Tamie Jo Welder
Third Grade
Geography
 
 
 
 
 

PURPOSE:
The purpose of this lesson is to give the student’s a perspective of another country that may be familiar to them.  They will gain an understanding of location and geography and how it effects and shapes other cultures.  The students will have many opportunities to explore their imagination and make these images come to life through the internet.  Learning is supposed to be fun, so to prove this statement at the end of the unit the students will engage in a mini St. Patrick’s Day festival.

CONNECTION TO THE NATIONAL GEOGRAPHY STANDARDS:
No. 1 - Knows and understands how to use maps, globes, and other geographical tools to acquire, process, and report information.  It is of great importance for the students to know how to use maps and globes not only in a classroom lesson, but also in the "real" world setting.  Following directions and obtaining them from maps are an essential part of everyday life.
No. 2 - Uses mental maps to give spatial perspective to the world.  Every student has an imagination that often involves fictional settings.  With this ability, it will allow the students to picture the life and setting of Ireland as the lesson is being taught.
No. 6 - Knows and understands that culture and experience influence people’s perceptions of places and experiences.  This concept will enable the students to understand not only how the culture of Ireland influences its inhabitants lives, but also how the culture of the United States influences our lives.  Many similarities will be seen between the two cultures giving the students a sense of unity between people of all ethnicity.
No. 9 - Knows and understands the characteristics, distribution, and migration of human population.  Many of the United States early inhabitants immigrated from Ireland during the Potato Famine years.  These immigrants helped shape the characteristics of the land within the United States.
No. 14 - Knows and understands how the earth’s physical and human systems are connected and interact.  The country of Ireland and the lives of the people are effected by the environmental system.  From availability of natural resources to jobs, the students will be able to grasp the connection on how the environment plays such a vital role.

APPLICABLE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
The student understands how humans adapt to variations in the physical environment.
Describe and explain variations in the physical environment including climate, land forms, natural resources and natural hazards.
The student understands the concepts of location, distance, and direction on maps and globes.
Use a scale to determine the distance between places on maps and globes.

OBJECTIVES LIST:
The students will demonstrate their ability to:
1.  Locate Ireland on the globe and map as well as know and understand geographical location concepts.
2.  Understand how climate shapes the landscape and effects the lives of the inhabitants.
3.  Know the historical significance of the division of Ireland into two distinctive regions.
4.  Know and understand the cultural characteristics and customs of Ireland.
5.  Understand the significance of the monetary system.
6.  Gain the knowledge of the internet and how to use it independently for educational purposes.

OVERVIEW OF THE PRESENTATION:
This lesson is to give the students a lasting impression on the country of Ireland.  They will have many opportunities to express their imagination, especially on the day of the internet activity.  The students will learn many concepts that have great importance in the life of the Irish.  It will be to the advantage of the students to learn some of the Gaelic language.  I will encourage the students to learn some of the basic language and use it throughout the unit.  It will enhance the mini St. Patrick’s Day festival if the students know some of the language.  Ireland is a country that can be interrelated to the United States; through this lesson, I hope to incorporate these ties to provide an opportunity for easy learning. Ireland is a country of lasting beauty and historical adventures.  Imagination and creativity of both the students and teacher can bring the excitement alive in this educational experience.

DAY 1: 
Sponge Activity:  Each student will have a flag color sheet at their desk.  The top of the paper will be a paragraph the students will need to read to guide them through the activity correctly.  An example of how the paragraph might read is as follows: The flag of Ireland has three colors:  green, white, and orange. The green stands on the left for the Catholics, and the orange stands on the right for the Protestants. The white stands in the middle for the wish for peace between the two religions.

