal and silage added to their diet during the winter months. They are reared this way until the age of two, and then sold to a meat company in Ireland or exported abroad.

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Hi, my name is John and I am a beef farmer from Co. Waterford. My family has a long tradition of farming, and the farm was passed down to me by my dad. My wife Eve works as a primary school teacher, and I also have a full-time job as a town planner in Waterford City. During the winter months, my cattle are kept indoors in sheds, and fed silage and meal twice a day. For the rest of the year, they are grass-fed outdoors.

I tend to the cattle before I go to work in the morning, and again when I get home in the evening. I love farming, especially when I am working outdoors surrounded by nature. But I cannot make a living from farming. It is expensive to feed cattle during the winter, and to pay the vet’s bills when they need medical treatment. The EU gives me a special payment each year called the Single Farm Payment. This helps me to keep going, but at the moment I am just about breaking even. I am considering changing from beef farming to dairy farming. I would need a lot of money to change over, so I need to weigh it up first and see if it would be worth my while.

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FromAgricultureto IT

Single Farm Payment

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The Common Agricultural Policy (CAP) was set up by the EU in 1969 to support farmers. Under the CAP, farmers are given the Single Farm Payment each year to ensure that they make enough money to continue in farming. Many beef farmers in Ireland would not be able to continue without this payment. The size of the payment used to be based on the size of the farmer’s herd (the number of cattle they owned). Since 2013, it has been based on how much land the farmer has. This has resulted in a reduced payment for most farmers.

Tillage farming

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Tillage farming is the growing of annual crops, including cereal crops such as wheat, barley, corn and oats. Over 300,000 hectares of Irish farmland are used for tillage farming, and the crop yields are usually amongst the highest in the EU. Many tillage farms are found in the flatlands of counties such as Wexford and Carlow. A tillage farmer usually Combine harvester plants two crops per year. For example, spring barley is sown around February and harvested around September, while winter barley is sown around November and harvested around August. Tillage farming requires a big investment in expensive machines, such as a combine harvester, which is used to harvest the grain.

Organic farming

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Organic farming is a system that uses methods that are beneficial to both our health and the environment. Organic farmers use natural fertilisers such as compost and manure to improve the soil. They never use industrial fertilisers, insecticides or herbicides, which contain chemicals that are harmful to wildlife and waterways. Organically-reared livestock are fed on a diet free from chemicals. They are not routinely given veterinary medicines such as antibiotics or vaccinations, and are not genetically modified.

Do you fancy becoming a farmer some day? The Green Cert Programme run by Teagasc is a course that teaches students to become ‘trained farmers’. Young people who complete the course can apply for government grants to help them set up a farm.

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FromAgricultureto IT

Ire la n of

An indigenous company is a company that operates in its home country. A multinational company is a company that operates in foreign countries as well as in its home country. During the Celtic Tiger (1994–2007), many multinationals opened offices in Ireland, creating hundreds of thousands of new jobs. They were attracted to Ireland because it is a member of the EU, and has a skilled, English-speaking workforce and low corporation tax. A company has to pay corporation tax to the government of the country where it operates.

Indigenous companies and multinational companies

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Many indigenous and multinational companies in Ireland provide IT Eason’s bookshop is an indigenous company. services. All kinds of industries rely on IT to operate, including AgriFood, manufacturing, media and the medical industry. Computers need software to operate, such as programmes or applications (apps). A person who designs computer programmes and apps for a living is known as a computer programmer or software developer.

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Facebook is a multinational company with offices in Dublin.

Working in IT

Hi, my name is Sofia and I work as a software developer at a Big Tech company in Dublin. I share a rented apartment in Grand Canal Dock, which is within walking distance of my office in the city centre. My office is the company’s European headquarters. Each floor of the building is openplan, so we can easily walk around the office to check in with each other about different projects. There are fridges with free drinks throughout the building. We also get breakfast, lunch and dinner for free every day.

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Interactive activity

FromAgricultureto IT

What does John like about farming? What is the Single Farm Payment? Name three different types of farming. What does Jessica like about her job? What is the difference between an indigenous company and a multinational company? 6 Do you think the EU should offer more support to farmers who are struggling to make a living? Why or why not? 7 Which industry, do you think, will be larger in Ireland in 50 years’ time: Agri-Food or IT? Explain your answer.

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I enjoy my work and find it very satisfying to write a programme and then see it come to life. The company is flexible about our working hours, and we are allowed to work from home two days a week. In the office, a health inspector regularly examines everyone’s workspace to make sure that it is set up for correct posture. We often have to sit at our computers for hours on end. I sometimes wish that I had a more active job and did not have to stare at a screen all day. But the company tries to create a good working environment for the staff. We are well paid, and we get benefits such as free health insurance and gym membership. We are encouraged to develop our skills, and rewarded with bonuses at the end of the year. However, Dublin is such an expensive place to live that I cannot afford to rent an apartment on my own. I like my flatmates, but I would love to have a place of my own some day.

1 List all of the industries mentioned in the lesson. 2 Think, pair, share: In your opinion, what are three advantages and three disadvantages of John’s job and Jessica’s job? 3 Group work: Design a campaign to encourage multinationals to set up in Ireland, using posters or a multimedia presentation. Share your campaign with the class.

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Theme: Ireland’s Changing Landscape Video

8 NorthernIreland

barricade, ceasefire, internment, loyalists, marginalised, nationalists, paramilitary, policy, rates, republic, republicans, retaliate, segregation, territory, treaty, unionists

HI STORY

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why Northern Ireland was created about the causes and key events of the Troubles how peace was achieved in Northern Ireland after 30 years of conflict.

1921

1968

Start of the Troubles

1930

1940

1960

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1922

1950

1969

Battle of the Bogside

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Northern Ireland is created

1972

1994

Bloody Sunday

1970

Anglo-Irish Treaty is signed

1920

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Northern Ireland (NI) is a UK territory on the island of Ireland. It is made up of six counties: Antrim, Armagh, Derry, Down, Fermanagh and Tyrone. It has its own local government, which decides on issues such as education, health, justice and housing. In 2019, NI had a population of just under 1.9 million.

1980

1985

Peace process begins

1990

Anglo-Irish Agreement is signed

2000

1998

Good Friday Agreement is signed, end of the Troubles

How Northern Ireland was created

Ireland was ruled by Britain from 1169 to 1922. The 26 counties that now form the Republic of Ireland gained independence from Britain in 1922, following the War of Independence (1919–1921). To end the conflict between Ireland and Britain, both sides signed an agreement called the Anglo-Irish Signing of the Anglo-Irish Treaty in London, 1921 Treaty. Representatives of the Irish Republic agreed to let the six counties of NI remain under British rule so that the other 26 counties could eventually become a republic. Percentage of Protestants, 1922 61%−90% 41%−60%

DERRY

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Unionist politicians, who were mainly Protestant, wanted to remain in the UK. They reluctanty accepted the treaty. Nationalist politicians, who were mainly Catholic, wanted a united Ireland, free from British rule. They were very angry about the treaty.

Strand: Politics, conflict and society Strand unit: Northern Ireland Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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NorthernIreland

Life for Catholics in the new Northern Ireland

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In 1934, Northern Irish Prime Minister Sir James Craig described his government as a Protestant parliament for the Protestant people. He used his connections within the British government to promote unionist policies. This led to a breakdown in relations between Catholics and Protestants, as Catholics were increasingly marginalised.

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Unionists quickly gained control over politics in NI. Catholics gradually lost their voice in government and had many of their rights taken away from them. One of the first things the unionist government did in 1922 was to pass a law called the Special Powers Act. This gave them the power to arrest anyone suspected of planning violent acts against the government, ban anti-government meetings and confiscate property.

Segregation

Northern Irish Prime Minister, Sir James Craig

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Unionist ministers in the government encouraged Protestant employers not to hire Catholics. Under the law, only people who paid rates to the government could vote in local elections. Many Catholics were unemployed and poor, so they could not vote. As a result, local councils were mostly made up of unionists, even in areas where most of the residents were Catholics.

Walls and fences were built to separate Catholic and Protestant areas

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Many council decisions favoured Protestants over Catholics. Housing was particularly affected, as single Protestants were given priority on housing lists over Catholic families. The Protestant and Catholic communities began to divide. The division began in housing estates and spread to schools, businesses, roads and even parks. This segregation increased the tension between the two sides. Increasing numbers of working-class Protestants began to identify as loyalists, and working-class Catholics to identify as republicans.

Civil rights

In April 1967, the Northern Ireland Civil Rights Association (NICRA) was set up in Belfast to campaign for the rights of Catholics. It was inspired by the civil rights movement in the USA, which was led by Dr Martin Luther King Jr to campaign for the rights of black people. The NICRA campaigned for equality in housing and employment, and for fair elections.

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The civil rights movement led by Dr Martin Luther King Jr (left) in the USA inspired the NI civil rights movement

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Ire la n Members of the RUC at the NICRA housing March in Derry, 1968

The NICRA planned a housing march in Derry on 5 October 1968. A unionist group called the Apprentice Boys of Derry decided to hold a parade on the same day. To avoid conflict, the government banned all marches. The NICRA decided to go ahead with their march, but the police, known as the RUC (Royal Ulster Constabulary), used force to stop the march. This event is recognised as the start of a 30-year period of conflict in NI known as the Troubles. During the Troubles, more than 3,600 people would die from acts of violence.

NorthernIreland

Battle of the Bogside

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Bernadette Devlin at the Battle of the Bogside

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On 12 August 1969, the loyalist Apprentice Boys of Derry group organised a march in Derry. As they passed a Catholic area of the city known as the Bogside, riots broke out. The nationalists set up barricades to stop them entering the Bogside. Fighting broke out between the RUC and the nationalists. Republican leaders such as Bernadette Devlin encouraged the residents of the Bogside to stand their ground.

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The Battle of the Bogside continued for three days. British army troops were sent to NI to take control of the situation. They put up barricades and barbedwire fencing between Protestant and Catholic areas.

Increasing violence

The Irish Republican Army (IRA) was a republican paramilitary organisation whose aim was to end British rule in NI. In 1969, some of its members formed the Provisional IRA in the belief that the British would only leave NI if they were forced out through violence. In February 1971, they claimed responsibility for the murder of a British soldier. In response, the RUC raided the homes of Catholics. They arrested people The policy of internment meant the RUC and army without charge, beat them and imprisoned them could search and arrest people without charge. without trial. This policy was known as internment. It led to increased support for the Provisional IRA among republicans. Paramilitary groups on the loyalist side, such as the Ulster Volunteer Force (UVF), retaliated and the violence increased.

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NorthernIreland

Power sharing

Ire la n An army barricade in the Bogside on Bloody Sunday, 1972

On Sunday 30 January 1972, the NICRA gathered in the Bogside to protest against internment, even though the protest had been banned by the government. British troops opened fire on the protesters, killing 14 and wounding 15. This day became known as Bloody Sunday. It was one of the darkest days in NI’s history. On Friday 21 July, the Provisional IRA planted a bomb in Belfast that killed nine people and injured 130. This day became known as Bloody Friday.

1972 – the bloodiest year of the Troubles

The peace process

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In 1973, the Sunningdale Agreement was signed in NI to create a power-sharing government between nationalists and unionists, with a degree of cooperation with the Irish government. Loyalists were strongly opposed to this. Violence erupted among paramilitary groups, and the government Margaret Thatcher and Garret Fitzgerald of NI collapsed in 1974. In 1985, the Anglo-Irish signing the Anglo-Irish agreement, 1985 agreement was signed by British Prime Minister Margaret Thatcher and Taoiseach Garret Fitzgerald. This gave the Irish government a say in NI’s affairs.

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In 1993, British Prime Minister John Major and Taoiseach Albert Reynolds signed the Downing Street Declaration. This said that NI would only be transferred from the UK to the Republic of Ireland if the majority of its population were in favour of this. In 1994, the paramilitary groups agreed to a ceasefire so that peace talks could take place. However, the British government refused to hold peace talks unless the Provisional IRA surrendered their weapons. In 1996, the ceasefire briefly ended when the Provisional IRA planted a bomb in Canary Wharf in London. Finally, in 1997, the Provisional IRA surrendered their weapons and the peace talks began.

The following year, 1998, British Prime Minister Tony Blair and Taoiseach Bertie Ahern led the signing of the Good Friday Agreement, which stated that unionists and nationalists would work together in a power-sharing government in NI. This was a historic moment. Violence occasionally broke out after the agreement was signed, but not to the same extent as during the Troubles.

Bertie Ahern (left) and Tony Blair (right) after the signing of the Good Friday Agreement, 1998

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NorthernIreland

The Northern Ireland Assembly is led by a first minister and a deputy first minister, both of whom have equal authority. One must be a unionist and the other must be a nationalist. The assembly is based on a principle of power sharing that ensures that unionists and nationalists are equally represented. New laws can be passed only if they are supported by a majority of both unionist and nationalist politicians.

Stormont

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What did Ireland agree to by signing the Anglo-Irish Treaty? What is the difference between a unionist and a nationalist? What was the Battle of the Bogside? What happened on 30 January 1972? What does the term ‘power sharing’ mean? Why, do you think, would the British government not begin peace talks unless the Provisional IRA surrendered their weapons? 7 Do you think we should have a united Ireland? Why or why not?

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NI is famous for its wall murals. It is estimated that almost 2,000 have been painted since the 1970s.

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In 1998, under the terms of the Good Friday Agreement, the first elections took place at the Northern Ireland Assembly at Stormont. The assembly has 90 members and can pass laws in many areas of life in NI. Areas such as foreign policy are still decided upon by the British government.

Northern Ireland Assembly

1 Write out the meaning of each of these initialisms: NI, UK, RUC, IRA, UVF, NICRA. For an extra challenge, what does ROI stand for? 2 Pair work: Design a picture timeline of five significant events in the history of NI. 3 Group work: Design a poster, presentation or animation about the history of NI. Choose key events to highlight, and use as many of the following terms as you can: unionists, nationalists, segregation, loyalists, republicans, internment, paramilitaries, civil rights, peace process. Share your work with the class and explain why you chose these key events. Revision quiz

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Theme: TheImportanceof Air Poster

9 TheAir WeBreathe

d Ire la n

SCI ENCE

about the gases that make up air how we breathe and how our body uses oxygen about dangers to the lungs.

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Air is a mixture of gases, including oxygen and carbon dioxide, which are essential for life to exist on Earth. The body’s amazing design allows it to take oxygen from the air and use it to convert food into energy! Thanks to our respiratory system, this happens every time we breathe, without us even noticing.

alveoli, asthma, bronchi, bronchus, bronchioles, capillaries, cartilage, cellular respiration, diaphragm, epiglottis, exhale, inflammation, inhale, larynx, mucus, protein, respiratory system, ribcage, trachea

The gases that make up the air in the atmosphere

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Nitrogen makes up 78% of air. Plants use nitrogen to make protein. They cannot absorb it from the air, but they soak it up from the soil through their roots. Nitrogen in the soil is produced by soil bacteria.

Other gases make up 0.96% of air. These are: water vapour, argon, helium, hydrogen, ozone and neon.

Oxygen makes up 21% of air. Humans and animals need oxygen to breathe. Our cells use oxygen to convert the energy in food into energy that can be used by the body. This process is called cellular respiration.

Carbon dioxide makes up 0.04% of air. Plants need carbon dioxide to carry out photosynthesis. Without carbon dioxide, there would be no life on Earth.

Strands: Living things, Materials, Environmental awareness and care Strand units: Human life, Properties and the characteristics of materials, Science and the environment Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, evaluating, designing and making

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Video

TheAir WeBreathe

The lungs are the second largest organ in the body after the skin. They share the chest cavity with the heart. These vital organs are protected by a set of bones called the ribcage.

Breathing out

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The air travels down the windpipe, or trachea. The trachea is made up of soft tissue and rings of strong, flexible cartilage.

The trachea splits into two tubes: the right bronchus and the left bronchus. The air travels through the two bronchi (plural) into the lungs.

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Breathing in

The air passes the larynx, or voice box. The larynx is what produces sound when we speak.

The epiglottis closes the windpipe when we swallow to prevent anything other than air from entering the lungs.

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Air is inhaled through the nose and mouth. The nose is lined with tiny hairs that trap dust and other particles in the air. The respiratory system is also lined with mucus, a sticky substance that traps any particles that make it past the nose. If you ever cough up mucus, it is because your body is protecting itself.

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The respiratory system

Carbon dioxide is a waste product that is produced by the cells in the body during cellular respiration. Carbon dioxide passes from the cells  into the bloodstream  into the capillaries  into the lungs  and then gets exhaled in the breath.

Each bronchus branches off into smaller tubes called bronchioles.

At the ends of the bronchioles are tiny sacs called alveoli. These are wrapped in tiny blood vessels called capillaries. Oxygen passes from the alveoli  into the capillaries  into the bloodstream  then into all of the cells in the body for use during cellular respiration.

The diaphragm is a large, dome-shaped muscle. When you breathe in, the diaphragm contracts (tightens) and flattens. This helps the ribcage to expand so that the lungs can fill with air. When you breathe out, the diaphragm relaxes and curves back up. This causes the ribcage to shrink, helping to push the air out of the lungs.

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TheAir WeBreathe

Let’s investigate

Lung capacity is the amount of air that the lungs can hold. It is an important measure of health.

Exploring lung capacity

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Equipment: large basin, 4-litre or 5-litre plastic bottle with lid, water, long flexible tube, permanent marker, measuring jug

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Action: ● Using the measuring jug, pour 500 ml of water into the bottle. Mark 500 ml on the side of the bottle, using the marker. Continue doing this until the bottle is full and you have marked a scale of 500 ml, 1,000 ml, 1,500 ml, and so on, on the side of the bottle. ● Put the lid on the bottle. ● Fill the basin with water. ● Place the bottle of water upside down in the basin of water and remove the lid. ● Put one end of the plastic tube into the bottle (try not to let any air in). ● Take a big breath and then blow into the tube until you run out of breath. ● Check how much water you were able to blow out of the bottle.

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Dangers to the lungs

Smoking Tobacco contains many poisonous chemicals that do harm to the body. Smoking cigarettes damages the trachea and can limit lung capacity. It is also a cause of a fatal disease called lung cancer. Air pollution When fossil fuels such as coal and oil are burned, the air we breathe can become polluted by toxic substances. Pollution can lead to irritation of the airways and shortness of breath. Breathing in unclean air every day for years can damage the lungs in a similar way to smoking.

Illness Some people are born with or develop asthma or allergies that affect the respiratory system. Asthma causes inflammation of the airways, which makes it harder to breathe. People with asthma use inhalers to relax the muscles in the airways and help them to breathe normally. Allergies often cause minor symptoms, but can also cause dangerous swelling of the airways.

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PCM 2

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Interactive activity

TheAir WeBreathe

Ways to reduce air pollution

Renewable energy sources such as wind power and solar power do not cause air pollution. We can reduce air pollution by reducing the amount of fossil fuels that we use and using renewable energy sources wherever possible.

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Using public transport, walking or cycling helps to cut down on air pollution caused by cars.

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Industrial fertilisers and pesticides used in agriculture contain chemicals that can lead to air pollution. In organic farming, natural fertilisers such as manure and compost are used instead. This means that organic foods are a better choice for the planet.

Dust mask

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Let’s designandmake

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Equipment: scissors, a bandana or a piece of tightly-woven cotton fabric measuring around 40 cm2, two hair ties (or elastic bands)

Action:

Lay the fabric out flat. ● Fold the top and bottom down to meet in the middle. ● Fold in half again so that you have four layers of fabric. ● Use the hair ties to make ear loops. Slip a hair tie over each end of the fabric and position them where you want the sides of the mask to be. ● Fold the ends of the fabric in to meet in the middle. One end can be tucked into the other. ● Now your dust mask is ready to wear! (The folded side is worn next to your face.) Evaluate:

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Did the mask turn out as expected? What could you do to improve it?

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When you breathe, carbon dioxide is not the only gas you exhale. You also exhale water vapour. In resting mode, humans exhale up to 17.5 ml of water vapour per hour. When you exercise, that figure increases, making you feel thirsty. It is a good idea to keep a bottle of water handy when you are playing sports. PCM 2

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Theme: TheImportanceof Air PowerPoint

Ire la n

SCI ENCE

that the atmosphere has weight, and takes up space to investigate atmospheric pressure and how it changes about the four rules of aerodynamics, which allow an aeroplane to fly.

10 Aerodynamics

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Everything on Earth that occupies space and has weight is called matter. There are three states of matter: solid, liquid and gas. Air is an example of a gas. Another name for air is the atmosphere. Although we cannot feel it, the atmosphere has weight. It also has mass, meaning that it takes up space. The weight of the atmosphere exerts pressure (presses down) on everything on Earth. This is called atmospheric pressure.

aerodynamics, aeronautical, airflow, atmospheric pressure, barometer, density, drag, friction, gravity, lift, mass, matter, meteorologist, molecule, propeller, states of matter, streamlined, thrust, weight

Atmospheric pressure

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Exploring how air takes up space

Equipment: two 2-litre plastic bottles, two balloons, nail Action: ● Use the nail to poke a small hole in the base of one of the bottles. ● Place a balloon inside the mouth of each bottle and seal the bottle by stretching the neck of the balloon over the top. ● Try to blow up each balloon. ● What happens? Write down your observations.

Barometer

Temperature changes and atmospheric pressure

Changes in temperature cause the atmospheric pressure to change because warm air is less dense than cold air. Atmospheric pressure is measured with a barometer. A meteorologist uses readings of atmospheric pressure to write the weather forecast.

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Strands: Energy and forces, Materials Strand units: Forces, Properties and characteristics of materials, Materials and change Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, evaluating, designing and making

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Experiment video

Aerodynamics

Warm air When the temperature of the air increases, the molecules in the air start to move faster. They push out in all directions, causing the air to expand. This reduces the density of the air, creating low atmospheric pressure.

Molecules in warm air

Molecules in cold air

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Cold air When the temperature of the air decreases, the molecules in the air move slowly and stay more tightly packed together. This increases the density of the air, creating high atmospheric pressure.

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Equipment: tealight candle, glass, plate, small cup of water, food colouring, lighter or matches Action: ● Make a prediction before you begin. ● Add a few drops of food colouring to the water. ● Pour the coloured water onto the plate. ● Place the tealight in the centre of the plate. ● Light the tealight. (Teacher help required.) ● Turn the glass upside down and place it over the tealight. ● Record your observations.

Exploring how temperature affects atmospheric pressure

Aerodynamics

Lift

Have you ever wondered why an aeroplane can fly? The rules of aerodynamics hold the answers. Aerodynamics is the study of how air moves, particularly how it flows around a moving object. The four rules of aerodynamics are: weight, drag, lift and thrust.

Thrust

Drag Weight

Weight Everything on Earth has weight because of the force of gravity, which pulls everything towards the centre of the Earth. Weight is the amount of gravity multiplied by the mass of an object (the amount of space it takes up). Weight is a downwards force that an aeroplane has to overcome in order to fly. To do this, it needs lift.

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Interactive activity

Aerodynamics

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Lift This is the force that Air moves faster over the top of curved wings. allows an aeroplane to get off the ground. In order to fly, an aeroplane must have greater lift than weight. Every part of the aeroplane helps to generate lift, but most of the lift is generated by the wings. These are specially shaped to make the air flow faster over the top, and slower underneath. When the air moves faster, its pressure decreases. Therefore, the pressure of the air flowing over the top of the wings is lower than the pressure of the air flowing underneath the wings. This difference in pressure creates the lift that gets the aeroplane off the ground and allows it to stay in the air.

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A helicopter gets lift from its blades, which are designed to create the same difference in airflow as an aeroplane’s wings create. A hot-air balloon gets lift because the hot air inside the balloon has a lower pressure than the cooler, denser air surrounding the balloon.

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Drag Friction is a force that slows down a moving object. Drag, or air resistance, is a type of friction that acts upon an object as it moves through the air. Aeronautical engineers design aeroplanes in a streamlined (long and pointed) shape, and manufacture them with smooth materials to minimise drag.

The F-15 fighter jet is one of the world’s fastest aircraft. It has a very streamlined design.

Thrust This is the opposite of drag. It is the force that pushes an object forwards through the air. To keep moving forwards, the object needs to have more thrust than drag. A bird’s wings produce the thrust it needs to fly. A small aeroplane uses a propeller for thrust, while a large aeroplane uses jet engines. Jet engine

Why do our ears pop in an aeroplane? As the aeroplane climbs higher in the atmosphere, the pressure of the air in the aeroplane cabin becomes lower than the pressure of the air inside our ears. Our ears try to match the pressure in the cabin, and sometimes pop. When the aeroplane descends, our ears have to readjust, and pop again.

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Aerodynamics

Let’s investigate

Paper aeroplanes

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Action: ● In pairs, construct the two paper aeroplanes using the designs on your worksheet. ● Be aware of others around you when carrying out the tests below. The nose of a paper aeroplane can be quite sharp. ● In a long room or corridor, throw each aeroplane and measure the distance it flies, using a measuring tape. Do this ten times with each aeroplane and calculate the average distance for each. ● Throw each aeroplane again and use a stopwatch to time how long it stays in the air. (Stop the timer when the aeroplane hits the floor.) Do this ten times with each aeroplane and calculate the average time for each. ● Attach a long piece of string to the hula hoop and hang it from a basketball hoop, tree branch or door frame. Stand about 4–6 metres way from the hula hoop and aim the aeroplane through it. Do this 20 times with each aeroplane and record how many times each aeroplane makes it through the hula hoop. ● Record your observations on your worksheet.

Equipment: two sheets of A4 paper, scissors, hula hoop, string, stopwatch, measuring tape

Let’s designandmake

Glider

A glider is a light aircraft that is designed to fly without an engine. Now that you have explored the rules of aerodynamics, use materials in the classroom to design and make a glider that can fly a distance of 3 metres in a straight line. Remember, you need to think about weight, lift and drag. The glider should be light, but sturdy enough to hold its shape. Think carefully about which materials you will choose. PCM 9

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PCM 8

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Theme: TheImportanceof Air Video

11 AtmosphereandClimate

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GEOGRAPHY

how weather and climate are influenced by distance from the equator and the height of the land above sea level how ocean currents regulate temperatures around the globe how the wind is generated by air currents.

air mass, convection current, elevation, evaporation, front, humid, latitude, precipitation, tropics

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Climate describes the weather patterns in a region over a long period of time – typically 30 years or longer, whereas weather describes the conditions on a specific day or few days. The factors that influence climate and weather include latitude, elevation, convection currents, wind and atmospheric pressure.

Latitude

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The latitude of a region is its distance north or south of the equator. The equator is an invisible line around the Earth, halfway between the North and South Poles. It is the closest point on Earth to the sun, so it experiences high temperatures all year round.

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EUROPE The regions known as NORTH ASIA AMERICA the tropics are located Tropic of Cancer AFRICA between the lines of Congo South-east Asian rainforests EQUATOR latitude called the Tropic Rainforest Amazon Rainforest of Cancer and the Tropic SOUTH Tropic of Capricorn AUSTRALIA of Capricorn. The air here AMERICA is very humid, due to high = Rainforest rates of evaporation. High ANTARCTICA humidity brings frequent rainfall, which helps to reduce the temperature a little. There are only two seasons in the tropics: wet and dry. The wet season lasts for most of the year, supporting ecosystems that are very rich in flora and fauna. Tropical rainforests grow in the tropics. These include the Amazon Rainforest in South America, the Congo Rainforest in Central Africa and the rainforests of Southeast Asia.

Elevation

The elevation of an area refers to its height above sea level. The higher an area is above sea level, the cooler it is. As a general rule, temperature decreases by 1°C for every 100-metre rise in elevation. La Paz, the capital of Bolivia in South America, is 3,640 m above sea level.

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Strand: Natural environments Strand unit: Weather, climate and atmosphere Key skills: A sense of place, a sense of space, using maps, globes and graphical skills, questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, evaluating

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AtmosphereandClimate

Elevation affects the atmospheric pressure in an area. The atmospheric pressure in an area of high elevation is lower than the atmospheric pressure at sea level. This is because there is less air pressing down on the area of high elevation.

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Convection currents transfer heat from one place to another by the continuous movement of air or water. They affect the weather all over the globe.

Convection currents

If you were to stand on top of Carrauntoohil in Co. Kerry, which is 1,006 metres above sea level, the atmospheric pressure would be lower than if you were standing in the town of Kenmare, which is only 10 metres above sea level

Ocean currents An ocean current is a continuous movement of water in the ocean from one place to another. Ocean currents carry warm water from the tropics towards the North and South Poles, and cold water from the North and South Poles towards the tropics. They help to regulate temperatures around the globe.

ARCTIC OCEAN

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NORTH AMERICA

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EUROPE

ASIA

GULF STREAM

AFRICA

PACIFIC OCEAN

WARM CURRENTS

ATLANTIC OCEAN

EQUATOR

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The Gulf Stream is the ocean current that most affects Ireland’s climate. This current carries warm water from the Gulf of Mexico into the Atlantic Ocean. The current continues flowing in a north-easterly direction, and is then renamed as the North Atlantic Drift. Ireland lies at the same latitude as parts of Canada, but thanks to the North Atlantic Drift, it has a much milder climate than Canada has. INDIAN OCEAN

SOUTH AMERICA

COLD CURRENTS

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SOUTHERN OCEAN ANTARCTICA

Ocean currents flow clockwise in the northern hemisphere and anticlockwise in the southern hemisphere. This difference is caused by the spinning of the Earth.

Co. Kerry and the North Atlantic Drift

The weather in Co. Kerry in the south-west of Ireland is most clearly affected by the North Atlantic Drift. The average winter temperature in Kerry is 7°C, compared with 2°C in other areas of the country. Frost and snow are rare in Kerry, and due to the mild winters, the plants here have a yearround growing season. Kerry is home to about one-quarter of all rare Irish plants. There is a wider variation in habitats here, which allows for a greater number of plant species to grow. Large numbers of lichens, mosses and wildflowers grow in the oak woodlands of Killarney. Muckross Gardens in Killarney are well known for their rhododendrons and Scots pine trees

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AtmosphereandClimate

Air currents

Air cools and descends

Warmer air expands and rises

Air cools and descends

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During the day, the land absorbs more heat from the sun than the ocean does. Therefore, the air over the land is warmer than the air over the ocean. The warmer air expands, causing the pressure to drop. This low-pressure air rises, and so the cooler, denser air over the ocean moves in to take its place.

Cooler air moves in over the land

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Warmer air expands and rises

Cooler air moves out over the ocean

At night-time, the process is reversed. The land cools rapidly, whereas there is almost no change in the temperature of the ocean. The air over the ocean is now warmer than the air over the land. The warmer air expands, causing the pressure to drop. This low-pressure air rises in the atmosphere, and so the cooler, denser air over the land moves in to take its place.

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Wind

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Air convection currents caused by differences in air pressure are the driving force behind the wind. The sun warms the land and water at the equator more than the rest of the globe. Warm air at the equator rises into the atmosphere and moves towards the North and South Poles. This is a low-pressure system. At the same time, cooler, denser air from the North and South Poles moves towards the equator. This is a high-pressure system. Winds generally blow from a highpressure system to a low-pressure system. The area between the two systems is called a front. A front can be warm or cold. Wind is generated as the atmosphere tries to balance the difference in pressure between two fronts. The greater the difference in pressure, the stronger the wind that will be generated.

Warm front In a warm front, a warm air mass rises above a cool air mass. This can cause a sudden change in wind direction. It also causes clouds to form, leading to precipitation (rain, sleet, snow or hail). Cold front In a cold front, a cool air mass pushes into a warm air mass. This can produce dramatic changes in the weather. The wind can become gusty, with a sudden drop in temperature and heavy rainfall.

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Interactive activity

AtmosphereandClimate

Prevailing winds

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A prevailing wind is the usual wind in an area. It blows consistently from one direction and is named after this direction. In Ireland, the prevailing wind blows from the south-west and is known as the south-westerly wind. It brings warm, moist air in winter, helping to keep our climate mild. However, the moisture The south-westerly wind in Ireland often causes stormy condition on the West coast in the air also leads to a lot of cloud and frequent rainfall. Sometimes, Ireland gets wind from the north, which carries Arctic weather (cold winds, snow and frost). Occasionally, it gets wind from the east (Russia), which brings warm, dry weather in summer or cold, dry weather in winter.

Atmospheric pressure

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Atmospheric pressure can be measured using a barometer. When a low-pressure weather system moves into an area, it usually brings cloud, rain and wind. A high-pressure system usually brings fair, calm weather. On a weather map, the symbol for a low-pressure weather system is a capital ‘L’, and the symbol for a high-pressure system is a capital ‘H’.

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Why is the air in the tropics very humid? What effect does elevation have on temperature? Name two types of convection currents. What do convection currents do? What kind of weather does a cold front bring? From what you have learned, explain why there are different types of climates around the globe. 7 If the North Atlantic Drift were to drop in temperature, what difference do you think this might make to Ireland’s climate?

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Met Éireann weather map showing atmospheric pressure

1 Use the world map on page 94 or your atlas to make a list of countries situated in the tropics. 2 Think, pair, share: Research and draw the symbols that are used for the following on weather maps: wind, rain, flood, thunderstorm, snow/ice, fog, sunny weather, sunny spells, overcast weather. 3 Group work: Research the weather-warning system that is used in Ireland. Design a poster explaining the system and the actions that people are advised to take in response to each warning.

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Theme: TheImportanceof Air PowerPoint

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HI STORY

about the history of aviation how hot-air balloons and airships use knowledge of air movement to fly about the first successful flight in an engine-powered aeroplane about Amelia Earhart and her contributions to flying.

12 Taking to theSkies

airship, aviation, circumnavigate, flammable, hydrogen, jet airliner, navigation, propane, propel, pioneer, rudder, unstable, warfare, wreckage

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Air travel today is very common and has changed the way we are able to visit other countries. Budget airlines such as Ryanair have made travelling by aeroplane much more affordable. Today’s aviation technology is a result of centuries of development.

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The four rules of aerodynamics (weight, lift, drag and thrust) were discovered in 1799 by English inventor George Cayley. He built a model aeroplane to show how these rules worked, and correctly predicted that aeroplanes would not be able to stay up in the air unless they could generate lift and thrust. George Cayley Modern aircraft design is based on Cayley’s George Cayley designed the first successful ideas. He is seen as the father of aviation. glider to carry a person in the air

Before aviation

Before people had the option to travel by air, they could only travel overseas by boat. The earliest record of a sailboat comes from an image on an Ancient Egyptian vase dating from around 3500 BC. The first sailors were not familiar with the rules of aerodyamics, but they understood lift! The sails of a sailboat can be compared with the wings of an aeroplane in that both generate the lift required to move the vehicle forwards. The sailboat is pushed along the water by the force of the wind. The stronger (faster) the wind is blowing, the greater the force that is exerted on the sails and the faster the sailboat can move.

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Strands: Continuity and change over time; Story Strand units: Transport, Stories from the lives of people in the past Key skills: Time and chronology, change and continuity, cause and effect, synthesis and communication, empathy

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Video

Taking to theSkies

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The hot-air balloon was the first aircraft to successfully carry passengers. In Paris in 1783, two French brothers named Joseph-Michel and Jacques-Étienne Montgolfier became the first aviators to achieve this. The Montgolfier brothers lit a small, controlled fire inside their balloon to generate lift. A modern hot-air balloon uses a propane-gas burner for the same purpose. The hot air inside the balloon generates lift because it has a lower pressure than the cooler, denser air surrounding the balloon. However, there is no way for a hot-air balloon to generate thrust, so it is simply pushed along by the wind.

Balloons

Hot-air balloon

Hydrogen balloon

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Two weeks after the Montgolfier brothers’ successful launch, Jacques Charles and NicolasLouis Robert took the first ever flight in a hydrogen balloon. The balloon was filled with hydrogen gas, which is lighter than air, so it was able to stay up in the air for longer than a hot-air balloon. In 1785, Jean-Pierre Blanchard and John Jeffries flew a hydrogen balloon from England to France, crossing the English Channel. Hydrogen balloons soon became a popular way for adventurers to get around! However, there were risks involved. Hydrogen balloons could easily explode and catch fire because hydrogen is an unstable, flammable gas.

Sophie Blanchard, wife of Jean-Pierre Blanchard, was also a professional balloonist. She is believed to have been the first female professional aviator in history. She was known for being timid and nervous on the ground, but fearless in the air! She became famous throughout Europe for conducting experiments with parachutes and launching fireworks from her hydrogen balloon. She made many long-distance trips and even crossed the Alps in her balloon. Sadly, she died in 1819 after her balloon caught fire from fireworks.

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Taking to theSkies

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An airship was a hydrogen-filled balloon with an engine to generate thrust and a rudder for navigation. The first airship was built and flown by Brazilian aviator Alberto Santos-Dumont in 1898. In the early 20th century, airships became popular among wealthy passengers crossing the Atlantic Ocean.

