17448

R
E
V
IS
JUNIOR and SENIOR INFANTS
E
D
Resource Book
SOCIAL, ENVIRONMENTAL AND SCIENTIFIC EDUCATION
What a Wonderful World! Resource Book
SOCIAL, ENVIRONMENTAL AND SCIENTIFIC EDUCATION
Angela Griffin Liz Sheehy
Resource Book
JUNIOR and SENIOR INFANTS Resource Book
Published by
CJ Fallon
Ground Floor Block B
Liffey Valley Office Campus
Dublin 22
First Edition June 2010
Angela Griffin and Liz Sheehy
All rights reserved.

No part of this publication may be reproduced or transmitted,
in any form or by any means, electronic, mechanical, photocopying or
otherwise, without the prior written permission of the publisher.
Colour World Print Ltd

Purcellsinch Industrial Estate
Dublin Road
Kilkenny
Ireland
ii
CONTENTS
Junior Infants Page-by-page Reference Guide Pupils Book to Resource Book
Senior Infants Page-by-page Reference Guide Pupils Book to Resource Book
Page
(iv)
(vi)
Junior Infants Suggested Year Plan

Senior Infants Suggested Year Plan
(viii)
(xi)
Introduction
(xiv)
SCIENCE
STRAND: Energy and forces

Strand Unit: Light
Sound
Heat
Magnetism and electricity
Forces
1
10
13
16
19
SCIENCE
STRAND: Materials
Strand Unit: Properties and characteristics of materials
Materials and change
22
26
SCIENCE
STRAND: Living things

Strand Unit: Myself variety and characteristics of humans
Myself human life processes
Plants and animals variety and characteristics of living things
Plants and animals processes of life
27
33
47
54
SCIENCE AND GEOGRAPHY
STRAND: Environmental awareness and care

Strand Unit: Caring for my locality
70
GEOGRAPHY
STRAND: Human environments

Strand Unit: Living in the local community my family and community
Living in the local community homes
Living in the local community school
Living in the local community people at work
Living in the local community people at play
People and places in other areas
75
76
81
84
90
93
GEOGRAPHY
STRAND: Natural environments

Strand Unit: The local natural environment
Weather
Planet Earth in space
94
97
101
HISTORY
STRAND: Myself and my family

Strand Unit: Myself
My family or the family of a person known to me
102
111
HISTORY
STRAND: Story
Strand Unit: Stories
113
iii
JUNIOR INFANTS
Pupils
Book
Subject
Page-by-page Reference Guide

Strand
Strand Unit
Resource
Book
Science
Living things
Myself
27, 75
Science
Living things
Myself
27
Science
Living things
Myself
27, 94
History
Myself and my family
Myself
102
History
Myself
102
Science
Living things
Myself
33
Geography
Natural environments
Weather
97
Science
Living things
Plants and animals
47
Science
Living things
Plants and animals
47
10
Science
Living things
Plants and animals
54, 97
11
Science
Living things
Plants and animals
47, 97
12
Science
Materials
Properties and characteristics

of materials
22
13
History
Myself
102
14
Science
Living things
Myself
22, 33
15
History
Myself
102
16
Science
Materials

of materials
22
17
Science
Materials

of materials
22
18
Science
Energy and forces
16
19
Science
Energy and forces
Light
1, 101, 102
20
Science
Energy and forces
Light
21
History
Story
Stories
113
22
Geography
Human environments
Living in the local community
76
23
History
Story
Stories
113
24
History
Myself
102
25
Science
Living things
Myself
101
26
Geography
Weather
13, 97
27
Geography
Weather
13, 97
28
Science
Living things
Plants and animals
47
29
Science
Living things
Plants and animals
47
30
Science
Energy and forces
Forces
19
iv
JUNIOR INFANTS
Pupils
Book
Subject
Strand
Strand Unit
Resource
Book
31
Science
Energy and forces
Forces
19
32
Science
Living things
Plants and animals
54
33
Geography
Human environments
84
34
Science
Energy and forces
Forces
19
35
Science
Living things
Plants and animals
54
36
Geography
Human environments
75, 84
37
Science
Living things
Plants and animals
47
38
Geography
Human environments
76
39
Geography
Human environments
76
40
Science
Living things
Plants and animals
54
41
Science
Living things
Plants and animals
54
42
Science
Living things
Plants and animals
54
43
Science
Living things
Plants and animals
54
44
History
Myself
102
45
History
Story
Stories
113
46
Science
Energy and forces
Sound
10
47
History
Myself
102
48
Science
Living things
Plants and animals
47
49
Geography
The local natural environment
94
50
Science
Energy and forces
Forces
19
51
Science
Living things
Plants and animals
54
52
Science
Living things
Plants and animals
54
53
Science
Living things
Plants and animals
54
54
Geography
Human environments
76
55
Science
Living things
Plants and animals
47
56
Geography
Weather
13, 97
57
Science
Living things
Plants and animals
47
58
History
Story
Stories
113
59
Geography
Human environments
47
60
History
Myself
102
SENIOR INFANTS
Pupils
Book
Subject

Strand
Strand Unit
Resource
Book
Geography
Human environments
81
Geography
Environmental awareness
and care
Caring for my locality
81
Geography
Human environments
81
History
Story
Stories
113
Science
and care
70
Science
Living things
Plants and animals
47
Science
Living things
Plants and animals
47
Science
Living things
Plants and animals
54
Science
Living things
Plants and animals
54
10
Science
Living things
Plants and animals
54
11
History
Story
Stories
113
12
History
My family
102
13
History
Feasts and festivals in the past
113
14
Science
Living things
Myself
27, 33
15
Science
Living things
Myself
33
16
History
Myself
102
17
Science
Geography
and care
70
18
Geography
Human environments
84
19
Geography
Human environments
84
20
Geography
Human environments
76
21
Geography
Human environments
94
22
Science
Materials
26
23
History
Feasts and festivals in the past
113
24
Science
Energy and forces
Sound
10
25
Science
Energy and forces
Sound
10
26
History
Myself
102
27
Geography
Weather
13, 97
28
Science
Living things
Plants and animals
54
29
Science
Living things
Plants and animals
54
30
Geography
Human environments
84
31
Geography
Weather
97
32
History
Story
Stories
113
vi
SENIOR INFANTS
Pupils
Book
Subject
Strand
Strand Unit
Resource
Book
33
History
Myself
102
34
Science
Living things
Plants and animals
47
35
Science
Living things
Myself
33
36
History
Story
Stories
113
37
Geography
Human environments
76
38
Geography
Human environments
76
39
Geography
and care
70
40
Geography
Human environments
76
41
Geography
Human environments
76
42
Science
Living things
Plants and animals
54
43
Science
Living things
Plants and animals
54
44
Science
Living things
Plants and animals
47
45
Science
Living things
Plants and animals
47
46
Science
Living things
Plants and animals
54
47
Science
Energy and forces
16
48
Science
Materials

of materials
22, 54
49
History
Myself
102
50
Science
Living things
Plants and animals
47
51
Science
Energy and forces
16
52
Science
Living things
Plants and animals
54
53
Science
Living things
Plants and animals
54
54
Science
Energy and forces
Forces
19
55
Geography
Human environments
93
56
Science
Living things
Plants and animals
47
57
Science
Living things
Plants and animals
47
58
Geography
and care
70, 97
59
Geography
Human environments
People and places

in other areas
93
60
Science
Living things
Myself
33, 102
vii
viii
N
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M
B
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T
O
B
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S
E
P
T
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M
B
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old and new

Myself
comparing everyday objects
from the past with the present
102
15
22, 23
102, 113
97
HISTORY
Properties/Characteristics of materials
Myself
12, 14, 16, 17
13
47, 54
102
81
27, 33
Teachers
Manual page
70, 84
sense of touch
hard and soft materials
identifying wood, metal,
glass and plastic
classroom material hunt
SCIENCE
Myself
Stories
Stories
Weather
Weather
8, 9, 10, 11
4, 5
1, 2, 3, 6
Text Book
page
GEOGRAPHY taking care of the school

people who work in the school People at work
Halloween traditions
storytelling
daily news
HISTORY
GEOGRAPHY clothing for different

kinds of weather
seasonal change in weather
distinguishing between
living and non-living
autumn
hedgehog
nature walk
plant bulbs
SCIENCE
Plants and animals
Plants and animals
Plants and animals
Myself
Stories
growing and changing

storytelling
HISTORY
Myself
Myself
Myself
Strand Unit

school
school
identify body parts

sense of sight
Theme
Suggested Year Plan
GEOGRAPHY describe/identify areas

within the school
school walkabout
SCIENCE
Month Subject
JUNIOR INFANTS
No. 2
Long ago and now
No. 10 Materials
No. 8 Living and

non-living
No. 1 Growing up
Poster
No.
ix
M
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C
H
F
E
B
R
U
A
R
Y
J
A
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U
A
R
Y
D
E
C
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M
B
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SCIENCE
St. Patricks Day traditions

storytelling
44
Myself / Stories
Stories
40, 41, 42, 43
HISTORY
Plants and animals

