Senior Cycle · Unit 1 · Working safely in the built environment
Teaching activities you can use right away
A sample from the teaching package that comes with the book: 8 activities for Chapters 5 and 1, ready to use as they stand. Every one is built from a named part of the book — the section it comes from is on the card, so students can always look it up.
Filter by how long you have, the kind of class, what you want students doing, the competencies you are developing, and the outcome you are working on.
These are activities, not whole lessons. Most run 15 to 45 minutes, and a class usually holds two or three of them. Pick the length of the activity you need, not the length of your period — the number beside each option is how many activities you would be left with, and options that would leave you none are greyed out.
activity runs
numeracy
competencies
Showing 8 of 8 activities
Strand 1 · chapters 1–6 Strand 2 · chapters 7–13 Strand 3 · chapters 14–21 Strand 4 · chapters 22–30 The bar on each card is the strand its chapter belongs to.
Conditions, not descriptions
What's being taught
The chapter's change of thinking done in one lesson: the drawing stops being a description of a building and becomes a set of decisions about the people who will build it.
“Safety is no longer viewed as a checklist to comply with, but as an outcome created — or undermined — by informed design, planning, and behaviour.” — the chapter's change in thinking
Starting point
One drawing, and the book's claim that a drawing sets conditions rather than describing outcomes. The activity is to test the claim.
What you do
- Write the sentence from 5.1 on the board and leave it there for the whole lesson.
- Model one line: point at a detail and say what it will require a person to do, and where they will have to stand to do it.
- Insist on the person. Any answer that describes the building rather than the work is not yet an answer.
What students do
- Take five elements on the drawing. For each, write what condition it sets for whoever has to build it.
- Mark the one element that sets the worst condition.
- Change that one element so the condition improves, and say what you gave up.
- Close in the exam's own form: “Discuss one possible safety risk associated with building this detail” — two sentences naming the task, the person and the condition, then one guideline that reduces it.
Questions to ask
This drawing does not mention safety anywhere. Is it a safety document?
Yes — 5.1's point exactly. It has already decided heights, access and sequence, which is where the risk comes from.
You have changed the detail and the condition is better. What did it cost?
Usually cost, appearance or buildability. Ch 11 · 11.4 puts it plainly: construction details are used to test whether design ideas can be built in practice.
What you need
- Textbook 5.1
- A drawing the class can mark up — a section or elevation from any chapter, or your own
You bring: The drawing. The book has no worked example of this interrogation, though it states the principle.
Plan B
Use the elevation of the school building, seen from the window.
In the exam
The written paper pairs a task with its risk — “Discuss in detail one possible safety risk associated with” a named job — and then asks for one best-practice guideline per risk, using notes and freehand sketches (Sample Paper 1, Q4(b)–(c)). Naming the person, the task and the condition is exactly the sentence that earns those marks.
Differentiation
Universal design
The stimulus is graphic, the response can be annotation or spoken. The sentence stays visible all lesson as the anchor.
Evidence of learning
WRITE + MAKE — five annotated conditions. Look for the word “person” or a named trade in each; that is the test of whether 5.1 has landed.
Students show it by writing and making.
Key competencies and wellbeing
On your planning documents this reads (TSP)(C)(R)(AW).
From the book
5.1 Explanation, one sentence — “Design-led safety recognises that drawings, layouts, and plans do more than describe what will be built; they set the conditions under which people will work.” Plus 5.1 Real world application on testing design choices against exposure.
Elsewhere in the book
- Ch 11 · 11.4 on buildability. NOT for maintenance access — 16.5.3 mentions it only as an imposed load on a flat roof and Ch 24 · 24.8 only as MVHR plant access, so keep this activity on hazards during construction
Where it leads
S1 → S2 interpreting graphical representations (2.14) → S3 construction detailing (Ch 16).
Health and safety
None.
One hazard, three jobs
What's being taught
The vocabulary the Key question runs on: harm is prevented by managing risk, and risk can be managed precisely because it — not the hazard — is what design, planning and behaviour change.
“How can design choices, planning, and behaviour prevent harm during class and on site?” — the chapter's Key question
Starting point
5.2's Real world application already contains the worked example: a roof edge shown on a drawing is a hazard, and the risk increases if workers must access it repeatedly during construction. Use that example — the class does not need a new scenario invented for it.
