Explore with Me 4 Activity Book

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The Educational Company of Ireland

SESE Class4 ACTIVITY BK Artwork_7.1mm.indd 1-3

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Contents Chapter Chapter number

Strand: Strand Unit

Page

September: My School 1

Schools Through the Ages

Local studies: My school

4

2

School in 1960s Ireland

Local studies: My school

6

3

Materials in the Classroom

Materials: Properties and characteristics of materials

8

4

My School Community

Human environments: People living and working in the local area

10

5

Combatting Waste

Environmental awareness and care: Caring for the environment

12

6

Our Field Trip

Natural environments: The local natural environment

14

My Learning Log

16

October: Learning from the Past 7

Tourism in Ireland

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

17

8

The Ancient Egyptians

Early peoples and ancient societies: Egyptians

20

9

Legacy of the Ancient Egyptians

Early peoples and ancient societies: Egyptians

23

10

How Were the Pyramids Built?

Energy and forces: Forces

25

11

Tourism Abroad

Human environments: People and other lands

27

12

Why Do Boats Float?

Energy and forces: Forces

29

My Learning Log

31

November: Celebrating the Natural World 13

Celebrating the Harvest

Local studies: Feasts and festivals in the past

32

14

The Influence of the Weather

Natural environments: Weather, climate and atmosphere

34

15

The Circle of Life

Living things: Plants and animals

36

16

Conquering Everest

Story: Stories from the lives of people in the past

38

17

Mountains of Ireland

Natural environments: Land, rivers and seas of my county

41

18

Ireland’s Native Species

Living things: Plants and animals

44

My Learning Log

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Chapter Chapter number

Strand: Strand Unit

Page

December A: My Family History 19

My Family Tree

Local studies: My family

46

20

My Grandparents

Local studies: Games and pastimes in the past

48

December B: Mixtures 21

The Soils and Rocks of Ireland

Natural environments: Rocks and soils

50

22

Mixtures

Materials: Materials and change

52

23

Examining Soils and Rocks

Natural environments: Rocks and soils

54

24

Separating Mixtures

Materials: Materials and change

56

My Learning Log

57

January: The Importance of the Sun 25

The Aztecs

Early peoples and ancient societies: Central and South American peoples

58

26

Positions of the Sun

Natural environments: Planet Earth in space

60

27

Light Sources

Energy and forces: Light

62

28

Light and Materials

Energy and forces: Light

63

29

The Importance of the Sun for Life

Natural environments: Planet Earth in space

64

30

Sun Gods

Story: Myths and legends

66

My Learning Log

69

February: The Relationship Between Animals and People 31

Forestry in Ireland

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

70

32

Deforestation

Environmental awareness and care: Environmental awareness; Science and the environment

72

33

Horse Racing in the Past

Local studies: Games and pastimes in the past

74

34

Life Along the Coast

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

76

35

Pollution of the Ocean

Environmental awareness and care: Environmental awareness; Science and the environment

79

36

Pigeon Post

Continuity and change over time: Communications

81

My Learning Log

84

March: Clothing 37

The Science of Fabrics

Materials: Materials and change

85

38

Clothing Through the Ages

Continuity and change over time: Clothes

87

39

Garment Manufacturing

Human environments: People and other lands

89

40

Keeping Warm and Staying Cool

Materials: Materials and change

91

41

Throw-away Fashion

Environmental awareness and care: Caring for the environment

92

42

Sybil Connolly

Story: Stories from the lives of people in the past

93

My Learning Log

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Chapter Chapter number

Strand: Strand Unit

Page

April A: European Neighbours 43

France

Human environments: People and other lands

96

44

France and Ireland

Human environments: People and other lands

98

45

The Normans

Life, society, work and culture in the past: Life in Norman Ireland

100

46

How the Normans Changed Ireland Life, society, work and culture in the past: Life in Norman Ireland

102

April B: Sound 47

How Sound Is Made

Energy and forces: Sound

104

48

The Nature of Sound

Energy and forces: Sound

106

My Learning Log

108

May: Growth and Change 49

Growth and Change in India

Human environments: People and other lands

109

50

Life Cycles

Living things: Plants and animals

111

51

Our Brainy Brain

Living things: Human life

113

52

Life in Ireland in the 1990s

Life, society, work and culture in the past: Life in Ireland since the 1950s

115

53

Changing Settlements

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

118

54

Tir na nÓg

Story: Myths and legends

120

My Learning Log

122

June A: Hearty Exercise 55

The History of Hurling

Local studies: Games and pastimes in the past

123

56

The Trials of the Fianna

Story: Myths and legends

125

57

The Heart

Living things: Human life

127

June B: Weather and Climate 58

Climate Change

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

129

59

Extreme Climates

Naturals environments: Weather, climate and atmosphere

132

60

City Microclimates

Environmental awareness and care: Environmental awareness

134

My Learning Log

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Theme: My School

1 Schools ThroughtheAges HI STORY

A Using historical evidence This photograph was taken at the back of Rutland Street National School in Dublin’s inner city around 1924. The pupils were outside having a party.

Study the photograph and use what you have learned to answer the questions.

1 Estimate how many pupils are shown in the photograph. Are there more than or fewer than 100?

_______________________________________________________ 2 What century was this?

_____________________________________

3 What do you notice about the children?

_______________________________________________________ _______________________________________________________ 4 What do you notice about the school building?

_______________________________________________________

4

SKILLS

_______________________________________________________

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A Using evidence; Time and chronology

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1

Schools ThroughtheAges

5 How many classrooms do you think this school had? __________________ 6 How many teachers do you think this school had? ____________________ 7 How do you think the children got to school?

_______________________________________________________ 8 Why do you think there were so many pupils in this school?

_______________________________________________________ B Investigating your school building Investigate your school building and fill in the table below. Use the lesson in your Textbook to help you come up with questions of your own. Examples: How many pupils are there in your school? How many classrooms are there?

What other rooms are there besides classrooms? Does the sign at the front say ‘National School’?

Question

Answer

What is the name of your school?

SKILLS

When was the school built?

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B Change and continuity; Using evidence

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Theme: My School

2 Schoolin1960s Ireland HI STORY

A Changes to classrooms Examine the photographs and answer the questions that follow.

A

B

1 Can you find three similarities between the two classrooms?

_______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Can you find three differences between the two classrooms?

_______________________________________________________ ______________________________________________________ ______________________________________________________ 3 Which classroom would you prefer? Give two reasons for your answer.

_______________________________________________________ ______________________________________________________

6

SKILLS

______________________________________________________

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A Change and continuity; Using evidence

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Schoolin1960s Ireland

2

B Interview about school in the past Interview an adult family member or a teacher about school in the past.

For example, you could ask: ● What subjects did you learn? ● What did you write on? ● What games did you play in the schoolyard?

Present your findings to the class orally, as a written report or using a multimedia presentation.

Question

Answer

What was the name of your school?

SKILLS

How many pupils were there in your school?

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B Using evidence; Empathy; Change and continuity; Time and chronology; Synthesis and communication

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Theme: My School

3 Materials intheClassroom SC I E N C E

A Materials in the school environment Identify materials in use in the school environment. List the properties that make each material suitable for the job.

Used in

Properties that make it suitable for the job

Bamboo

Garden stakes

Hard, strong, water-resistant

SKILLS

8

Material

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A Analysing; Recording and communicating

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Materials intheClassroom

3

B Match the word with its definition.

Absorbent

Comes from a plant that grows in warm countries Goes back to its original shape after being stretched

Cotton

Concrete

Transparent material made from sand

Elastic

Made from woven threads and used to make clothing

Fabric

Material mined from rocks in the ground

Flexible

Able to soak up liquid

Glass

Reflecting light

Metal

Mixture of cement, gravel and sand that dries very hard

Plastic

Can stretch without breaking

Shiny

Can bend without breaking Strong, light material made with chemical processes

SKILLS

Stretchy

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B Vocabulary development

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Theme: My School

GEOGRAPHY

4 My SchoolCommunity A My school profile Complete a profile of your school, similar to the ones in your Textbook by Claire and Conor. You might need to ask your teacher for help with some of the details.

School name: Principal: Secretary: Caretaker: Number of teachers: Number of SNAs: Number of students: Does your school have a student council?

10

SKILLS

Describe one event when the school community worked together for a shared goal.

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A A sense of place; Recording and communicating

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My SchoolCommunity

4

B Mapping your school A map is a type of diagram, showing a bird’s-eye view of a place. This means that it shows what a bird in the sky would see if it were looking down from above! Look at this example of a map of a school and use it to help you draw a map of your own school.

Schoolyard Classrooms

Classrooms

Playing field

Secretary’s office My classroom

Bicycle shed

Principal’s office

Car park Gate

Your map should include all of the outdoor areas on the school grounds.

SKILLS

Label your classroom and the classrooms/offices of other members of the school community, such as the principal and secretary.

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B Using pictures, maps and globes; A sense of space and place

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Theme: My School

5 Combatting Waste SC I E N C E

A Which bin is which?

Many households in Ireland have either two or three different types of bin, depending on what wastecollection services are locally available.

Green bin: recyclable waste – clean, dry paper, cardboard, cans, recyclable plastics and milk/juice cartons Brown bin: organic compostable waste – cooked or raw food, eggshells, paper towels, grass clippings and flowers Black bin: general waste – all nonrecyclable and non-compostable items Do you know which bin each of the following items should go into? Do you know which materials are used to make these items?

Item

Which bin?

Compostable pizza box

Brown

Made from which material?

Cardboard

Stale bread Washing-up liquid bottle Tuna can Potato peels Egg carton

12

SKILLS

Non-recyclable cling film

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A Analysing; Recording and communicating

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Combatting Waste

5

B Helping to spare our natural resources Think about all of the waste you produce every day. Now, think carefully about things you can do to help reduce the amount of waste that you produce.

SKILLS

What I can reduce

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What I can reuse

B Questioning; Analysing; Recording and communicating

What I can recycle

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Theme: My School

GEOGRAPHY

6 Our FieldTrip A Cardinal directions Look at the compass rose and fill in the correct answers below.

North = _________ circle

East = _________ circle

South = _________ circle

West = _________ circle

B Map-reading skills Using the grid, follow the directions and answer the questions.