Airships

Zeppelin airship in 1919

The Wright brothers

The Hindenburg disaster

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During World War I (1914–1918), airships were also used in warfare to drop bombs on the enemy. After the war ended, airships continued to be a popular means of travel. That all ended in 1937, when a German passenger airship named the Hindenburg exploded as it was attempting to land in the USA. More than half of the passengers survived, but the accident put people off the idea of travelling by airship.

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Brothers Orville and Wilbur Wright grew up in Ohio in the USA. As boys, they loved to invent things and became interested in flight when they were given a toy helicopter that used rubber bands to help it fly. They started building their own model helicopters and kites, and then moved onto gliders. They spent years experimenting and improving the design of the wings and controls for their gliders. They also studied the way in which birds use their wings during flight.

The first flight of the Wright Flyer, 1903

Orville and Wilbur Wright

In 1903, the Wright brothers built an aeroplane called the Wright Flyer, which had wooden propellers and an engine. The Wright Flyer’s first flight took place on 17 December 1903 at Kitty Hawk in North Carolina. It flew for 12 seconds. This was the first time an aircraft had succeeded in staying up in the air without the use of hot air or hydrogen gas. The lift was generated by the curved design of the aeroplane’s wings, and the thrust was generated by its propeller. Following their success at Kitty Hawk, the Wright brothers continued to improve their designs. They made great contributions to the era of modern aviation.

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Taking to theSkies

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The Wright brothers’ success led to a lot of interest in aviation. Just 11 years after the first flight at Kitty Hawk, aeroplanes were used in warfare during World War I and to transport passengers and cargo. In June 1919, John Alcock and Arthur Brown successfully completed the first flight across the Atlantic Ocean. They departed from Newfoundland, Canada and landed in Clifden, Co. Galway. The flight took 72 hours.

A few big developments

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In May 1927, Charles Lindbergh flew solo across the Atlantic Ocean from New York John Alcock and Arthur Brown to Paris. This was very significant because Lindbergh had flown a distance of 3,218 km, opening up the possibility of long-distance flight. During the 1920s and 1930s, engineers developed aeroplanes that could fly even farther.

Women in aviation

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Charles Lindbergh with his aeroplane, The Spirit of St Louis, in which he flew across the Atlantic Ocean

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In the early 20th century, it was difficult for a woman to become a pilot because it was considered to be a ‘man’s job’. However, attitudes towards men and women’s roles were slowly changing. Earlier in 1920, women had gained the right to vote in the USA for the first time in history.

Amelia Earhart

Amelia Earhart was born in Kansas in the USA in 1897. Her father was a lawyer who worked for the railroad. Because of his job, the Earhart family got to travel around the country. In 1904, at the age of seven, Amelia visited the World’s Fair in St Louis, Missouri. She and her younger sister were so impressed by the roller coaster at the fair that they went home and built their own mini roller coaster on the roof of their shed. Even though they crashlanded on the ground after taking off in their roller coaster, Amelia later said that she had loved the feeling of flying through the air!

Amelia Earhart

Around 1918, Amelia went to a flying show in Toronto, Canada, where she got to see pilots performing stunts in their aeroplanes. She became fascinated with aeroplanes. Amelia could not decide on a career that she really wanted, but she tried out different kinds of work, such as nursing wounded soldiers during World War I and studying medicine.

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Taking to theSkies

Amelia takes to the skies

On 28 December 1920, Amelia attended an air show and got to fly in a small aeroplane. She loved the experience so much that she decided there and then that she was going to become a pilot.

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On 3 January 1921, Amelia took her first flying lesson. For the rest of that year, she worked at all kinds of jobs to save up enough money to pay for her lessons, which cost $1,000 in total. She became a skilled pilot and set many records over the next few years, making her a celebrity. In 1928, she became the first woman to fly across the Atlantic Ocean. On this occasion, she was a passenger, but four years later, in 1932, she became the first woman to fly solo across the Atlantic Ocean. She completed the journey in under 15 hours, setting a record for speed.

Amelia leads the way

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In 1933, she wrote a book about her solo flight across the Atlantic Ocean titled The Fun of It. She toured the USA, promoting her book, giving lectures and encouraging women to try new areas of work. Her next big ambition was to fly east all the way around the world. On 21 May 1937, she and her co-pilot, Fred Noonan, departed from Oakland, California on their mission to circumnavigate the globe. They flew more than 35,000 km before losing radio contact with the US Coast Guard. The aeroplane seemed to disappear into thin air. It was thought to have crashed into the Pacific Ocean. Despite a huge search-and-rescue mission conducted by the US Coast Guard and Navy, the wreckage was never found.

Female mechanic working on an aeroplane, USA, 1942

After World War II broke out in 1939, women were asked to do the jobs of the men who were away fighting. Many women trained as mechanics, flight controllers and pilots. Amelia would have been proud of them.

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Taking to theSkies

Aviation takes off

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The war brought many developments in flying, such as the first jet engine. Improvements were made in the design of aeroplanes to make them safer and faster. Such progress would not have been possible without the dedication and efforts of the early pioneers of aviation. It is thanks to them that we live in a world where flight is possible!

By the time World War II broke out in 1939, a lot of cities had an airport, and there were many trained pilots. Helicopters were used to fly to locations where aeroplanes could not land. They were valued for their ability to take off and land vertically, and hover in the air.

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Improvements in aviation technology have led to a dramatic decrease in journey times. For example, in 1934, a passenger travelling from London to Singapore would have around spent eight days flying. Today, the flight takes only around 12 hours on a jet airliner.

Who is seen as the father of aviation? In what way can a sailboat be compared to an aeroplane? What is one downside to hot-air balloons? What is one downside to airships? How might the study of birds have helped the Wright brothers? If the Hindenburg disaster had never happened, in what ways do you think transport might be different today? For example, do you think we would have passenger aeroplanes? 7 In your opinion, what was important about Amelia Earhart, apart from her record-breaking flights?

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1 Imagine if Sophie Blanchard and Amelia Earhart somehow got to meet one another! Write three questions that you think each of these aviators might ask the other. 2 Think, pair, share: Discuss how transport has changed over time. What do you think the next big changes in transport might be? Design and draw a vehicle that would be suitable for the year 2080. Highlight the interesting features in your design and explain their purpose. 3 Group work: Choose one of the aviators discussed in the lesson. Use Glogster, Flipgrid, Book Creator or PowerPoint to write a newspaper report about them. Remember that the report should be written as if your are writing it during the aviator’s lifetime. You can include interview questions and answers. For example, you might ask them what they think their achievements will contribute to transport in the future. Revision quiz

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Mapping Zone

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Arctic Ocean

Arct ic

EuropeMap

E S

Circ le

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ICELAND Reykjavik

FINLAND

SWEDEN NORWAY

Edinburgh North Sea

Dublin IRELAND

UNITED KINGDOM London

DENMARK Copenhagen

NETHERLANDS BELGIUM

English Channel

GERMANY

Munich

2 3

Milan

MONACO

Lisbon

Madrid

Barcelona

Th ©

Moscow

BELARUS Kiev

Volgograd

UKRAINE

CZECHIA

Vienna

SLOVAKIA MOLDOVA Bratislava Chișinău Budapest HUNGARY ROMANIA

4 Zagreb Belgrade CROATIA 5 SERBIA 9

ITALY 10 Rome

6 7 Skopje Tirana 8 ALBANIA

Bucharest

Caspian Sea

* Black Sea

BULGARIA

Sofia

Istanbul TURKEY

GREECE

Gibraltar (UK)

0 km

St Petersburg

POLAND

SPAIN

ANDORRA

PORTUGAL

Prague

AUSTRIA

Lyon

Warsaw

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FRANCE

Bay of Biscay

Tallinn ESTONIA

Riga LATVIA Baltic Sea LITHUANIAVilnius RUSSIA Minsk

Berlin

Paris

Stockholm

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Belfast

RUSSIA

Helsinki

Oslo

Atlantic Ocean

ASIA

Athens Rhodes

Crete

MALTA Mediterranean Sea

AFRICA

CYPRUS

250 km 500 km 750 km 1000 km 1250 km 1500 km

Capital city Major city Border Disputed border

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LUXEMBOURG SWITZERLAND LIECHTENSTEIN SLOVENIA BOSNIA & HERZEGOVINA 6 MONTENEGRO

7 8 9 10 *

KOSOVO NORTH MACEDONIA SAN MARINO VATICAN CITY Crimea (annexed by Russia in 2014)

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GreeceMap BULGARIA EAST MACEDONIA AND THRACE

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ALBANIA

Thessaloniki

WEST MACEDONIA

MOUNT ATHOS

Kozani Ioannina

Larissa

IONIA N ISL

Lamia

CEN

Patras

EEC

Tripoli

Athens

Ermoupoli

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PELOPONNESE

SOUTH AEGEAN

TURKEY

ATTICA

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WEST

E REEC

Mytilene

NORTH AEGEAN

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AND

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THESSALY

EPIRUS

Corfu

Komotini

CENTRAL MACEDONIA

TURKEY

NORTH MACEDONIA

Heraklion

0 20 40 60 80 100 km

CRETE

Capital city Major city

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Theme: Ancient andModernGreece Poster

Video

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HI STORY

about the architecture and art of the Ancient Greeks how people lived in Ancient Greece how ideas from Ancient Greece have influenced the world.

13 TheAncient Greeks

amphitheatre, assembly, ceramics, chiton, citadel, city state, comedy, democracy, flax, frieze, fresco, military, myth, patron, philosophy, scroll, staple foods, stylus, tragedy, trident

Minoan Palace of Knossos in Crete

City states

Ancient Greece was not a single country; it was a collection of over 1,000 self-governing city states, which varied greatly in size. Most of them spoke the same language and worshipped the same gods, but wars sometimes broke out between them. Two of the most powerful city states were Athens and Sparta.

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The earliest known civilisation in Greece was a group of people called the Minoans, who migrated from the Middle East and Turkey around 3000 BC. They settled on the island of Crete and constructed many complex buildings. After the Minoans came a group called the Mycenaeans. They were good traders and soldiers, but their civilisation collapsed after many wars. Around 800 BC, Ancient Greek civilisation began to rebuild.

Athens Athens was a centre of learning, art, science and philosophy. It was also the birthplace of democracy, a political system that is still in use today. The port of Piraeus in Athens was the most important trading centre in the Mediterranean, making many Athenians very wealthy. They used their wealth to construct grand buildings featuring valuable materials such as marble and gold.

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Typical street scene in Ancient Athens

Strand: Early peoples and ancient societies Strand: Greeks Key skills: Empathy, time and chronology, change and continuity, using evidence, synthesis and communication

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TheAncient Greeks

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Sparta Life in Sparta was very different from Athens. Sparta was a military state that valued the strength of its army above all else. From the age of seven, Spartan boys were sent to military school to train to become warriors. Girls trained at gymnastics, javelin and discus throwing, to make them physically strong, but they did not fight in wars. Sparta and Athens fought against each other many times, but they joined forces and succesfully fought off a Persian invasion during the Greco-Persian Wars of 499–449 BC.

Spartan warriors

Architecture

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The Acropolis was the citadel of Athens. In the ancient world, a citadel was the main fortress in a city. This was where the people fled to if the city came under attack. The Acropolis was built on the top of a rocky hill. Over time, many temples were built within its walls. The most sacred of these was the Erechtheion. This marked the spot where the Ancient Greeks believed that the goddess Athena had fought and defeated the god Poseidon to win control of the city. Poseidon was worshipped in Athens, but Athena was its patron goddess. The Parthenon was built in her honour. This magnificent temple was built with 22,000 tonnes of white marble, and included 75 columns and decorative carvings called friezes. A 12-metre tall, solid-gold statue of Athena stood at it centre.

Erechtheion

Parthenon

Acropolis

Art

Beginning around 510 BC, during what is now known as the Classical period of Ancient Greece, many stunning works of art were produced. Remarkable statues of gods and important leaders were sculpted from limestone, marble, bronze, gold, iron and ivory. Potters invented a new way of decorating ceramics with black and orange images that depicted scenes from Greek myths. Paintings known as frescoes were painted directly onto walls. Statue of Athena

Greek vase

Fresco

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TheAncient Greeks

Example of life in Athens, Ancient Greece A house was built around a central courtyard with a well for water and an altar to worship the gods. The bedrooms and other living spaces were off the courtyard.

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Zeus, the king of the gods, was the god of the sky and lightning. His symbol was a lightning bolt. His wife, Hera, was the queen of the gods. She was also the goddess of family and marriage.

The gods were believed to control the lives of humans. The 12 most important gods were the Olympians, who lived on Mount Olympus, the tallest mountain in Greece. Every family had a number of gods who were special to them. They made offerings to these gods at their local temple.

Poseidon was the god of the sea, and he caused earthquakes by striking the ground with his trident.

Newgrange was built in Ireland around 3200 BC, making it older than the Ancient Greek civilisation!

Children were considered to be adults at the age of 13. A woman had to look after the home and care for children, while a man could work as a soldier, farmer, sailor, fisherman, teacher or craftsman. Men could also work for the government.

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TheAncient Greeks

The word ‘alphabet’ comes from the first two letters of the Greek alphabet: alpha and beta. The Greeks based their alphabet on that of an ancient people from the Middle East called the Phoenicians. English speakers use the Roman alphabet, which copied the letters ‘A’, ‘B’, ‘E’ and ‘O’ from the Greek alphabet. We also use other Greek letters as symbols in science and maths, for example: Δ (delta) is used to represent a change in quantity. π (pi) is a number that we use to find the area and circumference of a circle. θ (theta) is used to represent angles. Σ (sigma) represents the sum of a series of numbers. Can you think of anywhere else that you have seen the Greek alphabet used today?

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Hercules was the god of strength and heroes.

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Girls were not allowed to attend school. They were taught how to look after the home and weave woollen cloth or linen, made from the fibres of the flax plant.

Boys started school at the age of seven. They learned maths, reading and writing. They used a metal stylus to write on a folding tablet made of wooden or clay frames filled with wax. The flattened end of the stylus was used for erasing. When boys were older, they also learned debating.

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Hades was the god of the underworld, the place where souls went after death. Ares was the god of war, and Athena was the goddess of both war and wisdom. Both men and women wore a chiton, a tunic made from two lengths of cloth. A belt was worn at the waist.

Staple foods included bread made from wheat, porridge made from barley, fish, beans, fruit, vegetables, olives and olive oil. Many people kept a goat for milk to make cheese. Meat was usually eaten only at religious ceremonies.

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TheAncient Greeks

Olympic Games

Javelin throwing

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In 776 BC, the first Olympic Games were held in honour of Zeus in the city of Olympia. This city was named after Mount Olympus, where Zeus was said to live. The contests included wrestling, javelin throwing, jumping and chariot racing. The games were held every four years until AD 393. The first modern Olympic Games were held in Athens in 1896.

In 490 BC, a messenger ran from Marathon to Athens (a distance of 40 km), bringing news of an important Greek victory over the Persians. In 1896, the marathon race was included in the Olympic Games in honour of this messenger. The length of the race was 40 km. Today the standard length of a marathon race is 42 km.

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Up until the year 507 BC, all of the city states were ruled by kings. In 507 BC, Athenian political leader Cleisthenes introduced a system of government called democracy, meaning ‘rule by the people’. He set up an assembly of citizens (men only) that met 40 times a year to vote on how Athens should be run. However, the population had to vote on any new laws before they could be passed.

Democracy

Assembly of Athens

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All male citizens over the age of 20 could vote, but women, slaves and foreigners could not. This was an example of a direct democracy, in which every man had an equal vote. In Ireland, we have a representative democracy, and unlike in Ancient Greece, all citizens have a vote. Citizens here vote to elect representatives, who then vote on new laws.

Philosophy

An Athenian named Socrates (470–399 BC) was a philosopher. The word ‘philosophy’ comes from Greek, meaning ‘love of wisdom’. Socrates taught his students to question everything about the world, and explore their ideas through discussion and debate. Today, this is called the Socratic method. Socrates’ ideas were written down after his death by his student Plato, who went on to found a school of philosophy called the Academy, in Athens in 387 BC. One of Plato’s students was Aristotle, who was tutor to the young Alexander the Great. Alexander became King of Macedonia, a Greek city state, and Greece’s greatest military commander. He conquered many lands in Asia, spreading Aristotle’s ideas as he did so.

Socrates

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Interactive activity

TheAncient Greeks

Libraries

Ire la n

Almost every city state had an amphitheatre, which was an open-air theatre that seated up to 15,000 spectators in semi-circular rows of stone seating dug into the hillside. The rows were tiered, so every spectator could see the actors on stage. Only men were allowed to work as actors. They wore masks and costumes to play different characters. Greek plays were either comedies or tragedies.

Theatre

Amphitheatre, Athens

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How did life in Athens and Sparta differ? Describe the Parthenon. How was life different for boys and girls in Ancient Greece? Why was the marathon race originally 40 km long? How were Socrates, Plato and Aristotle connected? Which do you think is fairer: direct democracy or representative democracy? Give reasons for your answer. 7 Do you agree that the destruction of the Library of Alexandria was a tragic event? What difference might it have made if the library had not been destroyed?

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Library of Alexandria

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The Ancient Greeks built libraries as places to collect and preserve knowledge. One of the most famous of these was built in the Egyptian city of Alexandria in 283 BC, when Egypt was part of the empire of Greece. The Library of Alexandria is thought to have contained up to 400,000 scrolls. All ships arriving at the Port of Alexandria had to declare if there were works of science or philosophy on board. If there were, they were copied onto scrolls and stored in the library. Tragically, the library was burned down in 48 BC by the Roman army after Rome had conquered Greece.

1 Name five sports in the modern Olympic Games. Research how many Olympic medals Ireland has won and for what sports. 2 Think, pair, share: Research two Greek city states other than Athens and write six facts about each. 3 Group work: What evidence can you find of the influence of the Ancient Greeks in the modern world? (Hints: architecture, entertainment, education, food.) Do research online and brainstorm your ideas. Design a poster titled ‘Six Ways the Ancient Greeks Have Influenced the World’. Use text and pictures in your poster.

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Theme: Ancient andModernGreece PowerPoint

Ire la n

GEOGRAPHY

about the geography and climate of Greece about Greece’s culture and places of historical interest about agriculture, food and industry in Greece.

14 GreeceToday

container ship, hospitality, monastery, sanctuary, textiles, volcanic eruption, whitewashed

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Greece gets its name from the Latin word ‘Graecia’, which was the Roman name for Greece. The Greeks refer to their country as Hellas, and its official name is the Hellenic Republic. ALBANIA

BULGARIA

Mount Olympus

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Corfu

Haliacmon River

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Roughy 80% of Greece is mountainous. At 2,917 metres, Mount Olympus is the tallest mountain in Greece.

NORTH MACEDONIA

SEA OF

MARMARA Greece has the longest coastline in Europe, and around 6,000 islands. TURKEY

GREECE

Lake Trichonida Delphi

AEGEAN SEA

Mount Parnassus Athens

The gigantic rocks of the Meteora rock formation in central Greece reach heights of over 600 metres. In IONIAN the 11th century, SEA six monasteries were built on top of them.

Delphi, on the lower slopes of Mount Parnassus, was a religious sanctuary in Ancient Greece. Santorini SEA OF CRETE

Crete

Athens is the oldest capital city in Europe.

BLACK SEA

Greece borders four countries.

Rhodes

The island of Santorini was formed by MEDITERRANEAN SEAa volcanic eruption. It is famous for its whitewashed buildings.

Strands: Natural environments; Human environments Strand units: Physical features of Europe and the world; People and other lands Key skills: A sense of place, a sense of space, maps, globes and graphical skills, questioning

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GreeceToday

Size: 131,957 km2 Longest river: Haliacmon River Largest lake: Lake Trichonida Tallest mountain: Mount Olympus Flag:

Culture

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Capital: Athens Continent: Europe Population: around 11 million Official language: Greek Currency: euro Climate: mostly Mediterranean – mild, wet winter; warm, dry summer

Greece

FAC T F I L E

Sirtaki

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Around 80% of Greece’s population lives in towns and cities. Athens, the capital city, has a population of over 3 million. Family life is very important to the Greeks. Some young people continue living with their parents even after they get married. The main religion here is the Greek Orthodox Church, which is a branch of Christianity. The Greeks enjoy folk music and dancing. In the Sirtaki dance, the dancers stand in a line or a circle with their arms around their neighbours’ shoulders, alternating between slow and fast steps. The dance only dates back to the 1960s, but it combines moves from traditional folk dances.

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School

Greek children spend six years at primary school, followed by six years at secondary school. In primary school, lessons start at 8 a.m. and end at 1 p.m. The children learn at least one foreign language, usually English, German or French. Some children stay for the afternoon until 4 p.m. During this time, they can do their homework and they can choose activities such as music, art, drama, IT or physical education.

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GreeceToday

Climate

The climate of Greece is mostly Mediterranean, with mild, wet winters and warm, dry summers. Areas in the north-west of the country are wetter because they are exposed to south-westerly winds that bring a lot of moisture. The Alpine climate is found in the mountain ranges of central and western Greece, where there is heavy snowfall in winter.

Ire la n

Agriculture and food

Stuffed vine leaves: the leaves from grapevines are stuffed with rice, pine nuts and herbs, rolled, and soaked in olive oil

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Popular Greek specialities

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Olives have been grown in Greece for more than 6,000 years, and the Greeks consume more olive oil than any other people in the world. Greece joined the EU in 1981, and is now the EU’s third largest olive oil producer, after Italy and Spain. Greece exported 215,000 tonnes of olive oil in 2020. Greece is also one of the EU’s biggest producers of Olive trees pistachios, almonds and rice. Other crops grown here include pomegranates, grapes, melons, tomatoes, peaches, figs, cherries and oranges. Thanks to its long coastline, Greece has a large fishing industry. The Greeks eat a lot of seafood, including sardines, mussels, squid and lobster.

Greek salad: this delicious dish includes olives and feta, which is a Greek cheese traditionally made from sheep’s milk

Moussaka: this baked dish contains layers of sliced aubergine and minced lamb, with a creamy sauce

Tzatziki: this cool dip is made with Greek yogurt, cucumber, mint leaves, olive oil, spices and garlic

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The stovepipe hat sometimes worn by chefs is said to have originated with Greek chefs who worked at monasteries during medieval times.

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Interactive activity

GreeceToday

Ire la n

Shipping is a very important industry in Greece. Its location between Europe and Asia makes it ideal for trade. Greece has many busy ports, with almost 5,000 container ships that transport goods around the globe. Greece is also a major producer of cotton. It processes raw materials for textiles, and exports them to other countries.

Industry

What do the Greek people call their country? Name the countries that border Greece. Describe the climate of Greece. Describe the Sirtaki dance. Name four things that attract tourists to Greece. Compare the agriculture of Greece to that of Ireland. How do you think this affects the diet of people in the two countries? Explain your answer. 7 What role does Greece’s landscape and location play in its economy?

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Beach in Crete

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Tourism is very important to Greece’s economy, because one-third of its population works in the tourism industry. Greece receives tourists from all over the world, but the majority come from Europe. In 2019, more than 31 million tourists travelled to Greece, compared with 11 million who travelled to Ireland the same year. Greece is very attractive to visitors because of its sunny climate, stunning ancient ruins, beautiful beaches and great hospitality. Many visitors also come here to go island-hopping by boat.

1 List ten facts you have learned about Greece. 2 Think, pair, share: Research one of the large Greek islands. What is its population and major industry? What do the islanders do for entertainment? What is the nearest island to it? 3 Group work: Explore similarities and differences between Ireland and Greece under the following headings: natural landmarks, sites of historical interest, famous leaders, famous sportspeople.

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Theme: Materials andChange Poster

PowerPoint

15 Building Bridges

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SCI ENCE

about how bridges are designed and built to investigate the effects of sunlight and liquids on materials factors to consider when building a bridge.

abutment, alloy, arch, beam, cable, carbon, deck, inlet, load, piers, reinforced, rust, sediment, span, structural damage, suspension, timber, truss, versatile, weathered

Materials used in bridges

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The earliest bridges were built using stone, logs or timber. Many old stone bridges are still in use today, but many wooden ones have rotted away or become too weak to be safe.

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A substance that is used to make something is called a material. Materials are chosen based on their properties, which include strength, texture, flexibility or rigidity, transparency or opaqueness, and waterproofness. For example, glass is used in a window because it is transparent, rigid and waterproof. It allows light in while keeping the rain and wind out.

Wooden bridge built in 1907, between Clontarf and Bull Island, Dublin

Stone bridge built in 1763 in Inistioge, Co. Kilkenny

To build a bridge, an engineer must choose the most suitable materials. These include stone, concrete, iron and steel. Such materials are hard-wearing and can withstand most types of weather conditions. They are strong enough to support the weight of pedestrians and vehicles crossing the bridge.

Concrete and metal are versatile materials because they can be poured or cast to fit any shape required for building. Steel, which is an alloy (mixture) of iron and carbon, is widely used in construction. It is stronger than iron, and unlike iron, it does not rust. A bridge being built using steel

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Strand: Materials Strand units: Properties and characteristics of materials; Materials and change Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, evaluating, designing and making

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Building Bridges

Bridge design

The design of a bridge is as important as the materials used to build it. The design allows the bridge to hold itself up and support the traffic that travels across it.

beam

pier

Arch bridge The main feature of this bridge is the curved stone arch underneath it. When a load (weight) is applied to the deck of the bridge (above the arch), the pressure is transferred to the abutments at either side of the arch.

deck

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arch

abutment

deck

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Beam bridge This is the simplest type of bridge, and was the most common type of bridge built in the past. The deck of the bridge consists of wooden planks or stone slabs. These are supported at either side by two beams. The beams rest on supports called piers.

The Arkadiko Bridge in Greece is thought to be one of the oldest bridges in the world. It was built around 1300 BC. Can you tell what type of bridge it is?

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Truss bridge A truss is a framework that supports a structure. The truss of this bridge is made up of triangular sections made of steel or iron. These help to support the deck of the bridge by distributing the load evenly throughout the bridge. Like a beam bridge, a truss bridge is also supported by piers. Of all deck the types of bridges, the truss truss bridge supports the most weight compared with the weight of its own pier materials.

tower cables

Suspension bridge The deck of a suspension bridge is supported by strong steel cables, which are held up by tall concrete, stone or steel towers. The number of towers depends on the length of the bridge. When a load is applied to the deck, the cables take the pressure. The cables extend past each side of the bridge, and are anchored firmly into the ground. Suspension bridges can span long distances, but they are very expensive to build. cables

tower

deck

Cable-stayed bridge The deck of a cable-stayed bridge is supported by strong steel cables, which are attached to concrete or steel towers. When a load is applied to the deck, the cables transfer all of the pressure to the towers. Cable-stayed bridges are usually chosen to span long distances.

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Experiment video

Building Bridges

Ire la n

Painting and maintenance work being carried out on the Forth Rail Bridge in Scotland

Bridges get weathered over time by exposure to the wind, the rain and flowing water. Sometimes this can result in structural damage. For example, in old stone bridges, the stones sometimes need to be replaced or reinforced. Sunlight can damage the paint on a bridge. This does not cause structural damage, but it can look unsightly. Engineers take these elements into consideration when choosing materials for building bridges.

Weathering of bridges

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Investigating the effects of sunlight and liquid on materials

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Equipment: coloured card, sticky tape, six glasses, water, soft drink, milk, lemon juice, cooking oil, saltwater, six iron nails Action: ● Use sticky tape to attach the coloured card to a window, and leave it there for a week or two. ● Observe and record what happens to the side of the card facing out the window. ● Fill each glass with one of the liquids. Make sure that all the glasses have the same amount of liquid. ● Place a nail in each glass. ● Observe and record what happens to each nail over the coming days.

Challenges for engineers

The Rio-Antirrio Bridge in Greece is one of the longest cable-stayed bridges in the world. It connects the towns of Rio and Antirrio across the Gulf of Corinth, which is an inlet of the sea. The engineers who designed this bridge had two big challenges: the seabed is made up of loose sediment, and earthquakes are common in Greece. To overcome these challenges, they used large steel pipes to stabilise the towers in the seabed, and built the towers and deck from reinforced concrete, which can withstand shaking. They also designed the structure to allow for a certain amount of movement in order to prevent it from collapsing during an earthquake. Rio-Antirrio Bridge, Greece

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PCM 2

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Building Bridges

Let’s designandmake

Paper bridge

Equipment: books or blocks for the riverbanks, sheets of A4 paper, ruler, coins

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Design and build a paper bridge over a river. The river should be 14 cm wide. Use sheets of A4 paper (lengthways) to build the bridge. Test your bridge’s strength using coins. If it cannot hold the coins, what changes could you make? Explain your completed design to the class.

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Action:

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The Danyang-Kunshan Grand Bridge in China is the longest bridge in the world. It measures over 160 km and is part of a high-speed railway that links the cities of Beijing and Shanghai. Can you tell what type of bridge it is?

Danyang-Kunshan Grand Bridge, China

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1 List some properties of materials. 2 Why would an engineer choose stone, concrete, iron and steel as suitable materials for building a bridge? 3 Describe a truss bridge. 4 How does the weather damage bridges? 5 Why is steel a better material than iron for building bridges? 6 Why, do you think, was stone used to build bridges in the past? 7 Why are modern bridges built with concrete, in your opinion?

1 Choose an item in your classroom and write a list of the materials it is made from. Say why you think each of these materials was used. 2 Think, pair, share: Research three other examples of bridges. For each bridge, identify what type it is, what materials were used to build it and what purpose it was built for. 3 Group work: Investigate a bridge in your locality or county. What materials were used to build it? Is it recent or old? Is it used for pedestrians, vehicles or both? Is it pleasing to the eye? Fill in the worksheet and draw a sketch of the bridge. PCM 8

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PCM 10

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Theme: Materials andChange Video

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SCI ENCE

how substances can be changed by mixing or dissolving about reversible and irreversible changes about substances that do not mix.

16 Materials andChange

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Do you remember what matter is? Matter is what we call everything on Earth that occupies space and has weight. The three states of matter are solid, liquid and gas. A material or substance is a type of matter from which something can be made.

dissolve, filtering, immiscible, insoluble, irreversible, reversible, saturation point, sieving, soluble, solute, solution, solvent

Mixtures and reversible change

Sieving

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When we combine different materials, they form a mixture. In some mixtures, the materials might be physically changed, but they are not chemically changed. Physical changes are considered reversible because the materials can be returned to their original form. For example, muesli is a mixture Filtering evaporation of oats, nuts and dried fruit. You could separate the ingredients in muesli by sieving it. Other reversible mixtures can be separated using techniques such as filtering or evaporation. Filtering is used to separate solution tiny, insoluble solid particles from a liquid. Evaporation is used to separate a solution, which is a type of mixture in which a solid has been dissolved in a liquid. heat

Mixtures and irreversible change

Sometimes when we mix materials, an irreversible change takes place. The materials cannot be returned to their original form because a chemical change has taken place and a new substance has been created. An irreversible change can sometimes occur when a mixture is heated. For example, to bake a cake, we begin by mixing the ingredients together to form batter. After we have cooked the batter in a hot oven, we end up with a new material called cake. Cake cannot be changed back into batter because an irreversible change has taken place.

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Strand: Materials Strand unit: Materials and change Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, evaluating

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Materials andChange

Solutions and saturation point

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Salt water is an example of a solution. It is made up of salt, which we call the solute, and water, which we call the solvent. Another thing that we can say about salt is that it is a solid substance with the property of being soluble. Salt dissolves in water; it is soluble. Sand is insoluble. When a soluble substance dissolves in liquid, it is no longer visible. Think for a moment about the difference between salt and sand. Sand is an example of an insoluble material, meaning that it does not dissolve in liquid.

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Sugar is another example of a soluble solid substance. When we add sugar to tea, the sugar dissolves in the liquid. However, if we were to continue adding lots of sugar to the same cup of tea, eventually the sugar would no longer dissolve. We would see a heap of sugar sitting at the bottom of the cup. This happens when the solution reaches its saturation point. The saturation point of a solution is the point at which no more of the solid substance can be dissolved without adding more liquid.

Investigating soluble and insoluble solid substances

Equipment: eight glasses, room-temperature water, spoons, sand, chalk, flour, rice, coffee granules, sugar, salt, gravy granules Action: ● Pour water into each glass. ● Predict whether each of the substances is soluble or insoluble. ● Add a teaspoon of each substance to a glass of water and stir. ● Observe and record the results.

PCM 2

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Experiment video

Materials andChange

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Equipment: two plastic or heat-proof glass containers, wool, plate, paper clips, food colouring, salt, tablespoon, boiling water (to be handled only by the teacher) Action: ● Position the two containers either side of the plate. The plate is there to catch any crystals that might fall. ● Your teacher will pour boiling water into the two containers so that they are two-thirds filled. ● Add a couple of drops of food colouring to each container. ● Keep stirring a tablespoon of salt at a time into each container of water until the solution reaches its saturation point and the salt stops dissolving. ● Cut a length of wool long enough to hang inside both containers, but short enough so that the ends will not touch the bottom of the containers. Tie a paperclip to each end of the wool. ● Lower one end of the wool into each container, allowing the wool to sag slightly between the two containers. ● Observe over the coming days and record the results.

Investigating how salt crystals form

Applying force to substances

Equipment: flour, playdough, eggs, milk, cereal, uncooked pasta, bread, wooden or plastic cutlery or kitchen utensils Action: ● Try cutting, mixing, crushing, stirring, pulling and whisking each substance in turn. ● Can physical force cause a change to each substance? Is the change reversible or irreversible?

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PCM 2

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Experiment video

Materials andChange

Liquids that do not mix

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Equipment: 60 ml whipping cream, transparent plastic container with lid, crackers Action: ● Pour the cream into the container and immediately close the lid tightly. ● Shake the cream for a few minutes. Do you observe any changes? Is it getting thicker? [Insert SESE-6-1611] ● Continue shaking the container until a small ball of butter forms. ● Separate the butter from the liquid that is left over. The liquid is buttermilk, which can be used in baking. The butter can be spread on the crackers and eaten!

How force changes cream to butter

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Have you ever noticed that oil and water do not mix? The scientific way to say this is that oil and water are immiscible. All matter is made up of small particles called molecules. Oil and water are immiscible because oil molecules are attracted only to other oil molecules, and water molecules are attracted only to other water molecules.

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Oil is less dense than water because its molecules are less tightly packed together than the molecules in water. This is why oil floats on top of water.

Investigating liquids that do not mix

Equipment: transparent water bottle, water, blue food colouring, oil, whole pecan nut Action: ● Fill one-fifth of the bottle with water. ● Add two or three drops of food colouring to the water. ● Pour in the oil, leaving a small space at the top of the bottle to add the pecan nut. ● Predict what will happen when you place the pecan nut in the bottle. ● Add the pecan nut. ● Fill the bottle to the top with oil and put the lid on it. Lay the bottle on its side and swish the contents from side to side. What do you observe?

PCM 2

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Revision quiz

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WorldMap

TIC OC ARCTIC OCEA

RUSSIA

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GREENLAND (Denmark) U.S.A.

ICELAND

CANADA

IRELAND

PORTUGAL

CUBA

MEXICO

BELIZE

EL SALVADOR

Cook Islands (NZ)

French Polynesia

TONGA

PERU

ALI

SIERRA LEONE

LIBERIA

BURKINA BURKINA FASO

COTE D’IVOIRE

EQU

ATLANTIC OCEAN

BOLIVIA PA RA GU AY

Easter Island (Chile) URUGUAY

Ed e

MALI SENEGAL THE GAMBIA GUINEA-BISSAU GUINEA

FRENCH GUIANA

BRAZIL

CHILE

MAURITANIA CAPE VERDE

ARGENTINA

800

1600

2400

8200

4000 km

ANTARCTIC CIRCLE

Falkland Islands (UK)

South Georgia & South Sandwich Islands (UK)

SOUTHER SOUTHERN

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ALGERIA

Pitcairn Island (UK)

AL WESTERN SAHARA

Tuamoto Islands Tahiti

MOROCCO

OCEAN

ECUADOR

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SAMOA

COLOMBIA

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Marquesas Islands (Fr.)

Society Islands (Fr.)

VENEZUELA

GUYANA

Galapagos Islands (Ecuador)

TRINIDAD AND TOBAGO

PANAMA

SURINAME

OCEAN

KIRIBATI

American Samoa (USA)

NICARAGUA

COSTA RICA

SPAIN

BENIN TOGO

PACIFIC

ATLANTIC

Puerto Rico (USA)

JAMAICA

HONDURAS

GUATEMALA

EQUATOR

DOMINICAN REPUBLIC

HAITI

Hawaiian Islands (USA)

FRANCE

Azores (Port.)