Plants and animals
3, 36
32, 34, 35, 37
Living in local community homes 38, 39

Living in local community homes
spring
Robin Redbreast
SCIENCE
Myself
Stories
Stories
Living in local community

people at work
people at work
Plants and animals

Forces
Plants and animals
Plants and animals
26, 27
25, 28, 29
30, 31
GEOGRAPHY simple mapping

my home and family
timeline of childrens clothes

sequencing activities
storytelling
HISTORY
farmer
GEOGRAPHY doctor
needs of plants
rolling
animal colours
mother and babies
Stories
invite old person to visit class

to tell stories of their past
storytelling
HISTORY
Stories
Weather
Weather
Myself
Plants and animals
Forces
GEOGRAPHY weather chart/diary

clothing in winter
keeping healthy
winter
wind and flight
nature walk
SCIENCE
21, 23, 24
Stories
Myself
sequencing through story

Christmas traditions
18, 19, 20
Text Book
page
HISTORY

Light
Light
Strand Unit
Living in local community homes 22
magnets
sources of light
day and night
Theme
GEOGRAPHY simple mapping
SCIENCE
Month Subject
102, 113
76
47, 54
102, 113
84
19, 54
113
97
19, 33, 54
102, 113
76
1, 16
Teachers
Manual page
No. 7 Homes
No. 3
People who help us
No. 9
Mothers and babies
No. 5 Weather
No. 4
Day and night
Poster
No.
J
U
N
E
M
A
Y
A
P
R
I
L
Myself
Stories
growing up
sequencing
HISTORY
58, 60
56, 59
102, 111
90, 97
33, 54
Myself
Plants and animals
57
111
76
47, 54
My family
Weather
people at play
sense of smell
summer flowers
SCIENCE
54

homes
Weather
GEOGRAPHY keeping safe in the sun

cycle safety
continuity and change in

the life of the family
simple timeline of childs life
HISTORY
summer weather
walkabout in local area
identifying buildings etc.
GEOGRAPHY mapping
51, 52, 53, 55
summer
butterfly
nature walk
SCIENCE
Plants and animals

Plants and animals
111, 113
My family
Stories
10, 19, 47
old and new toys

sequencing of childs day
45, 47
46, 48, 50
Teachers
Manual page
HISTORY
Sound
Sound
Plants and animals
Forces
Text Book
page
94
sounds
sense of hearing
dogs
floating and sinking
Strand Unit
Theme
GEOGRAPHY Water in the natural

environment
positional language
SCIENCE
Month Subject
No. 6 Butterfly
Poster
No.
xi
D
E
C
E
M
B
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R
N
O
V
E
M
B
E
R
O
C
T
O
B
E
R
S
E
P
T
E
M
B
E
R
autumn
the tree
nature walk
SCIENCE
Stories
storytelling
Little Red Hen
long ago and now
farming
Halloween
the senses
keeping healthy
keeping safe
HISTORY
SCIENCE
Stories
Christmas
water
HISTORY

Sound
homes
Local natural environment
water
sound
GEOGRAPHY journeys
SCIENCE
Myself
HISTORY
growing up

people at work
GEOGRAPHY people who help us
Myself
Myself
My family

people at play
GEOGRAPHY play spaces
Plants and animals
Stories
storytelling
town mouse/country mouse
HISTORY

Plants and animals
Plants and animals
Strand Unit
Caring for my locality school
caring for the school

farm animals
living/non-living
Theme
Suggested Year Plan
GEOGRAPHY the school
SCIENCE
Month Subject
SENIOR INFANTS
23
22, 21
22, 24, 25
16
18, 19
14, 15, 17
11, 12, 13
8, 9, 10
1, 2, 3
5, 6, 7
Text Book
page
113
76, 94
10, 26
102
84
33, 70
111, 113
90
54
113
70, 81
47, 70
Teachers
Manual page
No. 6
Water all around
No. 4
Baby and child
No. 8
Places of work
No. 3 senses
No. 5, Clothes
long ago and now
No. 9 Transport
long ago and now
No. 1
Town and country
Poster
No.
xii
M
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C
H
F
E
B
R
U
A
R
Y
J
A
N
U
A
R
Y
34, 35
Plants and animals

Myself
mothers and babies

healthy food
SCIENCE
spring
nature walk
SCIENCE
HISTORY
storytelling St. Patrick

Easter traditions
features in locality
GEOGRAPHY animal homes

my home
Stories
storytelling
The Ugly Duckling
The Three Little Pigs
St. Brigid
St. Valentine
long ago and now
simple timeline of clothes
HISTORY
Stories
Stories

homes
homes
Plants and animals
Myself
Associated traditions

people and places in other areas
GEOGRAPHY homes
homes outside locality
39, 40, 41
42, 43
32, 33, 26
37, 38
26
Myself
weather watch
old and new toys

simple timeline of toys
27, 30, 31
28, 29
Text Book
page
HISTORY
Plants and animals
Strand Unit
Weather
people at work
Weather
winter
nature walk
Theme
GEOGRAPHY keeping warm in winter

people who help us
SCIENCE
Month Subject
113
70, 76
54
102, 113
76, 93
33, 54
102
84, 97
54
Teachers
Manual page
No. 7
Spring flowers
No. 5 Clothes
long ago and now
No. 2 Fruit and

vegetables
Poster
No.
xiii
J
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E
M
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A
P
R
I
L
needs of plants
plants as food
the frog
electricity
materials wool
Theme
minibeasts
growing
nature walk
SCIENCE
HISTORY
holidays
storytelling
personal timeline from
0 to 6 years
sun safety
in my dreams
GEOGRAPHY mapping
Myself
HISTORY
Myself / My family
Story

my family and community
People and place in other areas
Plants and animals

Myself
Weather
People and places in other areas
GEOGRAPHY summer weather

weather outside the locality
Plants and animals

Plants and animals
Forces
SCIENCE
living things
magnetism
summer
pushing and pulling
nature walk
long ago and now transport Myself

simple timeline of
car/aeroplane

people at work
Plants and animals

Plants and animals
Plants and animals
of materials
Strand Unit
HISTORY
GEOGRAPHY walkabout
places of work
visit to local library
fire station or garda station
SCIENCE
Month Subject
55, 58, 59
56, 57, 60
49
50, 51, 52, 53,

54
44, 45, 46, 47

48
Text Book
page
102, 111, 113
70, 75, 93
33, 54
102
93, 97
16, 19, 47
102
84
16, 22, 47, 54
Teachers
Manual page
No. 10 Minibeasts
No. 4 Baby & Child
No. 9 Transport
long ago and now
No. 8
Places of work
No. 2
Fruit and
vegetables
Poster
No.
INTRODUCTION
This Teachers Resource Book accompanies What a Wonderful World! activity books for
Junior and Senior Infants. It is designed to support the teacher in the teaching of the
Social, Environmental and Scientific Education curriculum.
Each strand unit in Science, Geography and History is dealt with separately, and in detail,
under the following headings:
Objectives of the strand unit as outlined in the curriculum document.

Teacher guideline references
The SESE teacher guidelines offer a very valuable set of exemplars and ideas
to develop many of the strand units.
The relevant exemplars or sections are listed for each unit.
Page references
The relevant pages in the pupils activity book are listed.
Related Work
This section is to support, develop and enrich childrens knowledge, skills and
understanding of each strand unit.
Activities are based on the direct firsthand experience of the child, focused principally
on the immediate locality of the home and school and on what is familiar within the
childs own life.
There are practical ideas for class discussion, experimenting, investigating and designing
and making.
Year plan a suggested year plan for each class is included.