14

SKILLS

Start

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A Using pictures, maps and globes B Using pictures, maps and globes

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Our FieldTrip

6

1 From the ‘Start’ square, go north 5 squares. What have you landed on?

_______________________________________________________ 2 From there, go east 3 squares. What have you landed on?

_______________________________________________________ 3 From there, go south 2 squares. What have you landed on?

_______________________________________________________ 4 How do you get from the volcano to the castle? Write the directions.

_______________________________________________________ ______________________________________________________ 5 Write the directions from the ‘Start’ square to the pirate ship.

_______________________________________________________ ______________________________________________________ C Key symbols Design and draw the symbols for a map key.

School

River

Traffic lights

Shrubs

Bridge

Lake

Road

SKILLS

Forest

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B Using pictures, maps and globes C Using pictures, maps and globes

15

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Theme: My School

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

16

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Theme: Learning fromthePast

7 TourisminIreland GEOGRAPHY

A Wish you were here!

Imagine you are a tourist visiting Ireland from another country. Write a postcard home, describing some of the things you were able to see and do in Ireland, including visits to historical sites. What counties did you visit and what did you see there?

SKILLS

Gree

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rom tings F

d Irelan

A A sense of place

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7

TourisminIreland

B Wish you were here!

Look at the map of the Giant’s Causeway and answer the questions.

1 Can you find four bays with the word ‘port’ in their name? Write the names.

_______________________________________________________ 2 What do you think the

symbol on the map means?

_______________________________________________________ 3 Describe the symbol used to show the Giant’s Causeway.

_______________________________________________________ 4 What do you think the

and

symbols are warning people about?

_______________________________________________________ _______________________________________________________ 5 Why do you think one bay is called The Amphitheatre? Use your dictionary or the glossary in the Textbook to help you figure it out.

_______________________________________________________

18

SKILLS

_______________________________________________________

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B Using pictures, maps and globes

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TourisminIreland

7

C Promoting tourism Choose a place in your locality/county or a neighbouring county that you would recommend to tourists to visit. Design a poster or web page explaining the reasons why they should visit.

SKILLS

Reasons to visit

EWM4 Activity Book (Units 1&2).indd 19

___________________________

C Recording and communicating

19

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Theme: Learning fromthePast

8 TheAncient Egyptians HI STORY

A Fill in the blanks. pharaoh

hieroglyphics

grain

Rosetta Stone

farmers

mud bricks

7000 BC

papyrus

jewellery

fertile

linen

AD 1799

The first Egyptian settlers came to live in the Nile Valley around ____________.

They settled by the River Nile, because the land was ____________ and they had access to water. Over time, towns and cities grew along the Nile.

The Ancient Egyptians were _____________. They grew ___________ crops, fruits and vegetables to eat. They also caught fish in the Nile. They built houses from _________ ___________, which they made in moulds and then left to dry in the sun. The houses were often damaged when the Nile flooded, so they were often repaired. The Egyptians wore light, cool clothing made of

___________, which was woven from the flax plant. Another plant called _________________ was used to make writing material, sandals, mats and baskets. This became one of Egypt’s biggest exports.

Both men and women in Egypt wore

_______________, because they believed it pleased the gods. The Egyptians were ruled by a king or queen called a _____________, who, they believed, was given powers by the gods and would also become a god after death. The Egyptians used a system of writing called ___________________ to tell stories. They recorded a dead person’s life story on the walls of their tomb. Decoding the ______________ ___________, which was found in

20

SKILLS

___________, helped historians to translate hieroglyphs.

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A Synthesis and communication

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TheAncient Egyptians

8

B Decoding hieroglyphs 1 A pharaoh’s tomb often had a warning written on the wall to scare off thieves.

This was known as a ‘mummy’s curse’. Can you decode the curse below?

_________________________________________________________ _________________________________________________________

SKILLS

2 Can you write your name using the hieroglyphs?

EWM4 Activity Book (Units 1&2).indd 21

B Using evidence; Recording and communicating

21

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8

TheAncient Egyptians

C The story of my life The Egyptians recorded the stories of their lives using hieroglyphs. Some hieroglyphs represented whole words and others represented letters. Can you record three milestones in your life (such as the day you started school), using hieroglyphs of your own design?

1

2

22

SKILLS

3

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C Synthesis and communication

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Theme: Learning fromthePast

9 Legacy of theAncient Egyptians 1 Mummification was

_______________________________________ .

2 A sarcophagus was

_______________________________________ .

3 Some Egyptian tombs contained 4 Howard Carter discovered

HI STORY

A Finish the sentences.

______________________________ .

__________________________________ .

5 The Great Sphinx of Giza was built for

__________________________ .

6 The Great Pyramid of Giza was built around _______________________ .

7 Canopic jars were used to store

_______________________________ .

B Match each picture from the mummification process with its description.

1 The body was washed with wine and Nile water.

2 All of the organs were removed except for the heart.

2

3 The organs were placed in canopic jars.

4 The body was filled and covered with natron and left for 40 days.

5 The body was stuffed with spices, Nile mud, sawdust and linen and sewn closed.

6 The body was wrapped in linen bandages.

SKILLS

7 A death mask was placed on the mummy.

EWM4 Activity Book (Units 1&2).indd 23

A Vocabulary development B Time and chronology

23

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9

Legacy of theAncient Egyptians

C Death mask

24

SKILLS

Use the photograph of Tutankhamun’s death mask as inspiration to design a death mask for another pharaoh.

EWM4 Activity Book (Units 1&2).indd 24

C Synthesis and communication

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Theme: Learning fromthePast

10 How WerethePyramids Built?

SC I E N C E

A Time to recap 1 Which three simple machines did the Egyptians use to build the pyramids?

__________________________________ __________________________________ __________________________________ 2 Explain how these simple machines helped in the building of the pyramids.

_______________________________________________________ _______________________________________________________ _______________________________________________________ 3 How might wheeled transport have made the job easier?

_______________________________________________________ _______________________________________________________ _______________________________________________________ 4 Write three things that you learned from the lever experiment during the lesson in the Textbook.

_______________________________________________________ _______________________________________________________ _______________________________________________________ 5 Think about how you made your pulley during the lesson. How could you make a different one? What items might you use to make it?

_______________________________________________________ _______________________________________________________ _______________________________________________________

SKILLS

_______________________________________________________

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A Questioning; Predicting; Analysing; Recording and communicating

25

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10

How WerethePyramids Built?

B Simple machines in everyday life Name and draw two more examples of where each type of simple machine is used.

26

SKILLS

Lever

EWM4 Activity Book (Units 1&2).indd 26

Pulley

Inclined plane

Claw hammer

Well

Wheelchair ramp

Pliers

Weights machine

Pushchair ramp

B Observing; Analysing; Recording and communicating

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Theme: Learning fromthePast

A What country would you like to visit as a tourist? Research your chosen country and complete the fact file.

Country: Capital:

_________________________________________________

__________________________________________________

Continent:

GEOGRAPHY

11 TourismAbroad

________________________________________________

Population:

_______________________________________________

Official language: ___________________________________________ Currency: _________________________________________________ Climate: __________________________________________________ Highest mountain:

__________________________________________

Longest river: ______________________________________________ Three features that attract tourists: 1

_______________________________________________________

2

_______________________________________________________

3

_______________________________________________________

SKILLS

Flag:

EWM4 Activity Book (Units 1&2).indd 27

A A sense of place; Analysing; Observing; Recording and communicating

27

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11

TourismAbroad

B Fill in the blanks.

Alps

Italy

landscape

Egypt

Nile

gondola

summer

canals

culture

dry

pyramids

artists

Sahara

ancient

People travel abroad to experience a different country’s climate,

________________ and ______________. A major attraction of countries like _____________ and _____________ is the unique legacy of their _____________ civilisations.

Italy’s climate makes it a very popular choice for tourists in the ____________ months.

Many famous ____________, including Leonardo da Vinci and Michelangelo, lived in Italy and their works can be viewed there.

In the winter months, the _________ in the north of Italy provide an ideal location for skiing holidays. The city of Venice is made up of 118 islands separated by 150 ___________. Tourists can travel around the city in a boat called a ______________.

Historical features such as the __________, which were built thousands of years ago, attract many tourists to Egypt. The country has a hot,

_____ climate and is mostly made up of two large deserts: the ________ and the Libyan Desert. The River _____ provides a much-

28

SKILLS

needed source of water for Egypt.

EWM4 Activity Book (Units 1&2).indd 28

B A sense of place; Recording and communicating

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Theme: Learning fromthePast

12 Why Do Boats Float?

A Diagram

SC I E N C E

weight

1 Explain what is happening in this diagram.

_____________________________________ _____________________________________ _____________________________________

upthrust

2 What determines whether the boat will sink or float?

_______________________________________________________ _______________________________________________________ _______________________________________________________ B Buoyancy detectives Which of these items might sink and which might float if dropped into a barrel of water? Use Archimedes’ principle to help you figure it out. Remember to think about their density, not just their size.

Sink or float?

1 Empty glass bottle with no lid on 2 Cement block 3 Pumpkin 4 Cork from a bottle 5 Ping-pong ball

SKILLS

6 Set of keys

EWM4 Activity Book (Units 1&2).indd 29

A Interpreting; Recording and communicating B Analysing; Recording and communicating

29

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12

Why Do Boats Float?

C Match the word with its definition.

Tip: Start with the ones you are most confident about.

A build-up of electrical charge

Magnetism

A force that slows down a moving object

Gravity

A force that attracts objects containing iron

Static electricity

Friction

An upwards force that pushes against the bottom of an object floating in water

Upthrust

A force that pulls everything down towards the ground

D Comparing density Name the items in the picture that are least dense and most dense.