What you do
- Give the two definitions from 5.2 Concept as they stand. Do not paraphrase them; they are precise and the class will need them for two years.
- Write the roof edge from 5.2 on the board, then three jobs beside it: crossed once, crossed twice a day for a fortnight, worked at continuously in wind.
- Draw out that the hazard never changed. This is 5.2's central move and students routinely miss it.
- Give all three terms together from 5.2 Concept — hazard, risk, and control measure. They are the set the whole two years runs on, and 5.2 now defines all three.
What students do
- In pairs, take a hazard from your own classroom. Write three jobs that change the risk without changing the hazard.
- Rank your three and justify the top one using the words likelihood and severity.
- Then reverse it: one job, and two different hazards that could make it dangerous.
- Finish with one exam-form sentence for each pair: “The risk increases when … because the likelihood/severity of …” — both words, used correctly, in your own sentence.
Questions to ask
Is a hard hat a hazard, a risk, or something else?
Something else — a control measure, which 5.2 defines as any decision or action taken to remove a hazard or reduce the likelihood or severity of the harm. Worth asking because students reach for “hazard” by default.
Two groups ranked the same job differently. Who is wrong?
Possibly neither. Ask them to say whether they weighted likelihood or severity. That is the distinction 5.2 Concept is making.
What you need
- Textbook 5.2 (Concept, Explanation, Real world application)
- Copies for the three-job writing
You bring: Nothing. All three terms are now in the book: hazard and risk in 5.2 Concept, and control measure defined alongside them. The card statements and their figures are yours, but no definition is.
Plan B
Whole-class on the board with the roof edge only.
In the exam
Every safety answer on the paper is marked on this distinction. A risk answer that names likelihood and severity, and a control matched to the risk rather than the hazard, is the difference between a vague answer and a scoring one.
Differentiation
Universal design
Definitions given in writing and orally; response written or spoken; the ranking is physical if you use cards.
Evidence of learning
WRITE — collect the three-job sheets. A student who has moved the hazard rather than the job has not got it yet, and that is visible at a glance.
Students show it by writing.
Key competencies and wellbeing
On your planning documents this reads (TSP)(C)(WWO)(RS)(AW).
From the book
5.2 Concept, verbatim — “A hazard is a source of potential harm, while risk describes the likelihood and severity of that harm occurring”, together with its definition of control measure. Plus 5.2 Explanation, “hazards exist independently of people, but risk changes depending on how work is organised and controlled”, and 5.2 Real world application: “a roof edge shown on a drawing is a hazard, but the risk increases if workers must access it repeatedly during construction.”
Where it leads
S1 — the vocabulary the whole two years runs on.
Health and safety
None.
The book's five conditions
What's being taught
Assessment-before-work is the Key concept in miniature: harm is prevented by planning, and the five conditions are what planning looks at.
“How harm is prevented through safe design choices, planning, and responsible practice.” — the chapter's Key concept
Starting point
5.2 says risk assessment is not abstract, and then names the five real conditions it depends on. Those five are the assessment instrument.
What you do
- Rule five columns on the board from the book's sentence: height · load · movement · access · competence.
- Choose one real task the class will do this term and score it against all five, thinking aloud, including the one you are unsure about.
- Name the honest gap: the book gives the five conditions but no form, template or method. Tell the class the layout of the sheet is yours, and that a real Safe System of Work Plan is what industry uses.
- Then use the completed sheets in the next practical class. A risk assessment that is filed teaches that the paperwork is decoration.
What students do
- In pairs, take one classroom task and score it against the book's five conditions — high, medium or low, with a reason for each.
- For the two you scored highest, write what would bring them down.
- Sign it as the person doing the work.
- Write the sheet's verdict as a two-part exam answer: the risk in the task in one sentence, then the single guideline that most reduces it.
Questions to ask
Which of the five is about the person rather than the job?
Competence — and it is the only one that changes as the year goes on, which is why the safety gate exists.
Your answer to every condition is “be careful”. Is that a control?
No. 5.2 Concept asks whether the hazard can be eliminated or must be controlled; “be careful” does neither.
What you need
- Textbook 5.2
- Five-column sheet ruled in the copy (no printing needed)
- The tool or process present in the room but not in use
- Optional: a blank Safe System of Work Plan from hsa.ie for comparison
You bring: The sheet layout and any formal template. The book supplies the five conditions and nothing about how to record them.