Opening:  Inform the students that for the next ten days they will be studying the country of Ireland.  Encourage them to do their best in this unit, and at the end of the ten days they will be given the opportunity to have a St. Patrick’s Day festival that will include Irish food, music, legend telling, and costume attire.  This will be an event that their family can attend.  The first day will be spent on learning geographical facts and location of Ireland.  Also, go over the flag they have colored and explain the importance of the color symbolization.
Guided Practice:  The students will obtain an overview of factual knowledge on Ireland using a presentation with the overhead projector.  An overhead transparency will have facts such as location, landscape, rivers, islands, mountains, and other geographical facts.  The following web site may be of interest in showing the students a map of Ireland: http://cliffie.nosc.mil/~NATLAS The following is a web site in which facts on Ireland may be obtained: http://www.nationalgeographic.com/resources/ngo/maps/ Independent Practice:  This will be a time of individual work that will be used in a class discussion.  The students will be required to research the geographical location and landscape on their own.  This activity will take around five minutes.  Afterwards include the class in a discussion of their findings.  This will provide an opportunity for the students to retain knowledge through active participation.
Closure:  No evaluation will be made on the first day due to not enough information being supplied to the students.  At the close of the day, it is important to tell the students what they will be learning the next day (climate).

DAY 2: 
Opening:  The students will be informed of the events to occur in the discussion of climate.  These events include how the climate structures the landscape, jobs, and everyday life.  In this opening lecture, pictures of different places and landscapes of Ireland can be shown.  Get the students involved in a discussion on why they think these pictures are related to the climate of Ireland.  This activity will enable the students to have an understanding when completing the independent practice.
Independent Practice:  Have the students brainstorm what they know about the United States climate.  These ideas will be needed to compare and contrast the climate of Ireland with the climate of the United States.

In order to develop a better knowledge of the climatic conditions, this activity can be done in groups;  this also allows for more discussion and input.
Assessment:  Conduct an assessment that will allow you, as the teacher, to know if the students are enjoying the unit so far.  Also ask them if they have any interests in Ireland that they may want to learn about.
Closure:  Most of the activities used to learn about climatic conditions of Ireland will be correlated in the subject of science.  Therefore, many of these activities will be accomplished during that course study.  The students will be informed of the lesson for the next day (history).  It is also very important to let the students know that they will be given a test over the material learned on geography, climate, and history.  

Day 3: 
Sponge Activity:  To introduce the topic of the historic division of Ireland give each student a blank map outline of Ireland.  Give the students an introduction of the reason for the division and have them draw their own line of division based on the information given.  Also, allow the students to color the map and create their own color legend for such things as the division line, rivers, etc.
Opening:  After they have completed the map show the students where the actual division line lies.  If desired, an award can be given to the student who was closest or even correct.  Guide the students in a lesson on the Irish Civil War that caused the division.  Also, in the lesson discuss the reasons for immigration of the Irish to the United States.  The main reason being the Potato Famine has not only restructured the life in Ireland but in the United States as well.
Evaluation:  Give the students a test on the material that has been covered in the first three days of the unit.  Since there has been an abundant amount of information make this test short including only extreme significant details.  (See the appendix for test one entitled Test 1:  Geography, Climate, and History.)
Closure:  Inform the students that they will be learning about the culture of Ireland the next day.

DAY 4: 
Opening:  This lesson will be structured on the basis of the culture in Ireland.  The students will learn various cultural elements such as the food, jobs, homes, education, etc.  The main cultural focus will be based on Irish foods, especially since this will be a part of the festival.  The students will be informed that there are eight traditional foods:  potatoes, corned beef, cabbage, mulligan stew, fish chowder, soda bread, oysters, and oatmeal.  If there is a person in the community who is an Irish chef, he or she may be invited to share some of the traditional dishes and how they are prepared.
Independent Practice:  The students will be given the opportunity to prepare some of the dishes themselves.  They will be divided into groups and given a recipe (this will correlate their math skills).  Once they are finished being chefs, they will divide their dish into equal portions to take home and share with their family.
Closure:  The students will be instructed to get the opinions of their family on the dishes they have prepared.  The next day there will be a class discussion of the reactions they received.  At the end of the session, the students will be informed that the next day will be spent on learning about the Irish pound.

DAY 5: 
Opening:  To introduce the topic of the Irish pound, the students will be shown examples of Irish coins using the following internet sights:  http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM The students will understand the idea that 100 pence equals a pound of Irish money (pence being the value of the Irish coin).  Time will be spent on learning the conversion of the pound to the United States dollar.

