Geography of Ireland and Environments

Scoil: Baile Fálbhach Rang:5ú / 6ú Múinteoir: Bean Uí Dhufaigh
Geography Méan Fomhair 2018- Meitheamh 2019
Strand Strand Unit

Human environments  Living and working in the local area
 Living and working in a contrasting part
of Ireland
 People and other lands
 County, regional and national Centres
 Trade and development issues
Natural environments  The local natural environment
 Land, rivers and seas of Ireland
 Physical features of Europe and the world
 Rocks and soils
 Weather, climate and atmosphere
 Planet Earth in space

Environmental awareness and care  Environmental awareness
 Caring for the environment
Aims:
 To develop knowledge and understanding of local, regional and wider environments and their interrelationships.
 To encourage an understanding and appreciation of the variety of natural and human conditions on the Earth.
 To develop empathy with people from diverse environments and an understanding of human interdependence.
 To encourage the development of a sense of place and spatial awareness.
 To develop an understanding of appropriate geographical concepts.
1
Content:
Topic Objectives Activities Topic Objectives Activities
27 Aug-7 Sept  Explore,  Identify and 10-21 Sept  Observe, identify  Classify plants as
Unit 1: analyse patterns in Unit and examine aquatic species or
Buildings investigate and
and come to town plans and 2: plants that grow desert species.
Settlements
appreciate the estates. Plants in local habitats  Identify the parts of
major features of  Observe and wider a flower.
the built characteristics of environments.  Recognise common
the built  Observe and characteristics of
environment in
environment. explore some ways plants, e.g. that
the locality and in
in which plant aquatic plants tend to
a contrasting part
behaviour is have flexible stems.
of Ireland.
influenced by, or
adapted to,
environmental
conditions.
 Recognise that
there is a great
diversity of
plants.
 Become aware of
some of the basic
life processes of
plants, e.g.
photosynthesis
and reproduction.
2
24-5 Oct  Become familiar  Explore and become 8-19 Oct  Explore some  Become familiar
Unit 3: with the names familiar with some Unit 21: Environmental examples of with the
Irish Mountains, and locations of of the distinctive Awareness and the characteristic of
Lakes and Rivers several major human and natural Care interrelations deserts.
natural features in features of Ireland. Geography: hips of living
Ireland.  Acquire an Environmental and non-living  Become
 Become familiar understanding of Awareness and Care, aspects of familiar with
with the the relative location Caring for the local and the distinctive
relationship of and size of major Environment other natural and
these features to natural and human environments.
human
each other, to features.
features of
other significant  Develop familiarity
the Atacama
natural features with, and engage in
and to elements of practical use of, Desert.
the built maps.
 Develop some
environment.  Develop an
familiarity with,
 Understand the understanding of,
and engage in
interrelationships and use, some
practical use of,
between these common map
maps and
natural features and features and
photographs of
the lives of plants, conventions.
different scales
animals and people.
and purposes.
22-26 Oct  Observe, identify  Observe aquatic 5-16 Nov  Learn about a  Investigate diverse
and examine the animals and their Unit 5: small number of physical features
animals behaviour. the major physical from
Physical Features of
Unit 4: Animals  that live in local  Classify aquatic features of around the world.
habitats and animals by Europe and Europe.
3
Geography: Natural environments and appearance, the World  Become familiar

Environments The develop an characteristics and with the names
Geography:
Local Natural increasing habits. and approximate
awareness of Natural Environments, locations of a small
Environment animals from Physical Features of number of physical
wider features of the
environments. Europe and the World
world − major
 Identify the
mountain ranges,
interrelationships
major rivers,
and
deserts,
interdependence
between plants continents and
and animals in local oceans.
and other
habitats.
 Observe and
explore some ways in
which animal
behaviour is
influenced by, or
adapted to,
environmental
conditions.
19-30 Nov  Learn about the  Engage in 3-14 Dec  Learn about and  Observe the
main natural practical use come to community in which
features of the of maps and appreciate the one lives and identify
Unit 6: Unit 8: People and
Burren − size, photographs. people and its best attributes.
shape and  Develop an  Question the points
4
The Burren appearance, the understanding of, Communities communities who of view of others.
effects of and use, common live and work in  Communicate one’s
Geography: Geography:
weather and map features. the locality and in own point of view.
Natural seasonal changes,  Construct simple Human Environments, a contrasting part
Environments, The and the physical maps and models. People Living and of Ireland.
processes that  Compare maps,
Local Natural
have shaped or globes, aerial Working… (People
Environment altered the karst photographs,
and Communities)
landscape. satellite
 Understand photographs and
the other remotely
interrelationships sensed images.
between some of  Ask questions
these natural about natural and
features and the human features
lives of plants, and processes.
animals and people.
17-21 Dec  Learn about  Record a message 7-18 Jan  Collect soil  Ask questions about
methods of in an appropriate samples and natural and human
Unit 10: Soils
communication. format, e.g. examine their features and
Unit 12:  Become familiar written, encrypted Geography: constituent parts. processes in the
Communications with the work of or voice recording.  Compare the environment.
people involved in  Communicate news Natural Environments, constituent parts,  Observe samples of
Geography: these activities. to others, e.g. Rocks and Soils colour and water- soil in the garden and
through an retention the classroom.
Human Environments,
announcement, a properties of soil  Offer hypotheses
People Living whisper, today’s samples from based on observations
news, a poster, different areas of about the likely
5
and Working… etc. the locality. results of