THE BAHAMAS

TROPIC OF CANCER

GHANA

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UNITED STATES OF AMERICA

UNITED UNITED KINGDOM KINGDOM

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d UKRAINE

8 10

KAZAKHSTAN

19 ROMANIA 12 13 14 24 15 16 BULGARIA 25 18 ITALY 17 9

GREECE

MONGOLIA GEORGIA ARMENIA

SYRIA CYPRUS LEBANON ISRAEL JORDAN

KIS

TA N

ENIS

LIBYA

EGYPT

PAKISTAN

NEPAL

KENYA RWANDA BURUNDI

MALAWI

NAMIBIA

M OZ

ZIMBABWE

ZAMBIA

BOTSWANA

LESOTHO

14 15 16 17 18 19 20 21 22 23 24 25 26

SERBIA MONTENEGRO KOSOVO ALBANIA NORTH MACEDONIA MOLDOVA ESTONIA LATVIA LITHUANIA RUSSIA SAN MARINO VATICAN CITY ANDORRA

DENMARK NETHERLANDS BELGIUM LUXEMBOURG SWITZERLAND AUSTRIA CZECHIA SLOVAKIA SLOVENIA HUNGARY MONACO CROATIA BOSNIA & HERZEGOVINA

OCEAN

EQUATOR NAURU

PAPUA NEW GUINEA

SOLOMON ISLANDS

EAST TIMOR (Timor-Leste)

VANUATU

KIRIBATI TUVALU

FIJI

New Caledonia (Fr.)

MAURITIUS

ESWATINI (SWAZILAND) SOUTH AFRICA

INDIAN

COMOROS

FED. STATES OF MICRONESIA

INDONESIA

SEYCHELLES

TANZANIA

ANGOLA

MARSHALL ISLANDS

BRUNEI

SINGAPORE

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DEMOCRATIC REPUBLIC OF THE CONGO

1 2 3 4 5 6 7 8 9 10 11 12 13

IA M AL SO

EQUATORIAL GUINEA CONGO GABON

Northern Mariana Islands (USA)

PALAU

MALAYSIA

MALDIVES

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BENIN TOGO

GHANA

UGANDA

PHILIPPINES

SRI LANKA

ETHIOPIA

CAMEROON

TAIWAN

LAOS

M TNA

DJIBOUTI SOUTH SUDAN

OCEAN

CAMBODIA

NIGERIA CENTRAL AFRICAN REPUBLIC

MYANMAR

THAILAND

E YEM

PACIFIC

BHUTAN

BANGLADESH INDIA

AN OM ERITREA

JAPAN

CHINA

BAHRAIN QATAR UNITED ARAB SAUDI EMIRATES ARABIA

SUDAN

CHAD

SOUTH KOREA

IRAN

VIE

NIGER

NORTH KOREA

TAJIKISTAN

TAN

AFGHANISTAN IRAQ

BURKINA BURKINA ASO ASO

OIRE

TUR

KUWAIT

ALGERIA

ALI

AZERBAIJAN

KYRGYZSTAN

CAR

MALI

TURKEY

TUNISIA

MAD AGA S

AIN

20 21 23 22 BELARUS POLAND

FRANCE

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EN ED

1 2 GERMANY 3 4 7

ARCTIC CIRCLE

RUSSIA

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UNITED UNITED KINGDOM KINGDOM

FINLAND

RW AY

TIC TIC OCEAN OCEAN

TROPIC OF CAPRICORN

AUSTRALIA

NEW ZEALAND

Border Disputed border

Iles Kerguelen (Fr)

Coastline

OUTHERN SOUTHERN OCEAN OCEAN ANTARCTICA

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Theme: Exploring Terrain Poster

of Terrain 17 Types AroundtheWorld

d Ire la n

GEOGRAPHY

about some of the features of mountainous areas about a selection of mountain ranges and deserts about the polar regions and their importance.

PowerPoint

arid, bedrock, depression, fjord, food chain, glacier, groundwater, ice cap, ice shelf, meltwater, mountain pass, mountain ridge, oasis, plateau, sand dune, tectonic plates, terrain, valley The Earth has seven continents: Europe, Asia, Africa, North America, South America, Oceania and Antarctica. The continents include a variety of different types of terrain, including mountainous areas, deserts and polar regions.

ARCTIC OCEAN Scandinavian Mountains EUROPE Alps

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Arctic Circle 66˚ N

NORTH AMERICA Rocky Mountains

ATLANTIC OCEAN

Sahara Desert

ASIA Gobi Desert Himalayas

PACIFIC OCEAN

AFRICA

PACIFIC OCEAN

SOUTH AMERICA

66˚ S Antarctic Circle

SOUTHERN OCEAN

INDIAN OCEAN

OCEANIA Great Australian Desert

ANTARCTICA

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Features of mountainous areas

A mountain ridge is a continuous tip that stretches between mountains.

A plateau is an area of fairly level high ground. Often one or more sides have steep hills.

A valley is a low area of land between mountains. It is longer than it is wide.

A mountain pass is a route through a mountain range or over a mountain ridge.

A mountain range is a line of mountains that are connected by high ground.

A glacier is a slowmoving mass of ice found on mountains or in the polar regions.

Strands: Natural environments; Environmental awareness and care Strand units: Physical features of Europe and the world; Caring for the environment Key skills: A sense of space, a sense of place, questioning, observing, maps, globes and graphical skills, predicting, analysing

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Types of TerrainAroundtheWorld

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The Alps This is the biggest mountain range in Europe. It stretches 1,200 km in length across parts of France, Monaco, Switzerland, Liechtenstein, Germany, Austria, Italy and Slovenia. It is divided into sections, including the French Alps and the Italian Alps. At 4,808 metres, Mont Blanc on the border of France and Italy is the highest peak.

Major mountain ranges

Mont Blanc

Mount Everest

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The Himalayas Situated in Asia, the Himalayas stretch 2,400 km in length across parts of Afghanistan, Pakistan, India, Nepal, Tibet and Bhutan. More than 100 of the peaks here are over 7,000 metres, including Mount Everest (8,849 metres) and K2 (8,611 metres). The highest peaks are covered in snow all year round due to their high elevation. Temperatures there fall as low as –40°C in winter and never rise above 0°C in summer.

The Himalayas were formed due to the collision of two tectonic plates that caused the edge of one plate to dip below the edge of the other and push it up. The Himalayas are still rising by more than 1 cm per year as the plates continue moving towards each other.

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Scandinavian Mountains This mountain range in the Scandinavian Peninsula forms the border between Norway and Sweden, and extends into Finland. In Norway, these mountains form fjords along the coastline. A fjord is a long, deep inlet of the sea between high cliffs. At 2,469 metres, Galdhøpiggen in Norway is the highest peak.

Columbia Icefield in the Rocky Mountains

A fjord in Norway

Rocky Mountains This is the largest mountain range in North America. It stretches for 4,800 km from British Columbia, Canada, to New Mexico, USA. At 4,399 metres, the highest peak is Mount Elbert in Colorado. There are six major glaciers in this mountain range. The largest is the Columbia Icefield in Canada, which has an area of about 325 km2.

Glaciers are found in many mountain ranges. They change in size throughout the year, gaining mass in winter, and losing mass as ice melts during the summer. Meltwater from glaciers in the Himalayas flows into many rivers, including the Ganges River in India.

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Types of TerrainAroundtheWorld

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Deserts are regions with an arid climate. They are the driest places on Earth, receiving less than 25 cm of rainfall per year. Many deserts are hot during the day, but cool at night due to the lack of cloud cover. Some are covered in sand, with sand dunes formed by the wind. An oasis is a fertile spot in a desert, where water is found. An oasis forms on a spot where the land dips into a depression deep enough to reach groundwater held within the bedrock.

Deserts

Oasis

Sandstorm in Sudan

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Sahara Desert This is the largest hot desert in the world, with an area of 8.6 million km2. It extends across North Africa through parts of Algeria, Chad, Egypt, Libya, Mali, Mauritania, Morocco, Niger, Western Sahara, Sudan and Tunisia. Temperatures can rise to 38°C during the day, and fall below 0˚C at night. The annual rainfall ranges from 35 to 100 mm, but some areas do not receive rainfall for years at a time. Sandstorms are common, and make it nearly impossible for people to see anything. The highest peak in the Sahara is Emi Koussi in Chad, at 3,415 metres.

Uluru

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Australia There are 10 named deserts in Australia, including the Great Victoria, Great Sandy and Simpson Deserts. They are found in the west and centre of the country, and cover 18% of the landmass. However, more than 70% of the country is arid or semi-arid. This area is known as the Outback. Less than 5% of the country’s population lives in the Outback, so it is largely untouched. Uluru is a 500-million-year-old sandstone rock formation in the Outback that is 348 metres in height. It is sacred to Australia’s indigenous population, the Aboriginal people.

Polar regions

The Arctic

The polar regions are the Arctic and the Antarctic. The Arctic consists of the Arctic Ocean and parts of the USA (Alaska), Canada, Finland, Greenland, Iceland, Norway, Russia and Sweden. The highest peak is Mount Gunnbjörn in Greenland, at 3,694 metres. Temperatures here usually range from 0°C in summer to –40°C in winter. The land remains covered in ice and snow for most of the year, and the ocean freezes in winter. Despite the harsh conditions, the Arctic has around 4 million inhabitants, including the Inuit and Sami peoples.

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Interactive activity

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The importance of the polar regions

Ross Ice Shelf

The Antarctic consists of Antarctica, the Southern Ocean and a number of uninhabited islands. It is the coldest place on Earth. Temperatures here usually range from –28°C in summer to –60°C in winter, but the lowest temperature ever recorded was –89.2°C. The highest peak is Mount Vinson, at 4,892 metres. There are a number of massive ice shelves connected to the coastline of Antarctica. These are permanent sheets of ice that extend out onto the ocean. The largest is the Ross Ice Shelf, which has an area of 510,680 km2.

Types of TerrainAroundtheWorld

Name the seven continents. What is a mountain ridge? Where are the Himalayas situated? How big is the Sahara Desert? Where are the polar regions? Describe the landscape and temperatures there. Why, do you think, do very few people in Australia live in the Outback? Explain what is important about the polar regions.

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Roughly 2% of the Earth’s water (which is almost 70% of Earth’s freshwater) is stored in glaciers and ice caps in the polar regions. The ice helps to regulate the Earth’s temperatures by reflecting 70% of the sun’s energy in these regions. It is estimated that the Arctic ice is melting at a rate of 9% per decade. This could contribute to warmer global temperatures due to less reflection of the sun’s energy. Since the 1970s, the amount of krill in the Arctic Ocean has been decreasing. This is thought to be linked to the melting of the ice. Marine animals rely on krill as a food source, so this is affecting the food chain. The ice in the Arctic is also a habitat for seals and polar bears. As it melts, their habitat shrinks.

1 Label all of the features discussed in the chapter on your worksheet. 2 Think, pair, share: Write three features or characteristics of each of the following: mountain ranges, deserts and polar regions. 3 Group work: Research ideas about how to prevent the polar ice cap in the Arctic from melting. Present your findings to the class as a poster, slideshow or multimedia presentation. PCM 11

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Theme: Exploring Terrain Video

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SCI ENCE

how animals are sorted into groups according to their characteristics about animals that live in the Arctic and in deserts, and how they survive.

18 Amazing Animals

antennae, arachnid, blubber, camouflage, carnivore, classify, dormant, endangered, exoskeleton, herbivore, ice floe, invertebrate, migratory, omnivore, pincers, predator, rodent, scaly, stampede, tundra, vertebrate

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Many animals live in environments with very harsh conditions. Some of the harshest conditions are found in the Arctic and in deserts. Let’s find out about animals that live in these environments and how they survive.

Classifying animals

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Scientists that study animals sort, or classify, them into groups according to their characteristics. One of the characteristics is whether the animal is a vertebrate or an invertabrate, meaning whether it has a backbone or not. Some invertebrates have an outer shell, or exoskeleton. Others do not, including the earthworm and the jellyfish. Another characteristic for classifying an animal is whether it is warmblooded or cold-blooded. Characteristics ● Vertebrate ● Warm-blooded

Insect

●

Invertebrate Cold-blooded Invertebrate Cold-blooded Vertebrate Cold-blooded

● ●

Arachnid

●

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Group Mammal

● ●

Amphibian

Fish

● ● ●

Bird

●

Reptile

●

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● ●

Vertebrate Cold-blooded Lives in water Vertebrate Warm-blooded Vertebrate Cold-blooded

● ●

● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Fur or hair Female produces milk to feed its young Six legs and two antennae Female lays eggs Eight legs Female lays eggs Lives on land and in water Webbed feet Female lays eggs Gills to breathe under water Fins and scaly skin Female lays eggs Beak, feathers and wings Female lays egg Lives on land and in water Scaly skin Female lays eggs

Examples Dog, horse, sheep Ladybird, bee, moth Spider, tick, crane fly Newt, frog, toad Clownfish, salmon, trout Owl, crow, robin Turtle, snake, crocodile

Strand: Living things Strand unit: Plant and animal life Key skills: Questioning, recording and communicating, exploring, evaluating, analysing

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Amazing Animals

Animals of the Arctic

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Walrus This marine mammal can live for up to 40 years. (A marine mammal spends more time in the ocean than it does on land.) A walrus weighs up to 1.5 tonnes. The male is called a bull and the female is called a cow. Colonies of up to 8,000 walruses are seen on the ice floes of the Arctic. Beneath a walrus’s skin is a thick layer of blubber that insulates its body against the cold. Its distinctive whiskers and long white tusks continue to grow throughout its life.

The Arctic is a harsh environment with year-round freezing temperatures, but some animals have adapted to survive in these conditions.

The walrus is a carnivore. It feeds on fish and shellfish, and uses its whiskers to help it find shellfish on the seabed. It uses its tusks to drill air holes in the ice when it is swimming below an ice floe, and to haul itself up out of the water. It also uses its tusks for fighting. Walruses are very sensitive to noise. If they feel threatened, they might stampede into the water.

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Caribou This land mammal is commonly known as a reindeer. The male is called a bull and the female is called a cow. Both bulls and cows grow antlers, but the bulls’ are larger. The caribou is a herbivore and eats over 5 kg of vegetation per day. It has adapted to its environment by becoming migratory. Throughout the summer, a herd of caribou can walk almost 10,000 km to graze in different areas. The cows also give birth to their calves in summer. In winter, the caribous’ flat hooves help them to walk on snow and ice, and their thick fur keeps them warm in freezing temperatures.

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Arctic fox This land mammal lives in the Arctic tundra, which is a vast, flat region with no trees and little shelter. The male is called a dog and the female is called a vixen. A pair mate for life. The vixen gives birth in spring to a litter of around five pups. An adult is up 30 cm tall and weighs up to 3.5 kg. It has thick fur all over its body, including on the underside of its paws. It wraps its long, bushy tail around its body for warmth while it sleeps in its underground den.

Amazing Animals

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Arctic fox in the tundra in summer

Arctic fox in the tundra in winter

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The Arctic fox’s fur changes colour with the seasons to help avoid being seen by prey when hunting, and by predators such as polar bears and wolves. In spring, it takes on a brownish colour that blends in well with the tundra. In winter, it turns white to blend in with the snow. The Arctic fox does not hibernate in winter. It is an omnivore and will feed on almost anything it can find, including birds, eggs, berries, seaweed, insects, fish, frogs and small rodents such as lemmings. When food is scarce, it might even follow a polar bear and eat its leftovers!

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Penguins are only found in the wild in the southern hemisphere, including Antarctica. Many people think they are found in the Arctic, but this is incorrect.

Polar bear

The polar bear is at the top of the food chain in the Arctic. This marine mammal is found in northern parts of Alaska, Canada, Russia, Greenland and Norway. The male is called a boar and the female is called a sow. The polar bear lives for around 25 years. It is an excellent swimmer due to it slightly webbed paws, and it has fur growing on underside of its paws that prevents it from slipping on the ice. Its body is insulated against the cold by thick fur, and a 12 cm layer of blubber beneath its skin. It is a carnivore and spends 50% of its time hunting. It primarily feeds on seals, which have a high percentage of body fat.

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Animals that live in deserts

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The polar bear is descended from the brown bear, but has evolved to adapt to life in the Arctic. Unlike the brown bear, it does not hibernate in winter. However, the sow builds a den when she is pregnant to ensure that she will be safe and warm when her cubs are born. She gives birth every three years to a litter of up to three cubs. The cubs are born blind and toothless, weighing as little as 500 grams. They stay with their mother for around two and a half years. Climate change is taking a toll on polar bears as the Arctic ice is melting at a rate of 9% per decade. This means that the polar bear’s habitat is shrinking. Studies suggest that the number of polar bears could decline by about 30% by 2050.

Amazing Animals

Desert habitats are not quite as harsh as the Arctic, but they present many challenges. Let’s find out about animals that are adapted to survive in deserts.

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Scorpion This arachnid is adapted to the harsh conditions of a desert, but it can also be found in mountainous areas and rainforests. It has an exoskeleton and two large pincers. It is a carnivore that hunts smaller insects. It grabs its prey with its pincers, then whips its tail around to inject venom that paralyses the prey. The scorpion burrows deep under ground to hunt, and to avoid the scorching desert sun during the day. In mountainous areas, it can survive extremely low winter temperatures by hibernating, which involves staying dormant until spring.

Short-horned lizard This reptile is found in the deserts of North and Central America. It is a carnivore that feeds on ants, grasshoppers, beetles and spiders. However, it is also preyed upon by hawks, snakes, coyotes and other animals. Its scaly skin provides good camouflage from a distance, but when danger approaches, the desert does not offer many hiding places. To defend itself, the shorthorned lizard inflates its body up to twice its normal size and shoots blood from its eyes to confuse its attacker. The blood also contains chemicals that are toxic to mammals such as coyotes.

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Amazing Animals

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Dromedary camel This land mammal is also known as the Arabian camel. It lives up to 50 years and is found in the Arabian Desert of the Middle East, which extends throughout most of Saudi Arabia. It can drink up to 80 litres of water at a time, which gets stored in its bloodstream. It is a herbivore, but is extremely well adapted to the desert, where vegetation is scarce. Its hump stores up to 36 kg of fat, which the body can break down into water and energy when water and food are not available. Its tough lips enable it to eat most plants, including thorny scrub found in the desert. Its eyes are each protected from dust by three eyelids and two sets of eyelashes, and its nostrils can close over to prevent inhaling sand during a sandstorm. Bactrian camel

The dromedary camel has just one hump. The Bactrian camel, which is found in the steppes (flat grasslands) of Central Asia, has two humps.

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Fennec fox This land mammal is found in the Sahara Desert. It is an omnivore and a nocturnal animal, meaning that it is active at night. It feeds on plants, rodents, eggs, reptiles and insects. Its thick fur insulates its body against the cold at night. During the day, a community of around ten fennec foxes sleeps in an underground den. Their large ears allow excess body heat to escape, helping to keep them cool.

Addax This land mammal is a species of antelope that lives in the Sahara Desert. It is a herbivore, and can absorb all the water it needs by eating vegetation. Both the male and the female have twisted horns. The addax is hunted by humans for its horns, skin and meat, and it has become an endangered species. Its greatest protection against becoming extinct is that it can survive in desert landscapes where few humans go.

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Interactive activity

Amazing Animals

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Name two of the characteristics used for classifying animals. Where are polar bears found in the wild? How are polar bears adapted to their environment? Name three other Arctic animals and give one characteristic of each. Name three desert animals and give one characteristic of each. Why, do you think, are kangaroos native only to Australia? Give an example of how climate change can affect wild animals.

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The kangaroo is a land mammal that is native only to Australia. It has a powerful tail that allows it to hop. Scientists say that it is the only animal known to use its tail as a fifth leg. It can hop long distances at speeds of up to 50 km/h without using up much energy, and is mostly active in the early morning or the evening when it is cooler. It is found in most areas of the Outback, but it prefers areas with trees for shelter on hot days and grassy plains for feeding, as it is a herbivore. It needs very little water, but its survival is threatened when drought kills the grass. The male is called a boomer, the female is called a flyer, and the young is called a joey. The female has a pouch for holding the joey, which is only the size of a jellybean at birth. It crawls into the pouch immediately after birth and stays there for about six months.

Kangaroo

1 Do research online to find out the names of three other Arctic animals and three other desert animals. Which group does each animal belong to? (Mammal, bird, fish, etc.) 2 Think, pair, share: Describe three ways in which animals have adapted to conditions in the Arctic and the desert. 3 Group work: Do a project on Australian animals (kookaburra, koala, dingo, platypus, etc.). Describe each animal’s diet and habitat. Say which group it belongs to and explain how it is adapted to the environment. Share your findings with the class.

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Counties of IrelandMap

County town Capital city Coastline Country boundary Province boundary County boundary

Derry

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Mapping Zone

ANTRIM

DERRY

Lifford

Omagh

DONEGAL

TYRONE

BELFAST

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ULSTER

Downpatrick

Armagh

Sligo LEITRIM

FERMANAGH

CAVAN

MAYO

Carrick -onShannon

Dundalk

Cavan

LOUTH

ROSCOMMON

LONGFORD

Roscommon

MEATH

Longford

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CONNACHT

Navan

WESTMEATH

Swords

Mullingar

Dublin

GALWAY

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Galway

OFFALY

Ed e Th ©

KERRY

Dún Laoghaire

Naas Portlaoise LAOIS

CLARE

DUBLIN

KILDARE

Tullamore

WICKLOW

LEINSTER

Wicklow

Carlow

Ennis

Tralee

DOWN

ARMAGH

MONAGHAN

SLIGO

Castlebar

Monaghan

Thurles Limerick LIMERICK

TIPPERARY

Kilkenny KILKENNY

WEXFORD Clonmel

MUNSTER

CARLOW

Wexford

WATERFORD Dungarvan

CORK Cork

0 km

50 km

100 km

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Mountains, Lakes andRivers of IrelandMap

Mapping Zone

Trostan

Mullaghmore

0–100 m

100–200 m

Lough Neagh

Lough Derg

Height above sea level in metres

Knockalongy

y Mo

Lough Ree

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R. Suck

ale

e Th ©

h Ca

art

g sag na ts y r er M

y ane

R. Suir Galtymore Knockmealdown

Nagles

Carrauntoohill

re No

Blackstairs Mts

ater R. Blackw

Lakes of Killarney

l R. S

Lugnaquilla Mtn

Slieve

Mish Mts

R. L

Silvermin Mts

Brandon Mtn

IRISH SEA

n ha

Slieve Callan

R. F eal e

yne R. Bo

y iffe

s ro

B R.

Lough Derg

Slieve Donard

Lough Owel

R. Barrow

R. Clare

Au Sliev gh e ty Mt

ATLANTIC OCEAN

Upper Lough Erne

Lough Allen

aga

R. L

Bla

Lough Sheelin

Lough Mask Lough Corrib

The Twelve Pins

Lough Carra

Croagh Patrick

r ate kw

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Lower Lough Erne

Lough Nephin Beg Conn Nephin

R. F oyl e

500–1000 m 200–500 m

n R. Ba

Errigal Mtn

1000 m +

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Peak Coastline River Lake

Musheramore

h Comerag Mts

Mts

R. Lee n

R. Bando

0 km

50 km

100 km

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Theme: Exploring Terrain PowerPoint

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GEOGRAPHY

about the landscape of Ireland and its mountain ranges about the role of the landscape in activities such as tourism and farming about the flora of Ireland’s mountainous areas and Ireland’s wildlife.

19 TheLandscapeof Ireland

biodiversity, deforestation, depleted, designated, erosion, feral, heathlands, incentive, karst, lowlands, pollinator, relief, uplands

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Ireland is nicknamed the Emerald Isle due to its lush green landscape. Tourism is a major industry here that employs between 150,000 and 250,000 people. Many tourists visit Ireland for its beautiful landscape. The landscape varies across the country, from bogs in the Midlands to over 30 mountain ranges around the coast.

Ireland’s relief

Carrauntoohil

Ireland’s mountain ranges include the Mourne Mountains in the north of the country, the MacGillycuddy’s Reeks in the south, the Wicklow Mountains in the east and the Ox Mountains in the west. The tallest mountain is Carrauntoohil in the MacGillycuddy’s Reeks, which stands at 1,040 metres.

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‘Relief’ is a term that geographers use to describe the shape of Satellite photo of Ireland the landscape, including its height (elevation) and steepness. Relief features include lowlands, mountains and valleys. Lowlands are areas where the land is at, near or below sea level, and where there are not usually mountains or large hills. Ireland’s relief consists of a central area of lowlands surrounded by coastal mountains and hills. There is no worldwide minimum height for a mountain, but in Ireland and Britain, a mountain must be at least 600 metres tall. This means that a hill must be less than 600 metres tall. Both mountains and hills have steep slopes, and sometimes rocky terrain.

National parks

Ireland has six national parks. Five of these are in mountainous areas: Connemara National Park in Co. Galway, Wild Nephin Ballycroy National Park in Co. Mayo, Wicklow National Park in Co. Wicklow, Killarney National Park in Co. Kerry and Glenveagh National Park in Co. Donegal. The sixth national park is the Burren National Park in Co. Clare.

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Connemara National Park, Co. Galway

Strand: Natural environments Strand units: Land, rivers and seas of Ireland; The local natural environment Key skills: A sense of space, a sense of place, questioning, observing, maps, globes and graphical skills, predicting, analysing

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TheLandscapeof Ireland

Ireland’s national parks are maintained by the National Parks and Wildlife Service. They appeal to visitors because they have marked trails for hiking. In addition to its national parks, Ireland also has a network of 44 trails called the National Waymarked Trail. This network is maintained by Sport Ireland Outdoors. It provides a safe way for hikers to explore the Irish landscape.

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The Burren in Co. Clare is a karst terrain, which means that it is an area of exposed limestone. It is famous for its cliffs, caves and unusual rock formations, such as Mullaghmore, which is an 180-metre high limestone hill.

Killarney National Park

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Mullaghmore

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The Ring of Kerry is a ring road that follows the coastline of the Iveragh Peninsula in Co. Kerry. It runs between the towns of Killarney and Kenmare, passing the villages of Sneem and Caherdanie. Many tourists flock to this part of the country to visit Killarney National Park. The MacGillycuddy’s Reeks in Killarney National Park boast not only Ireland’s tallest mountain, Carrauntoohil, but also its second and third tallest mountains, Cnoc na Péiste, standing at 988 metres, and Mount Brandon, standing at 952 metres. After a few hours of hillwalking in the park, visitors can drive or cycle the Ring of Kerry to take in more of the beautiful scenery. Killarney National Park

Plants in mountainous areas

The flora in mountainous areas is rich in biodiversity, with thousands of different species of wildflower. Examples include ragged-robin, bluebell and primrose. Heather grows in heathlands and bogs, and also high up in the mountains if the soil is acidic. There are also many species of grass, such as common cottongrass, which is eaten by sheep and other animals. Purple moor grass is found on hillsides and in blanket bogs. Heathland Ragged-robin

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TheLandscapeof Ireland

Ireland’s wildlife

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Animals found in the wild throughout Ireland include omnivores such as the red fox, the pine marten, the hedgehog, the badger, the field mouse, the grey squirrel, the red squirrel and eight species of bat. Ireland’s wild herbivores include three species of hare, three species of deer and a feral species of goat. Sightings of pine martens, hedgehogs, badgers and bats are rare because these are shy, nocturnal animals. The red fox is also mostly nocturnal, but it is often spotted scavenging for food in bins in cities and towns late at night. It is a versatile species that can adapt to most habitats.

Feral goat

Pine marten

Red fox

Farming in mountainous areas

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Farming can be difficult in mountainous areas due to a lack of nutrients in the soil. This is true of the West of Ireland, where counties Galway, Mayo and Roscommon are known to have poor drainage, rocky terrain and acidic soil. It is difficult to grow crops in these counties, and there is little dairy or beef farming. The grass is of poor quality and dull in colour.

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Sheep farming can be successful in mountainous areas though, because sheep are often left to graze over a large area of land, where they are free to roam in search of grass and flowers to eat. Even though this land does not support very productive farming, it is valued because it is rich in biodiversity. It is designated as High Nature Value farmland because it provides a habitat for wildlife and pollinators (insects that pollinate plants). Farmers are encouraged to maintain this land under EU projects that provide them with incentives to continue in sheep farming.

Sheep farming on High Nature Value farmland

Some mountainous areas of Ireland, including parts of counties Waterford, Tipperary and Cork, do support productive farming. The land in these areas has nutrientrich soil that supports most types of farming, including tillage, dairy and beef farming.

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Interactive activity

TheLandscapeof Ireland

Threats to mountainous areas

● Some experts say that Ireland’s mountainous areas

What is Ireland’s nickname? Describe Ireland’s relief features. What are lowlands? How many national parks are there in Ireland? Name three. What are the threats to mountainous areas in Ireland? In your opinion, why is it important to maintain and care for mountainous areas? Do you think tourism is important to Ireland? Give three reasons for your answer.

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would benefit from being left wild so that the natural environment can thrive. However, the EU and Teagasc encourage the grazing of livestock in uplands because it means that the land gets maintained by farmers. As long as the land is not overused, its natural resources will not become depleted. ● Deforestation (the clearing of trees) in mountainous areas can lead to soil erosion, whereby the soil gets washed downhill. This can result in habitat loss for plants and animals. ● Tourism can lead to pollution of the landscape in the form of littering. Leave No Trace Ireland was set up in 1994 to tackle the problem of littering. It encourages visitors to the countryside to take their rubbish and belongings with them when they leave.

1 List five natural attractions in Ireland that you would recommend for tourists to visit. 2 Think, pair, share: Research ten other species of plants that grow in mountainous areas in Ireland. 3 Group work: Design a PowerPoint presentation, video or poster to promote at least five natural attractions in Ireland. Include details about the local plants and wildlife, as well as a town or city near each attraction, where visitors could stay. Present your project to the class.

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Theme: Exploring Terrain Video

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HI STORY

about different types of nomads about nomadic groups in Ireland about the Bedouin, a nomadic people of the desert.

20 Nomads Throughout Time

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Nomadism is a way of life in which people choose to travel from place to place rather than live in a permanent home. Many nomads travel as the seasons change. They also travel to find fresh pastures for their livestock to graze.

blacksmith, dialect, discrimination, foraging, forging, heritage, Holocaust, Islam, metalwork, minority, nomadism, pastoral, pasture, persecution, sheikh

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Nomadism was common for many peoples before agriculture began around 12,000 years ago. Growing crops allowed people to remain in one place, and living in settlements became the norm. Nomadism remains a way of life for minorities around the world. They frequently travel in groups made up of an extended family. Nomadism is most common in environments where it is difficult to grow crops or graze livestock all year round, such as steppes, tundra regions or areas of extreme temperature near the poles or in the deserts. Travelling from place to place ensures the survival of the group.

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Types of nomads

There are three main types of nomads around the world: hunter-gatherers, pastoral nomads and trader nomads. Some nomadic groups combine all three.

Hadza people

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A nomadic group in the steppes of Mongolia

Hunter-gatherers These are people who live off the land and get most of their food by foraging. They harvest wild plants and hunt wild animals. They live in harmony with the environment, ensuring that the resources do not become depleted in any area by moving from place to place. The Hadza people of Tanzania in Africa live as hunter-gatherers. Strand: Continuity and change over time Strand unit: Nomadism Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Pastoral nomads in Iran

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Pastoral nomads These are people who raise sheep, cattle, goats or camels, and continuously move their herd to fresh pastures to graze. They often have a base where they plant crops, but they move with the herd until the crops are ready for harvest. They only produce enough food for the group. In Iran in the Middle East, there are around 1 million people living as pastoral nomads.

Nomads Throughout Time

A Lohar blacksmith

Nomadic groups in Ireland

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Trader nomads These are people who travel from place to place, earning a living by offering their skills or trading goods such as crafts. Once the work or trade in an area dries up, they move on to another area. The Lohar in India are nomadic blacksmiths who have traditionally earned a living by forging and selling iron tools.

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Irish Travellers Research suggests that the Irish Travellers have been a nomadic people for over 400 years. They are also known as the ‘Pavee’, and were once referred to as An lucht siúil, meaning ‘the walking people’. There are an estimated 30,000 Travellers living in Ireland. They are well known for their strong sense of heritage and their unique culture, language and music. In 1963, the Irish government introduced policies to help Travellers settle if they so wished. In the 1980s, halting sites were set up with bays for caravans and access to electricity, piped water and other facilities. Group housing schemes have also been built to allow Traveller communities to live together. While some Travellers have settled, others prefer to preserve their traditions and remain nomadic.

Roma There are an estimated 5,000 Roma living in Ireland. The Roma originated in India, rather than Rome or Romania, as many people think. The Roma community is very diverse, with a rich culture and tradition of music, dance, metalwork and trade. Roma share a language called Romany, which has many dialects. There is also an international Roma flag. Around the 11th century, Roma migrated to Europe. Since Members of the Roma community at a Roma Holocaust Memorial event in Dublin then, they have sadly experienced a history of persecution, slavery and discrimination. For example, over 500,000 Roma were killed in the Holocaust during World War II. Today, there are around 10–12 million Roma in Europe, making them one of the world’s largest nomadic groups.

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Nomads Throughout Time

The Bedouin

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The Bedouin are the nomadic people of the deserts of North Africa and the Middle East. There are an estimated 4 million Bedouin people scattered throughout countries including Egypt, Morocco, Israel and Saudi Arabia. They speak Arabic and practise Islam. The word ‘Bedouin’ comes from an Arabic word meaning ‘desert dwellers’. In some countries, the government has taken control of the desert lands and encouraged the Bedouin to settle in permanent homes. Today, only a minority of the Bedouin still practise a nomadic way of life.

Animals The traditional Bedouin way of life involved raising camels, sheep or goats. The animals’ milk and meat provided the people with a source of food, and their fleece and skins were used as a material to make clothing and tents. Camels were also used as a means of transport. Some groups also bred and sold Arabian horses. Many Bedouin trained falcons to help them hunt hares and birds as a source of food. Nowadays, some still keep falcons as pets.

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Falcon

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Clothing The traditional clothing of the Bedouin is well suited to a hot climate. The men wear a pair of loosefitting trousers, a long robe called a dishdasha, and a head covering to keep sand out of their hair and shield their face from the sun. Bedouin women wear a long, loose-fitting dress and a head covering. In some parts of the Middle East, women wear a face veil called a burqa. Among Bedouin women, the burqa is often decorated with embroidery or beads.

Communities Bedouin families or clans belong to a community led by a sheikh. He leads a council that makes decisions on the community’s behalf. Many Bedouin families follow traditional roles for men and women, in which the husband works to earn money for the family to live, and the wife looks after the home and the children. However, nowadays some settled Bedouin women choose to attend college and pursue a career, depending on the laws and culture of the country where they live.

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Did you know that camels are known as ‘ships of the desert’? They have been used to transport goods and people across the desert for thousands of years.

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Nomads Throughout Time

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Tourists visiting a Bedouin camp

Whether they have settled in permanent homes or are still living as nomads, the Bedouin have a rich culture of storytelling, poetry, dance and music. They celebrate events such as weddings by dressing up in colourful clothing and performing elaborate dances, sometimes with swords.

What is nomadism? What are the three different types of nomads? For how long have the Irish Travellers been a nomadic people? Where did the Roma people originate? Describe the clothing worn by Bedouin men and women. Why, do you think, might some governments want the Bedouin to settle in permament homes? 7 Which type of nomadism appeals to you most and why: hunter-gatherer, pastoral nomad or trader nomad?

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Performance of a traditional Bedouin sword dance

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Culture In the past, the Bedouin were famous for being skilled warriors. They were often hired to protect royal families or fight in wars. Throughout history, they have also been known as expert navigators. Nowadays, they are hired to track people who get lost in the desert. Tourists wishing to learn more about Bedouin culture can visit some campsites or historic sites, where a Bedouin guide shares stories and demonstrates how to put up a tent and ride a camel.

1 List all of the nomadic groups mentioned in the lesson. 2 Think, pair, share: List three similarities and three differences between the Roma people, Irish Travellers and the Bedouin. 3 Group work: Do research online to find out more about the Bedouin’s history, culture, food and clothing. Design a poster, a PowerPoint presentation or an animation to present your findings to the class. Revision quiz

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Theme: Cycles of Life Poster

Video

21 TheSunandtheSeasons

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GEOGRAPHY

to observe the positions of the sun how the Earth’s tilt, rotation and orbit affect the length of day and night during the seasons how the sun creates shadows, and the impact of the seasons on shadows about solar and lunar eclipses.

Positions of the sun

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The sun is responsible for all life on Earth because it provides light and heat. Without the sun, the Earth would be a dark, frozen planet. The movement of the Earth around the sun is what causes day and night, the seasons and shadows.

annular, eclipse, lunar, partial, rotation, solstice

The sun rises in the east in the morning, is highest in the sky at noon (12 pm) and sets in the west in the evening. Although it appears that the sun is moving across the sky during the day, it is really the Earth that is moving. The Earth is continuously rotating on its axis. The axis is an imaginary pole running through the centre of the Earth from the North Pole to the South Pole.