Guided Practice:  After the lesson is taught and the concept of the Irish pound is fully understood, the students will play store.  They will each be given a certain monetary amount of pence (each student will have a different amount).  Around the room, there will be various items from the classroom marked at a certain price (all priced differently).  When instructed to do so, the students will shop around the classroom for the item in which they can afford to buy.  They must use all of their money on the item they have chosen and must not go over.  When all the students have returned to their seat, the teacher is to walk around the room to see if there are any incorrect items that were bought.  If so, the teacher is to tell the students how many wrong purchases were made.  They must then find the ones that are wrong and trade until each student has the correct purchase.
(This activity is labeled as guide practice because it is important for the teacher to aid in the conversion of the money without giving the student the answer.)
Independent Practice:  Have the students go home and practice the money system to prepare them for the test.
Closure:  Remind the students that there will be a test over culture, money, and the next day’s lesson on language.

DAY 6: 
Sponge Activity:  On each student’s desk have ten index cards with the blank side face up.  Instruct them to write the numbers one through ten on the blank side (each number having its card).  Allow them to use crayons or markers if desired.
Opening:  Explain to the students the purpose of the cards will be in learning how to count from one to ten in Gaelic, the Irish language.  Also, inform the students that they will need to pay close attention because they are going to need to be using the language at the festival.  Encourage them to use it in the classroom for extra practice.
Guided Practice:  As a class, guide the students through writing the Gaelic numbers and pronunciation keys on the lined side of the index card.  As this is being done, practice saying the numbers in Gaelic.  It would be very helpful to write the spellings and pronunciations either on the overhead projector or black board.  Use the book Count Your Way Through Ireland for examples of easy ways to remember the numbers and information on Ireland.  (Please see the attached worksheet entitled Counting in Gaelic as an example of the numbers one through ten.)
Evaluation:  Administer the test involving the lessons on money, culture, and language.  Remember to not get to involved with having them to remember the Gaelic counting because they have just learned it.  (See the appendix for  test two entitled Test 2:  Culture, Money, and Language.)
Closure:  Encourage the children to remember the guided practice session over the Irish monetary system.  They will need these skills for the internet worksheet to be completed in class the next day.  Do not frighten them, but rather assure them that this will be done in groups of three.  Make it a surprise what the next day will be about especially since castles will be an enjoyable independent learning exercise.

DAY 7: 
Opening:  In the first few minutes of class time explain to the students that they are going to be exploring the enchanted castles of Ireland.  Pass out the internet worksheet and divide the class into groups of three.  (See the appendix for the internet worksheet entitled The Enchanted Castles of Ireland.)
Guided Practice:  Help the students get started by accessing the following web site: http://www.dynasty.net/users/jmoats/castles/index.html Throughout the class period aid the children in any problems that they may have, but remember self-teaching is of great value.  The students should first try to solve their problem on their own, then with hints from the teacher, and if needed, direct assistance from the teacher.  However, if direct assistance is needed talk the students through the steps to solve their problem.
Assessment:  It would be wise to have an individual assessment during this session.  This will enable you as the teacher to see where each child is with computer knowledge.  Use general observation without the student’s knowledge.  This will alleviate the nervousness some students may otherwise acquire.
Closure:  Inform the students of the lesson for tomorrow.  This lesson will be over Irish customs.  Encourage them to start thinking about these customs and if they may be able to figure out what they are from previous lessons.

DAY 8: 
Opening:  Start the class out with music from Ireland playing in the background or have a movie that demonstrates some of the dances and music.  Make sure the atmosphere is set and let the students enjoy this lesson.
Guided Practice:  Most of this lesson will be lecture.  Use many forms of examples of various Irish customs whether it be in the form of video, overhead transparencies, or story-telling.  Many customs of Ireland can be discussed.  Some of these are as follows:  dances, music, holiday traditions, birthday celebrations, etc.
Independent Practice:  Have the students write down as many American customs they can.  After the students are finished, have them divide into groups of five and prepare a presentation on the similarities between the Irish and American customs.  Encourage them to use illustrations or drama to enhance the presentation.  Hopefully, this will allow the students to draw inferences on how the migration of the Irish to the United States has shaped the customs of Americans.  This would be a great opportunity to also have the children do a family tree with their parents.  Some of the students may be Irish, and it would be of surprise to them.
Closure:  Remind the students that there will be an evaluation over the lessons on castles, customs, and legends or myths.  Also, encourage them to keep practicing their counting in Gaelic for a chance at some bonus points on the test.