______________________________________________

Most dense:

______________________________________________

SKILLS

30

Least dense:

EWM4 Activity Book (Units 1&2).indd 30

C Vocabulary development D Analysing

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Theme: Learning fromthePast

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

31

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Theme: Celebrating theNaturalWorld

13 Celebrating theHarvest

32

At harvest time in the past, threshing day came after corn, wheat or oats had been cut from the field. Threshing involved removing the seed heads from the chaff (straw). This was done by beating the harvested crop on the ground, using a tool called a flail. Read this account of threshing day and the system of meitheal from the 1930s. Answer the questions that follow.

SKILLS

HI STORY

A Using evidence

EWM4 Activity Book (Units 3&4).indd 32

A Using evidence; Empathy

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Celebrating theHarvest

13

1 What jobs had to be done on threshing day, according to this account?

_______________________________________________________ _______________________________________________________ 2 Who helped the farmer?

_______________________________________________________ 3 Where was the corn stored?

_______________________________________________________ 4 Where was the straw stored?

_______________________________________________________ 5 What happened the following night?

_______________________________________________________ 6 In your opinion, how did the system of meitheal improve community spirit?

_______________________________________________________ B Match the festival to the correct country.

Ireland

Pongal

Israel

Incwala

USA

Thanksgiving

England

Lughnasa

India

Sukkot

Eswatini

SKILLS

Lammas

EWM4 Activity Book (Units 3&4).indd 33

A Using evidence B Synthesis and communication

33

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Theme: Celebrating theNaturalWorld

A The seasons and me

34

Draw a picture to show how each of the seasons influences you in your daily life.

For example, the clothing you wear and the activities you do.

SKILLS

GEOGRAPHY

14 TheInfluenceof theWeather

EWM4 Activity Book (Units 3&4).indd 34

Spring

Summer

Autumn

Winter

A Analysing; Recording and communicating

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TheInfluenceof theWeather

14

B Weather phenomena in other parts of the world Draw a picture showing each of these weather phenomena. Use the information in the Textbook or what you have seen on the news to help you.

Tornado

Drought

SKILLS

Monsoon

EWM4 Activity Book (Units 3&4).indd 35

B Analysing; Recording and communicating

35

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Theme: Celebrating theNaturalWorld

15 TheCircleof Life SC I E N C E

A Fill in the blanks. danger

foxes

whooper

vegetation

migratory

mate

cob

herbivores

nesting

mute

insects

pen

heart

cygnets

The __________ swan lives in Ireland all year round. Other swans such as the _______________ swan and Bewick’s swan are

_______________ and only come to Ireland at certain times of the year. You might think the mute swan is silent, but that is not true. It is just not as noisy as other types of swan. It communicates with its

_____________ by honking and hisses when it senses ____________.

Swans often __________ for life. The male is called a ________ and the female is called a ________. During courtship, they face one another with their necks bent almost in the shape of a ___________. Several

36

SKILLS

___________ locations are scouted before the cob and the pen agree on one that is safe, with lots of _______________ nearby. Mute swans are mostly _______________, but sometimes eat small animals such as frogs and __________. The nest is usually built on or very close to water. It needs to be well hidden from egg thieves such as ________.

EWM4 Activity Book (Units 3&4).indd 36

A Recording and communicating

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TheCircleof Life

15

B Label and write a fact about each part of the mute swan.

C Vocabulary mission!

Use your dictionary or the glossary in the Textbook to help you write a short definition of each word. Be careful: Some of these words have more than one meaning, but your mission is to find the one that is related to birds!

Migratory:

___________________________________________

2

Moult:

___________________________________________

3

Mate:

___________________________________________

4

Cob:

___________________________________________

5

Pen:

___________________________________________

6

Plumage:

___________________________________________

7

Vegetation:

___________________________________________

8

Bill:

___________________________________________

9

Incubate:

___________________________________________

10

Clutch:

___________________________________________

11

Busking:

___________________________________________

12

Herbivore:

___________________________________________

SKILLS

1

EWM4 Activity Book (Units 3&4).indd 37

B Observing; Recording and communicating; Analysing C Vocabulary development

37

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Theme: Celebrating theNaturalWorld

16 Conquering Everest HI STORY

A Fill in the blanks. altitudes

firewood

Buddhism

nomads

guides

lentils

sacred

yak

The Sherpas were originally _____________, but they settled in Nepal around 500 years ago. They practise a religion called Tibetan ____________ and consider the Himalayas to be __________. They have always been a mountaindwelling people, so their bodies cope well with high ______________.

They are involved in most expeditions to climb Mount Everest, working as

__________ and porters.

A Sherpa village

At the foothills of the Himalayas, Sherpa farmers grow crops such as potatoes, rice, barley, buckwheat and ____________. They keep yaks for milk and meat.

A ______ is a large, strong animal that looks like an ox, with big horns and long, shaggy hair.

Yaks are also used to transport goods, such as

____________ gathered from local forests for

38

SKILLS

heating homes.

EWM4 Activity Book (Units 3&4).indd 38

A Synthesis and communication

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Conquering Everest

16

B Match the word with its definition.

Base camp

A group of people who live in the foothills and valleys of the Himalayas

Crevasse

Starting point for mountaineers, where equipment and supplies are kept

Summit

A heavy snowstorm that lasts a long time

Blizzard

A mass of snow, ice and rocks falling rapidly down a mountainside

Sherpas

A deep, open crack in a glacier

Avalanche

The highest point of a mountain

C Imagine you are Tenzing Norgay or Edmund Hillary.

On the morning of 29 May 1953, 47 days after you first arrived at Base Camp, you and your climbing partner are preparing for your attempt to reach the summit. You have worked incredibly hard to get to this point. It’s exciting and nerveracking. Like the summit itself, the risks are very high.

SKILLS

Write a diary entry on the next page describing how you feel as you prepare to set off from your tent.

EWM4 Activity Book (Units 3&4).indd 39

B Vocabulary development C Empathy

39

09/04/2021 12:30

16

Conquering Everest

29 May 1953

_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

40

SKILLS

_________________________________________________

EWM4 Activity Book (Units 3&4).indd 40

C Empathy

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Theme: Celebrating theNaturalWorld

17 Mountains of Ireland Mourne Mountains

Wicklow Mountains

Carrauntoohil

Sperrin Mountains

MacGillycuddy’s Reeks

Lugnaquilla

Croagh Patrick

Derryveagh Mountains

SKILLS

Mount Errigal

EWM4 Activity Book (Units 3&4).indd 41

A Using pictures, maps and globes; A sense of place

GEOGRAPHY

A Label the mountain or mountain range on the map.

41

09/04/2021 12:30

17

Mountains of Ireland

B Reading a map like a mountaineer Unlike the real world, maps are flat. An Ordnance Survey Ireland (OSI) map is a special type of map that tells us what the landscape is really like. It shows us how high the ground is above sea level with the use of spot heights, contour lines and shading.

Contour lines: Contour lines look wavy or circular.

They show us the rise and fall of the land. For a steep slope, the lines are very close together. For a more gentle slope, they are farther apart. If there are no contour lines, the land is almost flat.

42

SKILLS

Spot heights: On the top of a hill or the peak of a mountain, you will see a dot with a number written beside it like this. This spot height tells us that Brassel Mountain is 575 m above sea level, or 575 m tall.

EWM4 Activity Book (Units 3&4).indd 42

Shading: The different colours show how high the ground is. Green means very low, almost flat ground. Next is pale yellow, which means the ground is slightly higher.

Then, there are various shades of brown for hills and mountains – the darker the brown, the higher the ground.

B Using pictures, maps and globes

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Mountains of Ireland

17

This map shows an area in the MacGillycuddy’s Reeks in Co. Kerry. Examine the map and answer the questions.

X

1 Can you find two spot heights? Draw a circle around any you find.

2 Can you find two areas where the contour lines are very close together?

Mark them with a tick ✓.

3 How many mountain peaks can you find?

_________________________

4 What is the name and height of the highest mountain peak that you can find?

_______________________________________________________ 5 Find Eagle’s Nest on the map. Why, do you think, are the contour lines very close together here?

_______________________________________________________ 6 What do you think the feature marked ‘X’ is?

_______________________

7 Who do you think might use a map like this?

SKILLS

_______________________________________________________

EWM4 Activity Book (Units 3&4).indd 43

B Using pictures, maps and globes

43

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Theme: Celebrating theNaturalWorld

18 Ireland’s NativeSpecies SC I E N C E

A Draw and describe.

Draw a plant, a tree and an animal that are native to Ireland. List the features that help us to identify each.

Plant

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Tree

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Animal

_________________________ _________________________ _________________________ _________________________ _________________________

44

SKILLS

_________________________

EWM4 Activity Book (Units 3&4).indd 44

A Observing; Recording and communicating

09/04/2021 12:30

Theme: Celebrating theNaturalWorld

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

45

EWM4 Activity Book (Units 3&4).indd 45

09/04/2021 12:30

Theme: My Family History

19 My Family Tree HI STORY

A Using historical evidence Look carefully at Sarah’s birth certificate below and answer the questions.

1 What is Sarah’s full name?

___________________________________

2 What are her mother and father’s first names?

______________________

3 What is her mother’s birth surname? _____________________________ 4 What is Sarah’s date of birth?

_________________________________

5 Which county was she born in?

________________________________

6 What does her father work as? _________________________________ 7 Name one use for a birth certificate. _____________________________

46

SKILLS

8 How old is Sarah now?

EWM4 Activity Book (Units 3&4).indd 46

______________________________________

A Using evidence

09/04/2021 12:30

My Family Tree

19

B Fill in your family tree.

C Design your own family crest.

SKILLS

Design your family crest with symbols of things that are important to your family, such as things that you do for fun.

Use your favourite colours when completing your crest.

EWM4 Activity Book (Units 3&4).indd 47

B Using evidence; Time and chronology C Synthesis and communication

47

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Theme: My Family History

20 My Grandparents HI STORY

A Interview Interview a grandparent or an older relative or neighbour. Find out about the pastimes and toys they had when they were young.

What is your name?

What decade did you grow up in?

What kinds of pastimes did you have when you were a child?

What kinds of games did you play in the schoolyard?

What kinds of sports did you play?