There are some suggestions that will involve parents/guardians working in partnership
with the child and teacher.
Materials used are readily available and the experiments and investigations are
practical and teacher-friendly.
This series will develop in children
their sense of place in the world as young geographers,

their sense of time as they work as historians and
their sense of wonder and curiosity as scientists.
Photocopiable masters
These pages further develop the strand unit and will consolidate the activity pages
in the pupils books. Since this Resource Book covers the two year Infant programme,
these pages have differing degrees of difficulty, taking into account the different ability
of each Junior/Senior Infant pupil. They are cross-referenced to the appropriate Infant level.
Classroom posters
A set of twenty full-colour classroom posters
ten for Junior Infants and ten for Senior Infants accompanies this series.
xiv
SCIENCE
Strand Unit: Light
OBJECTIVES
The child should be enabled to
identify and name different colours
sort objects into sets according to colour
observe colours in the local environment
explore dark and bright colours and become aware of different shades of colour
discuss differences between day and night, light and shade.
Science Curriculum page 25
Teacher Guidelines Science

Approaches to learning about light Teacher Guidelines pages 86-91
Exemplar 22 Light and shadows Teacher Guidelines page 90
Junior Infants Activity Pages
page 13 Colourful Halloween
Skills
page 19
Light
observing, classifying, recording
page 20
Day or night?
questioning, sorting and recording
page 24
Colourful Christmas
observing, discussing, recording
page 35
Animal colours
Related Work
Colour tables
Colour walks e.g. brown walk in the locality. Children look for brown objects and
gather any collectibles in that colour.
Favourite colour graph.
Examine different shades of primary colours, e.g. are all the blue things the same
shade of blue?
Make a colour book.
Discuss the differences between day and night:

What happens to the sun at night? How can we see in the dark?
On a sunny day go to the playground; invite the children to move and play with
their shadows.
Go on a shadow hunt: observe shadows made by buildings, trees, walls, etc.
Draw around a childs shadow.

Pages 2, 3, 4, 5, 6, 7, 8, 9 (Junior Inf. and Senior Inf. for colour identification work)
Classroom poster
No. 4 Day and night (Junior Infants)
Colour the yellow things.

Trace the word.
yellow
2
Colour the red things.

Trace the word.
red
3
Colour the blue things.

Trace the word.
blue
4
Colour the green things.

Trace the word.
green
5
Colour the black things.

Trace the word.
black
6
Colour the orange things.

Trace the word.
orange
7
Colour the purple things.

Trace the word.
purple
8
Colour the brown things.

Trace the word.
brown
9
SCIENCE
Strand Unit: Sound
OBJECTIVES
recognise and identify a variety of sounds in the environment
identify and differentiate between high and low sounds, loud and soft sounds
explore ways of making different sounds using a variety of materials.

Approaches to learning about sound Teacher Guidelines pages 92 and 93
Skills
page 46
sorting, classifying
recording, communicating
Sounds all around
Senior Infants Activity Pages

page 24
Sounds around
designing and making
page 25
Making sounds
questioning, predicting
Related Work
High and low sounds
Get four identical glass jars. Leave one empty. Fill one , one , and one with water.
Using a spoon, gently tap the rim of each jar. Which makes the highest/lowest sound?
Sing in high/low voices
Listening games
Put a blindfold on a child.

Get another child to drop something somewhere in the classroom.
The blindfolded child must point to where the sound came from.
(Could also be done with a bell.)
Fill a bag with objects that make sounds, e.g. bicycle pump, whistle, bell, rattle,
tambourine etc. Listen to and discuss the sounds each object makes high, low, soft,
loud. Children close their eyes. Teacher makes a sound with one of the objects and
returns it to the bag. Ask a child to find that object in the bag.
Make a sound tape of common sounds door closing, footsteps, car horn, barking etc.
Get the children to identify the sounds.
Pages 11, 12 (Senior Infants pages 24, 25)
10
11
This makes a low sound.
This makes a high sound.
by ________________________
Colour the things you can hear.
These things make sounds.
This makes a quiet sound.
This makes a loud sound.
12
SCIENCE
Strand Unit: Heat
OBJECTIVES
recognise the difference between hot and cold in terms of weather, food,
water and the body
identify ways of keeping objects and substances warm and cold.

Approaches to learning about heat Teacher Guidelines page 129
Skills
page 26
analysing, recording
Winter woollies

page 27
We need to keep warm

in cold weather
questioning, recording
Related Work
Design and make a cover to keep a hot water bottle warm. Use three hot water bottles
filled with hot water and compare differences when wrapped in different materials,
e.g. woollen fabrics, cotton, newspaper, tin foil, plastic etc.
Where do ice cubes melt quickest? Put an ice cube into four yoghurt tubs.
Put each tub in a different part of the classroom on windowsill, in press,
on radiator etc. Ask children to predict which will melt first and why they think so.
Discuss how each of the following are kept warm: homes, schools, food,
people, animals.
Discuss keeping foods cold to keep them fresh. Before fridges were invented how did
people manage? Which foods are stored in fridges, freezers, cupboards?
Discuss food and cooking.

Which foods can be eaten raw?
Which foods need to be cooked?
What is each childs favourite hot and cold food?
Discuss clothing for different kinds of weather. What clothes keep you warm/cool?
Pages 14, 15 (Senior Infants page 27)
Classroom poster
No. 5 Weather (Junior Infants)
13
Draw hot things in the sun and cold things in

the snowman.
14
Colour the hot food red. Colour the cold food blue.
15
SCIENCE

Strand Unit: Magnetism and electricity
OBJECTIVES
use magnets of different shapes and sizes in purposeful play to explore
their effects on different materials
investigate the fact that magnets attract certain materials
become aware of the uses of electricity in school and at home
identify some household appliances that use electricity
become aware of the dangers of electricity.

Approaches to learning about electricity and magnetism Teacher Guidelines pages 96-106
Skills
page 18
investigating, experimenting, recording
Magnetic magic

page 47
Does it use electricity?
page 51
Will the magnet attract these things? investigating, experimenting, recording
questioning, observing, sorting
Related Work
Sort and make sets of metal and non-metal objects.
Bun-tin magnet fun: Get an assortment of

small metal objects, e.g. paper clips,
screws etc, and some non-metal objects,
e.g. stones, paper etc. Have children sort them,
putting each set into a separate compartment
in the tin. Cover the tin with cling film.
Let the children wave their magnet over each
separate compartment to see what happens.
Different metals sort and make sets of magnetic and non-magnetic metals.
Discuss everyday use of magnets cupboard catches, fridges, games etc.
Design and make a fishing game using paper clips and magnets. This can be adapted to
use for word or maths games.
Discuss electricity in the school and home. How did people manage long ago without
electricity for lighting, cooking etc?
Use old magazines to make a collage of common electrical appliances.
Discuss safety issues concerning electricity.

16
Colour the things that use electricity in this kitchen.
17
Colour the things that use electricity.
18
SCIENCE
Strand Unit: Forces
OBJECTIVES
explore through informal activity with toys, forces such as pushing and pulling
explore how the shape of objects can be changed by squashing,
pulling and other forces
investigate how forces act on objects.

Approaches to learning about forces
Teacher Guidelines pages 107-116
Exemplar 30 Floating and sinking
Teacher Guidelines page 108
Exemplar 31 Approaches to learning about forces Teacher Guidelines page 109
Skills
page 30
Can wind move these things?
observing, analysing, recording
page 31
Does it fly?
page 34
Can it roll?
observing, experimenting
page 50
Floating and sinking
predicting, experimenting, recording

page 54
Pushing and pulling
Related Work
Give children a selection of wheeled toys. Have them investigate how they move on
different surfaces. Which toys move best? Which surfaces work best?
Have children bring movable toys, e.g. balls, cars, marbles etc to school. Sort toys
into sets of those that need to be pushed to move and those that need to be pulled.
Which toys can be moved by both forces?
Explore the impact of squashing, pulling, stretching, squeezing, twisting on

the following materials: playdough/marla, elastic, paper, tin foil, wood, straws.
Floating and sinking Test a collection of objects made from the same material,
e.g. wood, but of different shapes (try using a flat piece of tin foil and a ball of tin foil).
Test a collection of objects that are the same shape but are made from different
materials, e.g. tennis ball, golf ball, marble, paper ball, playdough ball, orange etc.
Design and make a boat that floats using waste materials.
Fun with straws Get a variety of objects, some light and some heavy, e.g. cotton
wool, feather, stone, cup. Ask children to try to move them by blowing through straws.
Discuss why some of the objects would not move.
19
Float or sink
Guess, try it out and put a tick () in the right box.
sinks
floats
coin
feather
spoon
cork
crayon
scissors
leaf
paper
ice-cube
20
What moves me?

Cut and paste the pictures into two sets.
push
pull
21
SCIENCE
STRAND: Materials
Strand Unit: Properties and characteristics of materials
OBJECTIVES
observe and investigate a range of familiar materials in the immediate environment
describe and compare materials, noting the differences in the colour,
shape and texture
know about some everyday uses of common materials
group materials according to certain criteria
investigate materials for different properties.