Health and safety
The tool is present but not operated. State that at the start.
Plan B
Rule the five columns in the copy; nothing needs printing.
In the exam
This is the paper's safety question with the scaffold still on: the exam names a task — fixing a soil and vent pipe at height, using an electric drill — and asks for the risk in it, then the guideline (Sample Paper 1, Q4(b)–(c)). The five-condition sheet is that answer's working, and the thinking the practical assessments assume before any task begins.
Differentiation
Universal design
The five conditions are physical and observable; the tool is in the room. A student can talk their assessment while a partner records.
Evidence of learning
WRITE + DO — the five-condition sheet is retained and reused for that task all year. Reuse is the assessment.
Students show it by writing and doing.
Key competencies and wellbeing
On your planning documents this reads (TSP)(MLS)(WWO)(R)(AW).
From the book
5.2 Explanation, one sentence — “It depends on real conditions such as height, load, movement, access, and competence.” The book names five, and this activity uses five.
Where it leads
S1 risk assessment → S2 craft skills (2.11): the assessment is written for a task the class will actually carry out.
The four elements aligned
What's being taught
The room itself makes the argument: a controlled environment is created by planning of space, equipment, supervision and expectations — prevention as something built, not policed.
“How harm is prevented through safe design choices, planning, and responsible practice.” — the chapter's Key concept
Starting point
The book says the classroom becomes a controlled environment when four elements are aligned. Each station is one of the four, and the class demonstrates the alignment.
What you do
- Put the book's four elements on the wall: planning of space · appropriate equipment · clear supervision · consistent expectations. The stations are those four.
- Station 1, planning of space: set out your own bench area correctly and say why it is laid out that way.
- Station 2, appropriate equipment: choose the right tool for four tasks and justify each — including one where the powered option is the wrong choice (Ch 12 · 12.3 and 12.4 support this directly).
- Station 3, consistent expectations: safe carrying and passing, clamping, and body position, judged on Ch 12 · 12.5's stable stance and clear workspace.
- Station 4, supervision and shared responsibility: locate isolator, first aid, fire equipment and exit route, and state what you do and who you tell if something is unsafe.
- Use Ch 12 · 12.5's link out loud: unsafe working produces inaccurate work. In this subject the safety argument and the craft argument are the same argument.
What students do
- Rotate the four stations and demonstrate, not describe.
- At each, name which of the book's four elements you are demonstrating.
- Sign the record card when the teacher countersigns.
- Before leaving, each student writes one risk-and-guideline pair, in exam form, for the station they found hardest.
Questions to ask
Which of the four elements is the one students control?
Consistent expectations of behaviour. The other three are largely the teacher's — worth saying, because it makes the fourth theirs.
Ch 12 says safety and quality are linked. How?
Rushed, uncontrolled work is both more dangerous and less accurate. The same stance that keeps you safe keeps the cut square.
What you need
- Textbook 5.3 (Explanation) and Ch 12 · 12.1, 12.2, 12.3, 12.4, 12.5
- PPE range
- Hand tools: tenon saw, try square, marking knife, clamps, bench hook
- Record card — A5, four rows, hand-ruled and photocopied
You bring: The station structure and the record card. Machine guarding, lock-off, zone marking, first aid, fire equipment and exit route are not in the book at all — brief them from your school's safety statement and equipment manuals.
Health and safety
Highest-supervision activity of the unit. Any machine used for demonstration is isolated and locked off with the key held by the teacher. Maximum group size at each station, PPE at stations 2 and 3, floor zones marked before the class enters, staged clear-down by zone.
Plan B
Run two stations properly over two classes rather than four badly supervised ones.
In the exam
The countersigned record card starts the evidence trail the Craft Skills Assessment expects — craft skills executed to a required level of proficiency, safely. On the written paper, this content is examined as a risk-and-guideline pairing about real practical tasks (Sample Paper 1, Q4(b)–(c)).
Differentiation
Universal design
Demonstration, physical practice, spoken procedure. No reading barrier anywhere.
Evidence of learning
DO — the countersigned record card, retained for two years. It is the evidence for LO 1.12 and 1.13 and the baseline for craft assessment.
Students show it by doing.
Key competencies and wellbeing
On your planning documents this reads (MLS)(CW)(WWO)(A)(R)(RT).