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A star is a ball of burning gas that is held together by its own gravity. The sun is the nearest star to Earth, which is why it looks bigger than the stars we see in the night sky. Even so, it is around 150 million km away. It takes eight minutes for sunlight to reach the Earth. More than a million Earths could fit inside the sun!

Noon

Sunset in the evening

Sunrise in the morning

The Earth completes one full rotation per day (24 hours). The rotation of the Earth causes night and day. When a location on Earth is facing the sun, it is daytime there. When that location is facing away from the sun, it is night-time there. So when it is daytime on one side of the planet, it is night-time on the opposite side of the planet.

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Axis

Day

Night

Strand: Natural environments Strand unit: Planet Earth in space Key skills: Using pictures, maps and globes, questioning, observing, predicting, investigating and experimenting, analysing

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TheSunandtheSeasons

The seasons

21 March

What causes the seasons?

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WIN G Ireland has four seasons: spring, TER RIN SP summer, autumn and winter. Each Summer Winter solstice solstice season lasts for a period of three months. The weather changes with 21 21 each season. Summer is generally June December the warmest season and winter is SUM MER UMN AUT generally the coldest. The length of the days also changes with the 21 September seasons. In summer, the days are long and the nights are short, whereas in winter, the days are short and the nights are long. Two solstices mark the longest and shortest days of the year. The summer solstice is around 21 June. This is the longest day of the year, with around 17 hours of daylight. The winter solstice is around 21 December. This is the shortest day, with only around 7 hours and 30 minutes of daylight.

The seasons are caused by the Earth’s changing position relative to the sun. Not only does the Earth rotate on its axis, it also travels around the sun on a path called an orbit. It takes one year (365 and a quarter days), to complete this orbit. The seasons differ depending on whether a location on Earth is closer to or farther away from the sun.

Seasons in the northern and southern hemispheres

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The northern and southern hemispheres experience the seasons at opposite times of the year. When it is summer in Ireland, it is winter in South Africa. This is because the Earth is tilted at an angle of 23.5° as it spins, and its axis always points in the same direction. For some of Earth’s orbit, parts of the planet are tilted towards the sun, and for the rest they are tilted away. When the northern hemisphere is tilted towards the sun, the southern hemisphere is tilted away, so it is summer in the north and winter in the south. When the southern hemisphere is tilted towards the sun, the seasons are reversed.

Summer in northern hemisphere

Winter in northern hemisphere

Winter in southern hemisphere

Summer in southern hemisphere

Around the equator, the sun hits Earth at roughly the same angle all year round, so countries there do not have four seasons. They have a wet season and a dry season, but their hours of daylight remain the same all year round.

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TheSunandtheSeasons

Let’s investigate In pairs, we are going to investigate how the Earth’s tilt and orbit create the seasons.

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Action: ● The orange represents the Earth. The top is north, and the bottom is south. Draw a line for the equator and mark where you think Ireland might be situated. ● Push the skewer through the orange from south to north. (Teacher help required.) Switch the torch on. The torch represents the sun. One person should hold the torch and point it at the orange. ● The other person should tilt the orange at an angle of around 23° (see angle of tilt in diagram). Keeping the orange tilted, walk around the person with the torch as if the orange is the Earth orbiting the sun. The person with the torch should turn around so that the torch is always pointing at the orange. ● Is the northern hemisphere always tilted towards the sun? Write down your observations on your worksheet.

Equipment: wooden skewer, orange (or other large soft fruit), marker, torch

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Shadows

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A shadow is formed when an object such as your body blocks the light from the sun. When the sun is in front of you, your shadow is behind you. When the sun is behind you, your shadow is in front of you. Trees and buildings cast shadows where we can keep cool on a hot summer’s day. In the shade, we are shielded from the direct rays of the sun. The length of your shadow changes throughout the day. When the sun is low in the sky in the morning or the evening, the angle of the sun creates long shadows. When it is high in the sky at noon, it creates short shadows. There are no shadows on a cloudy day because the clouds block the sunlight.

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Interactive activity

TheSunandtheSeasons

Eclipses

An annular solar eclipse occurs when the outline of the sun can be seen around the moon’s shadow.

A partial solar eclipse occurs when the moon does not completely block the sun.

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A total solar eclipse occurs when the sun and the moon line up perfectly.

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An eclipse occurs when one object in space blocks another from view. Two types of eclipse can be seen with the naked eye: a solar eclipse and a lunar eclipse. A solar eclipse occurs when the moon moves between the Earth and the sun.

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A lunar eclipse is also known as a blood moon. It occurs when the Earth moves between the sun and the moon. The Earth blocks the sunlight, casting a reddish shadow on the moon.

Lunar eclipse

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1 What distance is the sun from the Earth and how long does it take for sunlight to reach the Earth? 2 What is the Earth’s axis? 3 What are the solstices? 4 In what part of the globe are there only two seasons? 5 Roughly how many hours of daylight are there on the longest day of the year? 6 Explain the difference between a total solar eclipse and an annular solar eclipse. 7 How might Ireland’s seasons be different if the Earth were not tilted on its axis?

1 Using the world map on page 94 or an atlas to help you, list ten countries that lie on the equator. 2 Think, pair, share: Explore shadows using a torch and an object in the classroom. Put the torch in front of and behind the object. Move the torch to make the shadow longer and shorter. 3 Group work: On a sunny day, make a sundial on the school grounds, using a stick and some pebbles. Put the stick in the ground and mark the shadow cast by the stick with a pebble. Go outside every hour and mark the shadow again with a new pebble.

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Theme: Cycles of Life PowerPoint

22 FoodChains andLifeCycles

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SCI ENCE

about food chains and life cycles about the life cycles of a dandelion, a mayfly and a hedgehog.

consumer, decomposer, fend, germinate, imago, life cycle, lifespan, nutrients, nymph, organism, perennial, reproduction, spines, sub-imago

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Living things in the natural world are interconnected. Plants and animals are connected to one another within a complex network of food chains. Food chains keep ecosystems in balance. Within food chains, each plant or animal has its own life cycle, which takes it from the beginning to the end of its life.

What is a food chain?

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A food chain is a system in which organisms depend on each other for food. Every habitat has at least one food chain. A food chain usually begins with a plant and ends with an animal, whose waste then gets decomposed. There are three groups of organisms in a food chain: producers, consumers and decomposers. consumer

consumer

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bird

All plants are producers. They are called producers because they produce their own food during photosynthesis.

Earthworms are decomposers

producer

Decaying matter is turned into nutrients in the soil. flower

All animals are consumers. They consume plants and/or other animals to survive.

consumer

decomposer

earthworm

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When producers and consumers die, they become food for decomposers, which include earthworms, beetles, bacteria and fungi. These organisms break down both waste material and dead plant and animal material into nutrients in the soil. The nutrients help plants to grow, providing food for animals. This is how the circle of life keeps moving!

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Strand: Living things Strand unit: Plant and animal life Key skills: Questioning, observing, recording and communicating, analysing

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FoodChains andLifeCycles

What is a life cycle?

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om pa ny The dandelion begins life as a seed. The seed germinates in the soil and begins to grow.

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Wherever the seed lands, it germinates in the soil and the life cycle begins all over again.

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The dandelion is a perennial plant, meaning that it lives for several years. It is native to Europe and Asia, but it has been introduced to the other continents due to the migration of humans. It is an important part of food chains because its leaves, stems and seeds are eaten by animals such as insects, deer, rabbits, birds and mice. Its growing season lasts from May until October.

Life cycle of a plant: dandelion

A life cycle is the series of changes in the life of an organism. It begins with birth (in the form of a live birth, an egg or a seed) and ends with death. Between birth and death, the organism goes through stages of growth and reproduction.

A seed head is made up of around 150 seeds. Each seed has a little ‘parachute’ that allows it to be scattered by the wind. The seed can travel up to 100 km on a windy day.

The dandelion plant flowers between May and October. Pollinating insects such as bees and butterflies are attracted by the bright colours and scent of the flowers. After pollination, the flowers turn into seed heads.

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FoodChains andLifeCycles

Ire la n After a few days or a few weeks, a nymph hatches from each egg. The nymph has gills that allow it to breathe under water. It lives on the riverbed for up to two years, consuming plant material. It sheds its skin a few times as it grows.

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Depending on the species, a female mayfly produces between 50 and 10,000 round or oval eggs. After the male and female mate, the female lays her eggs on the surface of the water. The male and female then die. The eggs fall to the bottom of the river, where they stick to plants and stones.

There are thought to be more than 2,000 species of mayfly. The mayfly is found on every continent. Its habitat is a body of freshwater such as a stream, river, pond or lake. It is hunted by a range of predators, including fish, frogs and birds. The mayfly’s life cycle has four stages: egg, nymph, sub-imago and imago. The imago, or adult mayfly, is known for its short lifespan.

Life cycle of an insect: mayfly

The sub-imago sheds its skin and an imago emerges. This is the adult mayfly. It is larger and more brightly coloured than the sub-imago. Its purpose is to reproduce, but it only lives for a few hours or days.

When the nymph is fully grown, it swims to the surface of the water. The skin on its back splits apart and two wings emerge. It is now a sub-imago. It flies from the surface of the water to find a sheltered place to rest. This happens around the month of May.

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FoodChains andLifeCycles

Life cycle of a mammal: hedgehog

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The hedgehog is native to Europe, Asia, Africa and New Zealand. This small land mammal is famous for the prickly spines that cover most of its body. It uses these for defence. If a predator such as a fox or a badger tries to attack it, the hedgehog will roll itself into a ball to protect the soft underside of its body.

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Sometimes when a hedgehog comes across an unfamiliar scent, it carries out an action known as self-anointing. It licks the source of the scent and then begins covering its spines in frothy saliva. Scientists think it does this to mask its own scent, so that predators will not detect it.

Self-anointing

It mostly eats insects and earthworms, but it will also eat fruit, birds’ eggs, baby birds, rodents and frogs. In autumn, it eats more than usual to prepare for hibernation in winter.

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The hedgehog builds its nest from grass, moss and leaves at the base of a hedge or bush, or in a quiet corner of a garden. It is nocturnal, so it usually sleeps in its nest during the day and goes hunting and foraging for food at night.

During hibernation, the hedgehog’s body reduces its metabolism by slowing down its heart rate and breathing. This helps the body to save energy, which is crucial during the winter months when food is scarce. By the time the hedgehog emerges from hibernation in early spring, it has lost one-third of its body weight. After a few weeks of hunting and foraging, it gains back the weight.

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Interactive activity

FoodChains andLifeCycles

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Hedgehogs mate in early summer. About four weeks later, the female gives birth to between five and seven baby hedgehogs, or hoglets. The newborns are pink in colour and blind. They measure 2–8 cm in length. Their spines are soft, but they will harden as the hoglets grow. The hoglets feed on their mother’s milk.

Very young hoglets

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At three weeks old, the hoglets venture out of the nest with their mother to forage for food. At eight weeks old, they leave the nest for good and must fend for themselves. They can live for up to ten years, but their average lifespan in the wild in Ireland is three years.

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Explain the term ‘perennial’. Explain the term ‘photosynthesis’. What happens at the imago stage in the life cycle of a mayfly? Name two predators of the hedgehog. What are the hedgehog’s two defence strategies against predators? What do you think might happen if one organism was removed from a food chain? 7 Can you think of two reasons that an organism might disappear from a food chain? (Hint: think of situations that are caused by humans, climate change or natural disasters.)

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Hoglets around four weeks old

1 Name three animals that are herbivores, three that are carnivores and three that are omnivores. 2 Pair work: Research the life cycle of a plant, an insect or another animal. (Examples: a type of tree, a butterfly, a frog, a shark or a snake.) Present the life cycle as a project to the class. 3 Group work: Carry out a habitat study in your locality. (Examples: a grassy area near the school, a field or a riverbank.) Make a note on your worksheet of organisms in this habitat and figure out the food chain there.

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Theme: Cycles of Life Video

HI STORY

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about the elements of myths about the myth of the firebird about similarities between the firebird and another mythical bird called the phoenix.

23 TheFirebird

ballet, bridle, element, folklore, phoenix, Slavic, tsar, turret

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The story of the firebird is part of the folklore of the Slavic peoples of Eastern Europe and Russia. It is a myth that has been passed down through many generations by word of mouth. There are a number of different versions of the myth. A story that gets passed on orally can be changed a little with each retelling. A lot depends on the message that the storyteller wants to convey!

Elements of myths

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A myth is a traditional story of unknown origin. It is likely to contain some clues about the early history of a people. However, these clues are usually blended with supernatural features. Many myths from different cultures around the world share some of the following elements: ● Cycle of life The cycle of life, death and rebirth is a common theme in many myths. ● Exaggeration Myths often exaggerate the lives or status of their characters to make the stories more exciting. For example, a character may be portrayed as the most powerful god, the wealthiest queen or the smallest child. They might have to fight the scariest giant animal. These details are used to make the story seem more thrilling than ordinary life. ● Repetition Symbols and events are often repeated throughout the story. In the Irish myth ‘The Children of Lir’, four swans had to spend 300 years in each of three different locations. ● Mythical creatures The creatures in myths often have fantastic features that are not seen in the real world. For example, the centaur in Greek mythology was half-man, half-horse. ● Moral guidance Myths often contain a moral or lesson. Strands: Story Strand unit: Myths and legends Key skills: Using evidence, synthesis and communication, empathy

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TheFirebird

Prince Ivan, the Firebird and the Grey Wolf

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On the first night, the eldest son was supposed to keep watch, but he fell asleep. On the second night, it was the middle son’s turn, but he also fell asleep. The youngest son, Ivan, was determined not to let his father down. Don’t worry, Father, I will catch the thief.

The tsar told his sons to track down the firebird. After a long day of searching, Ivan tied his horse to a tree and went to sleep. When he awoke, the horse was gone, but there was grey wolf nearby. He asked the wolf if she had seen his horse.

Sorry, but my pack and I were hungry, so we ate your horse. Let me make it up to you. Hop up on my back and I will take you to the firebird that you seek.

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Once upon a time, there was a tsar named Vyslav who had three sons named Dimitry, Vasily and Ivan. The tsar had a beautiful garden with a tree that grew golden apples. He was angry because someone kept stealing his apples, so his sons volunteered to keep watch at night and catch the thief.

Ivan waited and watched. At midnight, a bright light suddenly appeared in the garden. To his astonishment, Ivan saw a firebird with feathers like flames. It sat in the tree, pecking at the golden apples. Ivan ran to the tree and tried to grab it. The firebird flew away, leaving him grasping just one golden feather from its tail.

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TheFirebird

The wolf brought Ivan to the castle of Tsar Dolmat. The firebird lived in a golden cage in the highest turret of the castle.

Immediately, soldiers appeared and arrested Ivan. They took him before Tsar Dolmat, who gave him one chance to escape punishment. Bring me the horse with the golden mane that belongs to my enemy, Tsar Afron.

Ivan set off towards Tsar Afron’s castle on the wolf’s back.

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The moment they saw one another, Ivan and Princess Elena fell in love. Ivan did not want to lose Elena or the horse, so the wolf came up with a plan. I will make myself look like the princess. You can hide the real princess and present me to Tsar Afron instead. Later, I will change back to my real form and escape.

Make sure you do not touch the horse’s golden bridle.

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Ivan climbed up into the turret and found the cage. As he tried to lift the firebird out, he accidentally touched the bars.

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Ire la n

Whatever you do, you must not to touch the cage.

As Ivan approached the horse, it moved its head and his fingers accidentally grazed the bridle bridle. Soldiers suddenly appeared and arrested him. Tsar Afron said that he would give Ivan the horse if Ivan would bring him the beautiful princess named Elena from another kingdom in exchange. Ivan and the wolf set off to find the princess.

Her plan worked, and all four of them were soon on their way to Tsar Dolmat’s castle to trade the horse for the firebird.

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TheFirebird

How can I swap this magnificent horse for the firebird?

Why don’t we kill him and take all the credit?

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Well, well. Our younger brother has found the firebird.

After a while, the group stopped for a rest. The wolf said that she had to leave and return to her pack. After saying their goodbyes, Ivan and the princess took a nap. While they were asleep, Ivan’s brothers stumbled across them.

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Ivan realised that he wanted to keep the horse, so once again, the wolf did her trick. She took on the likeness of the horse this time for the trade, then changed back to her real form later and escaped. The five companions then set off towards Ivan’s home.

They killed Ivan, kidnapped Princess Elena, and took the firebird and the horse.

Ivan raced home on the wolf’s back, only to find that Princess Elena was being forced to marry one of his brothers. When Elena saw Ivan, she ran into his arms. Ivan told his father what had happened and his brothers were banished from the kingdom forever.

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Later that day, the wolf became suspicious about two crows circling in the sky. She went to the spot where she had left her companions and discovered Ivan’s lifeless body. She grabbed one of the crows and made a deal with the other.

Take me to the water of life and I will release your friend.

The crow led her to the water of life. She filled her mouth with water and then let it trickle over Ivan’s face. He instantly came back to life.

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Interactive activity

TheFirebird

Ire la n of

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The phoenix is a mythical bird that appeared in stories from Ancient Egypt and Ancient Greece. Like the firebird, the phoenix was associated with fire. However, the firebird was constantly on fire, whereas the phoenix was a symbol of rebirth. According to legend, the phoenix lived for 500 years, and only one phoenix lived at a time. When its time was up, the phoenix built a nest and set itself on fire. When the fire burned down, a new phoenix emerged from the ashes.

The firebird vs. the phoenix

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Why are there different versions of the myth the firebird? Name five elements commonly found in myths. What was the centaur in Greek mythology? How many times does the wolf help Ivan? What does the phoenix symbolise in mythology? Why, do you think, do myths from different cultures around the world have similar elements? 7 ‘In the story of “Prince Ivan, the Firebird and the Grey Wolf ”, the princess is treated little better than a valuable horse or bird.’ Do you agree or disagree with this statement? Explain your answer.

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In the early 20th century, the Russian composer Igor Stravinsky composed a ballet based on the story of the firebird. The ballet was an immediate success and made Stravinsky famous around the world.

1 What is your favourite part of the myth? Explain why. 2 Think, pair, share: Can you identify where some or all of the elements of myths appear in the myth of ‘Prince Ivan, the Firebird and the Grey Wolf’? 3 Group work: Using pencils and paper or technology, retell the story of ‘Prince Ivan, the Firebird and the Grey Wolf’ or a myth or legend from Ireland or somewhere else in the world.

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Theme: Cycles of Life PowerPoint

Ire la n

GEOGRAPHY

about the history of the pencil about the materials used to make pencils about the process of pencil manufacturing.

24 ThePencil: A GlobalStory

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brittle, distributed, ferrule, graphite, kiln, lead, mined, mineral deposit, ore, plantation, processing, shaft, synthetic, vinyl

The history of the pencil

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In 1564, according to legend, a violent storm raged in the county of Cumbria in England. The wind uprooted many trees in the Borrowdale area of the county, and the locals noticed a strange black substance underneath.

Most schoolchildren in Ireland use a pencil every day, to create wonderful drawings and pieces of writing. Making pencils involves the work of thousands of people in logging, mining, processing, transporting and manufacturing. Can you identify the materials used to make a pencil? They are sourced from a number of countries around the globe.

Lead mineral

Graphite mineral

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They were familiar with a metal called lead, so they thought the black substance was a mineral deposit of lead. Instead, it was a mineral deposit of graphite, which is a darkcoloured, soft form of carbon that leaves a mark on things it touches. The local shepherds began using sticks of graphite to mark their sheep so that they could tell them apart. Due to the graphite being a very brittle material, they had to invent a holder for it. At first, they wrapped it with string. Later, they inserted it into hollowed-out wooden sticks… and so, the pencil was born! To this day, the graphite in a pencil is still called a ‘pencil lead’. Strand: Human environments Strand unit: Trade and development issues Key skills: Questioning, observing, a sense of space, analysing, recording and communicating

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ThePencil: A GlobalStory

How a pencil is made Rubber – natural or synthetic rubber

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Graphite ore is extracted from the Earth in a mine. The ore is crushed into powder and transported to a factory. China has the largest graphite-mining industry in the world and is the world’s largest exporter of pencil leads. Graphite is also mined in Brazil, Mexico and Sri Lanka.

Ire la n

1 Pencil lead

Shaft – wood

Ferrule – metal

Lead – graphite

Open pit mine in China

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2 Shaft

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At a factory, the powdered graphite is mixed with clay and water. The mixture is pressed into blocks, which are left for a week to dry out. The blocks are then fed into a machine that shapes them into pencil leads. They are then cut to the length of a pencil. At this point, the pencil leads are soft and flexible. In order to harden them, they are baked in an oven called a kiln at a temperature of around 815°C. Finally, they are soaked in a waxy liquid for around 12 hours, to make them smooth Pencil leads enough to glide across paper.

Cedar trees

The trees are cut down by loggers and taken to a sawmill, where they are cut into planks of timber. These planks are dried, stained and waxed before being transported to a pencil factory.

The wood of the cedar tree is often used to make the pencil shaft because it is soft enough to be sharpened, but rigid enough that it is not easily bent. Cedar trees for pencil manufacturing are grown in Sweden, South Africa, Brazil and the USA.

At the pencil factory, the planks are cut into thin, rectangular blocks called slats. Each slat passes below a cutting wheel, which carves grooves into the wood. Stacks of timber planks at a sawmill Half of the slats then have a pencil lead placed into each groove. The second half of the slats are laid over the first half, and secured with glue. When the glue has dried, the slats are sliced into pencils. A shaping machine carves the pencils into a Pencil slats with the leads in place round or hexagonal shape.

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ThePencil: A GlobalStory

5 Ferrule

In the 19th century, rubbers were added to the top of pencils to allow people to erase mistakes in their writing. In the past, all rubbers were made using latex (a type of sap) from the rubber tree. Nowadays, some rubbers are made using synthetic rubber or vinyl, both of which are types of plastic.

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Latex being collected from a rubber tree

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4 Rubber

Pencil-painting machine in a pencil factory

After the pencils have been shaped, they are passed through a machine that coats them with paint. The paint on many pencils is non-toxic. The pencils are stamped with text such as the manufacturer’s brand name, and the strength and colour of the pencil lead. For example, the letters ‘HB’ stand for ‘hard black’. A 2B pencil is blacker than a HB pencil, but the pencil lead is not as hard.

3 Paint

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The holder that keeps the rubber attached to the pencil is called a ferrule. This is made from a metal such as aluminium or brass, which is an alloy of copper and zinc. Aluminium is cheaper than brass, but it is not as strong. The ferrule is glued onto the pencil, and the rubber is clamped into the ferrule.

Brass ferrule

The pencils are packaged in boxes and stored in a warehouse before being distributed. Some are transported to a port and shipped overseas. When they reach their destination country, they are distributed to shops, where they are sold to consumers. More than 14 billion pencils are made each year, which is enough to circle the Earth 62 times!

Colouring pencils are made in the same way as regular pencils, but they contain waxor oil-based pigments instead of graphite pencil leads.

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ThePencil: A GlobalStory

Ire la n

Faber-Castell is one of the world’s oldest manufacturers of pencils. The company was founded in 1761 in Nuremberg, Germany, and has been run by the Faber family for nine generations. It is the world’s largest manufacturer of pencils. Its factories use up to 150,000 tonnes of wood each year to manufacture up to 2.3 billion pencils. The company has its own tree plantation in Brazil, where it grows Caribbean pine, which is fast-growing and soft enough to be sharpened easily.

Faber-Castell

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What is a pencil lead made of and where did it get its name? Why is China the largest exporter of pencil leads in the world? What are the properties of cedar wood that make it suitable for use in pencils? What are natural pencil rubbers made from? Describe the function of a ferrule. Can you think of two ways to make pencil manufacturing more sustainable for the environment? 7 In what way, do you think, could Faber-Castell cut costs by moving its factory from Ireland to Indonesia?

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Faber-Castell was the first manufacturer to change the shape of pencils from round to hexagonal to stop them from rolling off tables!

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In the Faber-Castell factory in Nuremberg, Germany

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In 1954, a FaberCastell factory was set up in Fermoy, Co. Cork. However, it closed in the 1990s when production was moved to Indonesia in order to cut costs.

1 How many different jobs do you think are involved in manufacturing a pencil? List them. 2 Think, pair, share: Do a report on pencil manufacturing, using the information in the chapter. You can use technology or a pencil and paper! 3 Group work: Research another pencil manufacturer, such as Staedtler. Where are its factories located? What type of wood is used in its pencils? What are the similarities and differences between Faber-Castell and this other manufacturer? Revision quiz

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Theme: Celebrating Diversity Poster

PowerPoint

Ire la n

GEOGRAPHY

about jobs in the retail industry, and postal and healthcare services in Ireland about multiculturalism in Ireland.

25 Appreciating People

caterer, cardiac, centralised, diversity, ethnic group, footfall, graffiti, inclusive, migrant, multicultural, physiotherapist, refugee, services

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People who work in the retail industry, and services such as post and healthcare help to keep our society running every day. This includes people who have migrated here from other lands. Ireland is a multicultural society, where people come from all over the world to live and work.

Retail

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The retail industry distributes and sells goods such as food, clothing, furniture and technology. Many people are employed to deliver goods, organise the layout of shops, stock shelves, manage staff, help customers and work as cashiers. Most cities and towns have a shopping centre with a supermarket Henry Street in Dublin is a busy shopping street and other shops all under one roof, making shopping very convenient. In rural areas, people often depend on small local shops for access to everyday products. This is important for people who do not drive and cannot access public transport easily.

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Hi, my name is Lisa and I work in a supermarket in a shopping centre in Waterford City. I work at the deli counter, making sandwiches and serving hot food. It is a busy shop with lots of staff. The shelves are restocked throughout the day and some members of staff work night shifts to ensure that the shelves are stocked for the morning. Our busiest times are usually in the morning, with people coming in to buy their breakfast or lunch, and then after schools and offices have closed for the day. Seasonal trade is very important to the retail industry. At times such as Christmas and Easter, the footfall in the store increases and the opening hours are extended. I usually work more shifts around those times. It is great to get the extra pay.

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Audio

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My name is Joe and I work in a community shop in a village in West Cork. A few years ago, our only local shop closed down, so I got together with nine other locals, and we set up the community shop. We take turns working there, with two of us on at every shift. We open late every day to ensure that people are never stuck for any necessities. We stock a range of groceries, including locally grown fruit and vegetables, homemade cakes and bread, cleaning products and newspapers. Our shop is a very important part of life in the village, with many of the locals dropping in every day for a few groceries and a chat. There is a noticeboard in the window with news about upcoming events in the village. We also make deliveries to some of our elderly customers if they cannot come into the shop.

Appreciating People

An Post

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An Post post office, Passage East, Co. Waterford

An Post is the company responsible for delivering Ireland’s post. Postmen, postwomen and post-office workers are important members of each community. Postmen and postwomen travel on foot, or by bicycle or van, delivering letters and parcels. Hi, my name is John and I am a postman in rural Kerry. I have been working as a postman in my local area for 30 years, so I know everyone here! There is a post office in the village. It is an important place for village life as people often meet and catch up with their neighbours and share any news. Each morning, I collect the letters and packages and pack them into my van. I leave the post office at 8am to set out on my rounds. I deliver post to many houses in remote locations outside the village. I make a point of saying hello to the elderly people on my route because I know that I might be the only person they see all day. Once, when I arrived at Mrs Kelly’s house (an elderly lady in the local area), I got no answer at the door. I checked the rear of the house and found that she had fallen in the garden. I was glad I was there to call for an ambulance when Mrs Kelly needed help.

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Audio

Appreciating People

Ire la n Cork University Hospital

During the Covid-19 pandemic in the early 2020s, healthcare workers, retail workers and postal workers were applauded for their commitment to providing essential services at a difficult time.

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Healthcare refers to the services provided by hospitals, medical centres, GPs, dentists, physiotherapists and mental health professionals. Workers in the healthcare system include doctors and nurses, as well as managers, cleaners and caterers. Many healthcare services in Ireland are centralised, meaning that you have to travel to a large town or city to attend a hospital. Each hospital has a range of specialists to treat different illnesses. However, people living in rural areas often find it difficult to access healthcare services. They might have to travel for hours to attend a hospital appointment even though they are unwell.

Healthcare

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My name is Maria and I am a nurse working in Beaumont Hospital in Dublin. I am originally from the Philippines. In the late 1990s, the Irish goverment began to recruit nurses from the Philippines because there was a shortage of nurses here. There are an estimated 8,000 Filipinos working in Irish hospitals now. I moved here in 2003 on my own. It was very hard to be separated from my family, but after a year, I had saved enough for my husband and son to come over too. I love my job and enjoy caring for my patients. I work on a cardiac care ward. There is a tightknit Filipino community in Dublin, which is great. We go to church, cook and socialise together. I have also made lots of Irish friends at work.

Ireland’s minority communities

In the late 1990s, more people began to migrate to Ireland from all over the world in search of work. Ireland became a more multicultural place, with people of many ethnicities. Minority groups in Ireland include Polish, British, Lithuanians, Latvians, Romanians, Nigerians, Indians, Mauritians, Brazilians, Chinese and Filipinos. They have become part of the fabric of life in Ireland. Each ethnic group has a shared culture from its country of origin, while also being part of the wider community in Ireland. As well as migrant communities, Ireland is also home to refugees from countries affected by war, including Syria and Ukraine.

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Appreciating People

Supporting minority communities

inclusion and acceptance of all different cultures in Ireland.

Describe what the retail industry does. How does seasonal trade affect the supermarket where Lisa works? What is a community shop? Why did the Irish government begin recruiting nurses from the Philippines in the 1990s? 5 Name three minority groups in Ireland. 6 Is centralising healthcare services a good idea? Why or why not? 7 What do you think might have happened within the healthcare services if the government had not begun recruiting nurses from overseas?

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Following the rise in immigration in the late 1990s and early 2000s, organisations were founded to support new residents in Ireland. The Immigrant Council of Ireland was set up in 2001 to promote equality for minorities. The National Action Plan Against Racism was introduced in 2005 to promote diversity in Irish workplaces, including An Garda Síochana and the Health Service Executive (HSE). There are many other societies that work to prevent racism in Ireland, including the Irish Network Against Racism (INAR). Education plays a key role in informing people about different cultures and the reasons for celebrating diversity. We can all work together to prevent racism by being inclusive as individuals, as schools and as communities. We can also report Schools in Ireland can apply for the Yellow racist abuse or graffiti to our parents, teachers or Flag, which celebrates An Garda Síochana. diversity and encourages

1 List the services in your local area that your family uses. 2 Think, pair, share: Write three differences and three similarities between services in rural Ireland and in towns and cities. 3 Group work: Interview someone who works in retail or services in your locality. Ask them questions about their job and the impact that it has within the community. Compile your findings in a presentation and share it with the class.

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Theme: Celebrating Diversity

Festivals and 26 Feasts, Games of theWorld

Ire la n

HI STORY

about the origins of cultural and religious festivals around the world, and the traditions associated with them about games and sports festivals.

Video

arena, charioteer, Crucifixion, Diwali, diya, Eid, Hebrew, Hindu, menorah, pagan, pilgrimage, rangoli, Resurrection, sponsored

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A festival is an occasion when people gather together to celebrate an event. Some festivals are part of a religion. For many people, celebrating religious festivals is a way to practise their faith. Other festivals are recreational. They give people a break from their usual routine, as well as a chance to meet up with family and friends. Let’s find out how festivals contribute to diversity.

Eid

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Muslims practise the religion of Islam. They celebrate two Eid festivals each year: Eid alFitr and Eid al-Adha. Islam follows the lunar calendar, which is based on phases of the moon. The month of Ramadan begins in the ninth month of the lunar calendar, as soon as the new moon is seen in the sky. This is a Eid al-Fitr meal in Indonesia month of fasting and prayer, when Muslims eat or drink only before sunrise and after sunset. Eid al-Fitr marks the end of Ramadan. This is a three-day festival when Muslims give thanks to Allah. They get together with family and friends, and celebrate with delicious meals.

In the twelfth month of the lunar calendar, many Muslims go on a pilgrimage to the Grand Mosque in the holy city of Mecca in Saudi Arabia. This five-day pilgrimage is called Hajj. Islam encourages every Muslim to take this pilgrimage at least once in their life. It is a ritual that celebrates the prophet Muhammad, who took the pilgrimage to Mecca in AD 632. The festival of Eid al-Adha marks the end of Hajj. This is a four-day festival when Muslims dress up in new clothes, gather for family meals and exchange gifts. They also celebrate by performing acts of charity, such as Hajj at the Grand Mosque in Mecca bringing food to the poor in the community.

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Strand: Local studies Strand units: Feasts and festivals in the past; Games and pastimes in the past Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Feasts, Festivals andGames of theWorld

Hanukkah

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Diwali

Jewish families celebrate Hanukkah by singing hymns, exchanging gifts and eating a special meal. It is traditional for children to receive a small present on each night of Hanukkah. Children often play a traditional game with a spinning top called a dreidel. The dreidel has a Hebrew word printed on each side. In this game of chance, the players can either win a reward or forfeit a reward to the pot.

Dreidel

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The word ‘Hanukkah’ comes from Hebrew and means ‘dedication’. Hanukkah is a Jewish religious festival that is also known as the Festival of Lights. It celebrates an event when the Ancient Hebrews regained control of their temple in the city of Jerusalem in Israel. The festival takes place over eight nights, between late November and December. A menorah holds nine candles – one for each night of Hanukkah, Lighting the menorah plus an extra one for lighting the others. The menorah symbolises a famous oil lamp in the temple in Jerusalem, which stayed lighting for eight nights even though it had contained enough oil for only one night. Menorahs are lit in public places around the world to celebrate Hanukkah, including at the White House in the USA.

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Diwali is a Hindu festival of light. In India, Diwali is a five-day festival in which families and friends come together to dance, exchange gifts and share a feast. It symbolises new beginnings, and the triumph of light over darkness and good over evil. Lights and oil lamps are placed on the streets and in houses. Diyas are small oil lamps made of clay. These are placed at the doorways of homes, businesses and temples. Fireworks are also common during Diwali.

Many Hindus decorate their home with a rangoli. This is a traditional artwork that is assembled on the floor or a tabletop, using materials such as coloured sand or flower petals. The design might include flowers, birds, leaves or the sun. It is said to welcome good luck into the home during Diwali. Rangoli and diyas

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A family celebrating Diwali with sparklers and bright flower garlands

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Feasts, Festivals andGames of theWorld

Ire la n

Easter celebrations date back to the 2nd century AD. This Christian festival marks the end of Lent, a 40-day period when Christians traditionally prayed, went to confession and fasted by avoiding meat and sweet foods. Nowadays, many Christians give up something such as chocolate, crisps or coffee for Lent. The first day of Lent is Ash Wednesday, when priests conduct a ritual with ashes to remind people to focus on their faith.

Easter

Ashes are placed on foreheads on Ash Wednesday

Olympic Games

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The week leading up to Easter Sunday is known as Holy Week. Holy Thursday marks Jesus’ Last Supper. On Good Friday, the Crucifixion of Jesus is remembered. On Easter Sunday, Christians celebrate the Resurrection of Jesus. They attend Mass and celebrate with friends and family. The celebrations include a large family meal. Some people like to dye and decorate eggshells in different colours and use them in an Easter egg hunt for children. Adults and children are also given chocolate eggs as gifts. Before the time of Christianity, there were many pagan rituals involving eggs. The egg was seen as a Easter egg hunt symbol of new life.

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The Olympic Games began in the city of Olympia in Ancient Greece in 776 BC. The games were part of a religious festival celebrating the god Zeus. The festival involved contests in sports such as wrestling, javelin throwing, jumping and chariot racing. In AD 393, while Greece was ruled by Ancient Rome, Emperor Theodosius banned all pagan festivals, including the Olympic Games. The first modern Olympic Games were held in Athens in AD 1896. Around 280 athletes from 13 nations participated in the contests. The first Special Olympic Games were held in 1968. This is the world’s largest sporting event for children and adults with intellectual disabilities and physical disabilities. It aims to create an inclusive community that celebrates the diversity of ability among people around the world. Medal ceremony for gymnastics in the 2019 Special Olympic Games

The Special Olympics World Summer Games took place in Ireland in 2003. It was the first time the event had been held outside the USA. Around 30,000 people volunteered their time to help to make the games a success.

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Interactive activity

Feasts, Festivals andGames of theWorld

Ire la n

The Ancient Romans held large sporting events to celebrate winning a war or an election, or the emperor’s birthday. The Roman rulers had many arenas built to hold these events because it was a good way to gain popularity with the people. The two most famous arenas were the Circus Maximus and the Colosseum in Rome.

