
Name of Resource: Irish Aid Our World Award Lessons
Type of Resource: Downloadable Resource, Free resource
Type of Resource: Downloadable Resource, Free resource
Learning OutcomesHow can I teach Key Stage 1 children about the environment?Learn all about the Earth and its weather, environment and climate with our PowerPoint for KS1 students. This resource is themed around CBeebies’ Go Jetters to provide your class with a comprehensive geography lesson. The PowerPoint introduces vocabulary around topics which affect our world, such as ‘pollution and ‘climate crisis,’ and ask students to discuss those subjects. So, check out the accompanying CBeebies Go Jetters videos right here and get learning about our world. What is climate?Climate is the pattern of weather in a certain place over a period of time. It is the usual condition of factors such as temperature and humidity, wind and rainfall. Not only this but other meteorological elements over that period of time are taken into consideration too. But, in short, climate are a consideration of all these things over roughly thirty years. |
Introduction |
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Development |
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Plenary |
Learning Outcomes
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Introduction |
Adapt to class level Discussion
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Development |
Adapt to class level Discussion / Written activity
Think, Pair, Share
Share – general discussion
Think, pair, share
For senior classes Concern video on Hunger Heroes – (scroll down page) |
Plenary |
Adapt to class level Activities: Next time you’re in the supermarket, find two kinds of food that come from abroad and two kinds that are local. Discussion in class Hotseating: Pupil becomes pineapple / garlic / chilli imported from great distance and are interviewed by others in class who are apples or similar locally-produced fruit or veg (discussion should focus on food and not on migration / immigration etc.)
Pupil / Teacher bring in local, seasonal food.
Conscience Alley
Visual Arts
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Powerpoint on student-led meetings with parents/guardians, showcasing portfolios of work.
Learning Outcomes
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Introduction |
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Development |
1. Children are divided into groups of six where each child is provided with a copy of a child friendly version of the UDHR.
(A) Read the document.
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Plenary |
Each group is invited to share their conclusions with the rest of the class by nominating a spokesperson to speak on their behalf.
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http://www.eycb.coe.int/compasito/chapter_6/pdf/1.pdf
Learning Outcomes-understand the purpose and joy of celebration -explore special celebrations that we share with others -begin to explore festivals in different cultures -To discuss what we already know -To discuss the origins of a popular festival – To carry out research |
Introduction |
Discuss Halloween – complete a KWL chart with whole class. Why do we celebrate it? Where does the tradition come from? Samhain etc. |
Development |
Children to research different aspects of Halloween on the Chromebooks in small groups. Eg. Traditional games, costumes, where and why it started, reason for pumpkins etc.
Children will then make a mini project in their group on their topic. They will present them to the class.
Children to do some art based on Halloween – clay pumpkins.
Children to play some traditional Halloween games in class – bobbing for apples etc.
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Plenary |
Children to fill in what I have learned part of the KWL chart and present their projects and clay pumpkins to another class. |
Using Chromebooks for research
Learning Outcomes
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Introduction |
Ask the children do they know what ceremony or ritual means. Inquire if they know any ceremonies or rituals. Can they name the religion or culture they belong to? Do they think it is just religious ceremonies that are Rites of Passage? Can there be other types?
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Development |
Explain that a lot of the rites are religious but that they can be spiritual or part of human development too (like puberty). They mark a time when an individual leaves one group to enter another and that is separated into three stages: separation, transition and incorporation. Explain that they can also be called “initiation” rites. Show them examples of: puberty, bar and bat Mitzvah, Quinceanera, sweet sixteen, Masai – Emorata, vision quest (Native American), Amrit Sanchar, Baptism, Communion, Confirmation, the Hajj, Samskaras,.
After learning about these, ask the children, in groups, to come up with their own idea for a rite of passage. When would it happen? Who would it happen to? how old do you need to be?
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Plenary |
Let the children act out their “rites” and the other groups can ask questions about it. |
Learning OutcomesThe child shall be enabled to: |
Introduction |
Write the word “festival” on the whiteboard. Discuss what this means. Make a list of festivals, suggested by the class. Holi is a festival celebrated by hindu’s. Can you remember any other festivals celebrated in this belief system? (Divali). It is celebrated in March, marking the start of spring in the Hindu calendar Show a picture of Holi festival being celebrated. Discuss (in groups or as a whole class). tell the story of Holi festival (see youtube video below).