From the book
5.3 Explanation — “It depends on deliberate planning of space, selection of appropriate equipment, clear supervision, and consistent expectations of behaviour. When these elements are aligned, the classroom operates as a controlled environment that reflects professional construction practice.” The book names four elements; there are four stations. Plus Ch 12 · 12.5, “safety and quality are closely linked… unsafe working often leads to rushed, uncontrolled actions that reduce accuracy”, and Ch 12 · 12.1 on accuracy as a requirement.
Elsewhere in the book
- Ch 29 · 29.1 defines “isolator”
Where it leads
S1 classroom safety → S2 craft skills and safe execution (2.11, Ch 12 · 12.1, 12.2, 12.5).
Near-miss line (recurring routine)
What's being taught
The routine is the “behaviour” clause of the change in thinking, practised weekly until reporting is normal rather than exceptional.
“Safety is no longer viewed as a checklist to comply with, but as an outcome created — or undermined — by informed design, planning, and behaviour.” — the chapter's change in thinking
Starting point
The last three minutes of every practical class: one line in the journal.
What you do
- Ask for near misses, not accidents. The point is the condition before the harm.
- Never attach a consequence to a report. The first time a report is punished, reporting stops.
- Act visibly on one report a month and say which one.
- Say plainly what this is: the chapter promises that students can describe how safety culture influences outcomes, and no section of the book explains safety culture. This routine is how you deliver the chapter's own outcome until it does.
What students do
- One line: what nearly happened, or what condition you noticed.
- Once a month, one anonymised entry is read out and the class proposes the control.
- Once a month, turn one line into a full exam-form chain: what happened, the risk it revealed, the control that now prevents it.
Questions to ask
Why record something where nobody was hurt?
Because the conditions were the same as an accident; only luck differed. It is the front end of the chain from TA-5.7a.
What you need
- Learning journal or logbook
- Class near-miss board
You bring: The whole routine. “Near miss” appears nowhere in the book, and safety culture is promised in Chapter 5's own outcome list but not explained in any section.
Health and safety
Embedded in every practical class.
Plan B
Verbal round at the door.
In the exam
Two currencies. Cause-and-prevention questions on the written paper are answered far better from a year of lived examples than from a memorised list — and the journal habit is exactly the evaluate-and-reflect discipline the Exploring the Constructed Environment component is marked on.
Differentiation
Universal design
Written, drawn, or spoken to the teacher on the way out.
Evidence of learning
WRITE — the journal builds the safety-culture record the chapter asks for, and supports the reflection element of both additional assessment components.
Students show it by writing.
Key competencies and wellbeing
On your planning documents this reads (MLS)(CW)(WWO)(R)(RS)(AW).
From the book
Chapter 5's own “By the end of this chapter” list — “Describe how shared responsibility and safety culture influence outcomes” — together with 5.3 Concept and Explanation on shared responsibility, and 5.3 Summary bullet 4.
Where it leads
S1 shared responsibility → S2 personal reflection (2.19). Runs for two years.
The book's five siting factors, on the ground
What's being taught
Answers “why do buildings exist” with the ground itself: settlement follows what the land offers, and the factors students record are the reasons buildings stand where they stand.
“Why do buildings exist, and how do they shape how people live, organise, and interact with their environment?” — the chapter's Key question
Starting point
Five factors, four stops, one question repeated: if you were building here, what has this told you?
What you do
- Give the book's five and only the book's five: wind direction, rainfall, slope, rivers or water, soil type.
- Model all five at the first stop yourself, including the one that is hard to read.
- 1.1's Real world application is the closing move: orientation, layout and settlement pattern should reflect what they found. Ask for all three at the end.
- Walk the route yourself beforehand. Field activities fail on logistics, not on pedagogy.
What students do
- Record the book's five factors at each of four stops.
- Choose the best stop for a dwelling and justify it against three of the five.
- Sketch it, showing slope and which way it faces.
- Back in class, choose between two of the positions you observed and answer in the exam's form: preferred site, three considerations, each justified in a full sentence.
Questions to ask
The book says people build near a river but avoid low flood plains. Where is that line on this route?
Locally specific — find it in advance. It is the clearest example on the walk of a factor cutting both ways.
Which of the five is hardest to read standing here, and what would you need?