 Examine the ways  Learn of the investigations.
(Communications)
in which we are relationship  Sort and classify soil
exposed to between soil and types.
information. plant species and  Look for and
farming. recognise similarities
 Become familiar and differences
with some ways of between soil samples.
changing and/or  Analyse which soil
improving soil might be best for
structure. growth.
 Design, plan and carry
out simple
investigations.
 Record and present
findings and
conclusions.
 Review the methods
used in investigations.
21 Jan – 1 Feb  Study some aspects  Develop an 4-20 Feb  Record and display  Observe weather
of the awareness of the simple weather patterns daily.
environments and distinctive human observations in a  Predict weather
Unit 13: France Unit 15:
lives of people in and natural systematic way conditions (short
Geography: France. features of some Weather, Climate and using graphs, forecast).
places in France. Atmosphere charts and common  Estimate and measure
Human Environments,  Develop an meteorological temperature,
People and Other awareness of the  Acquire an Geography: symbols. precipitation, hours of
Lands interdependence of understanding of  Collect weather sunshine and hours of
Natural Environments,
6
people in France the relative Weather, Climate and lore, especially sunlight using
and Ireland. location and size local traditions standard instruments
Atmosphere
of major natural and knowledge. and units.
 Develop a sense of  Explore weather  Record measurements
and human
belonging to local, patterns over the accurately and
features in
county, national, year in the locality communicate patterns
France.
European and global using a variety of and trends.
communities.  Become familiar graphical and
with the names analytical skills.
and relative  Begin to
location of some appreciate the
natural and human difference
features of between climate
Europe and the and weather.
world.
 Estimate and
measure distances
and establish
cardinal
directions.
 Use and record

directions and
routes on maps.
 Develop some
familiarity with,
and engage in
practical use of,
maps and
7
photographs of
different scales
and purposes.
25 Feb-8 March  Recognise that  Observe and 11-22 March  Recognise the  Explore and become
materials can be describe natural bodies of the familiar with some of
solid, liquid or gas. and man- made Solar System. the natural features
Unit 18: Properties Unit 20:
 Identify and materials and  Develop a simple and processes of the
and investigate a range processes in the understanding of universe.
Outer Space
Characteristics of common immediate the  Acquire an
materials in the environment. Geography: interrelationships understanding of the
of Materials immediate  Observe and of these bodies, relative location and
Natural Environments,
environment. describe including day and size of major natural
Geography: Planet Earth in Space
 Identify natural characteristics night and seasonal features.
Human Environments, and manufactured such as the movements.  Develop familiarity
People Living and materials. shape, size,  Recognise a few of with, and engage in
 Group materials colour, pattern the major practical use of,
Working in the according to their and texture of constellations. globes and
properties and/or materials in the photographs of a
Local Area
composition. local variety of scales and
 Relate the environment.
purposes
properties of a  Offer
material to its use. hypotheses based
 Recognise that on observations
gas, such as air, about the likely
occupies space, results of
has mass and investigations.
exerts pressure.  Collect
 Investigate information and
8
evidence of data from a

atmospheric variety
pressure.  of sources.
 Learn that air is  Design, plan and
composed of gases carry out simple
such as oxygen and investigations.
carbon dioxide.  Realise that an
investigation is
unfair if relevant
variables are not
controlled
 Use appropriate
equipment and
units of
measurement.
 Sort and group
materials
according to
their properties.
25 March-5 April  Study some  Explore and 8-12 April  Explore  Become familiar
aspects of the become familiar with some examples of with the
environments and some of the natural Unit 21: Environmental the characteristic of
Unit 19: Mexico
lives of people in and human features Awareness and interrelationships deserts.
Geography: Mexico. of Mexico. Care of living and non-
Geography: living aspects of  Become
Human Environments,  Become aware of  Become Environmental local and other familiar with
People and Other various ethnic and familiar with the Awareness and Care, environments. the distinctive
Lands linguistic groups names and relative Caring for the natural and
in Mexico. location and size of Environment
9
 Begin to develop a some natural and human

sense of belonging human features of features of
to local, county, Mexico. the Atacama
national, European
 Develop Desert.
and global
familiarity with, and
communities.  Develop some
engage in practical
familiarity with,
use of, maps and
and engage in
photographs of a
practical use of,
variety of scales and
maps and
purposes.
photographs of
different scales
and purposes.
29 April-10 May  Become aware  Question 13-24 May  Discuss possible  Question
Unit 17: Famine of the causes and attitudes to famine Unit 17: Famine short- and long- attitudes to famine and
Geography: effects of famine. and poverty and the term solutions to poverty and the reasons
Geography:
Human Environments, reasons for famine. for inequality in the
Trade and  Examine the
inequality in the Human Environments, world.
Development Issues work of relief  Compare the
world.
agencies and become Trade and experience of  Evaluate possible
aware of Irish famine in Ireland solutions to recurring
Development Issues
involvement in the with that of problems and the
same. other countries. culture of poverty.
27 May -7 June  Explore some  Become 10-21 June  Explore  Become familiar
examples of familiar with some examples with the
10
Unit 21: the the Unit 21: Environmental of the characteristic of