Roman games

Historical illustration of a chariot race at the Circus Maximus

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What calendar does Islam follow? What is Ramadan? How long does Hanukkah last for? What is Diwali? When did Christians begin to celebrate Easter? Why, do you think, are feasts and festivals important in different cultures around the world? 7 Why, do you think, was building arenas a good way for the Roman rulers to gain popularity with the people?

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Re-enactment of gladiators in the Colosseum

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The Circus Maximus was designed for chariot racing. It was built to hold up to 250,000 spectators, who came to support their favourite charioteer. The Colosseum was the largest amphitheatre in Rome. It held 50,000 spectators, and was used for staging gladiatorial tournaments and shows such as fake sea battles. Gladiators were sponsored by wealthy members of society, who paid for them to attend a training school to develop their skills. The audience turned out at events to cheer for their favourite gladiators. Some gladiators even had a fan club!

1 Describe a feast or festival that you have taken part in. Explain its origins and the celebrations that are involved. 2 Think, pair, share: Design a poster about one of the feasts, festivals or games in the chapter. Include text and images. 3 Group work: Research a feast or festival from Ireland or another country. Explain its origins and how it has changed over time. Describe the celebrations involved. You might wish to interview someone to include a firsthand account. Compile your findings in a multimedia or paper presentation to share with the class.

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Theme: Celebrating Diversity Video

Ire la n

HI STORY

about opportunities for women before and after the Great Famine why many women emigrated in the 19th and early 20th centuries how women got involved in politics and movements for social change.

for IrishWomen 27 Changes inthe19thand20thCenturies

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In many parts of the world today, women have many choices and opportunities for careers. This helps to create diversity. While there is still work to be done to achieve full equality between men and women, women living in the 19th and 20th centuries did not have such a wide range of choices as women do today.

boycott, citizenship, civil service, compulsory, constitution, domestic service, dowry, eviction, inherited, literacy, local authority, malnutrition, matchmaker, suffrage, suffragette, tenant farmer

Working from home in the early 19th century

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In the early 19th century, women in rural areas could earn money by spinning or weaving wool, cotton or linen at home for local textile factories. Doing paid work allowed them to buy extra food for their family, such as tea, eggs, flour and sugar. This was especially important to small tenant farmers in Ireland, who depended on potatoes as their main source of food. Under the Penal Laws (1695–1829) in Ireland, when a tenant farmer died, the land had to be divided between all of his sons instead of being given to just the eldest son. As a result, the inherited land got smaller and smaller with each generation. Tenant farmers grew only potatoes on their small plot of land because Historical illustration of spinning wool the potato crop brought the highest yield.

An end to working from home

Things changed for women in Ireland when the textile factories started closing down due to competition from larger factories in the UK. It became especially difficult for women in rural areas to find any paid work, so they were unable to buy extra food for their family.

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Strand: Eras of change and conflict Strand unit: Changing roles of women in the 19th and 20th centuries Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Changes for IrishWomeninthe19thand20thCenturies

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When the potato crop failed during the Great Famine of 1845–1851, the tenant farmers had no other source of food. It is estimated that around 1 million people died of malnutrition or disease, while another 1 million emigrated. After their experiences during the famine, Irish people were left with a terrible fear of poverty. In rural areas, just one child in each family now got to inherit Historical illustration of a family affected by the Great Famine the farm upon their father’s death. Even so, many among the new generations of farmers did not want to get married and start a family until they had a larger, more productive farm. Some delayed marriage until later in life, and others never married at all. In the 19th century, Belfast had a well established linen industry, so the women there did not lose the opportunity to earn money from working with textiles. They went to work in linen factories instead of working from home. Belfast was one of the places least affected by the Great Famine because people who earned money were able to buy food to feed their family.

Choices for women in rural Ireland

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Marriages in rural Ireland were usually arranged by a matchmaker. The groom was often older than the bride, and the bride usually had to bring a dowry to the marriage in the form of land or cash. It was difficult for a woman to marry if her family could not afford a dowry for her. A single woman had little choice but to live with her parents or other family members. She was expected to do housework as well as work on the farm. Better education in the years following the famine led to higher rates of literacy, but women often had to emigrate in search of a better standard of living. Many young women sailed to North America or Australia to start a new life.

A Wedding Dance, 1848, by Daniel MacDonald

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Changes for IrishWomeninthe19thand20thCenturies

Mary Manning

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Mary Manning was born on a small farm in Co. Kilkenny in 1887. Her parents died young, so Mary’s eldest brother, Thomas, raised his five siblings. Thomas married and his new wife came to live with them. Mary had to help out with childcare, work on the farm and do housework. Life was tough! A relative in Seattle, Washington, sent Mary and her cousin money to emigrate. In 1907, they travelled to the USA and got Mary Manning and her husband work as live-in domestic servants. Mary married a man James O’Brien on their wedding day, 21 February 1911 from Co. Cork named James O’Brien, who was a police detective. Their son John became a well-known politician. The John L. O’Brien Building at the Washington State Capitol is named after him. Mary was part of a big Irish community in Seattle, but she never wanted to come back to visit Ireland. Her memories of life there were too hard.

Changes to homes

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Emigrants often sent home money to help their family to make home improvements. By the end of the 19th century, many houses in rural areas and small towns had better hearths and chimneys (leading to less smoke indoors), and flagstones covering the floor instead of bare earthen floors. Some local authorities Rural labourer’s cottage, built around 1906 started building houses with slate roofs for labourers. Later, in the 1930s, local authorities built houses with gardens for those in cities. These houses had indoor plumbing and a flush toilet. All of these improvements made life a little easier for women working in the home.

Education for girls

In the 1820 and 1830s, twice as many boys as girls attended primary school. In 1831, the government set up the National Board of Education, which made primary education free. Over time, this led to equal numbers of girls and boys attending primary school by the 1870s. Compulsory primary school education was introduced in Ireland in 1892. At this time, over half of all primary school teachers were women, and many were nuns. It was common for nuns to train as teachers or nurses. They ran primary schools and encouraged girls to attend school. The girls were taught reading, religion and needlework. Some were also taught writing and numeracy.

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Historical illustration of a needlework class at a school in Dublin

In 1926, fewer than 7,000 children sat the Intermediate Certificate exams, which were similar to the Junior Cycle exams. In 2019, more than 64,000 children sat the Junior Cycle exams.

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Changes for IrishWomeninthe19thand20thCenturies

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Margaret Ann Bulkley (1789–1865) was a woman from Co. Cork who wanted to become a doctor. However, at that time, women were not allowed to study medicine. At the age of 20, she pretended to be a man named James Barry in order to get into university in Edinburgh, Scotland. She joined the British army and ended up holding the second most important medical position in the army. She worked hard to bring about improvements in public health and nutrition. Her secret was not discovered until after her death.

Margaret Ann Bulkley

Women in Irish politics

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Irish women got actively involved in politics in 1865, when the Ladies Committee was set up to support the Irish Republican Brotherhood (IRB). In the 1870s, during a campaign for the right of Irish Catholics to own land, women joined in to resist evictions and boycott businesses. The founding of Cumann na mBan in 1914 saw women taking a stronger role in politics. Women also joined the Irish Citizen Army, and both groups went on to play a role in the 1916 Easter Rising. Constance Markievicz, one of the founders of Cumann na mBan, was elected to the British parliament in 1918 as a member of parliament (MP) for Sinn Féin. She was the first female MP to be elected in Britain, although she did not take her seat.

Constance Markievicz

Movements for social change

An international movement for social change began around 1840, when women began to challenge laws, customs and traditions that treated them as secondclass citizens. Women could not vote or become politicians, and very few went to university or trained in professions. Married women had even fewer rights than single women; everything they owned, earned or Rally for the women’s suffrage movement, London, 1908 inherited became their husband’s property. Even their children were their husband’s ‘property’ in the eyes of the law. Women began to campaign for the right to vote through the women’s suffrage movement in the second half of the 19th century.

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Changes for IrishWomeninthe19thand20thCenturies

Anna Haslam was one of Ireland’s first suffragettes. She and her husband, Thomas, began campaigning for the vote for women in 1866. In 1908, Hanna SheehySkeffington set up the Irish Women’s Franchise League (IWFL) to continue the campaign. The Irish Free State Constitution Act of 1922 gave women equal citizenship, and everyone over the age of 21 gained the right to vote.

Hanna Sheehy-Skeffington

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Hanna Sheehy-Skeffington (1877–1946) was a campaigner for both Irish freedom and women’s rights. In 1908, she set up the IWFL to push for voting rights for women. She also helped to set up the Irish Women’s Workers Union (IWWU) in 1911 to push for better rights for women in employment. She founded the Irish Citizen newspaper and wrote articles promoting new ideas about the role of women in society. She saw the 1916 Easter Rising as the coming together of the two issues she really cared about: politics and the rights of women. After the rising, she spent time in the USA, gathering support for the Irish cause.

Anna Haslam and her husband Thomas Haslam

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Job opportunities for women in the 20th century

Female engineers working in an aircraft factory in the UK, 1943

Some families living in cities and towns in the early 20th century could afford to employ a servant to do housework. Domestic service was one of the few job opportunities for girls from poorer backgrounds. They worked long hours for low pay. When World War II (1939– 1945) broke out, many Irish women emigrated to Britain to work in factories where they got better pay and better working conditions. They were needed to do the jobs of the men who were away fighting in the war. After the war ended, many of the women chose to stay in paid employment.

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Changes for IrishWomeninthe19thand20thCenturies

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From around the 1890s, some women in Irish cities were able to get work in the civil service, as well as in teaching and nursing. However, in 1924, the government of the Irish Free State introduced rules about where and when women could work. Women who worked in the civil service or as national school teachers had to give up their job if they got married.

Attitudes towards women in the workplace

Doctors (back row) and nurses (front row), Co. Waterford, 1946

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There was a belief in society that it was a woman’s duty to marry and look after the home and children while her husband went out to work. This view was supported by the Constitution of Ireland, written in 1937. Since the 1960s, however, a combination of brave women pushing for change and better educational and work opportunities have gradually led to great improvements in the lives of women in Ireland.

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Doctor at work today

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1 Why was it important for women in rural areas to earn money by working from home in the early 19th century? 2 How did World War II lead to greater opportunities for women? 3 What change contributed to equal numbers of girls and boys attending primary school by the 1870s? 4 What kinds of work were available to women in the early 20th century? 5 What restrictions at work did women face in the new Irish Free State after 1924? 6 Do you think getting a better education led to women having higher expectations in life? Why or why not? 7 Why, do you think, was it important for women to be able to become politicians?

1 How would you feel if the government introduced rules about where and when you could work, and what kinds of job you could get? Write three ways in which this might affect your life in the future. 2 Think, pair, share: Do further research on one of the women mentioned in the chapter. Design a magazine cover to honour her. 3 Group work: Debate the motion: ‘Emigration was a good choice for women in Ireland’. Each group should prepare an argument for or against the motion. Hold a class debate with your teacher as the chair.

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Theme: Celebrating Diversity

28 Celebrating LocalPlants andAnimals

PowerPoint

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about the diversity of plants and animals in our localities how we might start a school garden. compost heap, compound leaf, deciduous, doe, leaflet, lobed leaf, nectar, scavenger, scut, serrated, shrub, stag, water butt

Common plants in Ireland

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Ireland has a lush green landscape due to its temperate climate. The mild temperatures and regular rainfall here support a wide diversity of plants and wildlife.

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Horse chestnut Although not native to Ireland, this large deciduous tree is very common here. In springtime, it grows compound leaves, which have seven Horse chestnut leaves, flowers and conkers Horse chestnut tree leaflets on a single stem. Insects such as caterpillars feed on the leaves. Around April, white or pink flowers begin to grow. These produce nectar, which attracts bees. Around May, conkers begin to grow inside prickly green casings. They fall to the ground around September, and the casings split apart. The conkers are eaten by deer.

Ash tree

Ash leaf and seeds

Ash This deciduous tree is Ireland’s tallest native tree. It has a narrow trunk, and compound leaves with multiple leaflets. Around April, it begins to produce purple flowers. Thousands of years ago, 80% of Ireland was covered in deciduous forest of ash and oak trees. Today, ash is mainly found growing in hedgerows. The timber from this tree is used to make hurleys and furniture.

Hawthorn This native deciduous shrub grows in hedgerows around the country. It grows lobed leaves in springtime. Around May, clusters against of white flowers emerge, and at the end of summer red berries called haws begin to grow. The berries are a food source for birds and insects. In Irish mythology, a lone hawthorn was known as a ‘fairy tree’, and was said to be a home for fairies! Hawthorn flowers and leaves

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Hawthorn tree with berries

Strand: Environmental awareness and care Strand units: Environmental awareness; Caring for the environment Key skills: Questioning, recording and communicating, evaluating, analysing, designing and making

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Celebrating LocalPlants andAnimals

Hazel This native deciduous shrub’s trunk is made up of multiple branches. Its leaves are rounded, with a serrated edge. Hazelnuts begin to grow around September. These are a food source for squirrels. The hazel is known as the ‘tree of wisdom’ in Irish mythology. Hazel trees

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Hazel leaves and nuts

The Irish word for ‘oak’ is ‘dair’. Many place names in Ireland contain variations of the word ‘dair’, for example, Kildare.

Oak leaves and acorns

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Oak tree

Oak This native deciduous tree grows lobed leaves with short stems around April, and acorns around September. The acorns are eaten by birds and small animals such as fieldmice, hedgehogs and squirrels. The oak tree provides a habitat for birds, insects and other animals. Timber from the oak tree is very hard and strong and is often used in construction and shipbuilding.

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Creeping buttercup This wildflower flowers mainly between May and August. It has triangular lobed leaves, and yellow flowers with five rounded, shiny petals. It is pollinated by insects such as short-tongued bees. It grows widely along hedgerows, and at the edges of gardens and fields.

Creeping buttercup

Common wildlife in Ireland

Nesting herring gulls

Herring gull The herring gull is a type of seagull that is commonly found along the coast in Ireland. In coastal cities, it is seen as a pest due to its loud, persistant call. The adult herring gull has a white head and chest, grey wing feathers with black tips, a yellow beak, pink legs and webbed feet. It is a clever scavenger that can find food almost everywhere, from fish in the sea to food waste in bins. It can drink both seawater and fresh water. It usually nests on cliffs, but it also sometimes nests on rooftops. The chicks hatch around June. For the first year of its life, the chick has brown, patterned feathers. Herring gull chick

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Celebrating LocalPlants andAnimals

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Red fox This native mammal has reddishbrown fur, pointed ears and a bushy tail. It is an omnivore. It hunts small mammals such as rabbits and mice, and is known to attack and eat hens on farms. Foxes living along the coast also eat fish when they can find it, and urban foxes scavenge food scraps from bins. Foxes also eat fruits such as blackberries and apples. Red foxes mate for life. During the mating season, between December and February, they can be heard communicating with loud sounds. The male (called a dog) makes a barking sound, while the female (called a vixen) makes a high-pitched screeching sound. They make their den in an area with thick vegetation, usually beneath a large tree or between rocks. The cubs are born around February, and are raised in the den for protection.

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Rabbit Although common in Ireland, the rabbit is not a native Irish animal. It was introduced by the Normans, who farmed it for its meat. It is a herbivore that eats weeds, grass, wildflowers, vegetables and crops, so it is unpopular with farmers! It is hunted by foxes and badgers. Thanks to their long hind legs, rabbits can hop at speeds of up to 40 km/h to escape danger. Rabbits live in fields, woodlands and sand dunes. They sleep and raise their young in a burrow. The adult rabbit is covered in brown or grey fur, and has a small white tail called a scut. The male rabbit is called a stag and the female is called a doe. The young are called kittens. The female gives birth to multiple litters of five to ten kittens per year.

Setting up a school garden

Hi, my name is Karen. I am in 6th class in St Mark’s National School in Co. Kildare. I am on our Green Schools committee. We started our school garden four years ago. It took a lot of planning! We had to look at areas on the school grounds that get sunlight and shade. We decided to use a spot near the yard because it is close to the outdoor water tap. We planned to fit a hose to the tap and use it to water our garden.

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We also had to think about the resources we would need, such as seeds and tools. Our school caretaker built frames for sowing seeds, and we filled them with soil. In springtime, we sowed our first crop.

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We started off with strawberries, lettuce, onions and potatoes. Each year, we rotated the fruit and vegetables that we sowed. Other classes took turns looking after the garden, ensuring that the plants had enough water, space and soil to grow. Last year, we planted trees and shrubs along the wall of the yard. This year, we have planted daffodil bulbs, which will flower next spring. We have also added a compost heap to make compost for the soil, and a water butt to collect rainwater for watering the plants. Thanks to the Irish weather, it takes no time at all to collect plenty of rainwater!

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Name three native trees or shrubs in Ireland. How does the oak tree support local wildlife? Name three animals that are common in Ireland. Why is the herring gull sometimes seen as a pest? What is a water butt used for? Why, do you think, might certain plants and animals be more common in some localities than in others? 7 What, do you think, are the benefits of a school garden?

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Water butt

1 Write a list of animal species that are likely to be found in your locality. 2 Pair work: Do research to identify a myth associated with a native Irish tree. 3 Group work: Design a plan for a school garden. Write the steps you would need to follow to start your garden. Draw the layout of the garden. What kinds of fruit, vegetables, herbs or flowers will you plant, and where? Share your plan with the class. Revision quiz

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Theme: 1916 Poster

Video

29 TheLong Roadto theRising

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about rebellions in Ireland during the 19th century how politics was used to try to gain self-government for Ireland about how workers began to organise in the early 20th century how the Irish language and culture were revived in the 19th and 20th centuries.

activist, cultural revival, emancipation, home rule, intellectual, playwright, repeal, sentenced, strike, trade union

Irish Rebellion of 1798

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During the late 18th and 19th centuries, a series of rebellions took place, which aimed to put an end to British rule in Ireland. Even though the rebellions failed, they influenced other people to try to end British rule in Ireland. Combined with a new sense of Irishness, the rebellions had an important impact on the people who went on to lead the 1916 Easter Rising.

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In 1791, an Irish lawyer named Theobald Wolfe Tone founded the Society of United Irishmen. Its aim was to gain freedom from British rule. In 1798, Tone led the United Irishmen in a rebellion against the British, which quickly failed. In response, the British parliament passed the Act of Union of 1801. This ended the Irish parliament, so Ireland was now ruled directly from London.

Theobald Wolfe Tone

Irish Rebellion of 1803

Robert Emmet

The next major event came in 1803, with a rebellion led by a man named Robert Emmet. He led an attack on Dublin Castle, which was the seat of British power in Ireland. The rebellion failed, but at his trial, Emmet made a speech that inspired other Irish people to campaign for an end to British rule.

Catholic emancipation

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In 1823, Daniel O’Connell founded the Catholic Association to campaign for Catholic emancipation, which would mean that Catholics could have rights under the law. In 1828, O’Connell ran for election in Co. Clare and was elected as a Member of Parliament (MP). However, he was not allowed to sit in parliament because, as a Catholic, he was forbidden from doing so under the Penal Laws.

Daniel O’Connell

Strands: Eras of change and conflict; Life, society, work and culture in the past Strand units: Changing land ownership in 19th-century Ireland; Language and culture in late 19th and early 20th-century Ireland; Life in the 19th century Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, change and continuity

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TheLong Roadto theRising

The following year, in 1829, the British agreed to Catholic emancipation. Catholic MPs were now permitted to sit in the British parliament. In 1840, O’Connell set up the Loyal National Repeal Association, which campaigned to end the Act of Union and bring back the Irish parliament. He travelled around the country holding ‘monster meetings’ to raise support. The meetings were so popular that the British became nervous. They arrested O’Connell and sentenced him to a year in prison.

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The Young Ireland movement was set up in 1842 by a group of intellectuals who campaigned for the repeal of the Act of Union. The Young Irelanders carried out a rebellion in 1848, but it was so badly organised that it failed. In 1858, a secret group called the Irish Republican Brotherhood (IRB) was founded by James Stephens. The IRB, also known as the Fenians, wanted to use violence to end British rule in Ireland. After a small rising in 1867, the leaders were caught and executed.

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Rebellions in 1848 and 1867

Soldiers fighting Fenian rebels during the Fenian Rising, 1867

The Land League

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In 1879, an activist named Michael Davitt set up the Land League to help poor tenant farmers in Ireland. Tenant farmers were often charged unfair rents by landlords, they could not own land and could easily be evicted from their home. The long-term goal of the Land League was to end landlordism in Ireland. Its short-term goal was to push for the Three Fs for tenant farmers: fair rent, fixity of tenure (which meant if they paid the rent, they could not be evicted) and free sale (which meant if their land was sold, they would be paid for any Michael Davitt improvements they had made to the land). The Land League used methods such as rent strikes and boycotts (refusing to deal with landlords). They also used a tactic called obstructionism in parliament. This involved slowing down meetings by giving long, rambling speeches.

Davitt persuaded an Irish politician named Charles Stewart Parnell to get involved with the Land League. Parnell spoke at large protest meetings around Ireland. British Prime Minister William Gladstone agreed to bring in the Land Act of 1881, which supported the Three Fs in principle. However, not everyone in the Land League was happy with the act, which led to unrest and violence. Finally, Parnell agreed to the Kilmainham Treaty in 1882, which gave tenant farmers more rights.

Charles Stewart Parnell

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TheLong Roadto theRising

The home rule movement

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In 1882, Davitt and Parnell set up the Irish National League to push for home rule (self-government). In 1886, Gladstone introduced a home rule bill, but it was rejected by MPs. However, after the election of 1909, the British parliament voted in favour of home rule. Unionists were very unhappy about this. In Belfast in 1912, a unionist named James Craig got 450,000 people to sign a pledge called the Ulster Covenant, which protested against home rule. In 1914, World War I broke out in Europe, so the British government put home rule on hold until after the war. Thousands of Irishmen joined the British army, including both nationalists and unionists. Both sides hoped to gain support for their cause after the war was over. In 1916, around 5,000 unionists were killed at the Battle of the Somme in France. Battle of the Somme

The Irish labour movement

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In the early 20th century, many people in Ireland worked very long hours for very low pay, and lived in overcrowded, rundown housing. Two activists named James Larkin and James Connolly set up trade unions so that workers could unite to demand better working conditions. In 1913, workers such as dockers and building workers from the Irish Transport and General Workers Union (ITGWU) held a series of strikes. The employers responded by locking up to 20,000 ITGWU members out of their jobs, meaning James Larkin arrested in Dublin, 1913 that they could not earn money. The months that followed saw protests, riots and arrests. Connolly set up a paramilitary group called the Irish Citizen Army (ICA) to protect strikers who were being harassed by the police. Connolly and the ICA would later play an important role in the 1916 Easter Rising.

Riots in Dublin during the 1913 strikes

Cultural revival

Towards the end of the 19th century, Ireland began to see a cultural revival that encouraged people to celebrate their Irishness. Prior to this, more and more Irish people had been adopting English culture, language and customs. The cultural revival influenced people such as Pádraig Pearse, Thomas MacDonagh and Joseph Plunkett, who later became leaders of the 1916 Easter Rising.

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Interactive activity

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Poster for the Gaelic League promoting the Irish language, 1913

In 1884, Michael Cusack founded the Gaelic Athletic Association (GAA) to encourage people to play Irish sports such as hurling, camogie and Gaelic football. The GAA set up clubs around the country and held matches and competitions, which were very popular. In 1893, the Gaelic League was founded to teach and encourage people to speak Irish. The Irish language had been banned under the Penal Laws, and many Irish-speaking people had died or emigrated during the Great Famine.

TheLong Roadto theRising

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Lady Augusta Gregory

Around the start of the 20th century, many writers and artists became interested in Ancient Ireland. The poet W. B. Yeats was inspired by the Celtic legends of Cúchulann and the Fianna. In 1899, the playwright Lady Augusta Gregory founded the Irish Literary Theatre in Dublin. Its aim was to put on plays that would be relevant to Irish audiences and remind them about Ireland’s legendary heroes.

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Write about one event that happened in Ireland during the 19th century. Explain the meaning of Catholic emancipation. What tactics did the Land League use to achieve their goals? Explain the meaning of home rule. How did the Great Famine affect the Irish language? In what ways, do you think, did the cultural revival influence the future leaders of the 1916 Easter Rising? 7 Why, do you think, might workers need trade unions to fight for their rights?

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During the cultural revival, a new interest emerged in Celtic art. The Celtic style became popular in music, crafts and clothing. This helped to develop a sense of national identity.

1 Research the origin of the word ‘boycott’ and write about how this tactic was used by the Land League. 2 Think, pair, share: Make a timeline of the events discussed in the chapter (1798 to 1916). Research events that were going on in other parts of the world, and include them in your timeline. 3 Group work: Research a rebellion that took place in Ireland in the 19th century. Did anything like this take place in your locality? Are there any monuments or historical sites nearby? Present your findings to the class.

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Theme: 1916 Video

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about the preparations for the rising about key events during the rising what happened to the rebels after the rising how the rising contributed to the foundation of the state.

30 The1916 Easter Rising

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Anglo-Irish, arms, candidate, civilian, crossfire, diplomat, firing squad, forgery, headquarters, looting, martial law, Morse code, proclamation, shelling, smuggle, stationed, Tricolour, wireless

Charles Stewart Parnell, the leader of the home rule movement, died in 1891. Some people continued trying to gain home rule by political means. Others began to plan a rebellion in order to break away from British rule through the use of violence.

Opportunity for a rebellion

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The Westminster Parliament passed a bill for home rule in 1914, but when World War I broke out that year, the bill was put on hold. Around 210,000 Irishmen joined the British army to fight in the war against Germany. Other Irish people saw the war as an opportunity to rebel against the British while their army was away.

Planning the 1916 Easter Rising

World War I recruitment poster

Roger Casement

In 1916, the Irish Republican Brotherhood (IRB) had a military council of seven men: Eamonn Ceannt, James Connolly, Seán MacDermott, Pádraig Pearse, Thomas Clarke, Joseph Plunkett and Thomas MacDonagh. They started to secretly plan a rising that would begin on Easter Sunday, 23 April. Roger Casement was a nationalist from an Anglo-Irish family in Dublin. He worked as a diplomat for the British Foreign Office. He went to Germany on behalf of the IRB, and asked the Germans for military support in the rising that was planned in Ireland.

Eoin MacNeill was the leader of a paramilitary group called the Irish Volunteers. He had founded the Irish Volunteers in 1913 to protect nationalists who were campaigning for home rule. He was opposed to the rising because he did not think that it could succeed.

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Strand: Politics, conflict and society Strand unit: 1916 and the foundation of the state Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, change and continuity

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The1916 Easter Rising

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The IRB’s military council persuaded MacNeill to change his mind and support the rising. They told him that Roger Casement was going to smuggle a shipment of rifles and machine guns from Germany into Ireland. They also showed him a secret document, titled the ‘Castle Document’, which suggested that the British authorities were about to arrest MacNeill. (This later turned out to be a forgery.) However, on A company of Irish Volunteers from Co. Roscommon, 1914 Good Friday, the ship carrying arms from Germany was sunk by the British navy in Cork Harbour, and Casement was arrested. When MacNeill heard the news, he tried to call off the rising.

A change of plan

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On Easter Sunday 1916, the Irish newspapers printed a message from MacNeill to Irish Volunteers throughout the country. It was written in code, but it told them that they were not to take part in any military activity that day. The IRB leaders then decided that the rising would have to begin on Monday instead. They spent Easter Sunday trying to get word to their supporters about the change of plan.

The rising

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Monday 24 April Around 1,600 rebels turned up at Liberty Hall in Dublin, including members of James Connolly’s Irish Citizen Army (ICA) and Cumann na mBan. The turnout was less than the IRB leaders had expected. Some rebels had gathered in other places around the country, but most of the action was to take place in Dublin.

Members of Cumann na mBan played different roles in the rising. Its leader, Constance The Irish Citizen Army at Liberty Hall Markievicz, had helped to plan the rising. Some members of Cumann na mBan fought alongside the ICA. Others were nurses, so they treated the wounded rebels. They also carried messages and gathered information about the movements of British troops. Markievicz was stationed at St Stephen’s Green and the Royal College of Surgeons, where she was second in command. Other sites that the rebels took over included the General Post Office (GPO), which became the rebel headquarters, Liberty Hall, City Hall, Boland’s Mills, Jacob’s Factory, the Four Courts and the South Dublin Union, where St James’s Hospital now stands. Cumann na mBan

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The1916 Easter Rising

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At 12.45 p.m., Pádraig Pearse stood on the steps of the GPO and read out the ‘Proclamation of the Republic’. This declared that Ireland was now a republic, and that the power was held by Irish people rather than the British crown. The Tricolour was raised over the GPO.

Key sites in the 1916 Easter Rising

Noblett’s sweet shop on Sackville Street was one of the first shops to be looted. A man who was passing had a toffee axe thrown at him. This metal tool was used to break up slabs of toffee. Luckily the man wore a stiff hat, which protected him.

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Tuesday 25 April The rebels broadcast a radio message in Morse code at a wireless training school on Sackville Street (now called O’Connell Street). The message, written by James Connolly, said: ‘Irish Republic declared in Dublin today. Irish troops have captured city and are in full possession. Enemy cannot move in city. The whole country rising.’ The rebels hoped that it would get picked up by ships at sea and the news would reach their supporters in the USA. The British army began shelling the buildings that the rebels had taken over. They recaptured City Hall and St Stephen’s Green. Some Dubliners began looting shops, so the authorities imposed martial law in the city.

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Wednesday 26 April The rebels’ radio message was picked up by a British gunship called the Helga. It sailed up the River Liffey and opened fire on the wireless training school, the GPO and Liberty Hall. The British set up bases on rooftops around the city, including at Trinity College. Some 220 British soldiers were killed or wounded by a small group of rebels in a battle at Mount Street Bridge.

The Helga

Thursday 27 April By now, the British had regained control of most of the city, but they continued with shelling. James Connolly, the leader of the ICA, was shot and badly wounded.

Friday 28 April The shelling of the GPO set it on fire, so the rebels had to leave. They tried to move to the Four Courts, but got trapped on Moore Street, where they retreated into a house. They could not escape because there were British soldiers on the street. The GPO and Sackville Street after heavy shelling

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The1916 Easter Rising

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Trials and executions

Saturday 29 April Pádraig Pearse decided to surrender. Many innocent people had been caught in the crossfire, and he did not want to see any more deaths. Elizabeth O’Farrell, a nurse and member of Cumann na mBan, was asked to deliver the surrender to British General William Lowe. She emerged from the house on Moore Street into heavy gunfire, which stopped when the soldiers saw her waving a white flag.

Michael Collins

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The British arrested more than 3,500 people, which was far greater than the Elizabeth O’Farrell number of rebels who had taken part. About 1,800 people were locked up in British prisons without trial. The leaders were tried in secret, and 14 were executed by firing squad at Kilmainham Gaol in Dublin in May. Thomas Kent was also executed in Cork, and Roger Casement in London. Leaders Constance Markievicz and Éamon de Valera were spared execution; Markievicz because she was a woman, and de Valera because he was an American citizen. Michael Collins, who had helped the leaders at the GPO, was sent to a prison in Wales. He later became a leader in the Irish War of Independence (1919–1921).

Public opinion

Kilmainham Gaol

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More than 450 people were killed during the rising and 2,600 were injured. Some were innocent civilians who had been in the wrong place at the wrong time. Many Dubliners blamed all of the violence and destruction on the rebels. They were also angry that the rising had led to martial law being imposed in the city. However, they gradually became more sympathetic towards the rebels when they heard about the executions of the leaders at Kilmainham Gaol, and the imprisonment of many others without trial.

Death of a civilian Denis Kelly worked at the London and North Western Railway in Dublin. He was married with three children. On the evening of Tuesday 25 April, 1916, he was on his way to a shop to buy food when fighting broke out on the street between British soldiers and rebels. He took cover in a shed, but a stray bullet hit him in the arm. It took the ambulance over two hours to reach him. He died of his wounds at Jervis Street Hospital the following day.

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Interactive activity

The1916 Easter Rising

General election of 1918

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After the rising, more and more people began to favour the idea of a republic over the idea of home rule. Many supported the Sinn Féin political party, because of its nationalist views. This gave Sinn Féin the opportunity to push for an independent Ireland. In the general election of 1918, Sinn Féin won the majority of votes. Some of its candidates in the election had fought in the rising, The First Dáil, 1919 including Éamon de Valera, Constance Markievicz and Michael Collins. The new government set up its own parliament on 21 January 1919 and called it Dáil Éireann. It was only able to do so because Sinn Féin had gained so much support in the wake of the 1916 Easter Rising. Although the rising had been a failure in the short term, it ended up being a success in the long term.

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Towards the end of the rising, Pádraig Pearse was reported to have said in the GPO: ‘When we are all wiped out, people will blame us. … [but] in a few years they will see the meaning of what we tried to do.’

1 What world event took place that meant 1916 was seen as a good year for a rebellion in Ireland? 2 How was Eoin MacNeill persuaded to support the rising? 3 List two things that happened before the rising that gave it less chance of success. 4 Who picked up the rebels’ radio broadcast and what happened? 5 Name one reason to explain why Pádraig Pearse decided to surrender. 6 Why did public opinion about the rebels change after the rising, do you think? 7 In what ways did the 1916 Easter Rising change Irish history?

1 Imagine that you were in Dublin city centre during the rising. Write a letter to a friend describing something that you saw. 2 Think, pair, share: Research the life of one of the leaders of the rising. Write a fact file on your chosen leader to share with others. 3 Group work: Design a front page for an Irish newspaper reporting on the rising in 1916, using PowerPoint, Book Creator or a poster. Research newspapers from that time, and use similar text and images.

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Theme: 1916 PowerPoint

31 Plunkett, theWireless andtheProperties of Sound

amplitude, conducting, decibels, eardrum, frequency, hertz, medium, megaphone, muffle, pitch, transmit, ultrasound, vacuum, vibrate, vibrations

SCI ENCE

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how a radio works how sound is produced and how it travels to investigate three properties of sound.

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Two of the rebels in the 1916 Easter Rising were experts in wireless, or radio, technology. Joseph Plunkett ordered them to take over the wireless training school on Sackville Street on Easter Monday and broadcast news of the rising to the outside world. The following day, they succeeded in sending out what is thought to be the world’s first radio broadcast.

What was special about the broadcast?

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Up until the rebels made their Joseph Plunkett broadcast, radios had only been used to transmit signals to one other radio. This was known as a radio transmission. However, the rebels managed to transmit signals that could be picked up by any radio. This is known as a radio broadcast.

A wireless receiver from 1917

How does a radio work?

Sound is a form of energy antenna transmitting that travels in waves. A radio is used to send sound waves radio waves over a long distance through the air. Inside a radio there is a device called a transmitter. This converts sounds such as speech or music into electrical receiving signals and combines them with radio waves. The radio waves are sent out through an antenna connected to the transmitter. The radio waves spread out in all directions and get picked up by other radios. Inside each radio there is another device called a receiver. The receiver separates the electrical signals from the radio waves, and converts the electrical signals back into the original sounds. Strand: Energy and forces Strand unit: Sound Key skills: Questioning, recording and communicating, observing, investigating and experimenting, exploring, evaluating, analysing

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Plunkett, theWireless andtheProperties of Sound

Hw is sound produced?

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Sound is produced by vibrations. Every time you speak or sing, the vocal chords in your throat vibrate and produce sound. Sound needs a medium to travel through. The medium can be a solid, a liquid or a gas (such as air). The molecules in the medium vibrate and bump into each other. This causes a ripple, or series of waves, that allows sound to travel. When sound waves reach our ears, they cause our eardrums to vibrate. Our eardrums send electrical signals to our brain, and the brain interprets these signals as sounds.

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Let’s investigate

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Did you know that sound cannot travel in outer space? There is no air in outer space. Therefore, it is a vacuum. In a vacuum, there is no medium for sound waves to travel.

The effect of sound waves

Equipment: ceramic, metal or glass bowl, cling film, uncooked rice, saucepan, two dessert spoons, teaspoon

Action: ● Stretch cling film all the way around the bowl so that it becomes airtight. ● Place a teaspoon of rice on the cling film at the top of the bowl. ● Position the saucepan close to the bowl. ● Strike the saucepan with a dessert spoon. What happens to the rice? ● Try striking the saucepan with two dessert spoons. How does this affect the way the rice jumps? ● Try changing the distance between the bowl and the saucepan. Does this make any difference?

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PCM 2

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Plunkett, theWireless andtheProperties of Sound

Amplitude – a property of sound

Radios and other electronic devices contain an electronic amplifier that increases the energy of sound waves before sending them to a speaker. The speaker then vibrates to further increase the energy of the sound waves. If you put your hand on a speaker when music is playing, you can feel these vibrations!