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Development |
Children draw a self portrait on white page. Each child has a paintbrush with a colour of their choice on it. Pass you self portrait to others at your table so they can dab their paint on to your picture, sharing their colour.
listen to Holi festival music while they work on their art.
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Plenary |
Children can then retell the story of Holi in their own words.
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Learning Outcomes
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Introduction |
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Development |
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Plenary |
Can extend to include the envirnomental impacts of overusing palm oil – Animal Habitat loss (focus on orangutans) |
Learning OutcomesLearning Outcomes: The child will be enabled to:
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Introduction |
Unique: Pupils have a discussion about what makes them unique – what they like, dislike, what they are good at, what they find challenging.
Autism: Teacher introduces the word ‘autism’ and asks the class if they have ever heard the word before, or if they know anything about it.
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Development |
Teacher defines what autism is and discusses how people with autism are born with it and that autism affects the way their brain works.
Video: pupils watch a video about autism and how a child with autism may behave in certain situations.
Language: Pupils learn that people with autism may make their voice heard through pictoral systems, communication devices, apps.
Stimuli stations: pupils rotate around various stimuli stations (feeling jelly, playing with sand, listening to noise etc.) Pupils discuss which stimuli they liked/didn’t like. They can begin to realise that everyone has different preferences and it is due to their brain telling them how to respond. For a person with autism, their senses can be heightened and it can be difficult for them to be comfortable around certain sounds, smells, tastes, touches. |
Plenary |
Circle: pupils come together to discuss what they have learned about autism and the importance of autism awareness. Discuss how lack of understanding or awareness may have a negative impact of somebody with autism.
If applicable, classes could visit ASD unit in their school to learn about the various resources available to support the children in their day-to-day life. |
Information for teacher: https://autism.ie/
https://www.youtube.com/watch?v=mtRYKjucDHk&disable_polymer=true
https://www.youtube.com/watch?v=bXwxmMKBzWk
Learning OutcomesThe child shall be enabled to:
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Introduction |
Discuss different types of homes and what makes our homes feel safe. Introduce concept of migration and put up poster with a definition. |
Development |
Using the book/posters ‘If the World Were a Village’, introduce concepts of inequality in the world. Discuss reasons that people might choose to/need to leave their homes. In a whole-school setting, create artwork to represent different cultures/backgrounds of people in Ireland.
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Plenary |
Display the artwork in a prominent space/use as the focal point for an assembly on this topic. |
Book: ‘If the World Were a Village’ by by David J Smith and Shelagh Armstrong
Learning Outcomes
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Introduction |
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https://www.youtube.com/watch?v=nYxUvNpYXuo
Learning OutcomesLearn to respect others identities, cultures and individuality Understand what an identity is Understand the term racism
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Introduction |
Reading of story “Racism and intolerance” by Louise Spilsbury Hanane Kai Higher/lower order questioning of story including listing examples of Discussion of term racism, what it means, where does racism exist in the story and if it exists in real life.
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Development |
Walking debate: Scenarios of people disrespecting/respecting others identities will be read aloud. The children will have to move and stand beside the strongly agree,agree,neither agree nor disagree,disagree and strongly disagree signs depending on whether they agree/disagree with the statement. Sample of scenarios include: “There is a child of a different race playing in the playground on their own, it is okay to ignore them and play on their own because they look different” The children will be asked why they are standing under the various headings. Me too game: A statement will be called out and each child that it applies to has to step forward and say “me too”. Many statements will be real aloud so that the children all say “me too” several times. Discussion will take place on how although we have many things in common we all have differences also and how it is important to respect each others differences. Discussion will take place on how someone would feel if someone did not respect these differences and laughed, mocked or ignored them because of them. E.g. embarrassed,upset,ashamed,depressed etc. |
Plenary |
The children will work in pairs to write down reasons on why it is important to respect others identities. They will write these on sticky notes which they will stick on the board. The sticky notes will be read aloud to recap on the importance of identity and respecting others individuality. |
Learning OutcomesThe child will be enabled to:
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Introduction |
‘The Storm Whale’ by Benji Davies
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Development |
Discussion and artwork
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Plenary |
Raising Awareness
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Learning Outcomes
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Introduction |
Revise the basic of the Sikh religion using PowerPoints about features of the religion. |
Development |
Remind the class how other religions have people who lead celebrations e.g. priests, rabbis, etc….. In the Sikh religion, it is a guru who leads events and spreads the teachings of Sikhism. Through the years, some Guru have been remembered more than others for different reasons. Today, they will be looking at the life of Guru Nank and why he was so important to the Sikh people. He was the founder of the religion and his birth is remembered each year: https://www.bbc.co.uk/religion/religions/sikhism/people/nanak.shtml Share with the class different stories of the life of Guru Nanak: https://www.youtube.com/watch?v=yFaVHT2ZpV8 |
Plenary |
Divide the class into groups and using Book Creator, create a project on Sikhism. |
https://www.tes.com/teaching-resource/introduction-to-sikhism-6377041
Book Creator for Sikhism project.