DAY 9: 
Sponge Activity:  Have the students color a leprechaun or even let them use their imagination by drawing their own illustration of one.  These can be used to decorate the classroom for the St. Patrick’s Day festival.
Opening:  Tell the story of the leprechaun and discuss the myths of the leprechauns involved in the Irish tradition.  The following book can be used as a story: Shamrocks, Harps, and Shillelaghs (starting on page 80). Independent Practice:  Let the students open up their minds and use their imagination by allowing them to write their own story about a leprechaun.  Inform them that these stories will be read at the festival tomorrow.  Give them the rest of class time after the test to write the story and allow them to take the stories home to practice telling it.  Encourage the students to be good story-tellers and use voice fluctuation to capture the listener's attention.  (See the appendix for test three entitled Test 3:  Castles, Customs, and Legends or Myths.)
Closure:  Use the last five minutes of class time to explain the events of day ten.  Inform them that they can bring their family members to join in the festivities.  Also, encourage them to dress in green or in some form of Irish attire.

DAY 10:    
Opening:  Thank all of the visitors for coming to the St. Patrick’s Day festival.  It is also important that you thank all of the students for all of their hard work and dedication for making the decorations.  This will be a much deserved reward, and it will be enjoyable for all.  There will be story-telling by the students, food for sampling, music, and folk dancing lessons.
Closure:  This would be an excellent opportunity for the festival to fall on March 17, St. Patrick’s Day.  If this is not possible, the students will have a better understanding for Ireland and her inhabitant’s culture by partaking in traditions of Ireland. MATERIALS The materials need for the lesson is as follows:  all necessary worksheets and tests, pictures of Ireland, overhead projector and transparencies, computers, LCD screen, internet access, paper Irish money, index cards, crayons, markers, pens or pencils, notebook paper, maps, globe, and books on Ireland. APPENDIX (Included here are the tests, Gaelic numbers, and the internet worksheet.)  

  TEST 1:  GEOGRAPHY, CLIMATE, AND HISTORY

1.  Which of the following is not a land form found in Ireland?  B. rainforest
     A.  seacoasts   B.  rainforest  C.  central plains

2.  The name of the longest river in Ireland is the   (Shannon) .                  .
     A.  Shannon  B.  Nile  C.  Barrow  D.  Amazon

3.  The climate of Ireland can best be explained with one word.
     What is this word?  C.  mild
     A.  cold  B.  warm  C.  mild  D.  severe

4.  What event took place causing the division of Ireland? (Irish Civil War) 

5.  The                                    caused                                         of Irish inhabitants to the United
     States.  B.  Potato Famine; immigration
     A.  climatic conditions; 5,000  B.  Potato Famine; immigration  

TEST 2:  CULTURE, MONEY, AND LANGUAGE

1.  Name two foods typically served in Ireland.
(potatoes, corned beef, cabbage, mulligan stew, fish chowder, soda bread, oysters,
oatmeal)

2.  When living in the city, Irish homes are made of    (brick)     .

3.  What is the basic unit of Irish money?  (pound)  

4.  There are      (100 pence)    in a pound.

5.  The first known language in Ireland is    (Gaelic)    .  The     (Celts)     introduced this
      this to the Irish.  

TEST 3:  CASTLES, CUSTOMS, AND LEGENDS OR MYTHS

1.  Many of the historic castles are now popular tourist attractions.  TRUE
     TRUE OR FALSE

2.  What is the holiday the Irish celebrate in March?   (St. Patrick’s Day)

3.  There is a stone in one of the castles that if kissed gives you the gift of gab.  What is
      the name of the stone?  (Blarney Stone) 

4.  What is one of the most popular symbols of St. Patrick’s Day?  (Hint:  Lucky Charms
     cereal)      (leprechaun)  

5.  The above answer has an occupation.  What is this occupation?  (shoemaker) 

 (**Include some bonus questions involving counting in Gaelic.**)

