Plant & Animal Stories from the
Image Source: http://www.mamagonegeek.com
(with the assistance of the inhabitants, sorry, species)
& related Social, Environmental and Scientific Education (SESE) subjects Acknowledgements I would like to express my thanks to the following: Ms Úna Smyth and the Staff of Dublin Zoo Education Department and the Summer 2014 Camp Team: Claire, Lisa, Christine, Niamh, Rose, Conor and everyone else. Dr. Matthew Jebb and the Staff of the National Botanic Gardens. It was a privilege for me to be invited by the Ethiopian Ambassador to Ireland, Her Excellency Mrs. Lela-alem Gebreyohannes Tedla, as a member of her party for her visit to the Gardens on Tuesday, 28th April 2015. Ms Felicity Gaffney, Education Director, National Botanic Gardens. Ms Mary Healy (Principal), the Staff and pupils of Castaheany Educate Together National School, Ongar, Dublin 15 (Kaldi and the Dancing Goats Curriculum Support Programme, April 2012). Mr Maurice C Hurley (retired Principal), Tyrrelstown Educate Together National School, Dublin 15; now with schooltoschool.ie (for his feedback and advice). Ms Paula Frances Galvin (teacher), Our Lady Queen of the Apostles Clonburris National School, Dunawley Avenue, Clondalkin, Dublin 22 (for her feedback and advice). Special thanks to the following wonderful people: Catherine and Killian (second class) of St. Joseph's National School, Hilltown, Ballymitty, Co Wexford; Susie (fourth class) and Hao (senior infants) of The Harold School, Glasthule, Co Dublin, who all lent their attentive ears and cast their collective critical eyes on this story to make sure it was properly written and good enough for boys and girls in schools all over Ireland - and the world - to read. (January 2014)
The Copyright Owners of the Various Images and Articles used in this publication, who retain the right to ownership of the images Note: Weblink addresses are correct at the time of this publication. Please, conduct a websearch for any broken links by using the title or keywords of the particular article. !"#$%&'(%)$*+,*#%-"$& !"#$%#$&
!"#$%#&'()*%''+'(,-./-%00+1 Page • Introduction to Plants & Animals – Tales from the Gardens 2 • Introduction & Summary of the Programme 3 • Extract from the SESE History Curriculum (Infants Classes) 4 • Integration & Curriculum Links 4 • Toga the Dancing Goat – The Story 5 • Section Two Curriculum Links 6 • Visual Arts - Developing Form in Clay 6 • Music - Listening and Responding to Music 7 • English - Receptiveness to language 8 • Science • Extract from the SESE Science Curriculum 9 Plant Life: Berries 10 Animal Life: Goat 10
!23-'&(4(5+6.#7()*%''+'(,-./-%00+1 • Extract from the SESE History Curriculum (first and second Classes) 11 • Integration & Curriculum Links 11 • Toga the Dancing Goat – The Story 12 • Section Two Curriculum Links 15 • Visual Arts - Developing Form in Clay 15 • Music - Listening and Responding to Music 16 Danse de la Chèvre 16 Kur Tad Tu Nu Biji - Latvian Folk Song About A Goat 17 • English - Receptiveness to language 18 • Science • Extract from the SESE Science Curriculum (first and second Classes) 19 Plant Life: Berries 20 Animal Life: Goat 21 Know Your Goat 22 Ireland: Goat & Selected Livestock Statistics (FAO 2016) 22 • Thor's Wonderful Journey 23 • The Three Golden Goats 24
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Plants and animals are two of the most important species on our planet, as well as being of immense benefit to humans. We are introduced to them as children through stories; as adults, we still enjoy these stories. In the summer of 2014, I had the privilege of being part of Zoo Camp during which I shared stories with the Zoo's young (primary school age) visitors. We had a pleasant encounter and I would like to express my thanks to all the children who participated, for allowing me to share stories I enjoyed in my childhood (and continue to enjoy even today). ./*#0%12%!'(%3$4&' Plants have been described as the lungs of the earth. The botanical and zoological gardens are two of my favourite places in Ireland. The Botanic Gardens is also a place I think of as an African Paradise in Ireland and where I make regular visits - see blog - http://africainireland.blogspot.ie/2014/01/an-african-paradise-in-ireland.html. Africa has a wealth of stories with plant and animal characters, some with both. Toga the Dancing Goat is one of these and is also part of a forthcoming series, Tales from the Gardens - the Botanical and Zoological, that is. !'(%5&"46 Source: http://rlv.zcache.com/ Toga the Dancing Goat is a re-told version of the Dancing Goats legend and is the story about a goat who left the other goats to go off on an adventure (please, see next page). In this two age-related versions of the story, children are introduced to the main character in the story, Toga the Goat and the location is a county somewhere in Ireland. A Primary School Curriculum Support Programme for the Stories Strand Unit of the Story Strand in the Social, Environmental and Scientific Education (SESE) History syllabus (from Infants to Second Classes) would be found on the pages following each story.