What kinds of toys did you play with when you were a child?

Did you have many toys?

What was your favourite toy? Can you describe it?

Did you have a television in your home?

Were there any children’s programmes that you can remember?

48

SKILLS

Do you remember any rhymes from when you were a child?

EWM4 Activity Book (Units 3&4).indd 48

A Using evidence; Synthesis and communication; Empathy

09/04/2021 12:30

My Grandparents

20

B Using historical evidence Study the photographs and answer the questions.

1 What is the name of this construction set?

__________________________________ 2 What decade do you think it is from?

__________________________________ 3 Do you think it was aimed at boys or girls? Why?

__________________________________ ______________________________________________________ 4 How do you think children played with it?

______________________________________________________ ______________________________________________________ 5 Would you say this was a popular toy? Why or why not?

______________________________________________________ ______________________________________________________ 6 Do you think children today would like it? Why or why not?

______________________________________________________ ______________________________________________________ 7 Can you think of any modern toys that are similar to this one? How are they similar?

______________________________________________________ ______________________________________________________ ______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 3&4).indd 49

B Using evidence; Time and chronology; Change and continuity

49

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Theme: Mixtures

GEOGRAPHY

21 TheSoils andRocks of Ireland A Match each type of soil with its description.

Brown soils

Grey in colour, developed in areas once covered by coniferous forest, infertile, not very good for farming

Podsols

Acidic, developed from the remains of dead plants not fully decayed, full of nutrients, good for growing vegetables

Peaty soils

Developed in areas once covered by deciduous forest, very fertile, good for farming

Gley soils

Developed in areas with poor drainage, contain a lot of clay, usually waterlogged

B How we use rocks Using what you have learned in the lesson, name one or two rocks that would be suitable for each of these purposes.

1 For a kitchen countertop:

_______________________________________________________ 2 As a building material:

_______________________________________________________ 3 For the foundations of a road:

_______________________________________________________ 4 For a fireplace:

_______________________________________________________ 5 To be carved into a statue:

50

SKILLS

_______________________________________________________

EWM4 Activity Book (Units 3&4).indd 50

A Analysing; Recording and communicating B Predicting

09/04/2021 12:30

TheSoils andRocks of Ireland

21

C Fact file Use the information from the Textbook to help you identify each rock and complete the fact file.

Name

Description/Facts

Uses

1

2

3

4

SKILLS

5

EWM4 Activity Book (Units 3&4).indd 51

C Analysing; Recording and communicating

51

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Theme: Mixtures

22 Mixtures SC I E N C E

A Time to recap Write one thing that you learned from each of the following experiments: 1 Soluble or insoluble?

__________________________________ __________________________________ __________________________________ 2 Dissolving sugar at different temperatures

__________________________________ __________________________________ __________________________________

3 How stirring affects dissolving

__________________________________ __________________________________ __________________________________ 4 Comparing saturation points

__________________________________ __________________________________

52

SKILLS

__________________________________

EWM4 Activity Book (Units 3&4).indd 52

A Recording and communicating

09/04/2021 12:30

Mixtures

22

B True or false? (Tick ✓) True

False

1 A solution is a mixture of two liquids.

2 A mixture is formed by combining two or more ingredients or substances.

3 An example of a reversible change is when the ingredients in a mixture can be separated out.

4 The rate at which a solid substance dissolves in water can be affected by the temperature of the water.

5 A material is soluble when it cannot dissolve in water.

6 The saturation point of a substance depends on how much water is in the container.

C Identify if each change is reversible or irreversible. (Tick ✓) Reversible

Irreversible

1 An egg being fried 2 Ice melting 3 Cake batter being baked 4 Water freezing 5 Water turning to steam

SKILLS

6 Paper being burned

EWM4 Activity Book (Units 3&4).indd 53

B Analysing C Analysing; Interpreting

53

09/04/2021 12:30

Theme: Mixtures

GEOGRAPHY

23 Examining Soils andRocks A Study the map and answer the questions with the help of the map of Ireland on page 66 of the Textbook.

1 What type of rock is most common in your county?

______________________________________________________ 2 What type of rock is most common in Ireland?

______________________________________________________ 3 What type of rock is least common in Ireland?

______________________________________________________ 4 What type of rock is most common in Co. Clare?

______________________________________________________ 5 What type of rock is most common in Co. Dublin?

______________________________________________________ 6 What type of rock is most common in Co. Donegal?

______________________________________________________ 7 What type of rock is most common in Co. Kerry?

54

SKILLS

______________________________________________________

EWM4 Activity Book (Units 3&4).indd 54

A Using pictures, maps and globes

09/04/2021 12:30

Examining Soils andRocks

23

B Label the soil profile diagram. subsoil

parent material

bedrock

humus

topsoil

C Write one sentence about each layer in the soil profile.

1 Humus:

______________________________________________________ 2 Top soil:

______________________________________________________ 3 Subsoil:

______________________________________________________ 4 Parent material:

______________________________________________________ 5 Bedrock:

SKILLS

______________________________________________________

EWM4 Activity Book (Units 3&4).indd 55

B Recording and communicating C Recording and communicating

55

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Theme: Mixtures

24 Separating Mixtures SC I E N C E

A In your own words Use the diagram to help you explain how evaporation can be used to separate a mixture of sugar dissolved in water.

_______________________________ _______________________________

evaporation solution of sugar and water

_______________________________ _______________________________

heat

_______________________________ ______________________________________________________ B Which separation method would you recommend?

Which method would be best to separate the ingredients or substances in each of the mixtures below – sieving, filtering or evaporation?

Orange juice and pulp:

____________________________

2

Water and rice:

____________________________

3

Water and sand:

____________________________

4

Coffee (drink) and coffee grinds:

____________________________

5

Water and salt (saltwater):

____________________________

6

Water and pasta shells:

____________________________

7

Water and Epsom salts:

____________________________

8

Flour and raisins:

____________________________

9

Tea (drink) and tea leaves:

____________________________

Sand and gravel:

____________________________

10

56

SKILLS

1

EWM4 Activity Book (Units 3&4).indd 56

A Analysing; Predicting; Recording and communicating B Analysing; Predicting

09/04/2021 12:30

Themes: My Family History; Mixtures

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

57

EWM4 Activity Book (Units 3&4).indd 57

09/04/2021 12:30

Theme: TheImportanceof theSun

25 TheAztecs HI STORY

A Fill in the blanks to complete the timeline for the Aztecs.

1325

1519

1323

Hernán Cortés arrives.

Aztecs are defeated by Hernán Cortés.

Aztec tribe travels south.

Aztec Empire is established.

Aztecs receive vision from Huitzilopochtli.

1200s

1428

1521

City of Tenochtitlan is built.

B Aztec artefact Examine this photograph of an Aztec sun stone and answer the questions.

1 What do you see in the photograph?

___________________________ 2 Describe the carvings on this artefact.

___________________________ ______________________________________________________ 3 How old do you think this artefact is?

58

SKILLS

______________________________________________________

EWM4 Activity Book (Units 5&6).indd 58

A Time and chronology B Using evidence

09/04/2021 12:39

TheAztecs

25

4 Where do you think it was found?

______________________________________________________ 5 Where do you think it is kept today?

______________________________________________________ 6 Do you think it was important to the Aztec people? Why or why not?

______________________________________________________ 7 What do you think this artefact was used for?

______________________________________________________ C Imagine that you are Spanish soldier in the expedition led by Hernán Cortés.

Write a diary entry in which you talk about your experiences. How did you travel to Mexico? What are your impressions of the Aztec Empire? What do you admire about the people? What are your thoughts on their religion?

_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

SKILLS

_________________________________________________

EWM4 Activity Book (Units 5&6).indd 59

C Empathy; Synthesis and communication

59

09/04/2021 12:39

Theme: TheImportanceof theSun

GEOGRAPHY

26 Positions of theSun A Choose the correct word to ‘cloze’ the gap! sundial

movement

star

opposite

orbits

shadow

million

rises

hours

sets

cooler

equator

northern

night-time

daytime

1 The sun is a _______ that is situated almost 150 _________ km from Earth.

2 If you observe the sky, you will see that the sun _______ in the east and

________ in the west.

3 The Earth rotates on its axis while it __________ the

sun. It takes 24 ________ for the Earth to do one full rotation.

4 Ancient civilisations used an instrument called a

____________ to tell the time by the position of the sun in the sky.

5 An invisible line called the ____________ splits the Earth into two

hemispheres. Ireland is in the _____________ hemisphere.

6 The northern and southern hemispheres experience the seasons at

_______________ times of the year.

7 A ____________ is produced when light cannot pass through an object.

At any moment, one side of the Earth is facing towards the sun, making it _____________ there, and the other side is in the shade, making it

_____________ there.

8 The sun influences climate and weather. The farther north or south you travel

from the equator, the ____________ the climate becomes. Wind is the

_______________ of air produced by the uneven heating of the Earth’s

60

SKILLS

surface by the sun.

EWM4 Activity Book (Units 5&6).indd 60

A Recording and communicating

09/04/2021 12:39

Positions of theSun

26

B How the sun influences the weather Explain how the sun influences wind and rainfall.

Wind

______________________________________________________ ______________________________________________________ ______________________________________________________ Rainfall

______________________________________________________ ______________________________________________________ ______________________________________________________ C Summer and winter 1 Label the diagram.

equator

northern hemisphere

southern hemisphere

summer

winter

2 How can you tell whether it is summer or winter in each hemisphere in the diagram?

______________________________________________________ ______________________________________________________ SKILLS

______________________________________________________

EWM4 Activity Book (Units 5&6).indd 61

B Analysing; Recording and communicating C Recording and communicating; Observation

61

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Theme: TheImportanceof theSun

27 Light Sources SC I E N C E

A Use the clues to help you unscramble these words.

1 eygner (Light is a form of this.)

____________

2 smrip (This can be used to split white light.)

____________

3 tarialifci (This means ‘man-made’.)

____________

4 ysra (The straight lines in which light travels)

____________

5 sterflce (Another word for when light bounces off an object)

____________

B Light sources 1 List four natural light sources. Circle the one that gives the brightest light.