Megaphone

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Let’s investigate

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Sounds can be amplified, or made louder, by increasing the energy level of the sound waves. For example, the harder you beat a drum or blow a whistle, the louder the sound that is produced. You can make your voice louder by speaking into a funnelshaped instrument called a megaphone. You can also amplify sound by capturing more sound waves. Have you ever seen a character in a film listening to a conversation in the next room by holding a glass to the wall? The glass captures sound waves and directs them into the ear.

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Amplitude is one of the properties of sound. It means loudness or volume. Amplitude is measured in decibels (dB). Normal rainfall measures about 50 dB, while a chainsaw measures about 100 dB. Sounds over 80 dB can damage hearing if they are repeated over a long period of time. To protect their hearing, people who work with power tools often wear earmuffs. These contain materials that act as sound insulators. They absorb sound waves and prevent them from reaching the eardrums.

Amplifying sound

Equipment: plastic cup, radio, balloon

Action: ● Play the radio at three different volume levels. ● Place the base of the plastic cup against your ear and point the cup towards the radio. Play the radio at the three volume levels again and record your findings on your worksheet. ● Blow up the balloon but do not tie it off. Hold the neck between your fingers so that the air does not escape. ● Place one side of the balloon next to your ear and tap the other side. Note how loud the sound is. ● Blow the balloon up a little more or else let some of the air escape. Repeat the test. What did you notice? PCM 14

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Plunkett, theWireless andtheProperties of Sound

Frequency describes the speed at which sound waves vibrate. High-frequency sound waves produce a high-pitched sound, while low-frequency sound waves produce a low-pitched sound. Frequency is measured in hertz (Hz).

Humans are able to hear sounds in a range of 6423,000 Hz. Dogs are able to hear sounds in a range of 67-45,000 Hz. This means that dogs can hear high-pitched sounds that we cannot hear!

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An ultrasound machine is used to see inside the body. This machine produces a very highpitched sound that is beyond the range of human hearing. Sound waves are transmitted into the body, where they bounce off the organ that is being examined. The machine records the waves that echo back, and uses these to generate images.

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A sound can have a low tone or a high tone. This property is known as pitch.

Pitch – a property of sound

Let’s investigate

Low-pitched sounds and high-pitched sounds

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Equipment: plastic recorder, tall jug of water, duct tape Action:

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Cover all of the holes of the recorder with your fingertips. Gently blow into the recorder. Does this produce a lowpitched sound or a high-pitched sound? Cover all of the holes of the recorder with small pieces of duct tape. (Make sure that no water will get in when you do the next step.) Take a deep breath and blow into the recorder as you push it into the jug of water. How does the pitch change?

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Velocity – a property of sound

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Sound can travel through any medium, whether it is a solid, a liquid or a gas. However, sound waves travel faster through solids and liquids than through air.

molecules in a solid

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molecules in a liquid

molecules in a gas PCM 2

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Interactive activity

Plunkett, theWireless andtheProperties of Sound

Water and air as mediums for sound Equipment: 2-litre plastic bottle, scissors, basin three-quarters filled with water, two stones

Let’s investigate

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Velocity describes the speed at which sound waves travel through a medium. The velocity depends on how tightly the molecules in the medium are packed together. Sound waves travel over 17 times faster through steel than through air, and around four times faster through water than through air. But even so, the velocity of sound waves travelling through the air in your classroom is roughly 1,235 km/h or 330 metres per second!

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Action: ● Working in pairs, cut off the base of the plastic bottle. (Teacher help required.) ● Remove the lid. ● Place the bottom end of the bottle into the basin of water. ● Put your ear to the neck of the bottle. ● Ask your partner to bang two stones together under the water, near the bottle. ● Next, your partner should bang the stones together above the water. ● What do you notice?

Properties of solid materials and the velocity of sound

Some solid materials are better at conducting sound waves than others. For example, steel is a good conductor of sound waves. However, solid materials such as styrofoam and cotton wool are poor conductors of sound waves. These materials contain millions of air pockets. They cause the sound to become muffled, producing the same effect as earmuffs. Foam earplugs, which are also used to muffle sound, are made of a material similar to styrofoam. When sound waves hit a material with a hard surface, such as rock or concrete, they bounce back towards the source. This is why we hear our voice echoing in a large empty space, such as a cave. It also explains why sounds are louder in certain small spaces, such as tiled bathrooms. PCM 2

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Theme: 1916

AroundtheWorld 32 Cities ConnectedwiththeRising

PowerPoint

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GEOGRAPHY

how the cities of Belfast, Berlin and New York were connected with the rising about landmarks and places of historical interest in these cities. assassinated, borough, densely populated, finance, mobilise, monarchy, prisoner of war, prow, reunified

The leaders of the 1916 Easter Rising received support from a number of places around the world, including the cities of Belfast, Berlin and New York. Let’s find out more about these cities and their links to the rising.

Region: Northern Ireland Currency: pound sterling Official language: English Population: around 340,000 Industries: tourism, retail, shipping

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NORTHERN IRELAND Belfast

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Belfast

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Links to the rising Although most of the rising took place in Dublin, attempts were made to mobilise around the country, including in Belfast, but these failed to support the main rising in Dublin. Through history, however, Belfast and Northern Ireland have been at the centre of nationalist and unionist debate.

Titanic Belfast museum

Geography Belfast is situated in the north-east of the island of Ireland. It is the capital city of Northern Ireland, and home to Stormont, where the Northern Ireland Assembly meets.

Belfast Harbour handles almost 70% of Northern Ireland’s shipping trade, making it a major port in the UK. Ferry services also operate here to England and Scotland.

Landmarks At the time of the rising, the city was a major centre for shipbuilding. The Titanic was built at the Harland & Wolff shipyard in 1911. The Titanic Belfast museum now attracts more than 1 million visitors each year. Each side of the building is shaped like a ship’s prow. To the north of the city, Cave Hill is a popular spot for tourists to enjoy the view.

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Parliament Buildings at Stormont

Cave Hill

Strand: Human environments Strand unit: People and other lands Key skills: A sense of place, a sense of space, maps, globes and graphical skills, questioning, estimating and measuring, observing, analysing, predicting, recording and communicating, investigating and experimenting

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Cities AroundtheWorldConnectedwiththeRising

Berlin POLAND Berlin GERMANY

BELGIUM LUXEMBOURG

CZECH REPUBLIC

FRANCE SWITZERLAND

AUSTRIA

NETHERLANDS

Country: Germany Currency: euro Official language: German Population: around 3.7 million Industries: tourism, retail, car manufacturing

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DENMARK

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Links to the rising Republican leader Roger Casement spent time in Berlin in 1914, building support and organising a shipment of arms to Ireland. This was at the beginning of World War I. Casement hoped that the Germans would support the rising in Ireland in order to undermine the British. He also hoped to recruit Irish prisoners of war in Germany to fight in the rising. Today, Berlin is estimated to be home to around 1,500 Irish immigrants. It is also a popular destination for Irish university students who wish to study abroad. Geography Berlin is located in the north-east of Germany. It is the country’s capital city and a hub for culture and industry.

The Reichstag

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Landmarks Berlin is home to the Reichstag, where the government meets. Visitors can climb up into the dome at the top for wonderful views of the city.

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The Brandenburg Gate was built in the 18th century as a gate to the city. The cobbled streets around the gate are used for public events such as New Year’s Eve celebrations.

Brandenburg Gate

Berlin Palace was once home to the royal family, but it is now a museum. Germany was forced to become a republic instead of a monarchy after losing World War I. The city was greatly damaged during World War II. Architects came from all around the world to help to rebuild the city. It is known today for its modern architecture.

Division After World War II, Germany was divided between the countries that had won the war. East Germany (including East Berlin) was handed over to Russia. From 1961 to 1989, Berlin was physically divided into East Berlin and West Berlin by the Berlin Wall. In 1989, many young people gathered on either side of the wall to help tear it down. Germany was reunified in 1990.

The original building of the Berlin Palace was demolished in 1950, but it was reconstructed between 2013 and 2020.

Bauhaus Archiv building, built in 1979

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Taking down the Berlin Wall, 1989

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Cities AroundtheWorldConnectedwiththeRising

CANADA

New York

USA

MEXICO

Country: USA Currency: US dollar Official language: English Population: around 8.8 million Industries: tourism, retail, finance

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CUBA

New York

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Links to the rising After the Great Famine (1845–1851), many Irish people emigrated to the USA. By the 1900s, New York had a large Irish community, which was a hotbed of anti-British activity. An organisation called the Fenian Brotherhood was founded in 1858 in the USA with the aim of building support for the Irish republican movement. Roger Casement and Pádraig Pearse visited New York in 1914 to raise money for the rising. New York also had ties to other leaders of the rising. For example, James Connolly lived in the USA from 1902 to 1910, and spent a lot of time in New York. Today, New York has many GAA clubs, as well as the biggest annual St Patrick’s Day parade in the world.

St Patrick’s Day parade, New York

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New York’s JFK Airport was named after US President John F. Kennedy, who was assassinated in 1963. His parents’ families were Irish immigrants. JFK is one of the world’s busiest airports. In 2019, around 63 million passengers passed through it.

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Geography New York is situated in the northeast of the USA. It is one of the most densely populated cities in the world, even though it is not a capital city. (Washington, D.C. is the capital of the USA.) It is made up of five boroughs or sections: Manhattan, Brooklyn, the Bronx, Queens and Staten Island. Times Square in Manhattan is a popular spot for events such as the New Year’s Eve countdown.

Times Square

Culture The city is known for music, art and culture. Broadway is a famous street with 41 theatres, where hit musicals and plays are performed.

The American Museum of Natural History is very popular with visitors. You might recognise it from the film Night at the Museum!

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American Museum of Natural History

Broadway

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Cities AroundtheWorldConnectedwiththeRising

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Landmarks The Statue of Liberty stands on Liberty Island in New York Harbour. This statue, measuring 93 metres in height, was a gift from France to the USA after the American War of Independence. It was designed by Gustave Eiffel, who built the Eiffel Tower in Paris. Statue of Liberty

Central Park is one of the most filmed locations in the world. During the winter months, there is an ice-skating rink in the park. Central Park

What is the currency in Northern Ireland? Name three important landmarks in Berlin. What is the purpose of the Reichstag? Who was JFK Airport named after? What is Broadway famous for? Which of the three cities would you most like to visit? Explain why. What difference do you think it would make to New Yorkers if Central Park was redeveloped for building homes and offices?

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New York is a very built-up city. It covers a smaller area than Berlin, but its population is more than double the size of Berlin’s. Central Park, which is roughly half the size of the Phoenix Park in Dublin, is an important green zone in the city. Here you will find people exercising, relaxing and meeting friends, children playing and street Street-food vendors vendors selling food. The park is also a venue for concerts and plays, as well as a habitat for raccoons, turtles, chipmunks, squirrels and bats. Birdwatchers have spotted 275 species of birds in the park, including birds of prey Raccoon such as falcons and owls.

1 Trace a map of Ireland. Mark and label the major cities. 2 Think, pair, share: Find three similarities and three differences between Belfast, Berlin and New York, and record them on your worksheet. 3 Group work: Do a project on a major city of your choosing. Include details of the city’s population, official language and major industries, and information about a number of its natural features and places of interest. The information should be supported with maps and photographs. Present your project to the class. PCM 15

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Revision quiz

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Theme: War Poster

Video

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HI STORY

the causes of World War II how the war was fought and what countries were involved how the war ended.

33 WorldWar II

aerial, air raid, Allied powers, appeasement, atomic bomb, Axis powers, Blitz, blitzkrieg, chancellor, concentration camp, D-Day, dictator, evacuate, occupation, persecute, radar, reparations, slave labour, VE Day

1940

1933

1936

1938

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1939

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1940

1934

1944

Germany invades and occupies France

Adolf Hitler becomes chancellor of Germany

1932

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World War II (1939–1945) was the largest and bloodiest conflict in history. It resulted in around 70 million deaths. There were two opposing sides in the war: the Allied powers and the Axis powers. The Allied powers included Britain, France, Russia and the USA. The Axis powers included Germany, Japan and Italy.

Germany invades Poland; Britain and France declare war on Germany

D-Day landings in Normandy

1942

1941

Germany invades Russia; Japan bombs Pearl Harbour; the USA joins the war

1944

1946

1945

Battle of Berlin; Germany surrenders; Japan surrenders

After World War I

World War I took place between 1914 and 1918. It resulted in nearly 20 million deaths and ended with Germany losing the war. In June 1919, a peace treaty called the Treaty of Versailles was signed by the leaders of all of the countries that had fought in the war. Led by Britain, the USA and France, the treaty put the full blame for the war on Germany. As punishment, Germany was forced to reduce its army and navy, give up lands that it had taken over and pay huge reparations (financial payments) to the countries it had fought against. In 1920, an international organisation called the League of Nations was founded with the aim of ensuring that world peace would be maintained. Meeting of the League of Nations, 1920

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Strand: Life, society, work and culture in the past Strand unit: Life during World War II Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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WorldWar II

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In 1920, the National Socialist German Workers’ (Nazi) Party was founded in Germany. Adolf Hitler took over as its leader in 1921. Like many Germans, Hitler believed that the Treaty of Versailles was unfair and that the Germans should ignore it. In 1929–1930, Germany went through a severe recession. Many people lost their jobs and were unable to afford basic food items. At this time, Hitler was talking about restoring Germany to its former glory, so the Nazi Party gained more support.

The rise of Adolf Hitler in Germany

Hitler becomes supreme leader

Adolf Hitler

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In 1933, Hitler was made chancellor of Germany. He introduced a law that allowed him to pass other laws without the agreement of parliament. In 1934, he took on the title of führer, or supreme leader. He ran Germany as a dictator and got rid of anyone who opposed him. He said that the Germans came from a superior ‘Aryan’ race, with white skin, blond hair, blue eyes and physical strength. He planned to eliminate Hitler at a Nazi rally, 1939 any Germans who did not fit this image, including Jews, Roma people and the disabled. He built up the German army in secret, and in 1936, moved troops into the Rhineland between France and Germany, which went against the Treaty of Versailles.

The Holocaust

The Nazis blamed the Jewish people for many of Germany’s problems. At first, Jews were forced to wear a yellow badge in the shape of the Star of David. This made them easy to identify, and they were discriminated against and persecuted by non-Jewish people. Next, they were forced out of their jobs and expelled from schools. Eventually, they were removed from their homes and sent to concentration camps, where they were forced into slave labour and starved. In 1942, the Nazis began sending Jews throughout Europe to concentration camps. Around 6 million Jews, and hundreds of thousands of Roma and others were murdered in these camps in what became known as the Holocaust. A Jewish man wearing a yellow Star of David A number of Jews went into hiding in German-occupied countries to avoid the concentration camps. A Jewish girl named Anne Frank kept a diary while she and her family were in hiding in the Netherlands. Her diary has given historians an insight into what life was like for many Jews during the war.

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Video

WorldWar II

War breaks out

Key

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After World War I, Britain The movement of German Finland and France wanted to troops Norway avoid another war, so they followed a policy of Sweden appeasement. This meant North Sea allowing Hitler to take Denmark Lithuania over some of the lands he Ireland wanted in order to keep United Kingdom the peace, even though it Netherlands Dunkirk was against the terms of Poland ATLANTIC English Channel GERMANY Belgium the Treaty of Versailles. OCEAN Hitler saw this as a sign of Czechoslovakia weakness. He continued to France expand Germany’s borders, Austria Hungary Switzerland taking over Austria and invading the Europe in 1940 Sudetenland, a German-speaking area of Czechoslovakia. On 1 September 1939, the Germans invaded Poland. Britain and France threatened to go to war unless the Germans left Poland, but Hitler refused.

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On 3 September 1939, Britain and France declared war on Germany. In 1940, the Germans invaded Norway and Denmark, followed by Belgium and the Netherlands. Next, they invaded France.

British soldiers waiting to be evacuated at Dunkirk, 1940

Dunkirk

The Germans pushed Allied troops in France towards the English Channel. The soldiers then became trapped in the port of Dunkirk. On 26 May 1940, Britain began sending 900 boats, including fishing boats and yachts, to evacuate troops from the beach at Dunkirk. Over nine days, they evacuated more than 300,000 soldiers under heavy fire. The Germans took control of Paris on 14 June, and France surrendered six days later.

The Germans used a method of warfare known as blitzkrieg, meaning ‘lightning war’. This involved a surprise attack on the ground with tanks, supported by aeroplanes dropping bombs from above. It left people with no time to defend themselves.

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WorldWar II

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German Luftwaffe aircraft flying over England, 1940

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Hitler began planning an invasion of Britain. He used the German air force, the Luftwaffe, to try to weaken Britain’s defences first. The Royal Air Force (RAF) protected Britain during what would become known as the Battle of Britain. Beginning in July 1940, the Luftwaffe tried to bomb RAF bases. The RAF used radar technology to detect when German aircraft were on the way. The RAF pilots then took off in their aircraft to fight the Luftwaffe in the sky. These aerial battles were known as dogfights. In September 1940, the Luftwaffe began a campaign of air raids, bombing British cities for eight months. This became known as the Blitz.

The Battle of Britain and the Blitz

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Winston Churchill was the British Prime Minister during most of World War II. He was known for his strong speeches during the war. His words of encouragement kept people’s spirits up during the bombings and destruction. Speaking of the RAF pilots who fought the Luftwaffe during the Battle of Britain, Churchill said, ‘Never in the field of human conflict was so much owed by so many to so few’.

Germany invades Russia

Winston Churchill on a wartime poster

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The Germans invaded Russia on 22 June 1941. Hitler hoped for a fast victory, but the Russians were stronger than he had thought. The Germans won many battles, but the turning point came with the Battle of Stalingrad, which began in August 1942. The Germans bombed the city to rubble, but when they entered the city, they were met with fierce resistance. By November, the cold weather was having a huge impact on the German soldiers, as temperatures dropped to –18˚C. Eventually the Germans were surrounded by almost 1 million Russian soldiers and forced to surrender. This was a huge defeat for the Germans.

Battle of Stalingrad, 1942

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WorldWar II

Interactive activity

PowerPoint

The USA enters the war

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The end of the war

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Italy and Japan had joined the war on the side of Germany because they both hoped to extend their lands if Germany won the war. However, Japan was afraid that the USA would stop them expanding into other territories. On 7 December 1941, the Japanese launched a D-Day landings, 1944 surprise attack on the USA. They sent aircraft to drop bombs on an American naval base at Pearl Harbour in Hawaii. Many American ships were destroyed and more than 2,000 people were killed. The following day, the USA entered the war. On 6 June 1944, more than 150,000 Allied troops landed on the coast of Normandy in France. This became known as D-Day. It was the first step towards ending the German occupation of France.

What was the Treaty of Versailles? When did World War II begin? Why did Britain and France declare war on Germany? What was blitzkrieg? Why did the USA enter the war? Why, do you think, did Britain and France follow a policy of appeasement at first? Why is Anne Frank’s diary an important historical source, do you think?

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In April 1945, the Russians bombed Berlin, and it became clear that the Germans were losing. Hitler died by suicide on 30 April, and Germany surrendered on 7 May, ending the war in Europe. The next day is known as VE Day (Victory in Europe Day). The fighting continued in the Pacific until August, when the USA dropped an atomic bomb VE Day celebrations in London, 7 May 1945 on the Japanese cities of Hiroshima (6 August) and Nagasaki (9 August). It was the first time these devastating bombs had been used in war. The bombs killed more than 100,000 people and injured many more. Japan surrendered on 2 September 1945, and the war finally ended.

1 Research the leaders of the countries that fought in World War II and complete the fact file on your worksheet. 2 Pair work: On your worksheet, mark the countries that Germany invaded during World War II with an X. Complete the timeline of when the countries were invaded. 3 Group work: Do a project on World War II using only pictures, with labels and dates. The project should include at least five major events during the war.

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PCM 16

PCM 17

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Theme: War Video

black market, conscripted, home front, land girls, munitions, naval base, neutral, prefabricated, rationing

HI STORY

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about Ireland’s position in the war what life was like in Ireland and Britain during the war how women contributed to the war effort in Britain.

34 LifeDuring WorldWar II

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Ireland was a neutral country during World War II, but it still felt the effects of the war just like other neutral countries around the world. On 2 September 1939 (the day before the war began), the Irish government declared that the country was in a state of emergency. The war years in Ireland then became known as the Emergency.

Ireland’s position in World War II

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Britain tried to get Ireland to join the war a number of times, but Ireland chose to remain neutral in order to strengthen its independence from Britain. Ireland also wanted to avoid the loss of life that had been suffered during World War I. Many people Large stone sign to let pilots know that they were flying over neutral Ireland in Britain suspected that Ireland was secretly helping the Germans, but Ireland showed its support for the Allies on many occasions. It is estimated that up to 70,000 Irishmen joined the British army to fight in the war.

Supporting the Allies

Northern Ireland’s naval bases and shipyards were bombed quite heavily by the Luftwaffe during the Belfast Blitz of 1941. Up to 1,000 people were killed. Many more were injured and 100,000 were left homeless. Ambulances and fire brigades from the south crossed the border to help the people of Belfast. Allied or Axis troops The Belfast Blitz, 1941 that landed in the Republic were arrested and imprisoned. However, from 1943, Taoiseach Éamon de Valera released Allied troops in order to stay on good terms with Britain. The German troops remained in prison, however. Later on in the war, Ireland provided weather reports that helped in the planning of the D-Day landing in Normandy.

Strand: Life, society, work and culture in the past Strand unit: Life during World War II Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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LifeDuring WorldWar II

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Ireland depended on Britain for coal, natural gas, petrol, cars, tyres, tea, flour, cocoa, chocolate and sugar. During the war, these things were in very short supply due to rationing. Rationing started shortly after the war began. It involved the carefully controlled distribution of resources and goods. In 1942, a ration book was sent to every household in Ireland. Each household could only buy a certain amount of rationed items. There were many cases of smuggling across the border, as people traded supplies. Eggs and butter from the Republic were traded for tea and flour from Northern Ireland.

Life in Ireland during the Emergency

Although Ireland was a neutral country, it was occasionally bombed. The worst bombing killed 28 people, injured more than 90, and destroyed 300 homes in the North Strand area of Dublin in 1941. The Germans later apologised and paid for the damages.

Ration book and ration chocolate bar

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The coal shortage was addressed by increasing the production of turf for fuel around the country. Petrol was reserved for essential uses such as doctors’ cars and public transport. Public transport was also dramatically reduced. Some people went back to travelling by horse and cart, while many others used a bicycle. People came up with creative methods to repair bicycle tyres, including stuffing them with hay.

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The use of natural gas for cooking in homes was severely restricted. People were only allowed to use their gas cooker at mealtimes. The gas companies employed inspectors to check if anyone was breaking the rules. The ‘glimmer man’, as the gas inspector was known, became a hated figure in Ireland. He came to check if the gas cooker had been used between mealtimes. If it had, the gas company cut off the household’s gas supply.

Rationing in Britain

Every household in Britain was also sent a ration book of coupons that allowed for different items to be purchased at different times. There were often long queues at shops when rationed items became available. Some shopkeepers held back food and other supplies that were hard to get, and sold them on the black market at higher prices.

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Posters

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A shopkeeper cuts out coupons for sugar from a ration book

Food rationing in Britain was more severe than it was in Ireland. Fresh meat and fish were in very short supply, so they were substituted with tinned meat. The British people had to produce as much of their own food as possible to get by. They were urged to grow vegetables in a campaign called Dig for Victory. Even public parks were used to grow vegetables!

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After the war ended, it took a few years for many industries to return to normal. Therefore, rationing continued in Britain and Ireland until around 1951.

Audio

Life in Britain during the Blitz

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Every British person had to carry an identity card with their name and address. Some were also encouraged to wear an identity bracelet so that rescue workers would be able to identify them if they got hurt or killed during the Blitz. Gas masks were issued to homes across the country, and people were also encouraged to carry their gas mask everywhere in case of a gas attack. After the first couple of years of the war, the risk of a gas attack decreased and people did not Children wearing gas masks during World War II carry their mask as often.

London was bombed more heavily and more often than anywhere else in Britain, but almost every city was hit at least once during the Blitz. People lived in constant fear of air raids. Air-raid sirens sounded a loud warning to let people know when an attack was about to happen. As soon as they heard the sirens, they rushed to an air-raid shelter. There were many different types of shelters, big and small. The government gave households a free Anderson shelter. This was a prefabricated shelter that could be set up in a garden. Sometimes a few families stayed together in Anderson shelter a larger shelter in their neighbourhood.

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Londoners started to use Underground stations as air-raid shelters. Sometimes, more than 100,000 people spent the night in an Underground station. They felt safer deep under the ground, away from the bombs. The Underground stations had canteens, toilets, first aid stations and bunks for people to sleep in. People chatted and got to know each other. They ate together and played games to pass the time. It is estimated that In the evenings, they had more than 60,000 sing-songs and played civilians were killed in music to drown out the Britain during World War II and more sound of the bombs. than 80,000 were There was a great sense seriously injured. of community in spite of the hardship.

LifeDuring WorldWar II

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Underground station air-raid shelter

Evacuation of children

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During the Blitz, many children were evacuated from the cities and sent to stay with host families in the countryside for safety. The children were taken to a railway station by their parents, and put on a train with a label attached to their clothing. When they got off the train at the other end, their host family was able to identify them by checking the label. Children being evacuated The children were often scared. Some of them had never even travelled outside of their neighbourhood before, but they had to stay with their host family until the danger had passed in the city. Some children returned home after a short period of time, while others had to stay in the countryside for the duration of the war.

The role of women during the war

Women played a vital role on the home front during the war. The Women’s Land Army had been established during World War I, and it was re-established in 1939. It was made up of around 80,000 women, who were nicknamed land girls. These women worked on farms across the country, growing and harvesting food, and cutting down trees for timber.

Members of the Women’s Land Army in Britain harvesting beetroot, c.1942-43

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Interactive activity

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Women working in a munitions factory in Britain, c.1945

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Other women worked as nurses, treating wounded soldiers and civilians who were injured in the Blitz. From December 1941, women were conscripted to work as engineers, air-raid officers, bus drivers and firefighters. At first, only single women between the ages of 20 and 30 were called up. However, by 1943, 90% of all single women and 80% of all married women were working in the war effort – many in munitions factories. After the war ended, society’s views on the role of women began to change. It was clear that a major part of the war effort had depended on the women who had stepped up to support their country.

LifeDuring WorldWar II

What was the Emergency in Ireland? What items that Ireland depended on Britain for were rationed during the war? Who was the ‘glimmer man’? Why were children evacuated from cities in Britain during the war? How did women contribute to the war effort in Britain? Was Ireland really neutral during the war? Explain your answer. If you had been in London during the Blitz, what would you have done when you heard the air-raid sirens go off?

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As a young woman, Queen Elizabeth II joined the military forces. During the war, she trained and worked as a mechanic, fixing engines of cars, buses and ambulances. She also passed the military driving test, which meant that she was qualified to drive large trucks and ambulances.

1 Use the worksheet to make your own identity card. 2 Think, pair, share: Compare life in Ireland and Britain during World War II. 3 Group work: Design a presentation about the role of women during World War II. The presentation should include the types of jobs that women took up to support the war effort during this time, as well as information about women of significance during the war. PCM 18

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Theme: War

35 Aircraft Carriers: Machines at Work

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SCI ENCE

to identify simple machines on a World War II aircraft carrier about levers, pulleys, inclined planes, wedges, screws, wheels and axles, rollers and gearwheels to explore how gearwheels work to design and make a lifting device that uses levers, pulleys and gears.

PowerPoint

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cannon, compound machine, compound pulley, fixed axle, fixed pulley, fulcrum, gearwheels, inclined plane, lever, load, magazine, movable pulley, pivot, roller, screw, simple machine, wedge

World War II was fought using the latest vehicles and weapons. Tanks dominated battles on land. Fighter aeroplanes and bombers were used in aerial battles. At sea, battleships protected aircraft carriers, while submarines sank enemy ships. Each vehicle or vessel was a compound machine made up of many simple machines working together.

What is a machine?

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A machine is a device that increases the force we can exert on an object. We can exert force on an object by pushing, pulling or lifting it. By exerting force, we can cause the object to move, stop, speed up, slow down or change direction. A simple machine is a machine with few or no moving parts. When two or more simple machines work together German tank, 1943 as one, they become a compound machine. Most machines that we use nowadays are compound machines. They combine a number of functions and can do more complex tasks than simple machines alone.

American WWII aircraft carrier

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World War II aircraft carriers

During the war, an aircraft carrier was used as a floating base for fighter aeroplanes and bombers. This large ship had a long, wide deck, on which aircraft took off and landed at sea. The aircraft were stored below the deck and raised on lifts when needed. The aircraft carrier was defended from attack using cannon and anti-aircraft guns. Let’s look at examples of simple machines that were found on an aircraft carrier.

Strand: Energy and forces Strand unit: Forces Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, designing and making, evaluating

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Prow of ship – wedge

Front of deck – inclined plane

Flagpole – pulley

Hundreds of thousands of screws holding parts of the ship together

Oars on lifeboat – levers

Crane to lower lifeboats into the water – pulley

Propellers of ship – screws, inclined planes and an axle

Flaps on wings that control the aeroplane’s flight – levers and pulleys

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Stopper under the wheels of aircraft – wedge

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Crane to lift heavy objects – pulley

Steering wheel – wheel and axle

Propellers Wheels of aircraft – of aircraft – screws, wheels and axles inclined planes and an axle

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Door hinge – lever

Pliers used by engineer – lever

Aircraft Carriers: Machines at Work

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Levers

A lever is a simple machine that can help us to lift a load. It is a long, solid rod. It rests on a support called a fulcrum, which allows the lever to pivot (turn). There are three classes of lever: 2

A wheelbarrow is an example of a machine with a second-class lever. The fulcrum is at the front, where the wheel is. The load is in the middle. You exert force on the handles.

A fishing rod is an example of a third-class lever. The load (a fish) is at the end of the line, the force is exerted along the line and the fulcrum is the winding handle.

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Going back to the aircraft carrier, the pair of pliers is an example of a first-class lever. Force is exerted on the handles, and the fulcrum is the point where the two arms meet in the middle. The hinges on the doors in the aircraft carrier are second-class levers. The fulcrum is where the two sides of the hinge meet. The load is the door, and a person opening the door provides the force.

A see-saw is a first-class lever. You sit on one end (you are the load). Your friend sits on the other end and pushes down (this is the force). The fulcrum is in between the two of you.

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Pulleys

Did you spot that a wheelbarrow is made up of three simple machines? As well as a lever, it contains a wheel and an axle. This makes a wheelbarrow a compound machine. Which other item pictured above is a compound machine?

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A pulley is a simple machine that is used to pull or lift a load. It is a kind of wheel with a fixed axle. The wheel has a groove that allows a rope, chain or cable to move along it. There are three types of pulley: 2

A fixed pulley has a wheel and axle that remain in one place. A flag pole is an example of this. You pull on the rope and the flag (the load) is raised.

A movable pulley means that the wheel moves up and down the rope, as in the mechanism of a lift.

A compound pulley is a combination of a movable and a fixed pulley. Compound pulleys are used in cranes.

On the aircraft carrier, the ship’s flagpole has a fixed pulley at the top. Pulleys also move the wires that control the flaps of the aircraft wings. Movable pulleys help to raise and lower the lift that brings aircraft up to the deck. Compound pulleys are used to lower the lifeboats into the water.

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Aircraft Carriers: Machines at Work

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An inclined plane is a flat surface connecting a lower level to a higher level. You can use it to move an object up or down. It takes less force, or effort, to slide an object up an inclined plane than to lift it. Skate ramps, slides and rollercoasters are examples of inclined planes. On some aircraft carriers, the front of the deck is an inclined plane. This helps to lift the aircraft into the air as it takes off.

Inclined planes and wedges

Aircraft carrier deck

The head of an axe is a metal wedge.

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A wedge is a portable inclined plane, meaning that it can be moved. A wedge can be jammed beneath an open door to prevent it from shutting. Wedges are also useful when trying to separate or split things.

On the aircraft carrier, wedges are jammed beneath the wheels of the aircraft so that they do not move as the ship is rocked by the waves.

Screws

The prow of the ship is a wedge that cuts through the water easily as the aircraft carrier moves forwards.

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A screw is a type of inclined plane wrapped around a cylinder. When you exert force on the screw, the sharp edge cuts into an object and the threading grips the material a bit like teeth.

A screw can be used to hold things together or to lift things, as in a car jack. Other examples of screws include a jar lid and a spinning stool.

Steering wheel in an aircraft carrier

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On the aircraft carrier, the aircraft and ship’s propellers are a type of screw. Each of the blades in a propeller is an inclined plane. The blades are attached to an axle.

Wheels and axles, and rollers

There are two systems of wheel and axle. In the first system, force is exerted on the wheel in order to make the axle turn. An example of this is the steering wheel on an aircraft carrier. Turning the wheel causes the axle to turn. This makes the ship’s rudder change position, which makes the ship change course. In the second system, force is exerted on the axle in order to make the wheel spin. This system is used to make the wheels of a car spin.

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A roller is a cylinder-shaped object that rotates on its rounded edge. It is not attached to an axle. Before the wheel was invented, rollers were placed beneath heavy objects in order to move them from one place to another.

Gearwheels

Let’s investigate

Exploring gearwheels

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On a bicycle, the gearwheels can be used to increase your force going uphill. You do not have to pedal as hard, but you move more slowly. On a flat road, the gearwheels can be used to increase speed, but you need to pedal harder.

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Some ships use gearwheels to transfer energy from the engine to the propellers. Gearwheels have teeth that slot together. When one gearwheel turns, the other turns too. Gearwheels of different sizes turn at different speeds, so they can be used to exert different amounts of force. They can increase the speed of a machine or increase its force, but not both at the same time.

Equipment: gearwheels template, A4 card, scissors, glue, split pins, cardboard, Blu Tack, sharp pencil

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Action: ● Glue the gearwheels template to the A4 card. ● Use scissors to carefully cut out the gearwheels. ● Place a piece of Blu Tack in the centre of each gearwheel, then poke a hole through the centre with a sharp pencil. ● Flip the gearwheels around and press them onto the cardboard, making sure that the teeth of one gearwheel interlock with those of the next. ● Poke a hole in the cardboard at the centre of each gearwheel. ● Use a split pin to secure each gearwheel to the cardboard. ● Explore how the gearwheels work. Remember that small gearwheels turn quickly, but have a smaller force, while large gears turn slowly, but have a greater force. Observe the directions in which the gearwheels move.

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Interactive activity

Aircraft Carriers: Machines at Work

Let’s designandmake

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In World War II, big cannons (guns) on warships fired shells that contained an explosive. Centuries earlier, warships were large galleons with sails. They did not fire shells. The cannons were filled with gunpowder to fire iron or stone cannonballs at the enemy. The gunpowder was stored in a cool dark place at the bottom of the ship called the magazine. During battle, it was the job of boys to pass bags of gunpowder from the magazine to the guns at the top of the ship. Simple machines such as levers, pulleys and gears made this work a lot easier.

Gunpowder challenge

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In groups, design and make a lifting device that uses levers and gears which will lift the ‘gunpowder’ from the magazine up to the cannons. In this exercise, the cannons are at 1 metre height and 1 metre distance from the starting point.

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Equipment: K’Nex or Lego for building cannon, pulleys (or spools if not available), small plastic and polystyrene food trays, selection of cartons (e.g. yogurt pots), string, straws, card, corks, lollipop sticks, straws, string, sticky tape, masking tape, elastic bands, Blu Tack, scissors, glue, split pins, craft knives, paper clips, medium cardboard box to use as magazine area, sugar for testing, metre stick

Problem: Research how levers, pulleys and gears work by watching some simple videos online. Think about what needs to be lifted. Where does it need to be lifted from, and where to? Where could you use a lever? Where would a pulley be more useful? How would gears help?

Design: When you have worked out your ideas, draw a simple diagram showing how it will work. Make: Work together to build your lifting device. Test it by filling your container with ‘gunpowder’ (sugar) and see if the device can lift it without spilling the contents. Evaluate: Did your design work out? Is there anything you could change/ improve?

PCM 8

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Theme: War PowerPoint

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GEOGRAPHY

about the differences between developed countries and developing countries about the work of aid agencies about global trade and free trade agreements.

Conflict or 36 TheWorldToday: Cooperation

aid agency, cooperation, corruption, debt, developed country, developing country, displaced, equality, humanitarian, peacekeeping, quota, referendum, refugee, resolve, tariff

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Almost 8 billion people live on Earth. We live in different communities and countries, speak different languages, have different cultures and hold different religious beliefs. Throughout history, wars have broken out due to conflict between different societies. In order to prevent war, it is necessary for societies to work together in order to resolve conflict and build peace.