Photo credit:
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!'(%5&"46 (see pages 5 & 12) Toga the Dancing Goat is a retold version of the Dancing Goats legend. Designed in fulfilment of the Stories Strand Unit of the Story Strand, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) History curriculum. In this two age-related versions of the story, children are introduced to the main character in the story, Toga the Goat. The first version is written for four and five-year olds and ends with Toga coming back to Ciaran his herder and the other goats after an encounter with some red berries he saw growig on a plant. The second version is written for six and seven-year olds and is also taken to the next level. It begins with the full four and five year-olds version and ends with Toga and the other goats coming back to Ciaran after their encounter with the red berries which Toga had seen the day before. The berries in the story are not identified; they can be any kind and from anywhere in Ireland. The children can also think of Toga the Goat as King Puck of Killorglin, or any other goat nearer their home. The characters and elements in the story are: Ciaran the goat herder, Toga the goat and the plant with the red berries. Section One fulfils the requirements of the Stories Strand Unit. Section Two covers the subjects as specified in the History curriculum as directly-related to this Strand Unit: Music, Visual Art and Drama (Arts Education). Strands in English have been added, as has Science, the latter on account of the berry being a crop, and which belongs to the plant family. The directly-related cross-curricular subject links (Section 2) are Music (listening to music), Visual Arts (Making Drawings, Painting, Developing Form in Clay) and Drama, English (Receptiveness to language, Competence and confidence in using language, Developing cognitive abilities through language, Emotional and imaginative development through language), Science (Living Things strand, Plants and Animals / Plant and Animal Life unit), (see the Curriculum Links diagram for strands and strand units). The programme takes the story as the starting point. Next, the characters (Toga the Goat, his cousins and Ciaran) are identified. It is suggested that this be followed in the English class lessons with Reading and Comprehension exercises [which the teacher would have prepared using the information from the story]. As most Irish children's musical experience would start with the recorder, examples of flute music has been included for the Listening and Responding to Music unit in Music. The flute music Ciaran the herder would have played while watching over Toga and his cousins (when not taking a nap!) will come under the Listening and Responding to Music unit in Music. Illustrations and representations from the story would be done during Visual Arts strand units. The plant would be the other item to be studied in the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science. Finally, stories with goat characters from Norway (Thor's Wonderful Journey) and Sweden (The Three Golden Goats) have been included in this resource to enable the children to appreciate goat-related stories from other countries. Note on Drama It is suggested that the teacher would devise a script for Drama should the teacher decide to include the subject as an activity, and using the information from the story. Comments: In the infants classes, it would be enough to tell the story of the dancing goat and keep to the activities on the goat drawing, colouring and music. Below the age of six, the world we can make sense of would usually extend to our immediate surroundings.
Note on Lesson Plans This resource has been designed to provide information which teachers would need to teach the specified units. Bearing in mind that classroom conditions would vary from school to school, the preparation of lesson plans has been left to individual class / subject teachers. The resource must therefore be used in the same way as a textbook or any other teaching material to achieve the learning objective as specified in the curriculum. !"#$%&'()*+,*#&+(-#./0%,(1(,20(!"#$%&(3'4,$,*,0($'(3#0+&'5 6789:66(;<(=< Email: [email protected]
3 !"#$%&'(%)$*+,*#%-"$& !"#$%#&'()*%''+'(,-./-%00+1 This is the infants classes version of the programme designed for the Subjects, Strands (and Strand Units) below: (extract from the SESE History Curriculum) Story Strand Stories Strand Unit (Infant Classes) The child should be enabled to ! listen to, discuss, retell and record through pictures ! listen to local people telling stories about their past and other simple writing activities some stories from ! discuss the chronology of events (beginning, middle, the lives of people who have made a contribution to end) in a story local and/or national life and to the lives of people in other countries in a variety of ways ! express or record stories through art work, drama, music, mime and movement and using information ! become aware of the lives of women, men and and communication technologies children from different social, cultural, ethnic and religious backgrounds, including the lives of ! display storyline pictures showing episodes in ‘ordinary’ as well as ‘more famous’ people sequence. Integration Music: Listening and responding; Performing Visual arts: Many stories may inspire artistic work. Drama: Drama to explore feelings, knowledge and ideas, leading to understanding History Curriculum 20