Learning OutcomesLearning Outcomes
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Introduction |
Introduction
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Development |
Development
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Plenary |
Conclusion
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Learning OutcomesThe children will be enabled to:
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Introduction |
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Development |
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Plenary |
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https://www.twinkl.ie/resource/t-l-54501-the-messy-magpie-ebook
Learning OutcomesPupils will be enabled to:
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Introduction |
Pupils will use think-pair-share to list as many native Irish tree species as possible.
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Development |
Pupils will go on a tree trail to use iPads/digital cameras to photograph different tree species on the grounds of the school/the locality. Where possible, pupils will collected leaves/seeds/etc. for a future Visual Art lesson. On return to the classroom, pupils will use iPads to research facts about an assigned tree species. Pupils will write a poem or design a poster about trees. |
Plenary |
Pupils will work in pairs/small groups using the app Book Creator to create short stories which might include: images, voice-overs, texts, etc. Kahoot quiz in which pupils must try to identify tree species by pictures of leaves |
https://create.kahoot.it/share/irish-trees/986c4b43-8d0b-4db9-9608-7ca445e52bc0
iPads for photograph, fact-finding, Book Creator app, Kahoot quiz (see link above)
Learning Outcomes
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Introduction |
Think-pair-share different habitats that exist around the world. Create a list of these on the blackboard. |
Development |
Tell the class how some habitats in the world have become endangered for a number of different reasons. Brainstorm what could be a danger to the different habitats that have been listed earlier. Present: https://www.youtube.com/watch?v=6QDk1c7fim8 to the class and see if they can identify the common element that exists in the loss of habitats i.e. human interaction. Divide the class into groups and give each group a habitat to research. Tell the class to research what plants and animals exist in their chosen habitat and create a fact file on it. When these have been created, get the groups to research what poses the greatest danger to their chosen habitat e.g. rainforest in danger of deforestation, ocean habitats in danger from pollution. When the main danger has been identified, the group can create an awareness poster that will be paired with their habitat factfile. |
Plenary |
When completed, each group can present their work to the class. |
https://www.youtube.com/watch?v=6QDk1c7fim8
Book Creator could be used in creating factfile.
Toontastic could be used to create a news report on the habitat destruction.
Learning OutcomesThe child will be enabled to:
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Introduction |
Explore the book ‘Fantastically Great Women Who Changed the World’
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Development |
Jigsawing activity
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Plenary |
Discussion
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Art activity – Frida Kahlo: discussion of her artwork and self-portrait in the style of her work.
Learning Outcomes
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Introduction |
Elicit prior knowledge from the children about Hinduism e.g. Where do Hindus go to worship? What celebrations take place in the Hindu tradition? Show the children some pictures on the interactive whiteboard of places/ things associated with Hinduism- Gods/Goddesses, Diwali celebration, Hindu temple etc. Complete a KWL chart with the class on the whiteboard based on what the children already know about Hinduism and what they would like to find out about Navrati. |
Development |
Present a PowerPoint on the interactive whiteboard about Navrati and its associated customs. Children engage in a think-pair-share with a partner about what they have learned from the PowerPoint and whether it is similar to any tradition that they may follow or that they know about i.e. linking the custom of fasting to Lent in the Christian tradition. Children relay what they have found out from the PowerPoint to the teacher and the class complete the KWL chart together. Children are invited to design their own Navrati celebration outfit on white paper, being reminded that Navrati celebration outfits using consist of a variety of bright colours. |
Plenary |
Children present their Navrati celebration outfits to the class by means of the ‘artist’s chair’ activity. |
https://www.twinkl.ie/resource/t-re-246-navratri-powerpoint?sign_in=1
Interactive whiteboard
PowerPoint
Images
Learning OutcomesLearning Outcomes:
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Introduction |
Introduction
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Development |
Development
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Plenary |
Conclusion
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https://www.youtube.com/watch?v=vP4iY1TtS3s
Learning Outcomes
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Introduction |
Circle time: Use a talking piece. Children name a fact they know about trees and take turns in talking. Ask the children what they know about what happens to trees during each season.