The United Nations

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The events of World War II led to the founding of an organisation called the United Nations (UN) on 24 October 1945. Its aim was to prevent war in the future by promoting cooperation between countries. The UN has 193 member countries. Its purpose has changed since it was founded. It now also focuses on protecting human rights, promoting equality and tackling climate change. The UN Headquarters is located in New York City.

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Irish peacekeeping troops

UN Headquarters, New York

Ireland became a member of the UN in 1955. For more than 60 years, the Irish army has been involved in UN peacekeeping missions around the world. Peacekeeping troops are sent to locations where war has broken out to try to establish the conditions for peace. Irish peacekeeping troops have been sent to countries in the Middle East, West Africa and North Africa. They wear a distinctive blue cap.

Developed and developing countries

Countries are sometimes grouped according to criteria such as the average income per person, the standard of living and the level of industrialisation. A commonly used set of terms is ‘developed and developing countries’. However, some people think that these terms can cause problems, and prefer to use ‘Global North’ and ‘Global South’. Both sets of terms are used to try to group together countries that are similar economically and developmentally.

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TheWorldToday: Conflict or Cooperation

Ireland is considered a developed country. It has a high standard of living, with a minimum wage and access to healthcare and education for all. Ireland still has social issues, such as homelessness and unemployment, but overall there are opportunities for all citizens, and government agencies to help people who are in need.

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In a developing country, people are more likely to live in poverty, with limited access to healthcare and education. Many people in developing countries do not earn enough money to pay for basic necessities such as food, clothing, fuel and electricity. Their homes might not have running water, or they Displaced Syrian people in a refugee camp in Turkey might not be built to withstand strong winds or heavy rain. Developing countries are often, but not always, more likely to suffer from corruption. In some developing countries, people are displaced from their homes due to war, or natural disasters such as floods.

Aid agencies

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Aid agencies are organisations that work to help people living in developing countries. They deliver supplies such as food, water and medicine, and provide support such as education. Some aid agencies help governments to establish systems that will benefit their economy and their citizens. Irish Aid This is Ireland’s official aid The aid agency Medecin Sans Frontieres providing medical treatment in Malawi programme. It is run by the Department of Foreign Affairs. Irish Aid has nine partner countries, including Ethiopia, Sierra Leone and Vietnam. It works with the governments of these countries, delivering aid to help reduce poverty and putting systems in place to build a better future.

Irish Aid also works with other Irish aid agencies such as Trócaire, GOAL and Concern, and funds some of their programmes. These agencies work in many countries worldwide, helping displaced people who do not have homes or access to healthcare and education, and who do not have the food they need. Red Cross This is the largest humanitarian aid agency in the world. It was founded in 1859 by a Swiss man named Henri Dunant following a battle in Italy, which saw over 40,000 people killed or wounded. Dunant’s aim was to ease the suffering of every person wounded in war, no matter which side they were fighting for. Today, the Irish branch of the Red Cross helps refugees in Ireland. It also works in countries such as Yemen and Syria, providing supplies Red Cross aid workers unloading medical supplies in Yemen and support to hospitals.

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TheWorldToday: Conflict or Cooperation

Tackling problems in systems of aid

Aid is often essential to ensure the survival of people in developing countries, especially in situations of conflict. However, there are some ways in which systems of aid could be improved. Here are some examples:

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a loan. The country must repay the debt over a number of decades. As a result, it might not have any money to invest in improving its economy. Since the 1990s, there has been a global movement of organisations that campaign to cancel the debt of developing countries. ● When a country is a run by a dictator or a corrupt government, aid may not get passed on to those who are most in need. To prevent this, sometimes aid agencies deliver food and supplies directly to people on the ground.

● Sometimes aid is not a gift to a country, but

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Red Cross workers distributing food supplies at a refugee camp in Georgia

Global trade and developing countries

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Global trade is the buying and selling of goods and services around the world. Global trade can boost a country’s economy, and the government can spend the money that is raised to improve hospitals, schools and public transport. However, there are certain barriers that prevent developing countries from benefitting from global trade, including the following:

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● A tariff is a tax that a foreign country imposes on your country’s exports. High

tariffs make your goods more expensive. This means that consumers are less likely to buy them. ● A quota is the maximum amount of goods that you are allowed to export to a foreign country. Once the quota has been reached, you cannot export any more of the same goods to that country.

Free trade agreements

In developed countries, barriers to trade often do not exist due to free trade agreements. A free trade agreement is a treaty between countries saying that goods and services can be traded without tariffs or quotas. For example, Ireland is in the European Union (EU), which negotiates trade agreements on behalf of its member states. Because of this, over €3 billion worth of Ireland’s exports do not have tariffs imposed on them. This helps Irish companies to trade abroad and grow, therefore helping to create employment for the people of Ireland.

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EU flag

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TheWorldToday: Conflict or Cooperation

Brexit

How is Ireland involved with the UN? Name three Irish aid agencies that work in developing countries. Describe two problems in systems of aid. Name two barriers to global trade. What was Brexit? What are the advantages of being a member of the EU, in your opinion? How do you think the people in the UK who voted to stay in the EU felt about Brexit?

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Ballot paper for the referendum on the UK leaving the EU

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In January 2021, the UK left the EU in an event known as Brexit (‘British Exit’). In 2016, the UK had held a referendum, or vote, on whether to remain in the EU or leave. Those who voted to leave won by a margin of 4%. The UK was the first member state ever to leave the EU. It is no longer a part of the trade agreements between EU countries. This has had an effect on Ireland. Ireland does a lot of trade with the UK, as it is our nearest neighbour, so our exports to the UK are very important to our economy. Ireland and the UK also share a land border because Northern Ireland is part of the UK. However, people living on both sides of the border can still cross it freely.

1 Research and name some countries that Irish UN peacekeepers have travelled to around the world. 2 Think, pair, share: Research and write facts about the Irish aid agency GOAL. What countries does GOAL work with? What kinds of aid does it provide? 3 Group work: Research trade from Ireland to other countries (known as export trade). What products do we export? Where do they travel to? What country do we export to the most? Revision quiz

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Theme: Sound Poster

PowerPoint

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SCI ENCE

about sounds and noise pollution in the environment about hearing problems that some people experience how amplitude and pitch are changed when playing musical instruments.

37 Sounds AllAroundUs

differentiate, hearing impairment, noise pollution, scale, tension, timbre, vocal cords, woodwind

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Sound helps us to communicate with other people. Certain sounds act as signals, for example, a school bell, a bicycle bell or a car horn. Sit still for one minute and listen to the sounds that you can hear. Are some sounds easier to hear than others? What things affect how well you can hear sounds?

Noise pollution

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Sounds all have a different timbre. This is what helps us to recognise a person’s voice when we cannot see them. It also helps us to differentiate between musical instruments and different types of alerts and alarms. Sometimes sounds have an unpleasant timbre. They might also be too loud or last for too long. This is known as noise pollution. There is a lot of noise pollution in cities from traffic, sirens, loud music and building sites. The workers on a building site often wear earmuffs to block out the noise, but those who live or work next to a building site are affected by noise pollution. This can cause health problems such as headaches, loss of sleep or hearing problems for people and animals.

Hearing problems

You might know someone who has a hearing impairment. They probably wear hearing aids, which boost their hearing by amplifying sound (making it louder). Or perhaps you know someone who is deaf. They might be able to hear very little or nothing at all. They must rely on their other senses, especially their senses of sight and touch, for Sign language information about the environment. Many people who are deaf can lip-read, so it is important to face them when we are speaking to them, and to pronounce words carefully. Many also communicate with sign language, which is a system of hand gestures that stand for words and letters.

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Audio

Sounds AllAroundUs

Music

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Amplitude Amplitude describes the loudness or volume of a sound. We can easily hear differences in amplitude between musical sounds. For example, some musical sounds are loud and others are soft or quiet.

Music is an arrangement of sounds made by musical instruments, voices or made digitally. Like all sound, music is produced by vibrations. The vibrations cause a ripple, or series of waves, that allows sound to spread out in all directions. You can also feel the vibrations from your vocal cords if you hold your fingers gently against your throat while you speak or sing.

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The amplitude of musical sounds can be changed by increasing the strength of the Cymbals produce a loud, crashing sound! vibrations. We can do this by plucking, striking or blowing a musical instrument harder. Musical instruments are also designed A triangle produces a soft, tinkling sound. so that the body of the instrument helps to amplify the sound. In a stringed instrument such as a guitar, the strings are stretched across a hollow box. The vibration of the strings causes the air inside the box to vibrate. This makes the sound louder and richer.

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Pitch Pitch describes the tone of a musical note. Most musical instruments can produce low-pitched notes and high-pitched notes. The difference in pitch is caused by a change in the frequency (speed) of the vibrations. For example, your vocal cords vibrate faster when you sing a high-pitched note than a lowpitched note. With musical instruments, the notes can be changed by altering the thickness, length or tension of the material that is vibrating. When playing a stringed instrument such as a violin, this is done by pressing on the strings. When playing a woodwind instrument such as a flute, different notes are played by opening or closing the holes in the tube. Closing more holes has the effect of making the instrument longer. This makes the notes lower in pitch.

Different notes are played by pressing on the violin’s strings.

Different notes are played by opening or closing the holes of a flute.

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Sounds AllAroundUs

Let’s designandmake We are going to design and make a set of simple drums and explore the sounds the drums produce.

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Make a set of drums in different sizes. Use different materials for the body and skin of each drum. Loosely stretch the drum skin over some drums, and tightly stretch it over others. Investigate how the factors above affect the amplitude and pitch of each drum. Complete the worksheet and share your findings with the class.

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Action:

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Equipment: selection of materials for three types of drum body, such as plastic containers, metal containers and cardboard containers; selection of materials for the skin, such as fabrics (stretchy and non-stretchy), paper, cling film and tin foil

Drums

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Let’s designandmake

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We are going to design and make a stringed instrument and explore the sounds it produces.

Stringed instrument

Equipment: empty tissue box or tin, range of elastic bands of various widths/thicknesses, material to use as a wedge, such as a wooden or plastic door stop, or a plastic clothes peg Action:

Stretch the elastic bands around the tissue box or tin. Test the sound your instrument produces by plucking the elastic bands. Experiment with elastic bands of different widths. What difference does this make? Try adding a wedge under the elastic bands. What difference does this make? What happens if you pluck an elastic band in different places?

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Interactive activity

Sounds AllAroundUs

Let’s designandmake

Woodwind instruments

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We are going to design and make a set of woodwind instruments using drinking straws, and explore how changing the length of the straws can change the notes produced.

Action:

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Start with two straws: cut one straw to half the length of the other. Using your fingertips, flatten 3 cm of one end of each straw. Make two small, angular cuts at the flattened end of each straw so that you end up with a pointed ‘V’ shape at the end of each straw. Insert the cut end of the longer straw into your mouth, just inside your lips. Apply light pressure on the straw with your lips and blow. What do you hear? Now, repeat the step above with the shorter straw. How does this sound compare with the sound produced by the longer straw? Find similar notes on a piano or an electronic keyboard. Can you identify which notes they are? How many notes are there between these two notes on the keyboard? Now, repeat the steps above, but this time use eight straws, and instead of cutting them in half each time, make each one slightly smaller than the one before it. Can you make each straw produce a note from a scale starting with C? (The white keys on a keyboard sound the notes C, D, E, F, G, A and B, and then back to C again). Complete the worksheet.

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Equipment: paper drinking straws, scissors, piano, electronic keyboard or any instrument that can produce a scale of notes

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Theme: Sound Video

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SCI ENCE

about the functions of the ear about the structure of the human ear about devices to help with hearing impairment.

38 Hearing andtheEar

anvil, auditory canal, auditory nerve, balance, cochlea, cochlear implant, Eustachian tube, gland, hammer, pinna, secrete, semicircular canal, stirrup, tinnitus, vertigo

Functions of the ear

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The ear is the organ for hearing and balance in humans and animals. When sound waves reach our ears, they cause our eardrums to vibrate. Our eardrums send electrical signals to our brain, and the brain interprets these signals as sounds. Let’s find out more about how the ear works.

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Hearing Our sense of hearing helps us to learn how to communicate with others. Speech is one of the most complicated sounds that we hear. From birth, babies begin to differentiate speech from other sounds. By the age of 18 months, they are usually able to recognise and say two-word phrases such as ‘bye bye’ and ‘all gone’. Around the age of three, most children begin to speak in sentences. They learn to do this by listening to their family members speak.

Balance The second function of the ear is to help us balance. Inside our ears there are tubes called semicircular canals. These are lined with tiny hairs, and filled with fluid. When we move our head, the fluid sloshes around, causing the hairs to move. The hairs send electrical signals to our brain, which then sends signals to our muscles, telling them to keep our body balanced. What happens when you spin around Some people develop medical and then stop? You get dizzy conditions such as because the fluid inside your tinnitus (ringing in ears continues to slosh around the ears) or vertigo for a while after you stop. This (dizziness). These are caused by problems makes your brain think that you are still spinning. in the ears, and they When the fluid stops moving, the dizziness goes away. can affect balance.

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Strands: Living things; Environmental awareness and care Strand units: Human life; Science and the environment Key skills: Questioning, recording and communicating, observing, investigating and experimenting, designing and making, evaluating

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Hearing andtheEar

The structure of the ear

The ear can be divided into three sections: the outer ear, the middle ear and the inner ear. The parts of the ear numbered 1 to 6 below are responsible for hearing.

The pinna is the part of the outer ear that we can see. It is designed to collect sound waves and direct them into the ear.

The semicircular canals are three loop-shaped tubes that control balance.

Inner ear

The auditory nerve carries the electrical signals from the cochlea to the brain. The brain interprets these signals as sound.

Sound waves travel into the ear along the auditory canal. The skin in the auditory canal contains glands that secrete earwax. Earwax traps dust and prevents it from reaching the eardrum.

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Middle ear

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Outer ear

The eardrum is a thin flap of skin that is stretched tight like a drum. It vibrates when sound waves hit it.

4 When the eardrum vibrates, this causes three bones called the anvil, hammer and stirrup to vibrate. These are the smallest bones in the human body. They amplify sound waves, which then travel to the cochlea.

The cochlea is a hollow, spiralshaped bone that looks like a snail’s shell. It turns sound waves into electrical signals.

The Eustachian tube connects the middle ear to the throat. Its job is to make sure that the air pressure is equal on either side of the eardrum.

Never push an object such a cotton bud into your ear, as this could injure your eardrum. Listening to very loud music can also damage your hearing.

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Hearing andtheEar

Our hearing helps us to sense danger, such as an approaching car or a smoke detector alarm going off. If you have better hearing in one ear than the other, it is harder to judge where sound is coming from or how far away the source of the sound is.

Let’s investigate

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In groups of three, we are going to test our hearing to see if we can judge which direction sound is coming from.

Equipment: hardwood/tiled floor, chair, coin, earmuffs, blindfold, paper, pencil

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Action: ● You will take turns being the listener, the tester and the recorder. ● Before you begin, take turns closing your eyes and dropping the coin on the floor to become familiar with the sound. ● The listener should sit on a chair and put on the blindfold and earmuffs. ● The tester should hold the coin and stand behind the listener. ● The listener should now take off the earmuffs, but keep wearing the blindfold. ● The tester should stand to one side of the listener and drop the coin. ● The listener should say which side the coin was dropped – to the left or to the right? ● The recorder should observe how the listener is trying to locate the sound, and write down the listener’s answer. ● Repeat the steps above four times, changing sides as quietly as possible. The listener must put on the earmuffs between each coin drop and then take them off again. ● Repeat the test with the listener covering one ear with their hand to muffle any background sounds. ● Swap roles and repeat the test. ● Complete the worksheet.

Many animals have muscles attached to their pinnae, which allow them to raise their ears and turn them in different directions. This helps them to detect where sounds are coming from so thay they can run from a predator before it gets too close.

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Interactive activity

Hearing andtheEar

Devices to help with hearing impairment

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In the past, people with hearing loss used an ear horn to help them hear better. This was a hollowed-out animal horn that was used to collect Ear horn sound waves. Later, a metal, trumpet-shaped device called an ear trumpet was invented. Metal is a very good conductor of sound waves. The composer Ludwig van Beethoven (1770–1827) used an ear trumpet to help with his hearing.

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Nowadays, many people wear a hearing aid to help with a hearing impairment. This boosts their hearing by amplifying sound. People with a more severe hearing impairment can use a device called a cochlear implant. This has a microphone connected to a conductor. The microphone collects sound waves and sends them to the conductor. The conductor sits inside the cochlea. It prompts the auditory nerve to send electrical signals to the brain.

Ear trumpet

Cochlear implant

Let’s designandmake

In groups, we are going to design and make a device to help with hearing.

Hearing device

Equipment: scissors, masking tape, 250 ml or 500 ml plastic bottles, styrofoam cups, cardboard tubes, narrow rubber or plastic tubing

Action: ● Research ear horns and different types of ear trumpets. Brainstorm ideas for your design. ● Draw your design and label it, explaining what materials you will use for each part. ● Build your device and test it to see how well it works. (You could repeat the coin-drop test to see what difference your device makes.) ● Are there any ways in which you could improve your device? PCM 8

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Countries of SouthAmericaMap

100˚ W

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Tropic of Cancer

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Lima

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Lake Titicaca BOLIVIA La Paz

C na l CHILE

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Buenos Aires

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URUGUAY Montevideo

Th © 60˚ S

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Tropic of C a

AT L A N T I OCEAN C

Capital city Major city Border Disputed border

Falkland Islands (UK) Claimed by Argentina

arc Ant

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Rio de Janeiro

AG UA Y Asunción

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PERU

Capricorn Tropic of PA C I F I C OCEAN

Equator

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ECUADOR

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NA GUYA

Galapagos Islands (Ecuador)

Port of Spain TRINIDAD AND TOBAGO Caracas Georgetown SURINAME VENEZUELA Paramaribo Cayenne Bogotá FRENCH COLOMBIA GUIANA (France) Quito

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Landscapes of SouthAmericaMap

100˚ W

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Orinoco Delta

Lake Maracaibo inoco R. Or

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Mouths of the Amazon

ntins

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AT L A N T IC OCEAN

Río de la Plata

5000 m + 2000–5000 m 1000–2000 m 500–1000 m 200–500 m 0–200 m Height above sea level in metres

Falkland Islands Cape Horn

60˚ S

Peak Coastline River Lake

Valdes Peninsula

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C Juan Fernandez PA C I F I Islands Aconcagua OCEAN

Isla de Chiloé

Tierra del Fuego

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Theme: SouthAmerica Video

Poster

39 TheIncas

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HI STORY

how the Inca Empire began about the structure of Incan society, and how the Incas lived how the Inca Empire ended after the arrival of the Spanish.

alcove, armour, clan, commoners, cultivate, embroidery, litter, mummified, nobles, privilege, terrace, thatch

Beginnings

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Machu Picchu

The Incas were a South American civilisation who ruled large areas of Peru, Ecuador, Bolivia, Chile and Argentina during the 15th and 16th centuries. They built settlements at high altitudes in the Andes Mountains, including the citadel of Machu Picchu in Peru. They were ruled by an emperor called the Sapa Inca, meaning the ‘Great Inca’. COLOMBIA ECUADOR

In 1438, a Sapa Inca named Pachacuti began to conquer the lands of tribes surrounding Cusco. Over the next hundred years or so, the Inca Empire continued to conquer land and grow. It stretched throughout much of Peru and Chile, and parts of Ecuador, Bolivia and north-west Argentina. Cusco remained the political and military centre of the empire. In the early 16th century, the empire was at its peak, with a population of around 12 million people, who spoke more than 20 languages.

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BRAZIL

PERU

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The Inca civilisation began as a small tribe living in a village in the Andes. They worshipped their ruler, the Sapa Inca, as a son of their sun god Inti. In the 13th century, the tribe moved to a fertile area of land named Cusco, which is now a city in Peru.

Cusco BOLIVIA

PACIFIC OCEAN CHILE

Key Inca Empire

ARGENTINA

The Incas built a network of roads throughout the empire, but they were only for the use of soldiers and government messengers.

Strand: Early peoples and ancient societies Strand unit: Central and South American peoples Key skills: Empathy, time and chronology, change and continuity, using evidence, synthesis and communication

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TheIncas

Incan society

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Sapa Inca He ruled with complete authority and lived a life of great luxury, surrounded by hundreds of servants. Everywhere he went, his servants carried him on a type of raised seat called a litter. The Sapa Inca wore a special hat made of gold and feathers. He wore each set of clothing just once, and then it was burned in a ceremony because everything he touched was considered to be sacred!

Incan society was organised into a strict class structure, made up of the Sapa Inca and his family, the nobles and the commoners.

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Nobles These people enjoyed many privileges. They did not have to pay taxes, and some worked in the government. The Sapa Inca gave them gifts of fine clothing, land and servants to work the land. Like the Sapa Inca, the nobles were carried everywhere on a litter by their servants when they left their home. The children of the nobles attended school.

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Commoners These were the ordinary people. They worked as servants, builders, farmers and craftspeople. Officially, the Incas did not practise slavery, but the commoners were required to work on projects for the government, such as building roads and weaving cloth. They were governed by very strict laws, and had no free time. They were expected to work every day, with time off only to eat and sleep, except during festivals. The government carried out checks to make sure that they paid their taxes and kept their homes clean and tidy. The farmers grew cotton, corn, beans, peppers and peanuts. They were also the first people in the world to cultivate tomatoes and potatoes; they grew more than 200 types of potato! They reared llamas and alpacas for meat and wool. Llamas were also used as pack animals to transport goods. The children of commoners did not attend school.

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TheIncas

Language

Quipu

Every commoner belonged to a community known as an ayllu. This was made up of a clan, or extended family. Its members lived together on a plot of land, where they worked together, and educated their children in farming or crafts. They shared belongings and resources such as food and farm animals. Their diet consisted mainly of corn, tomatoes, potatoes, beans, peppers and fruit. If a person was elderly, sick or unable to work, the ayllu made sure they had food to eat. The land on which the ayllu lived was owned by the Sapa Inca and governed by the nobles.

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The Incas carved out flat areas of land called terraces for growing crops on the steep slopes of the Andes.

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Communities

The official spoken language of the Incas was Quechua. However, they did not have a written language. To record taxes and census figures, they used a device called a quipu. This was a set of coloured strings tied to a cord. Knots were tied in the strings to represent numbers. Government officials who were experts in using quipus were called quipucamayocs.

Buildings

Ruins of stone houses in Machu Picchu

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The Incas were master builders. Their houses and other buildings were built to withstand earthquakes, which were common in the Andes. They used a hammer and chisel to shape the stones for building. They laid large stones first to build a strong foundation. They built the walls with smaller stones, using ramps to reach the top. Often the walls included alcoves to be used as seating inside the building. Many homes had just one room. The roofs were contructed with timber beams and thatch. Inside each home, there was no furniture; just a stove for cooking and thin mats for sleeping on.

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TheIncas

Clothing and style

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Inca commoners wore clothing made of cotton or wool, dyed in bright colours and decorated with embroidery. The men wore a tunic and carried a small purse, in which they kept cocoa leaves for chewing and good luck charms. The women wore a long dress. Both men and women wore a cloak Inca commoners Inca nobles or poncho in the winter to keep warm. The nobles’ clothing was made of finer, smoother materials than that of the commoners, and decorated with feathers, which were highly valuable.

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All Incas wore jewellery such as bracelets, rings, pins and necklaces. The commoners’ jewellery was made of materials such as copper and clay, whereas the nobles’ jewellery was made of silver and gold. The noblemen stretched their earlobes in order to wear large ear ornaments. The larger his ear ornaments, the higher a nobleman’s position in society was. The men cut their hair short at the front and grew it long at the back. The women grew their hair long and wore it parted in the middle.

Belief system

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The Incas worshipped many gods. The most important of these was Inti, the sun god. Inti’s wife was Mama Quilla, the moon goddess. The Incas believed that a lunar eclipse occurred when Mama Quilla was attacked by an animal. Another important god was Viracocha. He was said to be the original creator god, who had made the Earth. He was believed to have created the sun and the moon on Lake Titicaca. This lake, which sits on the border of Peru and Bolivia in the Andes Mountains, was sacred to the Incas.

Inti and Mama Quilla

The Incas built temples to honour and worship the gods. The most important of these was Coricancha in Cusco, which was built to honour Inti. The name Coricancha means ‘Golden Temple’. The temple’s interior walls were covered in large sheets of gold and there were golden statues throughout. There were even golden ears of corn decorating the temple garden.

Coricancha

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TheIncas

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The Inca noblemen had a very distinctive shape of head. From infancy, a boy’s head was very tightly wrapped in strips of cloth and boards. As he grew, this caused his skull to become conical in shape. This was seen as a sign of nobility.

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The Incas believed in an afterlife, and said that where you went after death depended on how you had lived your life. If you had lived a good life, you went to a place where there was sunshine and plenty of food to eat. If you had not lived a good life, you went to the underworld, where it was cold and dark, and there were only rocks to eat. The Incas mummified the bodies of the dead and laid them in a safe place, along with items they would need in the afterlife. During festivals, they sometimes brought the mummies out and paraded them through the streets. Many Inca mummies are still preserved today.

Francisco Pizarro

In 2012, archaeologists investigating the Temple of the Sun (left) at Machu Picchu discovered what could be a royal burial chamber (right) below the ground.

The end of the empire

In 1532, a group of Spanish soldiers led by Francisco Pizarro arrived in Cusco. Although their army was only a fraction of the size of the Incan army, they had steel weapons, cannons, armour and horses, which gave them the advantage and helped them to defeat the Incas in battle. In 1533, the Spanish captured Sapa Inca Atahualpa and killed him so that they could put their own Sapa Inca in charge. Life continued somewhat as normal, but the Sapa Inca had to answer to the Spanish, and many Incas died of diseases that were carried by the Spanish soldiers. In 1535, Pizarro founded Lima as the capital city of Peru. In 1572, the Spanish killed the last Sapa Inca and took complete control of the empire.

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Interactive activity

TheIncas

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Clay pottery

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How did the Inca Empire become so large? What was a quipu used for? What materials did the Inca commoners use to make clothing? Name three common foods eaten by the Incas. In your own words, describe how the Inca Empire ended. Why, do you think, did the Spanish want to take over the Inca Empire? Why, do you think, was the Inca government so strict? Would you have enjoyed life as a commoner? Why or why not?

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Golden ceremonial knife

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Although the Inca people did not have a written language, many Spanish settlers wrote down their stories. The language spoken by the Incas, Quechua, is still spoken by their descendents today, so many stories have been passed down through the generations. The ruins of Incan roads and buildings can be seen dotted around Peru. Artefacts found in the ruins help us to understand more about the Incas. These include golden statues of gods, jewellery, clay pots and bowls.

Evidence of the Incas

1 Describe a day in the life of an Inca commoner. 2 Think, pair, share: Make a quipu, using coloured wool or string. Choose objects in the class to count and record on the quipu, such as pencils and rubbers. As a class, decide what number each type of knot represents. Invite other pairs to come and ‘read’ your quipu. 3 Group work: The Inca Empire lasted from 1438 to 1533. Research other important world events during this time. Make a timeline with important dates for the Inca Empire as well as the dates of other important world events. Share your timeline with the class.

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Theme: SouthAmerica PowerPoint

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GEOGRAPHY

about the geography of South America about the official languages of South American countries about the culture, food and major industries of Peru.

40 SouthAmericaToday

amphibian, colonised, delicacy, mammal, petroleum, quinoa, reptile, tributary

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South America is the world’s fourth largest continent, stretching from just above the equator down to the Antarctic. The largest country, Brazil, is almost as big as the USA. French Guiana is a French territory, and the Falkland Islands, and South Sandwich and South Georgia are British territories. Caribbean Sea

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PERU

Atacama Desert

Pa c i fi c Ocean

Juan Fernandez Islands (Chile)

Santiago

The Andes Mountains are the world’s longest mountain range, stretching for 8,900 km along the west coast of the continent. 0

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N E

W S 1200

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Sucre es

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R. Amazo

Amazon Rainforest

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At 6,436 km in length, the Amazon River is the second longest river in the world after the Nile in Africa. The Amazon has more than 1,100 tributaries and is home to more than 2,000 species of fish.

Am az on

ECUADOR

Bogotá COLOMBIA Quito alapagos Islands (Ecuador)

GUYA

Port of Spain TRINIDAD AND TOBAGO Georgetown SURINAME Paramaribo FRENCH GUIANA Cayenne (France)

Caracas VENEZUELA

Brasília

PA R

AG UA Y Asunción

ARGENTINA Buenos Aires

At 979 metres, Angel Falls in the Canaima National Park in Venezuela is the tallest waterfall in the world. It is difficult to reach because it is surrounded by thick tropical rainforest.

URUGUAY Montevideo

The Amazon Rainforest covers 2 A t l a n t i c an area of almost 5.5 million km . O c e a n Ireland would fit into it 65 times! It is one of the most biodiverse places on Falkland Islands (UK) Earth, with more than 40,000 plant Claimed by Argentina species, 2.5 million insect species, 1,300 bird species, 450 reptile species, 430 mammal species and 427 amphibian species.

Strand: Human environments Strand unit: People and other lands Key skills: A sense of place, a sense of space; maps, globes and graphical skills, questioning

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SouthAmericaToday

Official languages in South America

Suriname

Dutch

Guyana

English

Peru Population: 33.6 million

France

Netherlands Britain

French

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French Guiana

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Countries/territory Official language Coloniser Argentina, Bolivia, Chile, Colombia, Ecuador, Spanish Spain Paraguay, Peru, Uruguay, Venezuela Brazil Portuguese Portugal

In the 16th century, South America began to be colonised by European countries. Every country except for French Guiana has since gained its independence, but the official language of each country comes from the country that had colonised it.

Capital city: Lima

Landscape

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Climate

Atacama Desert

Peru’s coastal regions experience mild temperatures, high humidity and low precipitation. The regions to the north are warmer and wetter. The Amazon Rainforest has a tropical climate with heavy rainfall and high temperatures. The higher elevations of the Andes have snow-capped peaks all year round.

C A SE S T U DY

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Peru is the third largest country in South America. Almost half of the land here is covered by tropical rainforest. There is also a variety of other landscapes, including mountains (the Andes), beaches and a desert (the Atacama). Peru is located on the Ring of Fire, which is the name given to the outer edge of the Pacific tectonic plate. Peru experiences both earthquakes and volcanic eruptions. Its most active volcano is named Ubinas.

Currency: sol

People Peru has a mix of many different cultures. There are influences from the indigenous peoples, as well as from Spanish, African and Asian peoples. Until recent times, most Peruvians lived in rural areas and worked in agriculture. Today, more than 70% of the population lives in cities and towns.

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SouthAmericaToday

Religion

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The majority of Peruvians are Catholic. This religion was brought to South America by the colonisers. Many of the indigenous people were forced to convert to Catholicism or else risk having their children taken away from them.

Lima

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More than 3,000 festivals are celebrated in Peru each year. Some of these reflect the influence of the Incas, including Inti Raymi (Festival of the Sun), which celebrates the Inca sun god, Inti. Many other festivals reflect the influence of the Catholic Church, as hundreds of saints’ days are celebrated here every year.

Inti Raymi

Food

Peru gained its independence from Spain on 28 July, 1821. The country celebrates its independence on 28 and 29 July each year with festivals, parades, dancing and music.

Camu camu

Ceviche is a simple dish of raw fish marinated in lemon or lime juice.

Tamales are made from corn dough stuffed with pork or chicken.

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More than 4,000 varieties of potato are grown in Peru! Other staple foods of Peru include tomatoes, beans, corn and quinoa. Guinea pig meat is considered to be a delicacy. The camu camu is a popular fruit. It contains ten times more vitamin C than an orange. Below are some examples of traditional Peruvian dishes.

Sopa de quinoa is a soup made with quinoa, beans and corn.

Picarones are doughnuts made from sweet potato and squash.

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SouthAmericaToday

Industry

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Peru has many natural resources. Mining is a major industry here, and resources such as lead, petroleum, copper, gold and zinc are exported in large quantities. Peru’s fishing industry provides 10% of all fish that is consumed around the world. The fishing industry was owned by the state until 1994, but it is now owned by private companies.

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List 12 countries in South America. What is the official language of Brazil? Explain why. What countries border Peru? What is the Ring of Fire? What are three major industries in Peru? The Peruvian fishing industry is owned by private companies. Is this better than the state owning the industry? Why or why not? 7 Would you like to visit Peru? Why or why not?

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Vinicunca

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Another major industry is tourism, which employs more than 1 million people. Many tourists come to visit Vinicunca (also known as ‘Rainbow Mountain’) in the Andes. The colours of the mountain are caused by bands of minerals in the rock. Machu Picchu is also hugely popular with tourists. It was built around AD 1450, and is known as the ‘Lost City’ because it was not discovered by the Spanish when they conquered the Inca Empire.

1 Describe three natural features of South America. 2 Think, pair, share: Choose a South American country (other than Peru) to research. Compile a fact file on your chosen country, including details about its population, capital city, currency, geography, famous landmarks, popular foods, sports and traditions. 3 Group work: Compare and contrast Ireland and Peru under the following headings: natural landmarks, sites of historical interest, famous leaders, famous sportspeople. Revision quiz

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Glossary

air raid: an attack in which bombs are dropped from aircraft onto targets on the ground

absorb: to take in or soak up

abutment: a structure that supports an arch or the deck of a bridge

E F

airflow: the way that air flows past a moving vehicle

activist: someone who campaigns to bring about social or political change

G H

airship: a hydrogen-filled balloon that was used to transport passengers in the early 20th century

aerial: relating to or occurring in the air

aerodynamics: the study of the way air moves around things

K L N O P

T V

W X Y Z

210

alcove: a recess, or nook, in the wall of a room or garden Allied powers: the countries (including Britain, France and the USA) that fought against the Axis powers during World War II

at io

aid agency: an organisation dedicated to distributing aid, such as food, water, medicine or tents, to people in need

Airship

na l

Agri-Food: the food industry, including agriculture, food processing and food transport

The Red Cross is an international aid agency that helps people affected by conflict or natural disasters.

air mass: a body of air in the atmosphere with a temperature and moisture content that differ from the air atmosphere it

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annual: 1. describes something that happens every year; 2. a plant that completes its life cycle – germinating, producing seeds and dying – within one year annular: ring-shaped

aeronautical: relating to building or flying aircraft

Anglo-Irish: of English descent, but born in Ireland

anemometer: an instrument for measuring the force of the wind

amplitude: the volume or loudness of sound

Ire la n

om pa ny

alloy: a new type of metal made by mixing two or more metals alveoli: tiny air sacs at the end of the bronchioles in the lungs amphibian: an animal that can live both in water and on land amphitheatre: an openair theatre with tiers of seating built in a circle or semicircle around the stage area

antennae: a pair of long, thin sensory organs on the head of an insect. They are also called ‘feelers’ as they can pick up smell, taste and sometimes even sound.

antennae

anvil: one of three tiny bones in the middle ear that vibrate and amplify sound waves appeasement: the policy of agreeing to the demands of a hostile nation in the hope of maintaining peace arachnid: a class of animals that includes spiders, scorpions, mites and ticks

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Glossary

arid: describes an area that receives little or no rain

balance: the ability to stay upright and steady ballet: a graceful, artistic dance form

asteroid: an irregularshaped rock that orbits the sun

asthma: a lung condition in which the inside walls of the airways (bronchi) in the lungs can become inflamed and swollen, causing breathing difficulties astronomer: someone who studies planets, stars and outer space

Ballet dancers

barometer: an instrument that is used to measure atmospheric pressure

om pa ny

auditory nerve: a nerve that carries electrical signals from the ear to the brain

at io

assembly: a group of people who gather together to make decisions

na l

assassinated: a sudden or secret murder of a famous person

auditory canal: a passageway for sound waves to travel from the opening of the ear to the inner ear

arms: weapons

Mushroom cloud of the atomic bomb exploded over Nagasaki, Japan, 9 August, 1945 during World War II

Medieval suit of armour

armour: metal coverings worn to protect the body in battle

atomic bomb: a bomb with great explosive power, which is created by the quick release of nuclear energy

arena: an area in a Roman amphitheatre for gladiatorial combats

atmospheric pressure: the weight of the atmosphere pressing down on everything on Earth

Ire la n

arch: a curved structure that supports the weight of a bridge, roof or wall

aviation: the flying of aircraft axis: an imaginary line running through the centre of a planet from north to south Axis powers: the countries (including Germany, Italy and Japan) that fought against the Allied powers during World War II

I J K L

barricade: a temporary barrier built to block off a street

beam: a horizontal length of timber or metal that supports the deck of a bridge on either side

Beaufort scale: a scale that measures the speed of the wind

bedrock: the layer of solid rock beneath the soil

N P R T

Big Tech: refers to major technology companies such as Apple, Google and Amazon

biodiversity: the variety of living things in an area

black market: the illegal trade of goods that are scarce

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Glossary

D E F G

borough: a town or part of a city that has its own local government

blanket bog: a type of bog found in upland and lowland areas. A bog is made up of a dark, wet soil called peat. Trees and shrubs cannot grow in peat.

boycott: to refuse to deal with or support a certain individual, product or organisation as a form of protest

H I K

Blanket bog

Blitz: the German campaign of air raids on Britain in 1940–1941, during World War II

blitzkrieg: a German method of warfare during World War II, involving an attack on the ground with tanks and bombs dropped by aircraft from above

bronchioles: tiny branches into which the bronchioles divide in the lungs

at io

bronchi: the main airways of the lungs. ‘Bronchi’ is the plural form of ‘bronchus’.

broadcast: to transmit a programme by television or radio

na l

Q R

blubber: a layer of fat beneath the skin of an aquatic mammal that helps to keep its body warm

T V

bronchus: the main airway in the left or the right lung. ‘Bronchus’ is the singular form of ‘bronchi’. butterfat: the natural fat contained in milk, from which butter can be made

W X Y

A walrus has a thick layer of blubber on its body to keep it warm.

cable: a thick rope made of wire, which is used to support bridges or other structures camouflage: the natural colouring of an animal which helps it to blend in with its surroundings

om pa ny

brittle: describes a hard material that breaks easily

bridle: a system of straps placed on a horse’s head, to which the reins are attached

blacksmith: someone who makes and repairs iron objects

Ire la n

Butter is made from butterfat.