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4 !'(%5&"46%"2%!"#$%&'(%)$*+,*#%-"$& !2.8-(%#7(23?+(@+%-AB*7'(C+-'3.#1 Once upon a time, a very long time ago, there was a goat called Toga, who lived in a county somewhere in Ireland. Toga the Goat was looked after by a young boy called Ciaran, whose father owned many goats. Every morning during the summer, Ciaran would take Toga and the other goats out into the fields, where they would spend the whole day feeding on the green grass. Ciaran also liked to play his flute and, sitting under his favourite tree, Ciaran would often play nice tunes on this, as he watched Toga and the other goats feed on the green grass. Sometimes, Toga and the other goats got bored eating the same green grass and walking around the same fields. One day, on a very warm afternoon, Toga saw that Ciaran had fallen asleep. Toga decided to wander a little bit away from where they were. Toga also decided to visit the parts of the fields he had not yet seen. After a while, Toga saw from a distance a tree with green leaves, the colour of leaves most plants and trees would have. Toga also saw some yellow and bright red berries on the tree. Next, Toga decided to take a bite of some of the bright red berries, which smelt very nice. Now, this is something Toga shouldn't have done, as it is never a good idea to put something you don't know into your mouth but, luckily, Toga was safe - this time. After a few more bites of the bright red berries, Toga began to have a very funny feeling. It was also the kind of feeling which made Toga want to dance and, before he knew it, Toga found himself dancing, even dancing for quite some time. After some time, Toga looked around and saw that it was getting late. Toga also realised that he had wandered a bit too far away from his cousins and Ciaran, so he started to go back to them. Toga was lucky that he got back to his cousins safely. Toga also got back before Ciaran woke up from his afternoon nap, so Ciaran hadn’t noticed that Toga had gone missing. And that was the story of Toga the dancing goat. Special thanks to this wonderful person: Hao (first class) of The Harold School, Glasthule, Co Dublin, who lent her attentive ears and cast her critical eyes on this story to make sure it was properly written and good enough for boys and girls in schools all over Ireland - and the world - to read. (January 2014)
5 Section Two Curriculum Links !"#$%&' !')*+, 0+("/.&1/2+ J()0+.&K4#) 64+:(*< 3%6*+,"7$%8*+,0 L+(*#&+*5&G"."04 9%*+.*+, G.+B 7(:(&21*+,";2$<"*+"=&%>& After listening to the story, we will now try to do a colouring of a goat. Please, feel free to use any colour you like! Some of you may also decide to draw your own goat. 4"56,2%$7&,8*9%,$:%,;%&$,,?"*$@ <*,!"0".)+#(,A/$+9+$B>
Original Source / Credit: http://background-pictures.feedio.net/blank-goat-coloring-sheets-unique-gifts/fun- website.com*coloringpages-bojanke*animals*koza.jpg/
Other Activities You may also like to draw some berries and talk about them. Another activity would be making sculptures of goats and berries using clay.
6 !"#$%&' !')*+, 0+("/.&1/2+ H0)(- I()#$*(*<&+*5&E$)/"*5(*< /*0.(+*+,"%+)"'(012+)*+,".2"340*5 As we heard from the story, Ciaran the Goat herder played a flute.
Children may listen to some samples of recorded flute music. The Irish flute and other kinds of wind instruments such as the recorder and tin whistle could be introduced.
Soprano Stanesby Jr. La = 440 Hz Recorder Source: http://www.mg-woodwinds.com.ar/instruments.htm
What do you think the goat is doing?
Source: http://www.hansmyhedgehog.com/
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(extract from the English Curriculum) Language acquisition is a developmental process. It begins from birth and continues throughout the primary school and beyond. The child comes to school with considerable verbal facility. This is achieved not in any formal learning or teaching situation but in the day-to-day social context of the home, and its most important characteristic is the engagement of the child in a stimulating and challenging way. This process of language learning is linked inextricably with a growing knowledge of the world. Language, therefore, is also a central factor in the expansion of the child’s conceptual framework and body of knowledge. A large part of the child’s language experience is verbal and it is through oral language activity that much of his/her learning takes place, both in and out of school. The potential of oral language activity as a learning and teaching medium is acknowledged in the key role it is given throughout the curriculum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
Note for the Teacher It is suggested that the teacher would devise the Reading and Comprehension exercises as part of the lesson plan using the information from the story.
8 (extract from the SESE Science Curriculum) Living things Strand Plant and animal life Strand Unit (infant classes) The child should be enabled to Variety and characteristics of living things • recognise and identify the external parts of living • observe, discuss and identify a variety of plants things and animals in different habitats in the flower, leaf, stem, root immediate environment tail, leg, beak, feathers common trees and other plants common birds and other animals Processes of life in habitats such as ponds, trees, hedges, • observe growth and change in some living things grass, rocks, soil • explore conditions for growth of bulbs and seeds • become aware of animals and plants of other in soil, damp moss, wet paper environments • become aware that animals and plants undergo • sort and group living things into sets seasonal change in appearance or behaviour flowers, leaves, trees, birds, fruit and colour change, leaf fall, appearance of buds vegetables and shoots, hibernation.
Integration SPHE: Myself History: Local studies Science Curriculum 24
Source: http://www.reusableart.com/animals/goats/
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Irish berries Name the different kinds of these the children might have seen or heard of. Pointing out that some berries are not safe to eat and that only berries adult give them are the ones to eat. The National Botanic Gardens in Glassnevin, Dublin, is the home of many plants, including berries!
Holly Berries Source: http://www.freeirishphotos.com
!"#$%&' !')*+, 0+("/.&1/2+ C-($*-$ I(F(*<&9'(*<) 9&%+.0"%+)"%+*<%&0"C"9&%+."%+)"%+*<%&"&*A("E>+/9*1-F Goat – a member of the animal family. The Family Farm in Dublin Zoo, Phoenix Park, is one of the places where goats can be seen.
Source: http://eckerdcampusgarden.blogspot.ie/2012/01/visit-to-dancing-goat.html
What do children think goats like to eat? Apart from red berries?
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