Approaches to learning about materials
Exemplar 39 Properties and characteristics of materials

Skills
page 12
What am I made of?
sorting, analysing, questioning
page 16
What am I made of?
sorting, analysing, questioning
page 17
Classroom materials hunt
investigating, reporting
page 21
Which comes first?
sequencing

page 36
discussing, analysing
page 48
Woolly jumper
sequencing, designing
Related Work
Using a collection of toys, help children identify the materials they are made from.
Make sets according to material used. Some toys will use more than one material.
Why are particular materials used for different toys e.g. fabric for cuddly toys,
metal for cars? Why would some materials be unsuitable e.g. glass for cars, pottery
for ball?
Take the children on an environmental material walk inside and outside the school,
identifying and naming materials used for different purposes brick, glass etc.
Make a feely box/bag. Blindfolded child identifies materials/objects by texture

and shape.
Make a feely monster using materials with various textures

smooth, bumpy, rough, squashy etc.
Discuss the properties of different materials: strong, breaks easily, can bend, tears,
smashes, rusts etc.
22
Make a feely monster for a friend.
Texture Rubbings. Have children find textured surfaces around the school.
Make rubbings. Compare, discuss and display.
Play I Spy. Child selects object and says I spy with my little eye something made of
(e.g. plastic, wood, paper). Children guess the identity of the object.
Pages 24, 25 (Junior Infants pages 12, 16, 17 / Senior Infants page 48)
Classroom poster
No. 10 Materials (Junior Infants)
23
Touch and feel

Find materials to paste in each box.
smooth
rough
bumpy
soft
24
Wood
Draw or paste pictures of things made from wood.
25
SCIENCE
STRAND: Materials
Strand Unit: Materials and change
OBJECTIVES
explore the effects of water on a variety of materials
observe and describe materials when they are wet and when they are dry
identify some materials that are waterproof
explore the effects of heating and cooling on everyday objects, materials
and substances.

Approaches to learning about materials Teacher Guidelines page 123
Skills
page 22
investigating, experimenting
Will it soak up water?
Related Work
Effects of water
Discuss how some materials are different when they are wet or dry.
Ask children to predict what will happen the following materials, e.g. newspaper,
crepe paper, cardboard, soil, sand, crayons, tinfoil, plastic, bread, tissue when
they are wet. Test them out and discuss results.
This could lead to a discussion and investigation of waterproof materials and suitable
clothing for the rain.
Using wet and dry paper, have children paint pictures. Compare.
Investigate which materials are best for mopping up water. Put a small amount of
water on five saucers. Test each with one of the following materials newspaper,
kitchen towel, sponge, plastic or dish cloth. Which is the best material for mopping up
the water?
How heating and cooling can change things:

Make jelly
Make rice krispie buns
Make ice-cubes
Discuss how heat/cold has changed them. Can they change back?
Making toast: Use the senses to investigate the smell, texture, taste and appearance
of bread. Now toast it. What changes have occurred? Check them out using senses.
What happens if hard butter is put on hot toast?
A melting race
Put a large ice-cube in a glass of water and
several small pieces of ice in another glass.
Predict which will melt first.
Observe what happens.
26
SCIENCE

Strand Unit: Myself variety and characteristics of humans
OBJECTIVES
identify parts of the male and female body
recognise and measure physical similarities and differences between people.

Approaches to learning about humans
Exemplar 35 Human variety and characteristics Teacher Guidelines page 118
Skills
page 1
Here I am look at me
questioning, observing
page 2
Body parts
page 3
You see with your eyes
page 14
You use your hands to

feel things
sorting, recording
page 57
You use your nose to smell
sorting, recording
Related Work
Discuss common human features eyes, ears, nose, mouth etc.

Working in pairs and using mirrors, children examine and compare their features.
What similarities/differences can they observe?
Fingerprints: Discuss fingerprints and
how everyone has a different fingerprint.
Using dark lipstick and white paper allow
children to make thumb prints.
Ask children to compare their prints with
others for similarities and differences.
A magnifying glass might help.
Graphs of eye and hair colour/length.
Song: Head, shoulders, knees and toes.
Listening: Teacher instructs children which body parts to touch,

e.g. Game: Put hands on head, put elbows on knees, touch nose with thumb etc.
Collage of faces cut out from magazines.
Draw around and cut out hands and feet. Compare with friends and teacher.
Collage of people divided into sets; babies, boys, girls, women, men, young, old.
Draw family portraits encourage children to record in order of size.

Pages 28-31 (Junior Infants and Senior Infants)
Page 32
(Senior Infants)
27
Colour the first girl.

Then colour her twin sister the same.
28
Cut and paste

Cut out the pictures at the bottom of the page.
Paste each picture beside the one that is the same.
29
Cut and paste the parts in the correct places.

Then draw hair.
30
Draw the missing parts.

Colour.
31
Body parts
Write the correct word in each box.
h___
e__
e__
m____
a__
h___
l__
f___
head
leg
ear
foot
eye
arm
hand
mouth
32
SCIENCE

Strand Unit: Myself human life processes
OBJECTIVES
become aware of some of the changes that occur as children grow and mature
become aware that people have a variety of needs for growth (exercise, food,
clothing, shelter)
develop an awareness of human birth
use all senses to become aware of and explore environments.

Approaches to learning about humans Teacher Guidelines page 120
Exemplar 37 Human life processes Teacher Guidelines page 121
Skills
page 6
Now that I am big, I can
discussing, recording
page 25
Healthy habits
analysing, questioning

page 14
My five senses
sorting, observing
page 15
Healthy habits
page 35
Food
page 60
Getting bigger
Related Work
Ask children to bring in photos of themselves as babies (teacher too!).

Can the rest of the class guess who is who?
How have they changed? What has stayed the same?
Discuss where babies come from. Children will be aware that babies grow in Mammys
womb until they are ready to be born. Invite a parent to bring a newborn baby into the
classroom to discuss with the children the things babies need. Encourage children to
ask questions.
Talk about things that grow and change.

Can the children think of things that dont grow?
How do they know that things grow? How have they changed as they have grown?
What can the children do now that they couldnt do when they were younger?
Make a timeline of clothes from infancy to now.
33
Give children newspaper, scissors and sellotape. Working in pairs, ask them to
design and make clothes/shoes for themselves.
Class discussion on why we need to take care of our bodies. How can they do this?
Explain that one way of doing this is to eat good food. Discuss healthy food.
Have a Healthy Lunch Week.
Have a healthy food tasting session. Provide a variety of fruits and vegetables etc.
for children to sample and taste. You could involve parents in helping out with this.
This is also a good opportunity to include and introduce foods representative of various
ethnic groups within the school community.
Rest and sleep
Discuss the bodys need for rest and sleep. Explain to the children that sleep gives our
bodies time to rest and build up energy for the next day. Discuss bedtimes and
bedtime rituals.
Exercise
Discuss why exercise is important for a healthy body and ask children to name different
types of exercise they can do. Opportunity for integration with P.E. Collage of people
engaged in sporting activities.
Clothing
Why do people need to wear clothes? Discuss clothing for different weathers,
special occasions, different times of the day, favourite clothes, sporting clothes, clothes
from other countries.
Shelter
Discuss why we need homes and the function of different rooms: kitchen for
preparing food, bedroom for sleeping etc. On a very simple level discuss the problem
of homelessness.
Senses
Hearing
Go on a listening walk. Discuss the sounds children heard in the environment.
Assemble a collection of objects that make sounds.
Close eyes and identify objects by their sounds.
Discuss deafness, hearing aids, sign language.
Discuss happy, sad, loud, quiet, warning and scary sounds.
Read Peace at last by Jill Murphy.
Talk about animal ears different shapes, sizes and positions on heads.
Sight
Examine and name the parts of the eye.
Play I Spy.
Discuss blindness, glasses, magnifying glasses.
Discuss winking, blinking, crying and the function of eyelashes.
Blindfold games, e.g. pin the nail on the donkey.
Kims game
Place several objects on a tray.
Have children look at them for one minute and memorise them.
While children close their eyes remove one object.
They must guess which one is missing.
34
Discuss safety issues concerning eyes.