Butterfly with camouflage to blend in with the bark of a tree

candidate: someone standing for election or applying for a job cannon: a large, heavy gun on wheels capillaries: tiny blood vessels that form a network in the body carbon: in geology, it is a mineral found in the Earth’s crust in the form of graphite, diamond or coal. Carbon is also found in all living things. carbon dioxide: one of the gases that make up air. It is colourless and odourless. carbon emissions: the release of carbon into the atmosphere caused by the burning of fossil fuels

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Glossary

ceasefire: a short period when the fighting stops in a war

ceramics: pots and other items made from clay and permanently hardened by heat

chancellor: the head of the government in Germany

charioteer: a chariot driver

E F

citadel: a fortress built on high ground above a city

comedy: a play, film or TV programme that is intended to be funny

citizenship: being the legally recognised citizen, or subject, of a particular country

comet: a huge lump of ice, dust and rock in outer space, which releases a plume of gas due to the heat of the sun

city state: a small, independent nation within Ancient Greece

civil service: the workforce that carries out the work of the government, delivering services to the population

civilian: a member of the public who is not in the army or the police force clan: a large, extended family classify: to arrange things into groups, or categories, based on their shared qualities or characteristics

Roman charioteers

at io

centralised: when activities are brought together in one place

colonised: describes an area that has been taken over by settlers from another land

I K L M N O

na l

cellular respiration: the process in which the cells in our body use oxygen to convert the energy in food into energy that can be used by the body

circumnavigate: to travel all the way around something, usually the world

caterer: a person or company that provides food at an event

cochlear implant: a small, electronic device that helps people with a hearing impairment to hear

om pa ny

cartilage: a hard, flexible connective tissue found in various parts of the body, including the larynx and the trachea

chlorophyll: a green pigment in leaves that absorbs the sun’s light energy and uses this to make food for the plant during photosynthesis

carnivore: an animal that feeds only on other animals

cochlea: a spiral-shaped bone in the inner ear that turns sound waves into electrical signals

Ire la n

chiton: a long woollen tunic worn in Ancient Greece

cardiac: relating to the heart

P Q Comet

commoners: the ordinary people in a society, who are not nobles or royals

compost heap: an area in a garden for collecting organic material such as vegetable peelings and eggshells. The organic material decays and turns into compost, which can be added to soil as fertiliser.

T V W X Y Z 213

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compound machine: a machine that is made up of two or more simple machines working together as one

E F G

compound pulley: a combination of a moveable and a fixed pulley

H I J

compulsory: required by law or a rule

computer programmer: someone who writes computer programmes

L M

concentration camp: a place in which large numbers of ordinary people are imprisoned in very bad conditions, usually during wartime

constellation: a group of stars that, when connected with imaginary lines, takes on a shape or an outline that we can identify

consumer: someone who buys goods or services container ship: a large ship for transporting goods in large metal boxes called containers

Th V

cornea: the transparent layer at the front of the eye that covers the iris and the pupil corporation tax: tax on the profits made by a corporation corruption: dishonest behaviour by those in power crossfire: gunfire from two or more directions passing through the same area Crucifixion: the killing of Jesus by crucifixion, an ancient form of execution in which the victim was nailed or tied to a cross cultivate: to grow crops or plants

T U

cooperation: working together to achieve a shared goal

at io

conscripted: forced to join the army

na l

convex: describes a surface that curves outwards, like part of a circle

constitution: the basic principles upon which a country was founded and is supposed to be governed

concave: describes a surface that curves inwards

cones: light-sensitive cells found in the retina of the eye, which allow us to see colours

Ire la n

convection current: a current that transfers heat from one place to another by the continuous movement of air or water

conducting: transferring, or transmitting, energy through a medium. For example, both sound and heat are conducted by air.

om pa ny

compound leaf: a type of leaf that is made up of a number of leaflets (small leaves) attached to a single stem

Glossary

Auschwitz concentration camp from World War II, Poland

X Y Z

Container ship

controversial: something that causes debate or disagreement

cultural revival: a process of encouraging people to take pride in their identity by exploring the traditions, art, music, literature and pastimes of their ancestors

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Glossary

D-Day: 6 June 1944, the day during World War II that the Allies began their invasion of Germanoccupied France debt: money owed to an individual or an organisation such as a bank

densely populated: describes a city where many people are living very close to one another. (Population density is a measurement of the number of people in an area.)

Manila in the Philippines was recorded as the most densely populated city in the world in 2019.

deforestation: the cutting down of trees on a large scale

delicacy: a rare or expensive food that is considered delicious

democracy: a system of government in which the population elects its leaders

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I diaphragm

dictator: someone who has unlimited power over a country or region

J K L M

depleted: when all of the resources in an area have been used up

diplomat: someone who represents their government in a foreign country

decomposer: an organism (such as a fungus) that breaks down waste material, and dead plant and animal material

differentiate: to identify the differences between two or more things

at io

deck: the floor of a bridge or ship

density: the quantity of things or people in a certain space or area

na l

A deciduous tree after it has shed its leaves

om pa ny

deciduous: a tree or shrub that sheds its leaves every year

decibels: units used to measure the amplitude (loudness or volume) of sound

diaphragm: the large, dome-shaped muscle below the lungs that aids in breathing

dialect: a version of a language that is spoken in a particular region, using different words or grammar

Ire la n

dense: tightly packed together

depression: a sunken area in the landscape

designated: offically given a particular status or name

developed country: a country that is wealthy and has many industries developing country: a non-wealthy country seeking to become more advanced economically and socially

discrimination: the unfair treatment of someone because of their race, gender, sexual orientation, social class or disability

N P Q R S T

displaced: forced to leave your home due to war or a natural disaster

dissolve: when a solid substance mixs with a liquid to form a solution. When the solid substance dissolves, it disappears into the liquid.

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Glossary

diversity: to have a lot of variety

Diwali: a Hindu festival of light that is celebrated in India and around the world

G H I

diya: a small oil lamp, usually made from clay

L M N doe: a female rabbit, hare or deer

domestic service: to be employed by a private household to do housework such as cleaning and cooking

dormant: temporarily inactive. When an animal becomes dormant during hibernation, it is as if it is in a very deep sleep.

T V

elliptical: oval-shaped

emancipation: the process of being set free from social or political control, or from slavery embroidery: sewing patterns onto fabric using a needle and thread

eclipse: occurs when one object in outer space blocks another one from view Embroidery

emigration: leaving one’s own country to permanently settle in another

eardrum: a thin flap of skin in the middle ear, which is stretched tight like a drum. It vibrates when sound waves hit it.

at io

elevation: the height of the land above sea level

na l

Diya

element: a feature or characteristic

dwarf star: a type of star that gives out light and heat

electrification: the process of bringing electricity to all areas

diverse: describes something that has a lot of variety

Eid: a festival that is celebrated by Muslims twice a year

Ire la n

dwarf planet: in outer space that looks like a planet, but is smaller than Mercury (the smallest planet in the solar system). A dwarf planet orbits the sun, but it has not ‘swept’ its path clean! Its path is full of objects such as asteroids, which it occasionally bumps into.

distributed: when goods are supplied to retailers (shops) to be sold

om pa ny

dowry: an amount of money or property brought by a bride to her husband on their marriage

drag: a force that slows down the movement of an object through the air

Solar eclipse

economic growth: a period when a country’s businesses are making high profits because of an increase in demand for their goods or services. This creates more jobs, and people have the opportunity to earn higher wages.

emit: to give off endangered: describes a species that is at serious risk of extinction epiglottis: a flap of cartilage that closes the windpipe when we swallow to prevent anything other than air from entering the lungs

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Glossary

equality: having the same rights and opportunities

evacuate: to remove someone from a place of danger to safety

evaporation: the process during which liquid water changes to water vapour, which is a gas

eviction: when someone is removed from their home against their will exhale: to breathe out

B C D E

om pa ny

fixed pulley: a simple machine with a wheel and axle that remain in one place. The wheel has a groove that allows a rope, chain or cable to move along it.

fend: to look after oneself without any help feral: describes an animal in the wild that is usually domesticated, e.g. a feral goat or cat

fjord: a long, narrow and deep inlet of the sea between high cliffs flammable: describes a material that catches fire easily

ferrule: a metal ring that can be used to join two objects together

filtering: a method used to separate tiny, insoluble solid particles from a liquid finance: 1. (noun) the management of large amounts of money by governments or large companies; 2. (verb) to provide funding for (a person or enterprise) finite: describes a resource of which there is a limited amount

H I J K L

M N O P

at io

Eustachian tube: small passageway connecting the middle ear to the throat

fixed axle: describes the rod that is attached to the wheel in a pulley. The wheel does not turn because a fixed axle does not turn.

na l

ethnicity: a group of people within the population, who have their own culture and traditions that differ from those of the society at large

Lobsters have a hard exoskeleton.

ethnic group: a group of people within the population who have their own culture and traditions that differ from those of the society at large

firing squad: a group of soldiers instructed to shoot a condemned person

Ire la n

exoskeleton: a hard outer covering or shell found in some invertebrate animals, including lobsters, crabs, grasshoppers and spiders

erosion: the processes during which pieces of weathered (broken down) rock or soil are transported away by wind or water. Erosion shapes the landscape over time.

Q R Flammable material warning sign

flax: a plant that is grown for its edible seed (linseed) and the fibres in its stalks, which are used to make yarn for linen and rope folklore: a collection of myths and legends belonging to a particular group of people

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Glossary

footfall: the number of people entering a shop or shopping area at a given time

G H I

foraging: searching for food in nature

forgery: a fake copy of a document, an artwork or a banknote

K L N

frequency: the speed at which sound waves vibrate

fresco: a painting done on wet plaster on a wall or ceiling

friction: the resistance (force) that one surface or object meets when moving over another

frieze: a sculpted or painted band of decoration at the top of walls, close to the ceiling

T V

W X Y Z

gale-force: a strong measurement of the wind. A gale-force wind reaches speeds of 68–88 km/h.

gearwheels: wheels with teeth that slot together, so that when one gearwheel turns, the other turns too

at io

galaxy: a system of millions or billions of stars, together with gas and dust, held together by gravitational pull

na l

forging: making or shaping a metal object by heating it in a fire and hammering it

Part of an Ancient Greek frieze in a temple in Delphi, Greece

germinate: when a seed begins to grow roots and shoots

fulcrum: the support on which a lever rests, which allows the lever to pivot, or turn

Ire la n

geocentrism: an old theory in which the Earth was thought to be at the centre of the solar system or the universe

Cross-section of a seed germinating

om pa ny

front: a zone where the most intense fighting takes place between two opposing sides in a war

food chain: a series of living things, in which each depends on the next one for a source of food. A food chain starts with a plant and ends with an animal, whose waste then gets broken down by decomposers.

generation: 1. a period of time, usually about 30 years, in which children grow up, become adults and have children of their own; 2. all the people in a country who are of a similar age genetically modified: describes an organism whose natural genes have been changed by scientists in order to produce certain characteristics

glacier: a large, slowly moving mass or river of ice, formed by compacted snow and found in a cold region gladiatorial: relating to gladiators gland: an organ in the body that secretes (produces and releases) a chemical substance for use in the body graffiti: writing or drawings on walls in public spaces

Graffiti

graphite: a soft, darkcoloured mineral found in the Earth’s crust gravitational pull: a force of attraction that pulls together all matter

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Glossary

gravity: a force that pulls everything towards the centre of the Earth

herbivore: an animal that feeds only on plants

groundwater: water held underground in the soil and between buried rocks

hibernate: to spend the winter in a dormant state to save energy Hindu: to do with Hinduism, a major religion in India

na l

heathlands: areas of wilderness with acidic soil that are covered in heather, gorse and tough grasses

Holocaust: the mass murder of Jews and others by the Nazis during World War II

at io

Hebrew: the language spoken by an ancient people of the Middle East called the Hebrews

d hertz: units used to measure the frequency (speed) of sound waves

hearing impairment: an inability to hear well

heliocentrism: a modern theory in which the sun is said to be at the centre of the solar system

Ire la n

humanitarian: describes an organisation that works to deliver aid to people affected by war or a natural disaster

om pa ny

headquarters: the building occupied by a military commander or the managers of an organisation

Hotel staff work in the hospitality industry.

heritage: cultural traditions or items of historic importance that are passed down through generations in a society or group of people

hammer: one of three tiny bones in the middle ear that vibrate and amplify sound waves

Rabbits are herbivores.

herbicide: a chemical used to control or destroy plants, weeds or grass

hospitality: the industry that provides service in restaurants, hotels and cafés

home front: the civilian population of a country whose army is away fighting in a war home rule: the governing of a country by its own citizens

humid: describes air that is damp, or moist due to a high level of water vapour hydrogen: a colourless, odourless, highly flammable gas

H I J K L

M N O P

I ice cap: a thick layer of snow and ice found near the North Pole and South Pole ice floe: a large sheet of floating ice found near the North Pole and South Pole

Q R S T U V W X

Ice floes, Antarctica

Y Z 219

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Glossary

inhale: to breathe in

Ice shelf in foreground, Antarctica

imago: an adult insect. This is the third and final stage in the life cycle of an insect.

H I J

immigration: coming to live permanently in a foreign country

K L N

inclined plane: a sloping surface, or ramp, up which a heavy load can be moved more easily

inclusive: describes an institution or a society in which no one gets left out or forgotten about

T V

jet airliner: a large, passenger aircraft powered by one or more jet engines

karst: a type of landscape with a large area of exposed limestone, such as the Burren in Co. Clare

intellectual: a person who places a high value on knowledge and study

na l

insoluble: describes a solid substance that cannot dissolve in water

at io

inherited: describes land or property that has been passed from an individual, upon their death

insecticide: a substance used for killing insects

incentive: a thing that motivates or encourages someone to do something, such as payment given to farmers by the EU in return for using their land in certain ways

inlet: a small arm of a sea, a lake or a river

immiscible: describes two liquids that cannot be mixed together

Islam: the religion practised by Muslims

om pa ny

irreversible: describes a change or an action that cannot be undone

infrastructure: the structures and facilities in a country that the population invest in by paying taxes, including buildings, roads, railways, bridges, the power grid and the internet

Ire la n

ice shelf: a floating sheet of ice in the ocean that is permanently attached to the land on one side

Karst landscape in the Burren, Co. Clare

internment: confining someone as a prisoner for political reasons or during a war

invertebrate: an animal without a backbone iris: the flat, coloured ring that surrounds the pupil of the eye

kinetic energy: energy associated with motion

indigenous company: a company that operates in the owners’ home country inflammation: swelling in an area of the body

kiln: a large, industrial oven used to dry and harden material such as clay

iris

land girls: nickname for the Women’s Land Army in Britain during World War I and World War II, who grew and harvested food, and cut down trees for timber

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Glossary

lararium: a shrine to the gods that was placed in homes in Ancient Rome

lifespan: the length of time for which a human or an animal lives

looting: stealing goods during the chaos of a war or riot

larynx: also called the voice box, this is what produces sound when we speak

lift: a force that allows an aircraft to get off the ground

lowlands: low-lying areas that are not mountainous or hilly

literacy: the ability to read and write

loyalists: people (usually Protestant) who want Northern Ireland to remain in the UK, and support the use of force to achieve this

livestock: farm animals such as cattle or pigs

na l

lobed leaf: a type of leaf with deep indents all around the edge

at io

lens: 1. a curved, transparent structure in the eye that bends light and focuses it on the retina; 2. a piece of glass, plastic or another transparent material that refracts light in a magnifying glass, microscope or telescope

leaflet

load: a weight or source of pressure being carried by someone or something

lever: a simple machine that can help us to lift a load. It is a long, solid rod that rests on a support called a fulcrum, which allows the lever to pivot, or turn. life cycle: the series of changes in the life of an organism that begins with birth, includes growth and reproduction, and ends with death

Lobed oak leaf

local authority: an organisation that is in charge of the public services for a community long-sightedness: the inability to see things clearly from close up while being able to see things clearly from far away

lunar: relating to the moon

H I J K

magazine: a place in which gunpowder and ammunition are stored magnify: to make something appear bigger or closer with the use of a lens malnutrition: lack of proper nutrition caused by not having enough to eat or consuming a very poor diet

mammal: a warm-blooded animal with fur or hair on its skin and a skeleton inside its body. Female mammals produce milk to feed their young. Most mammals have four legs or two arms and two legs.

L M N O P Q R S T U V W X Y Z

Polar bears are mammals.

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Ire la n

leaflet: a small leaf that is part of a compound leaf

lead: a soft, grey metal

litter: a structure that was used to transport an important person in the past. It contained a bed or a seat and was designed to be carried on men’s shoulders.

B D

om pa ny

latitude: the distance of a place north or south of the equator

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Glossary

martial law: temporary rule by the military during a time of war or crisis

E F H

medium: a substance through which waves of energy can travel

O P Q

Megaphone

meltwater: water formed from melting snow or ice

menorah: a large, branched candlestick that is used in Jewish worship

Y Z

migratory: describes an animal that migrates, or moves, from one habitat to another according to the seasons

at io

megaphone: a cone-shaped device that is used to make our voice louder

monarchy: the system in which a country is ruled by an emperor, a king or a queen

monastery: a building occupied by a community of monks living under religious vows

om pa ny

migrant: a person who travels from one place to another in order to find work or better living conditions

na l

microwave radiation: waves of electrical and magnetic energy moving together through outer space

matter: anything that takes up space is made of matter, which is a combination of particles such as molecules and atoms. Matter can exist in three states: solid, liquid or gas.

molecule: a group of atoms bonded together

meteorologist: an expert in studying and predicting the weather

matchmaker: someone who arranges marriages

meteorite: a meteoroid (lump of space rock) that has entered the Earth’s atmosphere meteoroid: a lump of rock in space that is smaller than an asteroid

mass: a measure of the amount of matter in an object

mobilise: when troops get ready for action

metalwork: the skill of making things from metal

Ire la n

marginalised: left out and treated as insignificant, or unimportant

military: relating to an army mined: extracted from the Earth’s crust mineral deposit: a natural accumulation of minerals in the Earth’s crust, such as gold or iron ore minority: a small group of people within a country, who differ from society at large

Site of a monastery, Glendalough, Co. Wicklow

Morse code: a code for sending messages that uses sound or light signals to represent numbers and the letters of the alphabet. When Morse code is written down, each number or letter is represented by a group of dashes and/or dots. mountain pass: a route for vehicles to pass through a mountain range or over a mountain ridge mountain ridge: a continuous crest, or tip, that stretches between mountains in a mountain range

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Glossary

muffle: to use material to reduce the amplitude, or loudness, of sound multicultural: describes a society made up of people from different ethnicities

naval base: a base for warships and other naval ships to dock when they are not at sea navigation: planning, setting and steering the course of a ship nebula: a cloud of gas and dust in outer space

myth: a story that is part of the traditional knowledge of a society. Myths often attempt to explain how the world began and why nature and people behave the way they do.

B C D E

nationalists: people (usually Catholic) who want a united Ireland, totally free from British rule

munitions: military weapons and ammunition

nobles: people who are part of a wealthy, elite class or aristocracy

Nebula

nectar: a sweet, fragrant liquid that is secreted by flowers in order to attract pollinators such as bees and butterflies

Ire la n

noise pollution: loud, annoying noise that can cause health problems such as headaches, loss of sleep or hearing problems for people and animals

national grid: the network of power lines that run from power stations to all parts of the country, supplying electricity

at io

mummified: describes a corpse that has been preserved

na l

multinational: describes a company that operates in several countries

neutral: not supporting one side or the other in a conflict or war

nomadism: the practice of travelling from place to place instead of living in a permanent home

om pa ny

mucus: a sticky substance that is secreted by glands in the body. In the respiratory system, mucus is secreted by glands in the nose, trachea and bronchi to trap dust and other particles in the air before they can enter the lungs.

mythology: a collection of myths, or stories, that have been passed down from generation to generation in a society over thousands of years

H I J K L

M N

movable pulley: a pulley in which the wheel can move up and down the rope

Nomadism, Mongolia

non-renewable: describes a natural resource that cannot be replaced once it has run out nutrients: substances that are needed by living things for the growth and repair of cells. Examples of nutrients include minerals, vitamins and protein. nymph: a baby insect that has hatched from an egg. This is the first stage in the life cycle of an insect.

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oasis: a fertile spot in a desert where water is found

D E

pagan: someone who worships many gods and goddesses, the Earth or nature

occupation: the armed takeover of a country by a foreign, hostile force

paramilitary: describes an organisation that operates as an unofficial, and perhaps illegal, army

offering: a gift given as an act of worship at a temple or church

G H

partial: incomplete

omnivore: an animal that feeds on both other animals and plants

I J

pastoral: relating to the grazing of sheep or cattle pasture: an area of land covered with grass and other plants suitable for grazing animals

optic nerve: the nerve in the eye that carries electrical signals from the eye to the brain

K L M

optic nerve

P Q

orbit: 1. (verb) to move in a circle around an object; 2. (noun) the path that an object in outer space takes as it travels around another object such as the sun

ore: naturally occurring solid mineral from which metal or a valuable mineral can be extracted

T V

W X Y Z

organism: a life form such as a plant, an animal or a microorganism (bacteria or fungus)

phoenix: a mythological bird that appeared in stories from Ancient Egypt and Ancient Greece

peacekeeping: sending troops to maintain peace in an area between two countries or communities that are in conflict with one another perennial: describes a plant that lives for several years

physics: an area of science that deals with matter and energy

persecute: to treat someone cruelly or unfairly because of their race, religion or political beliefs

physiotherapist: someone who treats injury, illness or disability with physical methods such as massage and special exercises

at io

Eye

philosophy: the study of the nature of life, truth, right and wrong, and other human matters

photosynthesis: the chemical process by which the leaves of a plant convert sunlight, water and carbon dioxide into sugars that are used as food for the plant

na l

patron: a wealthy supporter of an artist or a writer

petroleum: another name for mineral or crude oil that is extracted from the Earth’s crust. It is refined and used to make fossil fuels such as petrol and home-heating oil, and is also used to make plastic.

Ire la n

pesticide: a substance used to kill or control plants or animals that are considered to be pests

om pa ny

persecution: the cruel or unfair treatment of someone because of their race, religion or political beliefs

Physiotherapist helping a patient

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pincers: front claws found on scorpions and crustaceans such as lobsters and crabs pinna: the outer part of the ear

proclamation: an official announcement made in public

om pa ny

propel: to push forward

Honey bees are pollinators.

propeller: a device with angled blades that spins round to make a boat or aircraft move

precipitation: rain, sleet, snow or hailstones predator: an animal that naturally preys on other animals for food

plantation: an area in which trees are grown for timber

plateau: an area of fairly level high ground

prism: a 3-D shape such as a cuboid or a pyramid

playwright: someone who writes plays

prevailing wind: the direction from which the wind most often blows in a location

B C D E F

H I J K L

M N O

na l

prefabricated: constructed at a factory for rapid on-site assembly

at io

pivot: to turn

processing: carrying out the series of steps involved in making something

propane: a highly flammable gas that can be used as fuel

pioneer: a person who begins something new and prepares the way for others to follow pitch: a property that describes the tone of a sound. A sound may be high-pitched (for example, birdsong) or low-pitched (for example, thunder).

privilege: a special right or benefit

pollinator: an insect that transfers pollen from one flower to another, allowing fertilisation of the plant to take place. Examples of pollinators include bees, butterflies and flies.

prisoner of war: a person who has been captured by the enemy during war

pilgrimage: a journey to a sacred place for religious reasons

policy: the course of action undertaken by a government, an institution or an individual

Ire la n

piers: vertical supports that support, or hold up, a structure such as on a bridge

P Q Propeller under a boat

protein: a nutrient that is used to build and repair cells in plants and animals

R S T

prow: the pointed front part of a ship

pupil: the circular black area in the centre of the eye

V X Y

William Shakespeare (1565–1616) was a famous playwright.

Glass prism

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A B

rationing: the carefully controlled distribution of resources and goods during a time of shortage, such as wartime

quinoa: a grain traditionally grown as a staple food in the Andes

D E

quota: the maximum amount of something that is permitted

J K

radar: a machine that detects aircraft and ships that cannot be seen by sending out radio waves that bounce off large objects in the sky or at sea

M N P

reflected: thrown back from a surface (in the way that light waves bounce off a shiny surface)

refracted: changed direction (in the way that light waves bend and change direction when they pass through a glass prism or water)

at io

rangoli: a traditional Indian art form using coloured sand or powder to create decorative patterns

refugee: a person who has fled their home country to escape danger

reinforced: strengthened

W X

referendum: a direct vote by the citizens of a country on a proposal or issue

na l

Rangoli

rates: a tax on property

Ire la n

reparations: compensation for war damage that is paid by the losing side

Uncooked quinoa

Solar panels capture solar energy from the sun, a renewable energy source.

repeal: to cancel a law or act of parliament

om pa ny

recession: a period of economic difficulty when a country’s trade and industry are reduced due to a fall in demand for goods and services. This results in job losses and difficulty finding employment.

ray: a thin beam of light

renewable: describes a natural resource that will not run out

relief: a term that geographers use to describe the shape of a landscape

reproduction: the production of offspring reptile: a cold-blooded animal with scaly skin that lives on land or in water. Reptile species include snakes, alligators, lizards, tortoises and turtles. republic: a form of government that is headed by a president or a prime minister rather than a monarch republicans: people (usually Catholic) who want a united Ireland, totally free from British rule, and support the use of force to achieve this resolve: to find a solution to a problem

Y Z

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retina: a layer at the back of the eye that contains light-sensitive cells that allow us to see

rudder: an underwater blade at the stern (rear) of a boat that is connected by an axle to a steering wheel. When the steering wheel is turned, the rudder changes position and the ship changes direction.

ribcage: 12 pairs of ribs that protect the lungs and the heart

sanctuary: a sacred or safe place sand dune: a mound of sand formed by the wind

at io

na l

rodent: an animal from a group of small mammals with long, constantly growing incisors (front teeth) for nibbling food. Examples include lemmings, rats, mice, squirrels and hamsters.

rust: a chemical reaction that occurs when iron is exposed to moisture, which causes the iron to turn a reddish-brown colour and become flaky on the surface

reversible: describes a change that can be undone

scale: an arrangement of musical notes from lowpitched to high-pitched or vice versa scaly: describes an animal’s skin that is covered in scales

om pa ny

reunified: brought back together again after being divided

rotation: a complete spin or turn of an object on its axis

rods: cells in the retina of the eye that help us to see at night-time

Sand dunes, Strandhill, Co. Sligo

E F

H I J K

Fish have scaly skin.

scavenger: an animal that feeds on food waste from rubbish bins and even dead animals that it finds screw: a type of simple machine that consists of an inclined plane wrapped around a cylinder

scroll: an ancient document written on rolls of paper or parchment (a thin material made from the skin of an animal) scut: the small, white tail of a rabbit

Squirrels are rodents.

retaliate: to carry out an attack in response to a similar attack

saturation point: the point at which a solid substance stops dissolving in water

Ire la n

Resurrection: the rising of Jesus from the dead

roller: a cylinder-shaped object that rotates on its rounded edge. Rollers can be placed beneath a heavy object in order to move it from one place to another.

respiratory system: the cells, organs and tissues that allow us to breathe

secrete: when a gland in the body produces and releases a chemical substance

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segregation: the division of people in a community or country into separate groups because they belong to different races or practise different religions

E F G H J K M

services: systems supplying public needs such as healthcare, transport or communications

Q R

sheikh: a leader in a Muslim community

Th V

shaft: a long, narrow part of an object, such as the body of a pencil or the handle of a sweeping brush

solute: a substance that has dissolved in liquid to form a solution solution: a type of mixture in which a solid substance has dissolved in liquid

slave labour: very hard work for which people are paid very little or not at all

at io

simple machine: a machine with few or no moving parts, such as a lever, a pulley an inclined plane

na l

Bales of silage in a field

serrated: describes an item with a jagged (zigzag) edge

soluble: describes a solid substance that can dissolve in liquid

sentenced: sent to prison of given another form of punishment by a judge

silage: feed for cattle, which is made from grass that is compressed and stored in an airtight wrapping

solstice: the shortest or longest day of the year. In the northern hemisphere, the shortest day of the year is the summer solstice (around 21 June) and the longest day of the year is the winter solstice (around 21 December).

om pa ny

semicircular canal: the part of the inner ear that is responsible for balance

sieving: a method used to separate a mixture of different-sized solid particles

solar system: the sun and all of the planets, dwarf planets, asteroids, comets and meteoroids that orbit it

shrub: a woody plant that is smaller than a tree and whose trunk is made up of multiple branches

Ire la n

sediment: matter that is carried by water or the wind and dropped on a riverbed, the seabed or the surface of the land

shelling: bombing short-sightedness: the inability to see things clearly from far away while being able to see things clearly from close up

Slavic: relating to a group of peoples from Central and Eastern Europe smuggle: to illegally import or export goods in secret software: computer programmes software developer: someone who designs computer software

Soluble tablet dissolving in water to form a solution

solvent: a liquid in which a solid substance has dissolved to form a solution span: to extend over or stretch across spectrum: the seven colours that make up white light – red, orange, yellow, green, blue, indigo and violet

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stag: a male deer stampede: the sudden, panicked movement of a large group of animals

sub-imago: an insect that is no longer a baby (nymph) and not yet an adult (imago). This is the second stage in the life cycle of an insect.

at io

states of matter: the three forms in which matter can exist – solid, liquid or gas

stylus: a small metal tool that was used to write on a wax-covered tablet in Ancient Greece

na l

staple foods: basic foods that are eaten regularly, such as rice or potatoes

structural damage: damage that could lead to a bridge or building collapsing

stationed: based

stirrup: one of three tiny bones in the middle ear that vibrate and amplify sound waves

streamlined: long and pointed in shape

substation: an area with pylons that transmit electricity from generators into the national grid suckled: when a baby or a young animal is fed milk from the breast or teat of their mother suffrage: the right to vote in elections

High-speed trains have a streamlined shape.

suffragette: a woman seeking the right to vote in elections through organised protest

B C D E

suspension: when something is hanging from cables or ropes

Ire la n

sponsored: provided with funding by an individual or organisation

supernatural: describes an event that seems to be beyond the laws of nature

Clifton Suspension Bridge, Bristol, UK

sustainable: ways of living that are able to be maintained over time

om pa ny

Hedgehogs are covered in prickly spines.

strike: a method of protest against unfair conditions. 1. In rented housing, a period of time in which tenants stop paying rent until their demands are met. 2. In employment, a period of time in which workers refuse to work due to a disagreement with their employer about wages, working conditions or job losses.

spines: hard, sharp prickles on the skin of a hedgehog, which the animal uses for defence

synthetic: man-made, or artificial

tariff: a tax that a foreign country imposes on another country’s exports tectonic plates: sections of the Earth’s crust

I J K L M N O P Q R S T U

Map of the world showing tectonic plates in red

tenant farmer: an Irish farmer who rented land from a Protestant landowner during the 18th or 19th centuries in Ireland

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D E

terrain: the surface of the land

tragedy: a play that has an unhappy ending for the main character

territory: the land and seas that belong to a particular country

G H

treaty: a formal agreement between states

om pa ny

tributary a river or stream that flows into a larger river or a lake

L M thrust: a force that pushes an object forwards through the air

at io

na l

Cottage with a thatched roof

tillage: the growing of annual crops such as cereals

R T

timbre: the character or quality of the sound helps us to recognise it

timber: wood for use in building and carpentry

U V

W X Y

Tricolour: the national flag of Ireland

turret

transparent: see-through

thatch: a roof covering made of straw or grass

turret: a small tower on top of a larger tower or at the corner of a building

transmit: to pass on

textiles: cloth or fabric

tundra: a vast, flat region in the Arctic with no trees and little shelter

terrace: a flat, manmade section of land on the slope of a hill or mountain for planting crops

tsar: an emperor

Ire la n

trade union: an organisation that represents workers in disagreements with employers, usually over level of pay, working conditions or job losses

tension: stretched tight

tinnitus: a condition that causes ringing or buzzing in the ears trachea: the windpipe, which connects the nose and mouth to the lungs

Tricolour of Ireland

trident: a three-pronged spear used for catching fish or fighting in battle in Ancient Greece and Rome tropics: regions close to the equator, between the lines of latitude called the Tropic of Cancer and the Tropic of Capricorn

Malahide Castle, Co. Dublin

ultrasound: 1. highpitched sound waves that are higher than humans can hear 2. sound waves used in medical devices to generate images of our internal organs underworld: the mythical home of the dead, which was said to be inside the Earth unionists: people (usually Protestant) who want Northern Ireland to remain in the UK universe: all existing matter and space

truss: a framework that supports a structure

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vocal cords: small bands of muscle in the larynx, or voice box, that vibrate to produce sounds when we speak

vacuum: found inside an empty container from which the air has been removed valley: a low area of land between mountains

Volcanic eruption

wind turbine: a device that harnesses the wind’s kinetic energy and uses it to generate electricity wireless: an oldfashioned name for a radio. It was called a wireless because there were no wires connecting the transmitter to the receiver. woodwind: musical wind instruments that were originally made of wood, e.g. clarinet and flute

warfare: the activities involved in fighting an enemy water butt: a large container for collecting rainwater

at io

VE Day: stands for ‘Victory in Europe Day’, 8 May 1945, the day after Germany surrendered in World War II

versatile: describes something that can be adapted to many uses

vertebrate: an animal with a backbone

vertigo: a sensation of dizziness and loss of balance vibrate: to make fast, continuous back-andforth movements vibrations: fast, continuous backand-forth movements

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weaned: when a young child or animal gradually gets used to eating solid food weathered: worn down by exposure to the elements – wind, rain, high temperatures and freezing temperatures wedge: a portable inclined plane weight: the measure of the force of gravity that pulls down on an object. It is measured in units called Newtons.

D E F

H I J K L

M N O

na l

Valley

wind farm: an area of land with a group of wind turbines

volcanic eruption: when lava and gas are released from a volcano, sometimes explosively

om pa ny

uplands: an area of high or hilly land

whitewashed: painted white

vinyl: a type of plastic

Ire la n

unstable: likely to change. A gas that is unstable is likely to explode when it is exposed to air.

P The clarinet is a woodwind instrument.

wreckage: the remains of something that has been badly damaged or destroyed, such as an aeroplane that has crashed

Y yield: the amount of something produced

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Notes __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

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Ire la n

om pa ny

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at io

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Explore with Me 6

Articles inside

5 Modern Ireland Eras of change and conflict: Modern Ireland

13 The Ancient Greeks Early peoples and ancient societies: Greeks

4 Roman Planetary Gods Story: Myths and legends

Appreciating People Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland

Changes for Irish Women in the 19th and 20th Centuries

Feasts, Festivals and Games of the World

Story: Stories from the lives of people in the past

Wind Farms Environmental awareness and care; Energy and forces Environmental awareness; Forces

The Air We Breathe Living things; Materials; Environmental awareness and care Human life; Properties and the characteristics of materials; Science and the environment

Building Bridges Materials: Properties and characteristics of materials; Materials and change

Atmosphere and Climate Natural environments: Weather, climate and atmosphere 64

The Landscape of Ireland Natural environments: Land, rivers and seas of Ireland; The local natural environment

From Agriculture to IT Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland

Changing Concepts of the Universe

Types of Terrain Around the World