______________________________________________________ ______________________________________________________ 2 List four artificial light sources. Circle the one that gives the weakest light.

______________________________________________________ ______________________________________________________ C Design a mnemonic for the colours of the spectrum.

‘Richard Of York Gave Battle In Vain’ is a popular mnemonic to help us remember the order of the colours in the spectrum. Can you make up and design your own mnemonic to help you remember it?

_____________________________________ _____________________________________ ________________________________________________________

62

SKILLS

________________________________________________________

EWM4 Activity Book (Units 5&6).indd 62

A Vocabulary development

C Recording and communicating

B Observing; Analysing

09/04/2021 12:39

Theme: TheImportanceof theSun

28 Light andMaterials Which property is needed in the material used to make each of these items?

Transparent, translucent or opaque?

SC I E N C E

A Transparent, translucent or opaque?

A blind for a bedroom window A blind for a classroom window A sitting room window A bathroom window

B Making shadows bigger or smaller We are going to investigate how to vary the height of a shadow.

SKILLS

Equipment: torch, an object that can stand Distance from upright, metre stick, wall or screen torch to object Action: 100 cm ● Position the object you are 90 cm using 50 cm from 80 cm a wall or screen. ● Set up a torch 100 cm (1 metre) away from 70 cm the object.

60 cm ● Shine the torch onto the object and measure the height of the shadow on the 50 cm wall or screen behind it. ● Move the torch 10 cm closer to the object 40 cm and measure the height of the shadow 30 cm again. Keep repeating this step until the torch is a distance of only 10 cm away 20 cm from the object. ● Record the results for each distance in 10 cm the table.

EWM4 Activity Book (Units 5&6).indd 63

A Analysing; Recording and communicating; Observing; Predicting B Recording and communicating

Height of shadow

63

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Theme: TheImportanceof theSun

GEOGRAPHY

the 29 TheImportanceof Sunfor Life A Staying safe in the sun

Draw four things you can do to stay safe in the sun. Write a short instruction below each picture.

1

2

___________________________ ___________________________ ___________________________ ___________________________ 3

4

___________________________ ___________________________

64

SKILLS

___________________________ ___________________________

EWM4 Activity Book (Units 5&6).indd 64

A Analysing; Recording and communicating

09/04/2021 12:39

TheImportanceof theSunfor Life

29

B Explain each of these terms.

1 Melanin:

_______________________________________________

______________________________________________________ 2 Photosynthesis:

__________________________________________

______________________________________________________ 3 Vitamin D:

______________________________________________

______________________________________________________ 4 Ultraviolet rays:

__________________________________________

______________________________________________________ 5 Chlorophyll:

_____________________________________________

______________________________________________________ 6 Sunscreen:

_____________________________________________

______________________________________________________

C The importance of the sun Write five ways in which the sun affects the Earth and the life forms that exist here.

_____________________________________________________

2

_____________________________________________________

3

_____________________________________________________

4

_____________________________________________________

5

_____________________________________________________

SKILLS

1

EWM4 Activity Book (Units 5&6).indd 65

B Vocabulary development; Recording and communicating C Analysing; Recording and communicating

65

09/04/2021 12:40

Theme: TheImportanceof theSun

30 SunGods HI STORY

A Comparing Ra, Helios and Amaterasu Fill in the table with information about these three gods.

Ra

Helios

Amaterasu

God or goddess of what?

Which civilisation?

Description:

Draw a picture.

66

SKILLS

Did they create anything?

Did they have any kind of vehicle?

Other gods in their family (e.g. ‘god of air’):

EWM4 Activity Book (Units 5&6).indd 66

A Synthesis and communication

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SunGods

30

B Using what you have learned in the lesson, design a new costume

SKILLS

suitable for Ra, Helios or Amaterasu.

EWM4 Activity Book (Units 5&6).indd 67

B Using evidence; Synthesis and communication

67

09/04/2021 12:40

30

SunGods

C Sequencing events

68

SKILLS

Number the pictures to sequence the events in the story of Amaterasu and the cave.

EWM4 Activity Book (Units 5&6).indd 68

C Time and chronology

09/04/2021 12:40

Theme: TheImportanceof theSun

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

69

EWM4 Activity Book (Units 5&6).indd 69

09/04/2021 12:40

Theme: TheRelationship BetweenAnimals andPeople

GEOGRAPHY

31 Forestry inIreland A What would a sustainable forest look like?

Draw and label a diagram of a sustainable forest, including details suggested by the terms below.

Species of trees Saplings Waterways

70

SKILLS

Wildlife

EWM4 Activity Book (Units 5&6).indd 70

A Recording and communicating

09/04/2021 12:40

Forestry inIreland

B Crossword puzzle

31

1

2

3

4

5 6

7

8

9

Across

Down

2

1

This ‘t’ word means wood prepared for use in construction.

2

Trees help to prevent this ‘f’ word after heavy rainfall by absorbing rainwater through their roots.

This ‘f’ word is the practice of planting, managing and caring for forests.

This ‘w’ word means a small forest.

6

This ‘b’ word means means a variety 3 of living things.

8

This ‘l’ word means the business of felling trees and cutting timber.

9

This ‘o’ word is an invisible gas that we breathe in.

SKILLS

3

EWM4 Activity Book (Units 5&6).indd 71

B Vocabulary development

This ‘w’ word means animals that live in the wild.

4

This ‘c’ word is formed by the highest branches of trees in a forest.

5

This ‘f’ word means the process of cutting down trees.

7

This ‘s’ word means a young tree.

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Theme: TheRelationship BetweenAnimals andPeople

32 Deforestation SC I E N C E

A Explain each of these terms.

1 Deforestation: ____________________________________________

______________________________________________________ 2 Logging: ________________________________________________

______________________________________________________ 3 Slash-and-burn:

__________________________________________

______________________________________________________ 4 Climate change:___________________________________________

______________________________________________________ 5 Soil erosion: _____________________________________________

______________________________________________________ B Imagine you are a reporter working for a newspaper in South America.

You are going to interview a logger who works for an international company that is felling trees in the rainforest to create grazing land for beef production. Write five questions you will ask during your interview.

____________________________________________________

2

____________________________________________________

3

____________________________________________________

4

____________________________________________________

5

____________________________________________________ SKILLS

72

1

EWM4 Activity Book (Units 5&6).indd 72

A Vocabulary development; Recording and communicating B Questioning

09/04/2021 12:40

Deforestation

32

C Recreating tropical rainforest conditions

SKILLS

Using what you learned from the experiment in this lesson, draw and label a simple diagram explaining why the air in a tropical rainforest is very humid.

EWM4 Activity Book (Units 5&6).indd 73

C Recording and communicating; Investigating and experimenting

73

09/04/2021 12:40

Theme: TheRelationship BetweenAnimals andPeople

33 HorseRacing inthePast HI STORY

A Match the word with its definition.

A horse-drawn vehicle with two wheels

Thoroughbred

Tamed and kept as a farm/working animal or pet

Equine

The mother of a racehorse

Domesticated

A word meaning to do with horses

Chariot

A horse race run on a racecourse with ditches and hedges to be jumped

Steeplechase

Descended/bred from the original racehorses

Dam

B Name that sport!

Using what you have learned, write the correct label below each picture.

74

SKILLS

showjumping

EWM4 Activity Book (Units 5&6).indd 74

flat racing

steeplechasing

chariot racing

__________________

__________________

__________________

__________________

A Vocabulary development B Using evidence

09/04/2021 12:40

HorseRacing inthePast

33

C Using historical evidence This photograph was taken in the Phoenix Park, Dublin in the 1940s. Examine the photograph and answer the questions that follow.

1 What type of horse race was this?

______________________________________________________ 2 Do you notice anything about the spectators? Why do you think this was so?

______________________________________________________ ______________________________________________________ 3 What do you think the purpose of the wooden structure was?

______________________________________________________ 4 What do you think the people standing on the wooden structure were doing?

______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 5&6).indd 75

C Using evidence

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Theme: TheRelationship BetweenAnimals andPeople

GEOGRAPHY

34 LifeAlong theCoast A Write five facts you have learned about Sherkin Island.

1

______________________________________________________

2

______________________________________________________

3

______________________________________________________

4

______________________________________________________

5

______________________________________________________

B Interviewing the islanders Write questions that you would ask in an interview with the people who live on Sherkin Island.

___________________________________________________

2

___________________________________________________

3

___________________________________________________

4

___________________________________________________

5

___________________________________________________

6

___________________________________________________

7

___________________________________________________

8

___________________________________________________

9

___________________________________________________

10

___________________________________________________

SKILLS

76

1

EWM4 Activity Book (Units 5&6).indd 76

A Recording and communicating B Observing; Analysing

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LifeAlong theCoast

34

C Locality audit 1 Are there any services missing from your locality that you think would benefit the community, such as a fire station or a library?

______________________________________________________ 2 Draw two examples of the fauna in your locality.

SKILLS

3 Draw two examples of the flora in your locality.

EWM4 Activity Book (Units 5&6).indd 77

C Observing; Recording and communicating

77

09/04/2021 12:40

34

LifeAlong theCoast

D Compare and contrast Compare and contrast Sherkin Island with your own locality, using the questions below.

Sherkin Island

___________________

Is it an urban, a rural, a coastal or an island community?

What kinds of services are there?

Are there any historical buildings or places of interest?

What are the features of the landscape?

What are some examples of the local fauna?

What are some examples of the local flora?

Are there farms, factories, shops or a quarry?

How do people travel in the locality?

78

SKILLS

Is there a bridge, a harbour or a tunnel?