Design and make glasses using pipe cleaners and card.
Touch
Circle game pass around objects with different textures, e.g. velvet, sandpaper,
cotton wool, carpet, plastic etc. Ask children to describe how the texture feels.
Temperature touch test
A blindfolded child has to identify temperatures of water in cups ranging from
very cold to warm.
Feely box.
Clay work. Have children describe how the clay feels and changes as they
manipulate it.
Texture walk take rubbings from school environment.
Taste
Tasting session: Allow children to taste a variety of foods to describe and compare
their tastes; sugar, apple, lemon, chocolate, crisps, carrot, avocado. It is harder to
recognise food if you cannot see it. Can children identify taste when blindfolded?
Smell
Discuss good and bad smells.
Blindfolded smelling test can child identify object by its smell; perfume,
curry powder, onion etc?
Discuss safety issues concerning noses.
Page 36
(Junior Infants page 6)
Page 37
(Senior Infants page 60)
Pages 38-46 (Junior Infants page 25 / Senior Infants pages 14, 15, 35)
Classroom posters
No. 1 Growing up
No. 2 Fruit and vegetables
No. 3 My senses
No. 4 Baby and child
(Junior Infants)
(Senior Infants)
(Senior Infants)
(Senior Infants)
35
Growing up
Cut and paste the pictures in the right order.
2.
3.
4.
1.
36
Growing up
Cut and paste the pictures in the right order.
1.
2.
baby
toddler
3.
4.
child
teenager
5.
6.
adult
elderly person
37
Touch
Colour the things you like to touch.
I touch with my
_ _ _ _ _.
38
Taste
Draw something for each box.
1.
2.
This tastes sweet.
This tastes salty.
3.
4.
This tastes sour.
This is my favourite food.

39
Which do you like to taste?

Colour them.
I taste with my
_ _ _ _ _ _.
40
Draw things you like to smell.
Draw things you dont like to smell.
41
Smells
Colour yellow the things that have a nice smell.
Colour blue the things that have a bad smell.
I smell with my
_ _ _ _.
42
Eyes
Colour the things you like to see.
43
What can you see?

Draw five things you can see now.
I see with my
_ _ _ _.
44
Ears
Colour the things you like to hear.
45
Ears
Colour the things that make a sound.
I hear with my
_ _ _ _.
46
SCIENCE

Strand Unit: Plants and animals
variety and characteristics of living things
OBJECTIVES
observe, discuss and identify a variety of plants and animals in different
habitats in the immediate environment
become aware of animals and plants of other environments
sort and group living things into sets
recognise and identify the external parts of living things.

Learning about plants and animals
Exemplar 11 Initiating observations in the outdoor environment Teacher Guidelines page 62
Exemplar 12 Observing and recording in the natural environment Teacher Guidelines page 64
Exemplar 13 Developing observation through questioning
Exemplar 14 Exploring, observing and recording plants in a habitat Teacher Guidelines page 68
Exemplar 15 Classifying and identifying living things
Skills
page 8
Is it alive?
sorting, questioning
page 35
Animal colours
page 42
Robin Redbreast
page 48
Dogs
sorting, discussing, analysing
page 51
A bugs life
predicting, discussing
page 55
Colour the butterfly

page 6
Farm animals
page 7
Living and non-living
page 10
The tree
classifying, recording
page 39
All animals need a home
sorting, questioning
page 44
Plants are living things
observing, questioning
page 45
We eat parts of some plants
observing, questioning
page 56
Minibeasts
page 57
Minibeast hunt
predicting, investigating
Related Work
Nature Walks: Point to objects along the way and ask children if they are living or
non-living. How do they know? On return to the classroom, let children cut pictures of
living and non-living things from magazines and sort them into sets.
47
How many different types of plants can the children find?

Which is the tallest/shortest?
What different colours do they see?
Examine plants for texture and smell.
Investigate a tree using the senses.

Have children examine the bark and leaves using magnifying glasses.
Take bark rubbings. Collect leaves and seeds from different trees.
Have children sort them into sets according to shape, colour, texture and size.
Make leaf rubbings.
How many different types of animals can children spot on their walk?
What is the biggest/smallest?
Using a bug catcher, investigate the characteristics of some minibeasts.
Exemplar 15 Teacher Guidelines page 70 has lots of ideas for this.
Look out for animal homes e.g. nests, under stones and leaves for minibeasts.
Go on a minibeast hunt.
Have children predict where they might find minibeasts on leaves/flowers, in grass,
under/on trees, near/on a wall etc. Check these out.
Examine and identify the minibeasts. Note how they move.
Is there any evidence about what they eat?
Go on a spider hunt. Find a dew-covered web. Can they find the spider?
Are there any insects trapped in the web?
Using a bug catcher, let the children examine the spider and note its
physical characteristics.
Encourage children to always return creatures safely to their natural environment.
Pages 49, 50, 51, 53 (Junior Infants and Senior Infants)
Page 52
(Senior Infants page 39)
Classroom posters
No. 6 Butterfly
(Junior Infants)
No. 8 Living and non-living (Junior Infants)
48
Colour the animals that would make good pets.
49
Farm animals
Colour the animals you would find on the farm.
50
Zoo animals
Colour the animals you would find in the zoo.
51
Draw each animal where it lives.
52
Parts of a bird
Cut out the labels. Paste them next to the correct part of the bird.
foot
beak
A bird is covered in __________________________.

53
wing
tail
SCIENCE

Strand Unit: Plants and animals processes of life
OBJECTIVES
observe growth and change in some living things
explore conditions for growth of bulbs and seeds
become aware that animals and plants undergo
seasonal change in appearance or behaviour.

Investigating the processes of life in plants
Exemplar 20 Plant processes

Skills
page 9
Sleepy hedgehog
analysing, observing
page 10
Autumn
discussing
page 11
Autumn
sorting, recording
page 28
Winter
discussing
page 29
Winter
sorting, recording
page 32
What plants need
questioning, observing
page 37
Whos my mother?
analysing
page 40
Spring
discussing
page 41
Spring
sorting, recording
page 43
Robin Redbreasts nest
predicting, discussing, sequencing
page 51
A bugs life
sequencing
page 52
Summer
discussing
page 53
Summer
sorting, recording

page 8
Autumn
discussing
page 9
Autumn
page 28
Winter
discussing
page 29
Winter
page 34
Mothers and babies
questioning, analysing
page 42
Spring
discussing
page 43
Spring
page 44
Plants are living things
observing, questioning, recording
page 46
The frog
predicting, discussing, sequencing
page 52
Summer
discussing
page 53
Summer
54
Related Work
Growth and change

Plant hyacinth bulbs in glass vases in October.
Children can observe the development of
roots, stems and flowers.
wide necked
jar or bottle
water
(keep topped up)
Plant other springtime bulbs in October.
Plant sunflower seeds in milk cartons.

They can be planted out at home in the cartons.
Talk about seeds the children are familiar with

apple, orange, grape, tomato, conkers.
Compare size, colour, shape and texture.
shoot
hyacinth bulb
roots
Examine some unusual seeds avocado, peach, watermelon.
Plant mustard/cress seeds in empty egg shells filled with moistened cotton wool
or tissue paper. Observe their germination and growth.
Conditions for growth

Begin discussion by asking why seeds dont grow in the packet.
Grow cress seeds in mugs, cups or saucers lined with cotton wool/tissue paper.
Water one and leave the other dry.
Leave saucers in a sunny place and have
children observe what happens.
Observe what happens when cress seedlings
are put in a dark press or covered with
black paper for a few days.
Compare with those left in sunlight.
Make a classroom garden. Using a large plastic basin filled with stones
(at bottom for drainage) and soil, have children sow and care for plants.
Seasonal changes
Take the class on regular nature walks. Discuss changes in deciduous trees
throughout the year. Draw attention to evergreen trees, shrubs and flowers in the
local environment.
Have children identify flowers in the local environment.
Take photos of trees/plants in the locality as seasonal changes occur.
Discuss hibernation, migration and how some animals grow heavy coats to prepare
for the winter.
Pages 56-59 (Junior Infants pages 37,41,51)
Pages 60-69 (Senior Infants for each season)
Classroom posters
No. 2 Fruit and vegetables
No. 6 Butterfly
No. 7 Spring flowers
No. 9 Mothers and babies
No. 10 Minibeasts
(Senior Infants)
(Junior Infants)
(Senior Infants)
(Junior Infants)
(Senior Infants)
55
Living things grow and change.