Environmental interrelationshi characteristi Awareness and interrelationship deserts.
Awareness and p of living and c of deserts. Care s of living and
Care non-living Geography: non-living  Become
Geography: aspects of local  Become Environmental aspects of local familiar with
Environmental and other familiar with Awareness and Care, and other the distinctive
Awareness and Care, environments. the Caring for the environments. natural and
Caring for the distinctive Environment  Identify human
Environment natural and and discuss a features of
local, national or
human the Atacama
global
features of Desert.
environmental
the issue.  Develop some
Atacama
familiarity with,
Desert.
and engage in
 Develop some practical use of,
familiarity with, maps and
and engage in photographs of
practical use different scales
of, maps and and purposes.
photographs of
different
scales and
purposes.
Key Methodologies:
11
 I intend to use a variety of methodologies at different stages throughout the term.

 Talk and discussion will be a methodology in all lessons. I will encourage the development of attitudes of mutual respect and
tolerance.
 Co-operative work will be used in lessons where the classroom organisation will be that of pair work and group work. At this state,
there will be development skills of co-operation, communication and problem-solving.
 Use of environment will be central to all lessons in geography. The children will build upon the geographical information about their
immediate and other environments which children bring to school.
 Active Learning for the engagement of pupils in lively, purposeful activity in the classroom and in extensive exploration of the local
environment.
 Skills through content which will introduce pupils to geographical concepts in a structured and systematic way and provide plenty of
opportunities for concepts to be revisited and refined.
 Problem solving: This will be used specifically in mapping lessons but will also be used in other lessons.
 Individual and seatwork activities will be used at various times in the term for completing exercises in copies and workbook. Also
for assessment.
 Assessment:
 Teacher observation: I will observe the children during the lessons. I will assess their contributions to the lesson and their
responses. Monitoring of group work will also be implemented.
 Teacher designated tasks and tests: From their written work and their research both oral and written and their small projects and
tests, I will assess their understanding of the topics being covered.
 Children’s work samples.
12
Resources: Linkage & Integration: Differentiation:
 Geography Curriculum.  Our Geography lessons will integrate  Children will work in groups and in
 Geography workbooks. with theme where relevant and pairs so that there is a buddy
 S.E.S.E copies. possible. system in operation.
 Selection of posters to correspond  English: Oral Language, Reading.  I will work closely during
with each topic.  Visual Arts: Drawing – map work, paint written/drawing activities with
 The local environment. and colour – the local area, the children that have
 People in the community. construction – street scene. difficulties with the difficult
 Maps  Science: The Local Area/water in the language being used.
 Internet sites and resources. environment  Questions will be differentiated
 Pictures printed from Google Images.  History: Changes that have occurred in throughout all lessons to
 School grounds the local area. challenge the various abilities
 Investigation table  S.P.H.E: Myself and the wider world. within the class.
 ‘Photos / pictures of people who work  Maths: Shape and Space.  Use of illustrations along with
in the local environment - e.g.: Garda,  Drama: Role plays. key words.
Lollipop lady, nurse, doctor, builder,  Music: Comparing different traditions  If needed simpler worksheets
postman etc. of music. will be implemented.
 Photos / pictures of local sites /
buildings
 Recycling posters, Green schools
notice board
 Interactive board
 Resources from Australia and Germany
13

Geography of Ireland and Environments

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Scoil: Baile Fálbhach Rang:5ú / 6ú Múinteoir: Bean Uí Dhufaigh

Geography Méan Fomhair 2018- Meitheamh 2019

Strand Strand Unit

Natural environments  The local natural environment

 Land, rivers and seas of Ireland

 Physical features of Europe and the world

 Rocks and soils

 Weather, climate and atmosphere

 Planet Earth in space

Topic Objectives Activities Topic Objectives Activities

Topic Objectives Activities Topic Objectives Activities

Geography: Natural environments and appearance, the World  Become familiar

Topic Objectives Activities Topic Objectives Activities

Topic Objectives Activities Topic Objectives Activities

and Working… etc. the locality. results of

Topic Objectives Activities Topic Objectives Activities

 Use and record

Topic Objectives Activities Topic Objectives Activities

evidence of data from a

 Begin to develop a some natural and human

Topic Objectives Activities Topic Objectives Activities

Topic Objectives Activities Topic Objectives Activities

Unit 21: the the Unit 21: Environmental of the characteristic of

 I intend to use a variety of methodologies at different stages throughout the term.

Resources: Linkage & Integration: Differentiation:

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