Soil type — you would need a trial hole. Ch 4 · 4.5 covers site investigation and names gravel subsoil as suitable for strip foundations.
What you need
- Textbook 1.1
- Field sheet, five factors x four stops — ruled in the copy or one A4
- Clipboards, compass or phone compass
- Route agreed and risk-assessed in advance
You bring: The fieldwork method and the route. Aspect and subsoil are in the book but in Chapters 2 and 4, not Chapter 1 — cross-reference rather than treating them as yours.
Health and safety
On-grounds or off-site movement: route risk-assessed in advance, traffic and boundary hazards identified, supervision ratio agreed, high-visibility vests if any road frontage, headcount at every stop.
Plan B
Four photographs and a contour extract of the school site; the five factors are unchanged.
In the exam
Direct rehearsal of the site-selection question: “Select your preferred site and discuss three considerations you took into account”, followed by a well-proportioned, justified sketch (Sample Paper 1, Q2(b)–(c)). The field sheet is that answer, practised on real ground.
Differentiation
Universal design
Physical presence, spoken discussion at each stop, drawn and written record.
Evidence of learning
WRITE + MAKE — the field sheet and justified sketch. Direct rehearsal for the site-selection work in Unit 2 and for Ch 4.
Students show it by writing and making.
Key competencies and wellbeing
On your planning documents this reads (TSP)(C)(WWO)(A)(CD)(AW).
From the book
1.1 Explanation, first paragraph — “Wind direction, rainfall, slope of land, rivers, and soil type all influence where houses are built.” The book names five factors, and the field sheet records five. Plus 1.1 Real world application: “Orientation, layout, and settlement pattern should reflect climate, landscape, and resource availability.”
Elsewhere in the book
- Ch 2 · 2.4 orientation; Ch 4 · 4.4 and 4.5 ground conditions and subsoil
Where it leads
S1 → S3 passive design (Ch 18) → S4 comfort (Ch 22). Cross-reference Ch 2 · 2.4 for orientation and Ch 4 · 4.4–4.5 for ground conditions and subsoil.
The book's three impacts
What's being taught
The Key concept's second half made countable: environmental impact as something design decisions produce — estimated, not asserted.
“How the design of buildings and settlements shapes daily life and environmental impact.” — the chapter's Key concept
Starting point
One dwelling, and the book's three impacts. Then the split the book makes inside the second one.
What you do
- Write 1.4's three: land use · resource consumption · waste generation. Not four, not five — three.
- Estimate each with the class, insisting that every number carries its assumption written beside it. An unsupported number earns nothing here or in the examination.
- Then make 1.4's own split visible: construction consumes, and then the occupied building keeps consuming for sixty years. Name the two halves from the book — embodied carbon at Ch 7 · 7.3, “excluding emissions from building operation”, and operational carbon at Ch 25 · 25.6.
- Water belongs here too but the book carries it at Ch 27 · 27.5, not Chapter 1.
What students do
- Estimate the three impacts for one three-bedroom dwelling, with every assumption stated.
- Split resource consumption into the book's two halves and label each with the correct term.
- Identify which of the three you could halve and which you could not, and why.
- Close with one discuss-two answer: two impacts of one dwelling, each backed by your own estimate with its assumption stated.
Questions to ask
Which of the three does the book say lasts longest?
Land use — 1.4 says natural landscapes are altered or replaced, and 1.1 that every decision alters land over time. Buildings are replaceable; the ground is not.
Embodied or operational — which is bigger?
For a poorly performing dwelling, operational. As fabric standards rise the embodied share grows proportionally. Note honestly: no chapter states that shift; Ch 20 · 20.4 comes closest.
What you need
- Textbook 1.4 (Concept and Explanation)
- Ch 7 · 7.2 and 7.3; Ch 25 · 25.6; Ch 27 · 27.5
- Calculators
- SDG 11, 12 and 13 displayed
You bring: All indicative figures — the book carries none — and the crossover argument. Both carbon terms ARE in the book; cross-reference rather than defining them yourself. Note that Ch 7 · 7.2 describes the circular economy — “a linear system follows a take–make–dispose model, while a circular system seeks to retain materials in use for as long as possible” — without using the phrase, which LO 2.1 names.
Plan B
Land use and resource consumption only.
In the exam
“Discuss two benefits” and “discuss three features that contribute to low environmental impact” are standing question forms (Sample Paper 1, Q1(a)). The estimating habit — quantity times stated assumption — is what lifts those answers from adjectives to evidence.