EWM4 Activity Book (Units 5&6).indd 78

D A sense of place; Recording and communicating

09/04/2021 12:40

Theme: TheRelationship BetweenAnimals andPeople

SC I E N C E

35 Pollutionof theOcean

A True or false? (Tick ✓) True

False

1 Water covers about 50% of the Earth’s surface.

2 Plankton produces 50–80% of the oxygen on the planet.

3 Biodegradable plastic quickly breaks down in the ocean.

4 Microplastics are natural materials found in the ocean.

5 Microplastics have been found in the food chain.

6 Coral reefs provide a habitat for about 25% of all marine species.

B Use the clues to help you unscramble these words. _________________

2 thynstice (Man-made, using chemicals)

_________________

3 pkel (A kind of aquatic plant)

_________________

4 cisiobplats (Plastics made from organic waste)

_________________

5 stiplacromics (Tiny pieces of plastic, found in shampoo, toothpaste and synthetic fabrics)

_________________

6 gedradiobbeal (Can be broken down by bacteria or microorganisms)

_________________

SKILLS

1 rimaen (Relating to or found in the ocean)

EWM4 Activity Book (Units 5&6).indd 79

A Recording and communicating B Vocabulary development

79

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35

Pollutionof theOcean

C Interpreting evidence Describe what each photograph shows and what problems this might cause.

1

2

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 3

4

___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

80

SKILLS

___________________________ ___________________________

EWM4 Activity Book (Units 5&6).indd 80

C Observing; Predicting; Questioning

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Theme: TheRelationship BetweenAnimals andPeople

36 PigeonPost HI STORY

A Using historical evidence Examine the poster and answer the questions.

1 What was this poster about?

__________________________________ __________________________________ 2 When do you think this poster was made?

__________________________________ __________________________________ 3 What was the £5 reward for?

______________________________________________________ ______________________________________________________ 4 What could you get a £100 fine for doing?

______________________________________________________ ______________________________________________________ 5 Why, do you think, might people have shot homing pigeons?

______________________________________________________ ______________________________________________________ 6 Why was the government trying to protect homing pigeons?

______________________________________________________ ______________________________________________________ 7 What difference might it have made if a homing pigeon was shot down?

______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 5&6).indd 81

A Using evidence

81

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36

PigeonPost

B Using historical evidence Examine the photograph and answer the questions that follow.

1 When do you think this photograph was taken?

______________________________________________________ ______________________________________________________ 2 What do you think was happening in this scene?

______________________________________________________ ______________________________________________________ 3 Who do you think these men were? What makes you think so?

______________________________________________________ ______________________________________________________ 4 Where did they keep the pigeons?

______________________________________________________ ______________________________________________________ 5 What do you think they were using the pigeons for?

______________________________________________________

82

SKILLS

______________________________________________________

EWM4 Activity Book (Units 5&6).indd 82

B Using evidence; Synthesis and communication

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PigeonPost

36

C Imagine that you were a homing pigeon during the Siege of Paris!

Design a short comic strip about the time you left Paris in a hot-air balloon and later returned carrying an important message. How was the journey in the hot-air balloon? What was it like flying back into Paris? Were you in danger? What was important about the message you were carrying?

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

SKILLS

___________________________

EWM4 Activity Book (Units 5&6).indd 83

C Empathy

83

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Theme: TheRelationship BetweenAnimals andPeople

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

84

EWM4 Activity Book (Units 5&6).indd 84

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Theme: Clothing

37 TheScienceof Fabrics SC I E N C E

A Textiles all around us Under each heading, write as many items as you can think of that are made of textiles.

Clothing

Sitting room

Classroom

Inside of car

B Advertisement On the following page, design an advertisement for a new fabric with three useful properties. Use the questions below to help you come up with ideas.

1 Will your fabric be used for clothing or furnishings?

______________________________________________________ 2 Will it be better than what these items are currently made of? How?

______________________________________________________ 3 What are its three useful properties?

______________________________________________________ 4 Why are these properties important?

______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 85

A Analysing B Exploring; Planning; Predicting; Recording and communicating

85

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37

TheScienceof Fabrics

5 Now, design your advertisement.

C Unscramble the fabrics.

––––––––––––––––––––––––––––––––––––

2 nelin

––––––––––––––––––––––––––––––––––––

3 otontc

––––––––––––––––––––––––––––––––––––

4 evtelv

––––––––––––––––––––––––––––––––––––

5 olow

––––––––––––––––––––––––––––––––––––

6 iclacry

––––––––––––––––––––––––––––––––––––

7 ksil

––––––––––––––––––––––––––––––––––––

8 yonln

––––––––––––––––––––––––––––––––––––

9 stpoerlye

––––––––––––––––––––––––––––––––––––

SKILLS

86

1 acLyr

EWM4 Activity Book (Units 7&8).indd 86

C Vocabulary development

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Theme: Clothing

38 Clothing ThroughtheAges HI STORY

A Using historical evidence This photograph shows children performing at an Irish dancing féis in 1980.

1 Where do you think this photograph was taken?

___________________________ ___________________________ 2 Who can you see in the photograph and how old do you think they are?

___________________________ ___________________________ ___________________________ 3 Describe their costumes.

___________________________ ___________________________ ______________________________________________________ 4 What detail can you see on the costumes?

______________________________________________________ 5 What fabrics do you think they were made of?

______________________________________________________ 6 What colour(s) do you think they were?

______________________________________________________ 7 Are Irish dancing costumes different today? Explain how.

______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 87

A Using evidence; Change and continuity

87

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38

Clothing ThroughtheAges

B Interview Interview an adult family member or a teacher about the clothing they wore when they were younger.

What is your name?

What was your favourite item of clothing when you were a child?

Did you get a lot of new clothing?

Did you have a lot of clothing?

Where did you get your clothing from?

Did your parents make any of your clothing?

Was your clothing brightly coloured or dark?

Do you think clothing today is similar to the clothing that you wore when you were younger?

What was the biggest fashion trend that you remember from when you were a teenager?

What do you think the biggest fashion trend is for teenagers today?

88

SKILLS

Do you prefer today’s clothing or the clothing from when you were a child? Why? What clothes shops were open when you were a child? Are any of them still around today?

EWM4 Activity Book (Units 7&8).indd 88

B Using evidence; Change and continuity; Empathy

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Theme: Clothing

A In what ways could working conditions be improved in the garment factories mentioned in the lesson?

________________________________________________________ ________________________________________________________

GEOGRAPHY

39 Garment Manufacturing

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ B Interview Imagine you are a journalist writing about the working conditions in a garment factory in Bangladesh. Write five questions to ask in an interview with a worker in the factory.

______________________________________________________

1

______________________________________________________ 2

______________________________________________________ ______________________________________________________

3

______________________________________________________ ______________________________________________________

4

______________________________________________________ ______________________________________________________

5

______________________________________________________

SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 89

A Predicting; Analysing; Recording and communicating B Questioning

89

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39

Garment Manufacturing

C Getting by on low wages Imagine you are a factory worker. You worked 12 hours today and earned 80c. You have to spend this money on things that you need, so what will you choose?

Need

Why

Cost

Bus fare

You need to travel to and from work tomorrow.

20c

Water

You need water to prevent dehydration.

10c

Food

You are hungry after a long day’s work.

40c

Soap

The factory is hot and you are very sweaty.

Your back is sore from bending over the machine all day.

There are holes in your shoes and you need to save up for a new pair.

20c

Medicine Shoes

Tick ✓

30c 20c

1 What will you spend your money on? Why?

______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Did you have to leave out some things? Why?

______________________________________________________ ______________________________________________________ ______________________________________________________ 3 How much money will you have left over?

4 How hard was it to decide what to buy?

_________________________

______________________________________________________ ______________________________________________________ 5 Explain the difficulties of getting by on such low wages.

______________________________________________________

90

SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 90

C Questioning; Predicting; Analysing

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Theme: Clothing

40 Keeping WarmandStaying Cool SC I E N C E

A Fabric experts Choose a fabric for each garment below and say what makes it suitable.

Garment Summer dress

Fabric Cotton jersey

What makes it suitable Thin and breathable

Winter scarf Shorts Tracksuit bottoms Babygro Summer jacket Winter shirt Summer cardigan Winter jumper Summer sweater Winter cardigan Summer shirt

B Vocabulary check-up – explain what each word means. _____________________________________________

2 Conduct:

_____________________________________________

3 Vacuum:

_____________________________________________

4 Hollow:

_____________________________________________

5 Breathable:

_____________________________________________

6 Flannel:

_____________________________________________

SKILLS

1 Insulate:

EWM4 Activity Book (Units 7&8).indd 91

A Analysing; Predicting; Recording and communicating B Vocabulary development

91

09/04/2021 12:42

Theme: Clothing

GEOGRAPHY

41 Throw-away Fashion A Describe the ways in which throw-away fashion harms the environment. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ B Combatting throw-away fashion Write a sentence explaining how each of these measures helps to combat (fight against) throw-away fashion.

1 Donating:

______________________________________________________ ______________________________________________________ 2 Recycling:

______________________________________________________ ______________________________________________________ 3 Refashioning:

______________________________________________________ ______________________________________________________ 4 Buying better quality:

______________________________________________________

92

SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 92

A Predicting; Analysing; Recording and communicating B Analysing; Recording and communicating

09/04/2021 12:42

Theme: Clothing

42 SybilConnolly HI STORY

A Using historical evidence The first two photographs below show the cabin crew uniforms that Sybil Connolly designed for Aer Lingus in 1945 and 1948. The third photograph shows the Aer Lingus cabin crew uniforms designed by Louise Kennedy in 2020.

1945

1948

2020

1 What has changed since the 1940s?

______________________________________________________ ______________________________________________________ 2 What has stayed the same?

______________________________________________________ ______________________________________________________ 3 Why have these changes occurred?

______________________________________________________ SKILLS

______________________________________________________

EWM4 Activity Book (Units 7&8).indd 93

A Using evidence; Change and continuity; Cause and effect

93

09/04/2021 12:42

42

SybilConnolly

B Imagine that you are Sybil Connolly.

You have been asked to design the first uniform for Aer Lingus. Write a letter to a friend, telling them how you feel about getting the job. What did you have to do to get the job? (Draw designs?) What fabrics and colours will you choose? Why?