Cut and paste each picture into the correct box.
56
The summer garden

Make this into a summer garden with colourful flowers
and insects.
57
A frogs life
1.
Watch the frog grow.
2.
4.
3.
Cut and paste in the correct order.
58
Watch a chicken grow.
1.
Watch a chicken grow.
2.
4.
3.
Cut and paste in the correct order.
59
60
This is an autumn leaf.
by __________________
Halloween
This is a game I like to play

outside in autumn.
61
62

outside in winter.
by __________________
Christmas
These animals live in cold places.
63
64
This is a game I play outside

in spring.
by __________________
Baby animals are born.
Daffodils grow in the garden.
65
66

outside in summer.
by __________________
My
Summer
Book
a/w
frame of suns
Fun on the beach.
Bees are busy making honey.
67
68
This spider caught
insects.
by _______________
My
Spider
Book
This is a spider web.
Spiders have 8 legs.
69
SCIENCE AND GEOGRAPHY
STRAND: Environmental awareness and care

Strand Unit: Caring for my locality
OBJECTIVES
observe, discuss and appreciate the attributes of the local environment
appreciate that people share the environment with plant and animal life
develop a sense of responsibility for taking care of and improving the environment
identify, discuss and implement simple strategies for improving and caring for
Geography Curriculum page 27
the environment.

Environmental awareness and care Teacher Guidelines pages 130-132
Skills
page 48
sorting, discussing, analysing
Dogs

page 2
School walkabout
observing, analysing
page 5
How can we keep school safe and happy?
analysing
page 17
Keeping safe
page 39
All animals need a home
matching
page 58
What keeps you safe in the sun?
analysing
Many of the objectives of this strand will be achieved as children complete work in other
strands of the Geography and Science Curriculum.
Related Work
From walks in the local environment children will have the opportunity to observe,
discuss and appreciate the beauty and wonder of their surroundings.
Developing a sense of responsibility for the school environment is a good

starting point for children.
Taking care of classroom and school equipment.
Talk about people who look after the school caretaker and cleaners.
Introduce children to these people so they appreciate the important work they do.
Introduce children to the idea that they too have a role in looking after the school.
Talk about ways they can help tidying, watering plants etc.
This sense of personal responsibility can then be expanded to how children have
a role to play in caring for their home and locality;
Housework: what jobs can children do at home?
Locality: litter, caring for trees, planting flowers to enhance environment
Pages 7172 (Senior Infants page 2)
Pages 73-74 (Senior Infants page 39)
70
The petals on flowers make a pattern.
My
Pattern
Book
by
______________________________________
71
There are many patterns around us.
I can make patterns.

72
73
I bring my dog for a walk.
by ________________________
My
Dog
Book
Dalmatian
Labrador
poodle
cocker spaniel
collie
My favourite dog is a __________.
My dog eats __________.
My dog drinks ________.
74
GEOGRAPHY

Strand Unit: Living in the local community
my family and community
OBJECTIVES
explore and discuss his/her membership of the family, school and local community
identify and discuss the roles of people who serve the local community.
Teacher Guidelines Geography

Investigating human environments Teacher Guidelines pages 81-96
Skills
page 1
Here I am look at me
drawing, discussing
page 33
The doctor
page 36
The farmer

page 18
The builder
Related Work
Using stories, discuss different family members and their relationships to each other.
Children need to understand that everyone is part of a family, although all families are
not the same.
Who is the oldest/youngest in your family? Who is the noisiest, funniest? etc.
Discuss what children do with other members of their family.
What does your family do on special occasions? How do you help out at home?
Encourage children to learn their addresses and phone numbers.
Circle Games to learn the names of class mates, to encourage co-operation and foster
a sense of belonging. With children sitting on the floor in a circle a child e.g. Eoin, calls
out anothers name and rolls a ball towards them. The child who gets the ball says
Thank you, Eoin, and then takes a turn.
Have a class discussion about how to keep school safe and happy.
Draw up a list of simple rules.
Who lives beside you/near to you? What places and people do you like to visit in
your neighbourhood? Where does your family do its shopping?
Can you name any shops near you? Draw a picture of where you live.
Tell the children that there are many people who care for us and who work to make
sure that where we live is kept safe. Who does this in their local area?
Can you name them? When do you see them? How can you help them?
75
GEOGRAPHY

Strand Unit: Living in the local community homes
OBJECTIVES
recognise that people live in homes
describe areas within the home
associate activities with areas within the home and outside the home
acquire some awareness of different types of homes in the locality
make simple drawings of home, immediate surroundings and journeys to and from home
begin to appreciate the need for shelter for a family. Geography Curriculum page 24

Investigating human environments
Exemplar 9 Early map work


page 38 Home
page 54 Going home
page 20 Journeys
page 37 Homes
page 38 Rooms
page 40 My home
page 41 On my way home
Skills
observing, recording
recording, discussing, analysing
mapping
mapping
Related Work
Children need to understand that home is where you live and that there are many
different types of homes. Discuss with children why people need homes shelter,
safety, sleep, comfort.
Describe and name areas, inside and outside the home, and what each is used for:
kitchen, bedroom, bathroom, living room, dining room etc. garage, shed, garden etc.
Talk about different furniture and fittings in different rooms.
Using a dolls house, get the children to arrange the furniture and people in it.
Ask the children why they put the things in the places they have chosen.
Discuss the different types of homes the children live in or have lived in on holidays.
Are there any other types of homes in the local area?
Journeys
Discuss holidays with the class. How did they travel? Describe the journey, e.g. the airport.
What was the longest/shortest journey they made?
Talk about short journeys we make every day to granny, to school, to shops, etc.
Talk about short journeys we make within the school to the playground, to the office etc.
Pages 7780 (Junior Infants page 38 / Senior Infants pages 20, 37, 41)
Classroom poster
No. 7 Homes (Junior Infants)
76
Draw what you see on your journey to school.
77
Cut and paste the pictures in the correct room.
bedroom
living room
78
Cut and paste the pictures in the correct room.
bathroom
kitchen
79
Colour the different kinds of homes that are in your

local area.
80
GEOGRAPHY

Strand Unit: Living in the local community school
OBJECTIVES
become aware of, discuss and appreciate the people in the school community
describe areas within the school
associate activities with areas within the school and outside the school
make simple drawings of school, immediate surroundings and journeys to
and from school.

Skills
page 22
Journey
mapping
page 39
Going to school
mapping

page 1
My school
page 2
School walkabout
analysing
page 3
At school
recording
Related Work
Through discussion, familiarise children with all the people who work in the school
other teachers, principal, caretaker, secretary, cleaners, etc. Either visit these people
with the class or invite them into class to meet with children and talk about their work.
Have children draw and label pictures of people who work in the school.
Go on a school walk to familiarise children with the layout of the school.

Associate activities with areas within and outside the school.
Early Map Work

Do simple drawings of journeys within the school, e.g. from classroom to
office / staffroom / playground etc.
Simple drawings of the journey to and from school.
Discuss and draw landmarks the children see on the journey to school.
Pages 82, 83 (Senior Infants pages 2, 3)
81
I spy
Draw a picture of what you see through your classroom window.
I can see
_____________________.
82
People who work in my school.

Draw and name four people.
83
GEOGRAPHY

Strand Unit: Living in the local community people at work
OBJECTIVES
discuss the work of people in the home, at school, in the local community,
in towns or countryside nearby and in wider environments
become aware of some buildings and places where people work,
especially those in the locality.

Skills
page 33 The doctor
page 36 The farmer

page 4
Town mouse, country mouse
analysing, comparing
page 18 The builder
discussing, communicating
page 19 Off to work we go!
analysing, classifying, comparing, recording
page 30 Who am I?
discussing, analysing, recording
Related Work
Discussion on work: What is work? Do you ever do any? Where?

What work has to be done in homes? Who does the work?
Have you any jobs to do at home?
What happens if your toilet/washing machine breaks, if you need decorating/building
done, if you need your chimney swept etc? Who does these jobs? What job would you
like to work at when you grow up? Why?
Have a discussion about the workplaces of people they know, e.g. teacher in a school,
nurse in a hospital, farmer on a farm, etc.
What work is carried out in different buildings and places in the locality?
The emphasis is on places of work in the locality that children are familiar with.
Who wears uniforms or protective clothing at work? Who works at night?
Invite people working locally to visit the class and talk about their work.
Bring children to local work places, e.g. library, garda station.
Pages 85-89 (Junior Infants pages 33, 36 / Senior Infants pages 18, 30)
Classroom posters
No. 1 Town and country
No. 3 People who help us
No. 8 Places of work
(Senior Infants)
(Junior Infants)
(Senior Infants)
84
My jobs
Look at each picture. Is it a job you do at home? Circle yes or no.
yes no
yes no
yes no
yes no
yes no
yes no
85
Postperson
Find the five missing letters and parcels for the postperson.
86
Garda
Colour the objects the garda uses.
87
Lollipop lady
Chat and colour.
88
People at work
Match each person to what they use at work.
Talk about other jobs people do.
89
GEOGRAPHY
STRAND: Human environment

Strand Unit: Living in the local community people at play
OBJECTIVES
become aware of and discuss play spaces
suggest ways in which these places may be kept clean and safe
make simple drawings of these places, immediate surroundings and journeys
to and from these places.