COUNTING IN GAELIC

1                                                                         a haon                                                          (uh heen)

2                                                                         a do                                                             (uh doh)

3                                                                         a tri                                                              (uh chree)

4                                                                         a ceathair                                                     (uh kyehr)

5                                                                         a cuig                                                           (uh kooihg)

6                                                                         a se                                                              (uh shay)

7                                                                         a seacht                                                        (uh shehkht)

8                                                                         a hocht                                                         (uh hahkht)

9                                                                         a naoi                                                           (uh noyee)

10                                                                       a deich                                                         (uh djeh)

 THE ENCHANTED CASTLES OF IRELAND

DIRECTIONS:  It is time to explore the magic of Ireland’s historic castles.  Please follow the directions carefully.  They will guide you through this activity.  When clicking on the castles, please allow time for the pictures to load.  Be patient and do not click other objects while waiting.  If you have completed all of the questions, you may do more exploring.  As you find interesting facts that you may want to share, please write them on the back of this worksheet.

Click on the picture of the Blarney Castle.  When looking for the answers to the questions, read carefully and use the scroll arrows on the right side of the screen.

1.  When one kisses the Blarney Stone what is supposed to happen to them?
   (the gift of gab; "gain the privilege of telling lies for seven years")

2.  What interesting feature was used to protect the inhabitants from invaders?
   (the spiral staircase)

3.  When is it recommended to visit the Blarney Castle?
    (early in the morning or late in the afternoon)

Now click on the "Back" arrow found at the top of the screen.  This will take you to the home page.  Scroll down to the
Dublin Castle and click on it.

1.  Who lives in the Dublin Castle? (the prime minister)

2.  When was the Throne Room built?  (1740)

Go back to the home page.  The last castle for this worksheet is the Kilkenny Castle.  Click on the picture of it for one last adventure.

1.  The first structure of this castle was a wooden tower overlooking the (River Nore).

2.  Who bought the castle in 1391? (Butler family)

3.  What is found in the basement? (a popular restaurant)   EXTENSIONS It is important to construct correlation activities in the classroom.  This enables the student to remember the information and also provides a variety of learning methods.  The following is a list of integral activities that can be used in various class subjects.
                Art - Have the children build their own castle out of clay or have them do paintings of
                         castles.
                English - Learning the Gaelic language will corporate the language skills
                              of English.
                History - Teaching the background of the Irish Civil War, immigration of
                               Irish to the United States, and the Potato Famine.
                Math - Teach the students the concept of the Irish pound versus the United
                            State's dollar.  Use addition, subtraction, multiplication, and
                            division in the conversion process and also in enhancing mathematical skills.
                Physical Education - Allow the students to learn how to play some of the sports
                                                played in Ireland such as Gaelic football (soccer), hurling
                                                (field hockey), and golf.
                Science - Involve the students in learning about weather and incorporate
                                the climate of Ireland.  Have the children build their own
                                climates associated with Ireland and grow potatoes or flowers.
       BIBLIOGRAPHY

Barth, Edna.  Shamrocks, Harps, and Shillelaghs:  The Story of the St. Patrick’s Day
    Symbols.  New York:  Clarion Books, 1977.

Fradin, Dennis B.  The Republic of Ireland.  Chicago:  Children’s Printing Press, 1984.

Haskins, Jim, and Kathleen Benson.  Count Your Way Through Ireland.  Minneapolis:
    Carolrhoda Books, Inc., 1996.

"Atlas of the World."
    http://cliffie.nosc.mil/~NATLAS/ (9 April 1998)

"Irish Castles on the Web."  March 25, 1998.
    http://www.dynasty.net/users/jmoats/castles/index.html (9 April 1998)

National Geographic.  "Map Machine:  Atlas@nationalgeographic.com."  1995
  http://www.nationalgeographic.com/resources/ngo/maps/    (9 April 1998)

Stafford-Lagan.  "Modern Irish Coinage (1928 to date)."
    http://www.hursley.ibm.com/Ireland/coins/MODCOIN.HTM (9 April 1998)
 

Created April 14, 1998