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Development |
Children will go on a nature walk during the middle of each season around the school grounds. In pairs, children take pictures (using an iPad) of a tree, in particular, its branches. Children talk about the stage of development in the tree: budding; leaves and flowers blooming, leaves changing colour and shedding of leaves to bare branches.
Children will take 4 pictures in total of the same tree from the same angle. The teacher will put them together and print them out for the pair groupings. |
Plenary |
Children will draw the difference of the tree’s cycle in each season in a grid layout. Children will share their results and findings at the end of the year and discuss the differences with the whole class. |
Children use iPads to take pictures to record the progress of the life cycle of a tree.
Learning OutcomesThe child shall be enabled to:
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Introduction |
Circle Time Discussion:
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Development |
Video about autism
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Plenary |
Ways to show respect for others
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Amazing Things Happen When video available on YouTube:
Learning Outcomes
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Introduction |
Think-pair-share to create a word bank of different feelings. Introduce idea of different feelings using a feelings loop game. |
Development |
Get each child to take the feeling they had in the loop game and create their own picture to represent it. At the end, all the new illustrations will be put on a poster together with the feeling written on the back. It can then work as a flip chart to test for the different feelings. The new illustrations could be used in a PowerPoint and work as a quiz also. |
Plenary |
At the end, each child presents their piece to their group/ to the class to describe what they created and see if others can match it to the feeling from the loop game. |
https://pdst.ie/sites/default/files/feelings%20loop%20games_0.doc
Using pictures as part of a PowerPoint.
Learning OutcomesThe children will:
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Introduction |
The children will brainstorm what they already know about A.S.D. and questions that they have. Results could be recorded on a whiteboard. |
Development |
The children will learn that A.S.D. can effect:
Children will learn that this means some people with A.S.D. will needs lots of alone time, others will not. Some people with A.S.D. may talk lots, others may communicate in different ways. (e.g. Ipads or PECS) They children will explore the sensory aspect to ASD though designing their own relaxation box. They will think about their own sensory preferences. The children will be told that some people need to feed their senses and others need sensory breaks. |
Plenary |
The children will gradually view the image of 3 children trying to see a baseball match. This will begin a discussion about how we can make our everyday environment/behaviour more Autism-Friendly.
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https://asiam.ie/wp-content/uploads/2018/07/relaxation-box.jpg
Learning OutcomesThe child should be enabled to
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Introduction |
Locate Gambia on the map. Elicit prior knowledge around the concept of developing world and developed world. In groups children record their ideas about what the developing world is and what the developed world is. Discuss each other’s ideas. Explain that there is no one agreed definition of what a developing country is, developed countries are socially and economically advanced. Developing countries do not enjoy the same advances, aspects of their country are still developing and they are poorer. In groups children discuss the kind of challenges that people in the developing world might face. |
Development |
Introduce the story. Ask children to pay close attention to the challenges that Isatou and the women of the village are facing and how they overcome this challenge. Read the story, One Plastic Bag to the class. Think- Pair- Share discussions answering four questions:
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Plenary |
Inform the children of the impact of the plastic bag levy on our society. Class discussion are there similar issues in our society now that require a fundamental change e.g single plastic use? Children finish sentence starters. I see……….. as a threat to environment.