Learning about places
Skills
page 59
Keeping safe
Related Work
Discuss favourite play activities in school, in playground, at home inside and outside.
What activities are not suited for indoors / outdoors and why? e.g. riding bike etc.
Focus on the school play areas and have children devise rules for
keeping these areas clean and safe.
Talk about their fantasy playground. What would they like included and why?
Make simple drawings of journeys from home / school to favourite play places.
Discuss favourite places children like to visit to play

playgrounds, parks, beaches, gardens etc.
Ask children what playgrounds are for? What do children like to play on?
Discuss other play spaces children have visited e.g. a bowling alley, large theme parks.
Yard time is happy when

we play with friends
we look after each other
the weather is good
Pages 91, 92 (Junior Infants page 59)
90
My toys
These are my favourite toys for playing inside.
These are my favourite toys for playing outside.

91
Going on a picnic.
Draw the things you will need to bring.
food
useful things
toys
92
GEOGRAPHY

Strand Unit: People and places in other areas
OBJECTIVES
develop some awareness of people living in other areas
acquire some awareness of different types of homes in places outside the locality
become aware of some links between the school or local community and people
in other places.

Learning about places
Maps and mapping
Atlases
Teacher
Teacher
Teacher
Teacher
Guidelines
Guidelines
Guidelines
Guidelines
pages
pages
pages
pages
64-67
81-96
127-129
145-147
Skills
page 49
using simple location terms, analysing
Above, on or under

page 55
Treasure island
using simple mapping terms
page 59
In my dreams
Related Work
Use stories as a starting point to develop the idea of people living in other areas and in
different types of homes, e.g. Three Bears in a wood, Snow White in a castle and cottage,
Town Mouse, Country Mouse in urban and rural homes.
Discuss the places and people children have visited on their holidays.
What was the same/different in these places? e.g. weather, homes, transport, food, etc.
What other countries can children name?
Make a collage of holiday postcards.
Locate places children have visited or heard about on a globe. This is an ideal
opportunity to have non-national children talk about their country of birth.
Invite parents in for a question and answer session. The development agencies,
e.g. GOAL and Concern, often have packs for schools to develop childrens awareness
of life in Third World countries.
Classroom poster
No. 7 Homes (Junior Infants)
93
GEOGRAPHY

Strand Unit: The local natural environment
OBJECTIVES
become aware of, explore and discuss some aspects of natural environments
in the immediate locality of the school
observe, discuss and investigate water in the local environment
observe, collect and investigate a variety of natural materials in the
local environment
record and communicate experiences using oral language and pictures.

Investigating natural environments
Exemplar 6 Water in the environment Teacher Guidelines pages 106-107
Skills
page 49
using simple location terms, analysing
Above, on or under

page 21
Water is all around us
discussing, drawing
Related Work
This Strand Unit is essentially practical-based and children need to observe and
record information about their locality at first hand.
Focusing on the school building and the immediate vicinity have children name the
features they see. Have children collect and investigate a variety of natural materials
stones, leaves, twigs, seeds, etc. Sort collections into sets. Using magnifying glasses,
allow children to examine them.
General class discussion: Water
Where does water come from?
Name places water can be found in local area / other places.
What do we use water for? What would we do without it?
After rainfall, bring children on an outdoors water hunt. Where can they find puddles?
Ask children to look for all things that might be connected with water gutters, drains,
pipes, shores etc. Following a heavy downpour, children may observe impact of rain on
the environment, e.g. blocked drains, earth washed from flower beds, etc.
Observe puddles drying up. See Exemplar 6, page 106.
Read the story of Noah. Talk about floods.
Pages 95, 96 (Junior Infants page 49 / Senior Infants page 21)
Classroom poster
No. 6 Water all around (Senior Infants)
94
All living things need water.

Cut and paste in the correct boxes.
Animals
Plants
People
95
Water has many uses.

What happened next? Cut, match and paste.
96
GEOGRAPHY
STRAND: Natural environments Strand Unit: Weather

OBJECTIVES
observe and discuss a variety of weather conditions using simple vocabulary
record weather observations using a weather chart or diary
become aware of some of the effects of different weather conditions on human,
animal and plant life in the local environment
discuss the suitability of different kinds of clothes for different weather conditions
recognise that some weather patterns are associated with seasonal change and
distinguish between summer and winter.

Skills
page 7
Dressed for the weather
matching
page 26
Winter woollies
analysing
page 27
Weather watch
observing, predicting
page 56
Keeping safe in the sun

page 27
We need to keep warm in cold weather
analysing, discussing
page 31
Weather watch
page 58
What keeps you safe in the sun?
discussing, analysing
Related Work
Children need to come to understand that weather influences what clothes we wear,
the houses we live in and how we spend our free time. It also influences animal and
plant life in the local environment.
Discuss and have children name different types of weather.

Keep a record of the weather daily.
Have the children design suitable symbols for different weather.
Develop the idea of how the childrens lives are affected by the weather.
Discuss what they wear and do in certain weather conditions.
Make small weather books.
Talk about dressing for the weather.
Using heavy card, draw an outline of three children.

Dress each child in clothes suitable for sunny, wet and cold days.
Display with suitable captions.
97
On a windy day, bring children outdoors

with kites
plastic bags with string work very well.
Ask children if they can see the wind.
Can they feel it?
How do they know the wind is blowing?
Look for signs, e.g. leaves/litter blowing etc.
What happens to plant life on windy days?
How can you tell it has rained? Who likes/dislikes rain? Make a graph. Have children
give reasons for their answer. Why is rain important? Talk about people, animals
and plants. Tell children about countries that have very little rain and the problems
this causes.
Make a colourful display of umbrellas designed by children.

Listen to the rain. What does it sound like? Look at patterns of raindrops on the window,
path, puddle. Leave newspaper in the rain. Have the children predict what will happen.
Discuss leaving toys out in the rain. What do animals and birds do when it rains?
Have children observe if possible.
How do you stay warm on a cold day? Talk about food, shelter, heating, clothes.
How are plants and animals affected by cold weather? hibernators, migrators,
those that grow thicker coats, birds fluffing feathers to trap heat etc.
Make a collage of seasonal changes to a deciduous tree. Using four large outlines of
trees, have the class complete each as a seasonal collage.
spring
summer
autumn
winter
Link the idea of different kinds of weather being associated with different seasons.
Classroom posters
No. 5 Weather
No. 7 Spring flowers
(Junior Infants)
(Senior Infants)
98
99
Draw a picture of yourself

dressed for the rain.
But it doesnt make me wet!
name ________________________
Rain makes things wet.
Rain makes the house wet.
Rain makes the dog wet.
100
GEOGRAPHY

Strand Unit: Planet Earth in space
OBJECTIVES
identify and discuss the sun, the moon and stars
recognise the difference between day and night.

Skills
page 20
predicting, recording
Day or night?
Related Work
Discussion: What does the sun give us? light and heat. Bring children out on a cloudy
day and ask where the sun is now. Can they see it? Explain that even when we cannot
see it, the sun is still there. What would happen to the following if left out in the sun
too long? person, ice-cream, bowl of water, plant, dog, slice of bread etc.
Discuss keeping safe in the sun.
What words can the children think of with the word sun in them?
What do you like to do on a sunny day?
When do you see the moon and the stars? Does anyone live on the moon?
Discuss the difference between day and night.
Sequence a days activities starting from waking up and ending with bedtime.
Talk about people who work at night. How do we see in the dark?
What animals come out at night?
Safety point: The wearing of bright / reflective clothing for road safety.
Discuss day and night time clothes. Discuss bedtime routines.
Opportunity to discuss fear of the dark many stories on this theme.
Wall display of day and night with pictures of objects associated with each.
Night
Day
Classroom poster
No. 4 Day and night (Junior Infants)
101
HISTORY
Stand Unit: Myself
OBJECTIVES
explore and record significant personal events and dates
collect and examine simple evidence
compare photographs, clothes worn or toys used at different ages, noting
development and things that have stayed the same.
History Curriculum page 19
Teacher Guidelines History

Exemplar 10 Teacher Guidelines pages 78-80
page 4
What baby needs
page 5
Growing up
page 15 Old or new?
page 47 Old or new?
page 60 I can do lots of things
Skills
questioning, analysing
sequencing, using evidence
observing, using evidence
observing, using evidence
recording, discussing

page 12 Long ago and now
page 16 Growing up
page 26 Toys old and new
page 33 Clothes long ago and now
page 49 Growing and changing
using evidence, analysing

classifying, sequencing, recording
Related Work
Have children (and teacher) bring in photos of themselves as babies. Can they identify
whos who? Invite a parent with a baby to come and talk to the children about the
things a baby needs.
Have children bring in clothes they no longer wear, and something they no longer use,
e.g. dribbler, rattler. Discuss why they no longer use these. Develop appropriate
language fits/doesnt fit, too big/small, grown out of/not big enough.
Make a timeline of childrens clothes/toys from infancy to present age.