Dear

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

94

SKILLS

___________________________________________

EWM4 Activity Book (Units 7&8).indd 94

B Empathy; Synthesis and communication

09/04/2021 12:42

Theme: Clothing

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

95

EWM4 Activity Book (Units 7&8).indd 95

09/04/2021 12:42

Theme: EuropeanNeighbours

A Label the countries and features marked on the map.

96

Use the map on page 147 of the Textbook to help you.

SKILLS

GEOGRAPHY

43 France

EWM4 Activity Book (Units 7&8).indd 96

A Using pictures, maps and globes

09/04/2021 12:42

France

43

B Label these famous French landmarks.

Tip: You will need to use your detective skills for some of these!

Eiffel Tower

Notre-Dame Cathedral

Champs-Élysées

Louvre Museum

Mont Blanc

Arc de Triomphe

1

2

___________________________ ___________________________ 3

4

___________________________ ___________________________ 5

6

SKILLS

___________________________ ___________________________

EWM4 Activity Book (Units 7&8).indd 97

B Using pictures, maps and globes; Recording and communicating

97

09/04/2021 12:42

Theme: EuropeanNeighbours

GEOGRAPHY

44 FranceandIreland A Fill in the table comparing France and Ireland.

France

Ireland

[]

[reuse flag)]

Capital city: Population: Currency: Is it an island?

Does it have a coastline?

National broadcaster: Official language(s): Does it have a monarchy?

Is it a member of the EU? Climate:

Popular sports:

98

SKILLS

Typical foods:

EWM4 Activity Book (Units 7&8).indd 98

A Analyisng; Recording and communicating

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FranceandIreland

44

B Am I talking about Ireland, France or both?

1

I have a population of 65 million.

_________

2

I am an agricultural country.

_________

3

My capital city is described as the fashion capital of the world.

_________

4

I am known for Aran jumpers.

_________

5

I became a member of the EU in 1957.

_________

6

My longest river is the Loire.

_________

7

The Taoiseach is the head of government here.

_________

8

Hurling and Gaelic football are traditional sports here.

_________

9

I won the FIFA World Cup in 1998 and 2018.

_________

My currency is the euro.

_________

10

C Quick-fire round! Fill in the blanks.

The Irish embassy in France is in the city of ____________.

2

To travel to France from Ireland, you need to go by ___________ or _________________.

3

From the UK, you can drive or take a train to France via the Channel _______________.

4

France produces thousands of varieties of _____________ using cow’s, goat’s and sheep’s _____________.

5

The French usually buy their __________ at a bakery called a boulangerie.

6

They usually buy pastries and ___________ at a patisserie.

7

The Tour de France is a _______________ race.

8

Le Monde is a French daily ___________________ reporting news from France and the world.

SKILLS

1

EWM4 Activity Book (Units 7&8).indd 99

B Observing; Analysing; Recording and communicating C A sense of place

99

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Theme: EuropeanNeighbours

45 TheNormans HI STORY

A Fill in the blanks.

Waterford

Normandy

1169

Diarmuid

Hastings

Strongbow

soldiers

Dublin

1066

England

The Normans were originally from _______________, France, but they conquered England in the year ________ at the Battle of _____________.

Just over a century later, in the year _______, a group of Norman

_____________ travelled from _____________ to Ireland and settled here.

The King of Leinster, _____________ MacMurrough, had asked the Norman King Henry II of England to send troops to help him defend his lands against a rival clan. The following year, Henry sent more troops, this time led by ______________. Together, Diarmuid and Strongbow captured

______________ and ______________.

B Features of a Norman castle

100

SKILLS

Use what you have learned in the lesson to label these features of a Norman castle.

EWM4 Activity Book (Units 7&8).indd 100

A Synthesis and communication B Using evidence

09/04/2021 12:42

TheNormans

45

C Using historical evidence The Marriage of Strongbow and Aoife was painted by Daniel Maclise in 1854.

1 Can you spot Aoife, Strongbow and Diarmuid MacMurrough in the painting?

How did you recognise them?

______________________________________________________ ______________________________________________________ 2 Did the wedding take place before or after Strongbow and Diarmuid MacMurrough captured Waterford? How do you know?

______________________________________________________ ______________________________________________________ 3 Was the artist at the wedding? How do you know?

______________________________________________________ ______________________________________________________ 4 Why, do you think, did the artist include a smoking ruin of a building?

______________________________________________________ ______________________________________________________ 5 How did the artist show the difference between the Irish and Norman soldiers?

______________________________________________________ SKILLS

______________________________________________________ C Using evidence

EWM4 Activity Book (Units 7&8).indd 101

101

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How theNormans 46 ChangedIreland

Theme: EuropeanNeighbours

HI STORY

A Imagine that you are a peasant in Norman Ireland.

Write a diary entry using the information from the lesson to describe a day in your life. What do you wear and eat? How do you spend your days? What is your home like? How do you feel living like this?

_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ B Improved farming methods Identify ways in which improved farming methods and tools introduced by the Normans might have made the lives of peasants easier.

_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

102

SKILLS

_______________________________________________________

EWM4 Activity Book (Units 7&8).indd 102

A Empathy B Cause and effect

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How theNormans ChangedIreland

46

C Rich or poor?

A

B

1 Which woman in this picture is a wealthy Norman lady, A or B? How do you know?

______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Describe the Norman lady’s clothing.

______________________________________________________ ______________________________________________________ 3 What fabric(s) might it be made from?

______________________________________________________ ______________________________________________________ 4 Who made it, do you think?

______________________________________________________ ______________________________________________________ 5 What is her headdress called?

SKILLS

______________________________________________________ C Using evidence

EWM4 Activity Book (Units 7&8).indd 103

103

09/04/2021 12:42

Theme: Sound

47 How SoundIs Made SC I E N C E

A Time to recap 1 How do we hear sound?

______________________________________________________ ______________________________________________________ 2 Why do we need to be able to control the volume on devices?

______________________________________________________ ______________________________________________________ 3 Explain how air was important in the experiment in the lesson exploring pitch.

______________________________________________________ ______________________________________________________ 4 Describe one method you used to change the pitch in this experiment.

______________________________________________________ ______________________________________________________ B Match each instrument to the correct category.

104

SKILLS

Woodwind

EWM4 Activity Book (Units 7&8).indd 104

Keyboard

Percussion

Brass

String

A Analysing; Recording and communicating B Analysing; Observing; Recording and communicating

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How SoundIs Made

47

C Sound hound!

SKILLS

Choose one activity that you did today. Draw and label a diagram showing how sound was produced or changed during the activity.

C Recording and communicating; Analysing

EWM4 Activity Book (Units 7&8).indd 105

105

09/04/2021 12:42

Theme: Sound

48 TheNatureof Sound SC I E N C E

A Experiment recap 1 Did you hear any sounds on your ‘sound walk’ that you had not noticed before?

What were they?

______________________________________________________ ______________________________________________________ 2 Explain what happened when your partner scratched your finger in the experiment during the lesson.

______________________________________________________ ______________________________________________________ B Match each word to its description.

Gas

Has a definite size and shape

Duration

Liquid

Has no size or shape of its own

Solid

A measure of how high or low in tone a sound is

Pitch

The time during which something continues

SKILLS

106

Can flow and be poured or spilled

EWM4 Activity Book (Units 7&8).indd 106

A Recording and communicating; Analysing B Vocabulary development; Recording and communicating

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TheNatureof Sound

48

C Streetscape List all of the sounds that you would likely hear if you were standing in this city street.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

SKILLS

________________________________________________________

C Predicting; Observing

EWM4 Activity Book (Units 7&8).indd 107

107

09/04/2021 12:42

Themes: EuropeanNeighbours; Sound

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

108

EWM4 Activity Book (Units 7&8).indd 108

09/04/2021 12:42

Theme: GrowthandChange

A Fill in the table comparing India and Ireland.

India

Ireland

[Reuse SESE-4-5401]

[reuse SESE-3-4411 (Irish flag)]flag)]

GEOGRAPHY

49 GrowthandChangeinIndia

Capital city: Population: Currency: Is it an island?

Does it have a coastline?

Official language(s): Longest river: Main religion: Climate:

Clothing:

SKILLS

Typical foods:

A Recording and communicating

EWM4 Activity Book (Units 9&10).indd 109

109

09/04/2021 12:44

49

GrowthandChangeinIndia

B Map work

110

SKILLS

Use your atlas to help you label the features on the map.

EWM4 Activity Book (Units 9&10).indd 110

B Using pictures, maps and globes

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Theme: GrowthandChange

50 LifeCycles Egg

The final stage of an insect’s life cycle

Metamorphosis

SC I E N C E

A Match the stage in the life cycle with its description.

The unborn stage of an insect’s life cycle

Larva

This looks like a smaller version of the adult insect

Adult

The stage between being a larva and being an adult insect

Nymph

When an insect dramatically changes from one form to another A worm-like creature that hatches from an egg

Pupa

B Life cycle of a ladybird Number the pictures 1–4 to put the life cycle in sequential order. Then, write a suitable label for each stage.

__________________ __________________

__________________

SKILLS

__________________ A Vocabulary development; Recording and communicating; Analysing B Analysing; Recording and communicating

EWM4 Activity Book (Units 9&10).indd 111

111

09/04/2021 12:44

50

LifeCycles

C Three-stage life cycle 1 Describe what happens in a three-stage life cycle.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 2 Below are examples of insects that have a three-stage life cycle.

Can you name any others? Do research online to help you.

Grasshopper

Cockroach

Cricket

________________________________________________________

112

SKILLS

________________________________________________________

EWM4 Activity Book (Units 9&10).indd 112

C Observing; Recording and communicating; Analysing

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Theme: GrowthandChange

51 Our Brainy Brain Cerebrum

The part of the brain that gives meaning to sensations

Frontal lobe

The part of the brain that gets information from the eyes and helps us to see

Brainstem

Controls breathing, heartbeat and digestion

Occipital lobe

Controls posture, coordination and balance

Temporal lobe

Involved in speech, planning and emotions

Parietal lobe

The part of the brain that helps us to hear

Cerebellum

The largest part of the brain

SC I E N C E

A Match the word with its description.

B Label the parts of the brain.