I can……… to help change this……. |
The S.A.L.T. Programme is an innovative programme, specially developed for the Irish and UK School Curriculum and is aligned to the key strands of the SPHE (Primary) Programme: Myself, Myself and Others, Relating to Others,Myself and the World. Through The S.A.L.T. Programme, children will learn what conflict is, what it feels like to be in conflict and how to negotiate effectively to create a better outcome for themselves and others. The programme focuses on building each child’s capacity to develop and access their own skills set when dealing with difficult and sometimes emotional situations. (From SALT Programme)
John Burningham
Link to Book: https://www.penguin.co.uk/books/100/1000983/oi–get-off-our-train/9780099853404.html
Endangered animals try to escape on a train.
Meredith Hooper & Bert Kitchen
Link to Book: http://www.books.ie/tom-crean-s-rabbit
Seomra Ranga has some good ideas for this book, as well as a review:
Learning OutcomesEquality and Justice Promoting Equality Critically evaluate media coverage of equality and justice issues |
Introduction |
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Development |
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Plenary |
https://www.nationalgeographic.com/magazine/2018/04/from-the-editor-race-racism-history/
Learning OutcomesA link to the SALT Programme |
Introduction |
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Development |
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Plenary |
Learning OutcomesBelief Systems: Beliefs & Values Identify key values associated with a range of religious codes of conduct |
Introduction |
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Development |
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Plenary |
https://learning.educatetogether.ie/mod/url/view.php?id=10489
Learning OutcomesEquality and Justice Exploring Human Rights: Uniqueness and difference; responsibility and empathy |
Introduction |
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Development |
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Plenary |
http://www.ncaop.ie/schools/youngandold/en/class34/index.htm
Learning Outcomes
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Introduction |
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Development |
*Share, whole class: the children will share their views and opinions throughout talk and discussion |
Plenary |
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Book Creator: the app can be used to re-tell the story with the conflict resolved.
*The children will be familiar with this story from prior teaching before engaging with this lesson
Learning OutcomesCelebrations
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Introduction |
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Development |
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Plenary |
Sing the song, Dredeil. https://www.youtube.com/watch?v=ETPlDKT4hdM Extension: Make a dreidel-use template on card. Use chocolate coins for gelt. |
Youtube video-
Read write think.org Timeline maker-A really good online tool where children can make their own timeline and save, print and edit. http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html
Learning OutcomesThe child shall be enabled to:
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Introduction |
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Development |
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Plenary |
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IWB to display the UN rights of the Child
iPads to look up the definition of rights and children’s rights
Use the IWB to display examples of the children’s lists/new rights that had not been previously identified or discussed in the lesson.
Learning OutcomesThe child shall be enabled to:
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Introduction |
Ask the children what did they eat for breakfast? List the possibilities on the whiteboard. Elicit where these products came from, what country were they grown in? Elicit that ‘before you’ve finished your breakfast this morning, you’ll have relied on half the world’.
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Development |
Step 1: Who produces all this food and where? Read the producer profile of ‘Sivapackiam’ (attached) to the children. Invite the children to listen. As I read, we will have a class discussion and questioning about World Trade of such foods and their growers.
Step 2: Elicit from the children the meaning of Fair Trade. What do you think Fairtrade means? I will read a short piece about the work of Fairtrade Ireland. I will show the children a PowerPoint presentation of products with the Fairtrade mark on them. I will try to elicit where in the world these products may have originated from. Use of google maps/online atlas’ so as to locate the country of the product.
Step 3: Pairwork – Discuss in pairs how they would feel if they:
Step 4: The teacher gives the children a chance to prepare a possible conversation, one as the worker, the other as a news reporter. The news reporter must carry out an interview with the worker about his life picking tea, and how things could be improved. Sample questions for the reporter may include;
Step 5: To stimulate a discussion on the topic of interdependence, I will re-introduce the quotation at the beginning from Martin Luther King- “Before you finish eating your breakfast this morning you’ve depended on half the world. . . . I will introduce who said this famous line. I will state that ‘We aren’t going to have peace on earth until we recognize this basic fact.” The teacher then asks the students to think about all the foods that we would not have in Ireland if it were not for the Third World – tea, coffee, sugar, chocolate, bananas, pineapples, oranges, rice, etc. The teacher should draw the students’ attention to how dependent we in the First World are on the people of the Third World in terms of food, and how producers in the Third World depend on First World markets for their products. The common term for this fact is called ‘interdependence’. This word will be written on a flashcard and displayed on the board, with it’s meaning being made clear to the children. |
Plenary |
HP Reveal (using iPads – teacher will need a login): the children will carry out a scavenger hunt of different pictures of supermarket items hidden around the room. As they find the pictures of the items, they report back to the various ICT managers, who then scans the item and reveals whether it is a Fairtrade item or not. Each group must try and collect the most amount of Fairtade items as possible.