(See Teacher Guidelines page 8.)
Discuss how the children feel about growing up. What is good about being bigger?
Would they like to be babies again? Why? Why not? What do they like doing with
babies or watching babies do?
Discuss how the children themselves have changed since they were babies. What
changes do they think will happen to them between now and when they are adults?
102
Involve parents in helping children complete photocopiable page about when they
were babies.
Discuss memories Christmas, birthdays, holidays, first day at school, first visit to
dentist etc.
When children look carefully at photos of themselves when they were younger, ask
them to consider how they have changed and how, in some ways, they have stayed
the same.
Encourage children to talk to their relatives about when they were young,
e.g. first day at school, favourite toys etc.
Draw pictures of what has stayed the same in childrens life and what has changed
since they were babies.
Teacher brings in evidence of his/her past to share with the children,

e.g. photo, clothes, toys etc.
Pages 104-108 (Junior Infants pages 4, 5 / Senior Infants pages 16, 49)
Pages 109-110 (Senior Infants page 49)
Classroom posters
No. 2 Long ago and now
(Junior Infants)
No. 5 Clothes long ago and now
(Senior Infants)
No. 9 Transport long ago and now (Senior Infants)
103
104
This is what I would like to be when I grow up.
This is how I think I will look as an adult.
Dear Parent/Guardian,
We are working on the theme of growing up and change in History.
You can help by talking to your child about when he/she was a baby, and answering the
questions on this sheet.
My name __________________________.
My birthday __________________________.
Where I was born __________________________.
Weight when I was born __________________________.
I took my first step when I was __________________________.
My first word was __________________________.
My favourite food was __________________________.
My first friend was __________________________.
105
My birthday
Cut and paste the right number of candles on the cake.
I am ___ years old.
106
I can do lots of things.

Tick () what you can do.
ride a bike
cook the dinner
brush my teeth
read a book
use a scissors
play tennis
skate
write my name
107
I can do it.
Colour the things you can do now.
I can dress myself.
I can write.
I can tie my shoes.
I can drive a car.
I can run.
I can swim.
108
109
Draw a picture of yourself

dressed for Halloween.
Clothes for dressing up.
by ________________________
Clothes I wore when I was a baby.
Clothes I wear now.
Draw a picture of yourself in

your favourite clothes.
110
HISTORY

Strand Unit: My family or the family of a person known to me
OBJECTIVES
become aware of and identify the members of the family
compare relative ages: old/older, young/younger
collect simple evidence
explore and discuss how family members care for each other
discuss developments in the life of the family and things that have stayed the same.

Personal and family history
Skills
page 5
Growing up

page 16
Growing up
The family is the centre of the childs world. Every effort should be made to be inclusive, sensitive
and non-stereotypical because of the wide diversity of family make-up and lifestyles.
Related Work
Encourage the children to draw their family, in order of age, starting with the youngest.
Children can bring in photos of their family to show and tell.
Draw youngest and oldest person in childs family.
Discuss what families do together. What do they do at special times? eg. Christmas
How do you show you care for your family? How do other people in your family care
for each other?
Discuss changes in the life of the family:
new baby
moving house
decoration/extension
death
Pages 112-114 (Junior Infants and Senior Infants)
Classroom posters
No. 1 Growing up
No. 4 Baby and child
(Junior Infants)
(Senior Infants)
111
Colour the pictures of things your family does together.
112
HISTORY
STRAND: Story
Strand Unit: Stories

OBJECTIVES

listen to, discuss, retell and record through pictures and other simple writing
activities some stories from the lives of people who have made a contribution to
local and/or national life and to the lives of people in other countries in a variety
of ways
become aware of the lives of women, men and children from different social,
cultural, ethnic and religious backgrounds, including the lives of ordinary
as well as more famous people
listen to local people telling stories about their past

discuss the chronology of events (beginning, middle, end) in a story
express or record stories through art work, drama, music, mime and movement
and using information and communication technologies
display storyline pictures showing episodes in sequence.


Story Teacher Guidelines pages 65-66
Skills
page 21
Which comes first?
sequencing
page 23
Which comes last?
sequencing
page 44
Saint Patricks Day
discussing
page 45
My day
sequencing
page 58
Going on a bus
sequencing

page 4
Town mouse, country mouse
analysing, communicating
page 11
The Little Red Hen
sequencing
page 13
Halloween
discussing, classifying, recording
page 23
Christmas
discussing, classifying, recording
page 32
The Ugly Duckling
sequencing
page 36
analysing
113
Nursery rhymes are part of our heritage and it is satisfying to hand them down from one
generation to the next. They provide a link between the generations. Children can relate to
the passing of time through them. Children enjoy them and pick them up quickly.
SAMPLE NURSERY RHYMES

Humpty Dumpty
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the kings horses and all the kings men
Couldnt put Humpty together again.
Jack and Jill

Jack and Jill went up the hill to fetch
a pail of water.
Jack fell down and broke his crown
And Jill came tumbling after.
Up got Jack, and home did trot
As fast as he could caper
He went to bed and bound his head
With vinegar and brown paper.
Little Miss Muffet

Little Miss Muffet sat on a tuffet
Eating her curds and whey,
Along came a spider,
Who sat down beside her
And frightened Miss Muffet away.
Three Blind Mice

Three blind mice, three blind mice,
See how they run, see how they run,
They all ran after the farmers wife,
Who cut off their tails with a carving knife,
Did you ever see such a thing in your life,
As three blind mice?
Using rhyme and story, a number of skills for working as a historian can be developed:
Time and chronology children can place events in sequence.

Can you remember what happened in this story?
Children understand that stories may be about real people or fictional characters.
Do you think this story is true? Why?
Children are given the opportunity to suggest reasons why people in the past acted as
they did. Why do you think ____________ did ____________?
Communicate information acquired from an historical source, e.g. picture of a castle.

Its made of stone; it has narrow windows and they dont have glass in them.
The windows are narrow to stop arrows hitting them etc.
Identify differences between past and present, e.g. by comparing castle and house.
Stories are a traditional way of involving children in the lives of others in other places
and times. Imagination and empathy are stimulated and the childs experience and
understanding broadened.
Invite local, well-known people to come to the school and talk to the children
about their lives. Ask them to bring some items of evidence of their past to share
with the children.
Are there any local heroes? e.g. founder of school, local saint, sports person etc.
Tell their story to the children. Have children record through pictures.
114

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JUNIOR and SENIOR INFANTS

JUNIOR and SENIOR INFANTS

JUNIOR and SENIOR INFANTS

SOCIAL, ENVIRONMENTAL AND SCIENTIFIC EDUCATION

What a Wonderful World! Resource Book

SOCIAL, ENVIRONMENTAL AND SCIENTIFIC EDUCATION

Angela Griffin Liz Sheehy

JUNIOR and SENIOR INFANTS Resource Book

First Edition June 2010

Angela Griffin and Liz Sheehy

All rights reserved.

Colour World Print Ltd

Junior Infants Suggested Year Plan

STRAND: Energy and forces

STRAND: Living things

SCIENCE AND GEOGRAPHY

STRAND: Environmental awareness and care

STRAND: Human environments

STRAND: Natural environments

STRAND: Myself and my family

Page-by-page Reference Guide

Myself and my family

Myself and my family

Plants and animals

Plants and animals

Plants and animals

Plants and animals

Properties and characteristics

Myself and my family

Myself and my family

Properties and characteristics

Properties and characteristics

Energy and forces

Magnetism and electricity

Energy and forces

Energy and forces

Living in the local community

Myself and my family

Plants and animals

Plants and animals

Energy and forces

Page-by-page Reference Guide

Energy and forces

Plants and animals

Living in the local community

Energy and forces

Plants and animals

Living in the local community

Plants and animals

Living in the local community

Living in the local community

Plants and animals

Plants and animals

Plants and animals

Plants and animals

Myself and my family

Energy and forces

Myself and my family

Plants and animals

The local natural environment

Energy and forces

Plants and animals

Plants and animals