SKILLS

frontal lobe

parietal lobe

temporal lobe

cerebellum

brainstem

occipital lobe

A Vocabulary development; Recording and communicating; Analysing B Analysing; Recording and communicating

EWM4 Activity Book (Units 9&10).indd 113

113

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51

Our Brainy Brain

C The brainstem Explain why we could not function without a brainstem.

_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ D The nervous system Imagine that you placed your hands under very hot running water. Explain how your nervous system would react to prevent your skin from getting badly burned. Use the diagram of the nervous system to help you.

___________________________________ ___________________________________

The nervous system spinal cord

brain

___________________________________ ___________________________________ ___________________________________ ___________________________________

nerves

___________________________________ ___________________________________ ___________________________________

114

SKILLS

___________________________________

EWM4 Activity Book (Units 9&10).indd 114

C Recording and communicating; Analysing D Recording and communicating; Analysing

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Theme: GrowthandChange

52 LifeinIrelandinthe1990s Interview a family member or a neighbour who grew up in the 1990s.

What is your name?

HI STORY

A Interview

Where did you grow up?

What was your favourite band?

What were your favourite clothes?

What was your school like?

Did you have a computer and what was it like?

How did you talk to your friends when you were not in school?

What was your favourite television programme?

Do you remember any big moments from the 1990s?

What do you remember about the old Irish currency?

SKILLS

What are the biggest differences between your life in the 1990s and life today?

A Using evidence; Synthesis and communication

EWM4 Activity Book (Units 9&10).indd 115

115

09/04/2021 12:44

52

LifeinIrelandinthe1990s

B Examining historical evidence Look at the photographs and answer the questions that follow.

A

B

1 What was A called?

______________________________________________________ 2 What was A used for?

______________________________________________________ 3 How were A and B connected?

______________________________________________________ 4 Do you think these items were modern technology in the 1990s?

______________________________________________________ 5 How much money do you think B cost?

______________________________________________________ 6 Where do you think it was kept in a home?

______________________________________________________ 7 Do you think children and teenagers liked video players? Why or why not?

______________________________________________________ 8 What have video players been replaced with nowadays?

______________________________________________________ 9 Do you think people still use video players today? Why or why not?

116

SKILLS

______________________________________________________

EWM4 Activity Book (Units 9&10).indd 116

B Using evidence

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LifeinIrelandinthe1990s

52

C Draw the modern-day version.

1990s Portable electronic game

2

Portable music player

3

Child’s clothing

SKILLS

1

C Change and continuity

EWM4 Activity Book (Units 9&10).indd 117

Today

117

09/04/2021 12:44

Theme: GrowthandChange

53 Changing Settlements GEOGRAPHY

A Rural settlement 1950

[Insert SESE-4-5310]

2020

1 What type of settlement do you see in both images?

______________________________________________________ 2 What are the major changes to the area in the second picture?

______________________________________________________ ______________________________________________________ 3 Describe the town centre in the first picture.

______________________________________________________ ______________________________________________________ 4 How has this changed in the second picture?

______________________________________________________ ______________________________________________________ 5 Why, do you think, has this change taken place?

______________________________________________________

118

SKILLS

______________________________________________________

EWM4 Activity Book (Units 9&10).indd 118

A Using pictures, maps and globes; Analysing

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Changing Settlements

53

B Comparing evidence Compare the photographs of Limerick City from the past and present. What changes have occurred in the city?

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ SKILLS

________________________________________________________ B Using pictures, maps and globes; Analysing

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Theme: GrowthandChange

54 Tír nanÓg HI STORY

A Your vision of Tír na nÓg Draw a picture of Tír na nÓg, showing your vision of how the magical island might have looked.

120

SKILLS

Tír na nÓg

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A Synthesis and communication

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Tír nanÓg

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B Crossword puzzle 1

2

3 4

5

6

7

Across 2 Fionn Mac Cumhaill led an army of warriors known as the ____.

4 Tír na nÓg means ‘Land of the ____’.

5 When Oisín fell from his horse, he instantly ____ 300 years.

6 Oisín stayed in Tír na nÓg for 300 ____.

7 After 300 years, Oisín returned to ____.

Down 1 Oisín’s father

SKILLS

3 The story of Tír na nÓg is an Irish ____.

B Synthesis and communication

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Theme: GrowthandChange

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

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Theme: Hearty Exercise

55 TheHistory of Hurling Interview a parent, grandparent or neighbour about hurling in Ireland.

HI STORY

A Interview

Where did you grow up?

Did you play hurling when you were growing up? Why or why not?

Did you own a hurley or did you know anyone who owned one?

If you did not play hurling, what sports did you play?

Has hurling changed since you were younger?

Do you think hurling is more or less popular today?

Have you ever watched a live hurling match?

Who was playing?

What colour jerseys did they wear?

Where was it played?

SKILLS

Can you tell me anything else about what hurling was like when you were growing up and how it is different today?

A Using evidence; Synthesis and communication; Continuity and change

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55

TheHistory of Hurling

B Imagine that you are at the first All-Ireland Hurling final in Croke Park.

You have been chosen to go back in time to attend the first All-Ireland Hurling final in Croke Park – as either a player or a spectator! Write a diary entry describing what you saw and how you felt.

15 March 1896

_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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SKILLS

_________________________________________________

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B Empathy; Synthesis and communication

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Theme: Hearty Exercise

56 TheTrials of theFianna A

HI STORY

A Look at the images and answer the questions.

B

1 Who are shown in image A?

______________________________________________________ 2 Who are shown in image B?

______________________________________________________ 3 Describe how the people in image A are dressed.

______________________________________________________ ______________________________________________________ 4 Describe how the people in image B are dressed.

______________________________________________________ ______________________________________________________ 5 List two similarities and two differences between the people in the two images.

______________________________________________________ ______________________________________________________ 6 What, do you think, has caused the army to change since the time of the Fianna?

______________________________________________________ ______________________________________________________

SKILLS

______________________________________________________ A Using evidence; Change and continuity

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56

TheTrials of theFianna

B Seven trials Draw the rest of the trials that a candidate had to pass to become a member of the Fianna. Label all of the qualities or skills that you think were tested in each trial.

1

2

Intellect, memory, patience 3

___________________________ 4

___________________________ ___________________________ 5

6

___________________________ ___________________________ 7

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SKILLS

_______________________________________________________

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B Synthesis and communication

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Theme: Hearty Exercise

57 TheHeart SC I E N C E

A Match each part of the heart with its description.

Squeezing

Aorta

Contracting

Valves

These prevent blood from flowing backwards in the heart

The largest artery in the body

Pulmonary artery

Tiny blood vessels that connect the arteries with the veins

Capillaries

A blood vessel that carries blood from the right ventricle to the lungs The rate at which the heart is pumping

Pulse

B In your own words Explain what happens in the lungs during the circulation of blood in the body.

_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

SKILLS

_______________________________________________________ A Vocabulary development; Recording and communicating; Analysing B Recording and communicating; Analysing

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57

TheHeart

C Exercise plan List five ways in which you are going to become more active every day to make your heart healthier.

11 _____________________________________________________ 2 _____________________________________________________ 3 _____________________________________________________ 4 _____________________________________________________

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SKILLS

5 _____________________________________________________

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C Analysing

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Theme: Weather andClimate

A Mind map of climate change Use the mind map template to show your understanding of climate change.

What are the causes? What negative effects is it having on the world?

GEOGRAPHY

58 ClimateChange

Causes

Climate change

SKILLS

Negative effects

A Predicting; Analysing; Recording and communicating

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58

ClimateChange

B Benefits of public transport and cycling

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SKILLS

Design a poster encouraging people to use public transport or to cycle instead of driving whenever possible. Include facts about climate change to make your poster persuasive.

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B Recording and communicating

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ClimateChange

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C Put your best foot forward!

SKILLS

Inside or around the illustration, write five ways in which you will decrease your carbon footprint in the next five days.

C Analysing; Recording and communicating

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Theme: Weather andClimate

GEOGRAPHY

59 ExtremeClimates A Adaptations For each type of climate, list two or three plant, animal and human adaptations.

Climate type

Plant adaptation

Animal adaptation Human adaptation

Arid

Polar

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SKILLS

Tropical monsoon

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A Analysing; Predicting; Recording and communicating

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ExtremeClimates

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B Find the words in the word search puzzle.

SKILLS

arid

polar

tropical

monsoon

succulents evaporation

Inuit

drought

flooding

insulation

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B Vocabulary development

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Theme: Weather andClimate

60 City Microclimates SC I E N C E

A Match each activity with its consequence.

Increases CO2 in the atmosphere and contributes to climate change

Cycling to school

Contributes to greenhouse gases in the atmosphere

Cutting down trees

Makes cities more pleasant places

Driving cars

Is good exercise and causes no harm to the environment

Factories producing smoke Designing green zones

Lead to smog in the atmosphere

B True or false? (Tick ✓) True

False

1 Areas of high land such as mountainous regions are colder and windier than areas of low land.

2 The ocean warms up quickly in spring and cools down quickly in autumn.

3 An urban heat island is an urban area that is significantly warmer than rural areas surrounding it.

4 In cities, heat is stored during the night and released into the atmosphere during the day.

5 Wind speeds tend to be slower in cities because the wind is blocked by wooded areas.

6 Cities get fewer dry days than rural areas.

7 Cities tend to be windier than rural areas.

8 About one-quarter of the world's population lives in cities.

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SKILLS

9 Cities are prone to flooding during heavy rainfall.

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A Recording and communicating; Analysing B Analysing; Recording and communicating

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City Microclimates

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C Be an urban planner!

SKILLS

Design a city of the future that will be a pleasant place for people to live and work. What kinds of homes, offices, shops and other facilities will your city have? Where will you include green zones? Label what you see as the important features of your design.

C Interpreting; Recording and communicating

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Themes: Hearty Exercise; Weather andClimate

My Learning Log Throughout this unit I really liked learning about:

Five things I learned:

Two things I found interesting/surprising:

A skill I worked on during this unit:

My favourite activity was:

A question I still have:

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