Fairtrade Globingo: Using worksheets: each student must find 10 different people to supply an answer until all questions are completed. Students need to be able to move around the class in order to find 10 different names to fill in the bingo squares. The first to complete calls out, Globingo! and is designated the winner of the game. However, all students continue until each completes the worksheet. |
HP Reveal
Use of iPads
Use of Google Maps/online Atlas
Powerpoint Presentation
Learning OutcomesStudents will be enabled to:
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Introduction |
Students will complete a group word spill of vocabulary related to conflict. Students should have one minute to pair-share prior to completing the task. |
Development |
Students should be placed into groups of no more than four. Each group will be given a scenario card detailing a situation involving conflict between fictional characters. Groups should be encouraged to brainstorm positive responses to the scenario on their cards. Teacher should walk around and ensure students have formed an appropriate response prior to the conclusion activity. |
Plenary |
In their groups, students will be given time to develop a short drama to demonstrate their chosen response to their conflict situation. The teacher should pause the dramas at various points and ask the students to predict a suitable resolution of each groups conflict. Students will perform their demonstrations for the class. Teacher will initiate follow-up discussions after each response. |
https://www.twinkl.ie/resource/t-t-4096-bullying-scenario-discussion-cards
Learning Outcomes
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Introduction |
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Development |
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Plenary |
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See animation of story
Integration with Literacy (rhyming words)
Learning OutcomesExploring the rites and ceremonies associated with a variety of belief systems: -To explore the rites and naming ceremonies associated with various religions (Christianity, Buddhism and Hinduism) |
Introduction |
Christianity: To introduce the lesson, I will ask a few of the children their names, I will then ask them where they got their names from and if they celebrated it (to elicit baptism etc.) I will then begin to discuss how special and important our names are to us. I will share with the children that I am named after my Aunt. The children will share any stories they have about where their name comes from and if they have any nicknames with a partner and then report back to the class. Buddhist welcoming ceremony: Recap baptism and then introduce the Buddhist welcoming ceremony *see PowerPoint for info* Hinduism naming ceremony (Namkaran) : Recap baptism and the Buddhist welcoming ceremony, introduce the Namkaran ceremony *see PowerPoint for info*. |
Development |
-Identify differences and similarities (baptism and Buddhist welcoming ceremony) -Identify similarities and differences for all 3 ceremonies -Activity during development: Christianity – making name leaves Buddhism- creating prayer flags Hinduism- designing mandalas *see PowerPoint for info* |
Plenary |
Recap the main focus of each ceremony and the similarities/differences of each. Display name leaves, prayer flags and mandalas as part of your Croi na Scoile classroom display along with objects associated with the naming ceremonies (baptism candle, sugar/honey pot, holy water etc)
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PowerPoint link for 3 naming ceremonies:
https://docs.google.com/presentation/d/e/2PACX-1vQeRhHvXEyD7EHfT4hR2LHMMaJZ-zEH4M1l4ppFNnWVCcJwYB_W7mHwatMSm6Zayw/pub?start=false&loop=false&delayms=3000
Learning Outcomes
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Introduction |
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Development |
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Plenary |
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https://www.twinkl.ie/resource/t2-s-1169-insect-information-cards
http://www.irishwildlife.ie/insects.html
lesson suggests pooters, they are not vital, the lesson can be done easily with free insects.
Learning OutcomesClimate Change outcomes: The child shall be enabled to:
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Introduction |
KWL : Walking debate to begin to get an insight of children’s initial ideas/ beliefs/ understanding. Use this time to address any misconceptions which may arise. Teacher will call out facts/myths about climate change and chn must position themselves by signs around the room: agree, disagree, unsure.
Following this, groups to brainstorm what they know about climate change already. Teacher prompts: What does this mean? Who does it affect? How can we help?