Differentiation
Universal design
Numbers, a three-part diagram, and a spoken comparison. Calculators and a scaffolded sheet remove the arithmetic barrier from the reasoning.
Evidence of learning
WRITE — the estimates with assumptions. Grade the assumptions, not the answers, and say so in advance. This is the habit the U-value work in Unit 7 depends on.
Students show it by writing.
Key competencies and wellbeing
On your planning documents this reads (TSP)(MLS)(PS)(R)(CD)(AW).
From the book
1.4 Concept, verbatim — “Human settlement has significant and lasting impacts on the environment through land use, resource consumption, and waste generation.” Three impacts, not four. Plus 1.4 Explanation: “Construction requires materials and energy, while occupied buildings continue to consume resources throughout their lifespan.” Named in Ch 7 · 7.3 (embodied carbon) and Ch 25 · 25.6 (operational carbon).
Where it leads
S1 environmental impact → Ch 7 · 7.2–7.3 lifecycle and embodied carbon → Ch 25 · 25.6 operational carbon → Ch 27 · 27.5 water → SDG 11, 12, 13.
Health and safety
None.
One house, then a hundred
What's being taught
The change of thinking at settlement scale: a hundred deliberate human responses stop being neutral — the cumulative effect is a different kind of thing, not a bigger one.
“Buildings are no longer seen as neutral or purely technical objects, but as deliberate human responses shaped by social values, environmental conditions, and historical context.” — the chapter's change in thinking
Starting point
Take the estimate from TA-1.4a and multiply it by a hundred. The book says something changes when you do, and names four things.
What you do
- Ask for the multiplication first and let the class assume it is linear.
- Then give 1.4's four cumulative effects and ask which of them is NOT simply a hundred times bigger.
- Habitat loss and pressure on natural systems are threshold effects — one house is absorbed, a hundred is not. That is the move the section is making.
What students do
- Multiply one of your TA-1.4a estimates by a hundred.
- Take the book's four cumulative effects and mark each as linear or threshold.
- One sentence on the effect that changes most in kind rather than in size.
- Write the closing sentence in exam form: “Discuss one impact of building a hundred dwellings that is not simply a hundred times the impact of one.”
Questions to ask
Which of the four is a threshold effect?
Habitat loss, above all — a hedgerow survives one house and not a hundred. Drainage is the other, per 1.4's third Example on flood risk.
Does that make compact development obviously right?
Not obviously — 1.4's own second Example warns that density can intensify local pressures. Hold both.
What you need
- Textbook 1.4 (Explanation)
- The class's TA-1.4a estimates
You bring: Nothing. The four cumulative effects and the individual-to-cumulative move are both the book's.
Plan B
Whole-class on the board in five minutes.
In the exam
The paper sets policy-scale stimulus — climate targets, retrofit numbers — and asks students to discuss impacts and responses (Sample Paper 1, Q3). The linear-versus-threshold distinction is what makes such an answer analytical rather than descriptive.
Differentiation
Universal design
Arithmetic, sorting, and one spoken or written sentence.
Evidence of learning
SAY + WRITE — listen for the linear/threshold distinction. It is the conceptual core of 1.4 and it transfers straight into Chapter 20.
Students show it by saying and writing.
Key competencies and wellbeing
On your planning documents this reads (TSP)(PS)(R)(CD)(AW).
From the book
1.4 Explanation — “Environmental impact is not limited to individual buildings. The cumulative effect of many dwellings within a settlement can lead to habitat loss, pollution, increased emissions, and pressure on natural systems.” The book names four cumulative effects, and the activity uses four.
Elsewhere in the book
- Ch 20 for ecological design responses
Where it leads
S1 → Ch 20 ecological building design → SDG 13 and 15.
Health and safety
None.
No activity matches that combination. Clear a filter and try again — or search for a word you remember from the activity.
This is a sample. Each unit gets its full set of activities as the book is finished, and Units 4 onwards span more than one strand, so their cards will not all carry the same colour.
How these were made. Each activity is anchored to a named part of the book — a Key question, a Key concept, a Concept, an Explanation or a Real world application. Where the book names three things, the activity uses three. Anything the book does not carry is named on the card under You supply, so nothing is asked of you silently.