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Development |
At this point- progress check- can chn add to their brainstorm sheet. Explain main task: chn to do peer teaching. Give groups a section to research. (Provide suitable QR codes to scan to selected websites- differentiate here). Chn research and then present their findings to class. ‘Audience’ to add to their brainstorm after each presentation.
Following this, ICT link: https://vimeo.com/112042837to recap and summarise the lesson. |
Plenary |
Using padlet.com https://padlet.com/dashboard(teacher will need an account) chn can add to the class wall in pairs using theirs iPads. Chn scan the QR code shown on the board to access the padlet created by the teacher and summarise their learning from this lesson. This will be the L for our KWL. Ipads per pair needed.
Teacher displays the padlet as live summaries are added and uses this to address any misconceptions which may still arise or to consolidate new learning. |
Use of padlet- https://padlet.com/dashboard
Video: https://vimeo.com/112042837
Use of iPads to research with QR codes.
Learning OutcomesThe child will be enabled to:
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Introduction |
Students will participate in a mystery picture quiz to arouse their interest in the topic. A total of three pictures will be used for the introduction. Teacher will assist in identifying and using specific vocabulary to describe the pictures following the quiz; Buddhha statue, Lotus flower, and temple. |
Development |
Students will listen to the story of Buddha and discuss. Following the story, students can complete a drawing activity of the main symbols of Buddhism covered in the power-point. Teacher should ensure the significance of the main symbols of Buddhism are highlighted regularly throughout and after the story.
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Plenary |
Students will complete a guided Lotus meditation under instruction from the teacher. |
www.buddhanet.net for Lotus Meditation
https://www.twinkl.ie/resource/t2-re-556-ks2-buddhism-activity-powerpoint
Note: It should be made clear that Buddhism is a non-deity belief system.
Students should briefly introduced to the concept of Karma and Dharma
Learning OutcomesTo appreciate the role of grandparents in a child’s life To make comparisons between school life in the past and the present To celebrate the accomplishments and contributions of senior citizens |
Introduction |
Show photos / video clips of past school classroom items, uniforms etc. Ask children to compare this to our own school and classroom, what are the similarities and differences? Ask children how we could find out more about what school life was like in the past. Elicit that we could interview our grandparents. |
Development |
Create a KWL chart with the children about school in the past. Use this to choose questions that they would like to ask their grandparents on grandparents day.
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Plenary |
Children write and share their favourite things to do with their grandparents. |
Photographs and videos of past classroom items.
https://www.youtube.com/watch?v=xxTzU7tGqYw
Use of I-pads to record questions or favourite memories to show grandparents on Grandparent’s day.
Learning OutcomesThis is a lesson about the nativity where infants can learn about the story of the first Christmas. |
Introduction |
Introduce the lesson by asking the children what special time of year is coming up soon. Discuss some traditions and customs associated with Christmas e.g. Santa, presents, food, snow, reindeer etc. Ask the children if they know what happened at the very first Christmas. Create a KWL chart on the whiteboard or interactive screen. |
Development |
When the KWL chart is completed, tell the class that the story of the first Christmas happened over 2,000 years ago when a baby called Jesus was born. Read the class the story of the Nativity. Afterwards, discuss the sequence of the story and give the children sequencing cards to complete in small groups or pairs. |
Plenary |
After the sequencing activity, revisit the KWL chart and fill out the ‘What we have Learned’ section. |
Interactive KWL chart https://awwapp.com/info/business-templates/k-w-l-charts/
Christmas story powerpoint https://www.twinkl.ie/resource/t-t-4790-the-nativity-christmas-story-powerpoint
Christmas story sequencing cards https://www.twinkl.ie/resource/t-re-240-christmas-story-sequencing
Learning Outcomes
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Introduction |
To begin the lesson I will write on the board what we are going to learn today;
At the end of the lesson I will refer back to what we have written on the board. This part of the lesson will be supported by a short YouTube clip on the five senses. |
Development |
The children will then be divided into pairs, where they will discuss images that the teacher has already prepared. The children will discuss images of the natural environment and human-made resources. Natural: Do you like swimming in the sea during the summer? Do you like going for nature walks? Playing in the sand at the beach? Watching wild animals? Climbing trees in the countryside? Human-made: Going to the playground / swimming pool? Playing sports with their friends on astro-turf? Going to a theme park? Once discussion time has ended, the children will then be asked to report back on their partner’s favourite activities and past times. |
Plenary |
To conclude the lesson the children will be reminded that Humanists celebrate the common links between people, the environment and the importance of taking care of our world. Teacher will ask the class:
Once we have concluded this discussion, teacher gives the children a template for an acrostic poem titled “EARTH”. The children are encouraged to complete a poem using today’s Humanist teaching point as their focus (Exit Pass Activity). Finally, we will return to the objectives written on the board at the beginning of our lesson and using thumbs up and thumbs down assessment tool we will tick off the objectives on the board. |
Five senses – https://www.youtube.com/watch?v=q1xNuU7gaAQ
Natural structures v man made structure – https://www.youtube.com/watch?v=jh3wLR-bG-I
Integration:
SPHE: Myself and the Wider World/Environmental Care
Science: Environmental Awareness and Care
Geography: Environmental Awareness and Care
Differentiation: Pair work may be more suitable for some children.
Lower order questioning:
How would you feel if every swing was broken in your local playground?
Why is it important to respect property and nature?
Higher order questioning:
How should we have a duty to care for the environment and the world?
What would happen if we neglected the environment?
Assessment:
Teacher observation
Teacher’s questions/Children’s questions
Work samples (Acrostic poem)
Exit Pass activity
No hands up (All learners are expected to contribute and all answers valued. Teacher may select any pupil, therefore all pupils need to frame answer in their head).
Thumbs up and thumbs down.
Learning OutcomesTo develop an understanding and appreciation of an event that is of particular significance to Humanist religion. |
Introduction |
Introduce the Summer solstice, the date of the 21st of June and why it is of significance. https://study.com/academy/lesson/summer-solstice-lesson-for-kids.html Website can be used as a prompt to learn about the basics of the Summer solstice. |
Development |
Group work: Break the children into groups and assign them a task to research famous features that celebrate the summer solstice. The group who are researching Newgrange can use this website and youtube video to conduct their research; https://easyscienceforkids.com/newgrange-facts/ Children who are researching Stonehenge can use this website and video to conduct their research; Each group will present their research to the class using a poster or record a short video presentation on iPads. places |
Plenary |
The lesson can then be linked to the religion of Humanism by acknowledging that World Humanism Day is celebrated on the 21st of June. A discussion on the meaning of the summer solstice and the core values of humanism. This video may be used by the teacher to attain some knowledge on the day or else be shown to the children. |
use of websites, videos and iPads.
Learning OutcomesTo gain an understanding of feelings and how best to cope with them. To understand how your body and mind reacts when experiencing these feelings. |
Introduction |
Gather children in a circle. Ask children on a scale of 1 to 10 (1 being the lowest and 10 being the highest) how they are feeling today by passing around the talking stick. Once finished, explain to the children that today we will be focusing on feelings. Talk through all the different feelings there are and in what circumstances we would experience them. |
Development |
Read through scenario cards to the children where they will select/write down what emotion/feeling they associate with the scenario. The children will discuss where they feel/how their body feels with the different emotions. The class will discuss how we should cope with these feelings and manage them. |
Plenary |
Children will complete an activity sheet of matching feelings to reactions and also watch a video and answer the questions as the video presents them e.g. how is the character feeling? |
Learning Outcomes
|
Introduction |
The teacher will ask the class to explain what they think of when they hear the word ‘home’. Having made a web diagram of all of the words on the board, the teacher will ask each of the children if any of the words resonates with them specifically. A KWL chart will be created. The teacher will also ask the children questions surrounding the topic of homelessness, such as: What is homelessness? How do people become homeless (do you think?) How do you think you might feel if you were to lose your home? |
Development |
The children will watch a video focusing on homelessness from a child’s perspective: https://www.youtube.com/watch?v=0UQEoiPajc8 The children will discuss their thoughts on the video afterwards and the teacher will ask questions regarding the video also. Separately, the children will complete a worksheet, which will elicit answers to some of the following questions:
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Plenary |
Again discuss with the class, their feelings if they were to be made homeless. The teacher would also ask the children to explore what they could do to help people whom are homeless, and perhaps also suggest what other’s can do to help people whom are homeless. The KWL Chart will be revisited and updated based on the learning that has taken place. |