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SALT Programme

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Web Site: SALT Programme

About this site / Ideas for this site

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)

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Tom Crean’s Rabbit

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Name of Book: Tom Crean’s Rabbit

Meredith Hooper & Bert Kitchen

Link to Book: http://www.books.ie/tom-crean-s-rabbit

Ideas for this book

Seomra Ranga has some good ideas for this book, as well as a review:

  • https://www.seomraranga.com/2017/08/tom-creans-rabbit-resources/
  • https://www.seomraranga.com/2009/09/tom-creans-rabbit/
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National Geographic confronts its racist past.

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Topic: National Geographic confronts its racist past.

Learning Outcomes

Equality and Justice

Promoting Equality

Critically evaluate media coverage of equality and justice issues

 

Introduction

Development

Plenary

 

Other Resources for teaching this topic

https://www.nationalgeographic.com/magazine/2018/04/from-the-editor-race-racism-history/

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Conflict Resolution- Little Red Riding Hood

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Topic: Conflict Resolution- Little Red Riding Hood

Learning Outcomes

  • develop and create an awareness of core values such as co-operation, freedom, happiness, honesty, love, peace, respect, responsibility, kindness, caring, safety and security in a peaceful and tranquil environment.
  • foster the development of peaceful, co-operative social skills, through stories, songs, games and movement.

 

Introduction

  • the children re-tell the story of “Little  Red Riding Hood” in their own words using visual aids.

Development

  • the children will begin to analyse the conflict present in the story, i.e. the wolf wanted to eat Little Red Riding Hood, she didn’t want to be eaten.
  • T&D: the children consider what would make both characters happy
  • T&D: the children try to establish common ground/shared goal between the wolf and Little Red Riding Hood, i.e. both have been hungry at times, both are happy when they have eaten
  • T&D, Group Work: the children try to find a win-win solution by focusing on the wants of each character (if the class could find an alternative meal for the wolf, it may solve the problem!)

*Share, whole class: the children will share their views and opinions throughout talk and discussion

Plenary

  • Teacher in role: the teacher will be in role as the wolf. The children will present their views and findings to the wolf in an attempt to solve the conflict

 

Other Resources for teaching this topic

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

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Hannukah-Channukah

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Topic: Hannukah-Channukah

Learning Outcomes

Celebrations

  • listen to and experience the sound and music used by major religions to celebrate their faith
  • look at and respond to the differing art forms associated with festivals-Hannukah

 

Introduction

Development

  • Get children to recap on above in pairs. Have students work together or individually to create a timeline of the story and celebrations of Hanukkah. Students should start their timeline when the second temple was being built and continue it through to today. They should include the story of the oil, the dates of when it became a national holiday in Israel and in America, and when the different aspects of the celebration were introduced.

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.

https://legacyproject.org/holidaykit/part2/dreidel.pdf

 

Other Resources for teaching this topic

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

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Anti-bullying, Rights and Responsibilities, tie in with UN Rights of the Child

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Topic: Anti-bullying, Rights and Responsibilities, tie in with UN Rights of the Child

Learning Outcomes

The child shall be enabled to:

  1. begin to distinguish the difference between wants and needs.
  2. identify and name basic rights e.g. the right to food, water, shelter, health, play, to be safe, not to be hurt etc.

 

Introduction

  1. Begin by introducing the WALT/TAFF by stating that today we are learning about children’s rights
  2. Start the lesson by introducing the concept of rights by stating that ‘rights are things that all people should have and be able to do everyday’.
  3. Allow the children the opportunity to give some examples before stating them aloud for the class: clean water, food, love, play, opinions etc
  4. Have the children gather in a circle. Using a prompt statement “We have the right to…..’ support the children to think of the rights they have or what they think the rights of all children are.
  5. Use a beanbag to pass from one student to the next, each stating a right they think all children have/should have.
  6. The teacher at this time should record their answers on a flipchart.
  7. Encourage open conversation in the class at this time, highlighting common rights or themes emerging from their work. The following are prompts that may encourage children to identify the links or themes themselves. (How many answers had something to do with learning, home, family, feeling safe).
  8. Encourage children to speak openly stating if they agree or disagree with the answers given in class.

Development

  1. In groups of fours or fives, have the children create a list of rights they believe each child should have under the title “Children have a right to….”
  2. Once complete, have the children place their A3 sheet of paper on a table. Encourage them to circulate the room, reading the lists while listening to some background music.
  3. Once the music is paused the children must sit at the table closest to them. This should be a different table from where they started.
  4. Each new group must now examine the rights written on the A3 sheet and decide whether or not they should add to the list.
  5. The music should be played several times, allowing the children to sit at a different table each time.
  6. With the teacher as facilitator, record an agreed class list of children’s rights. This should be based on the children’s work.

Plenary

  1. Display the United Nations Convention on the Rights of the Child in the class. Explain to the children, that similar to what we have done today in class, countries all over the world have an agreed list of children’s rights.
  2. Using the Interactive White Board open the PDF of the poster available on the OCO’S website.
  3. Encourage the children to compare their collective class list of children’s rights with the rights listed on the poster. Questions such as “What rights are on our class list that we can’t see on the poster?”  “What rights are on the poster that are not on our class list? If so, what are they and should we add them to our class list?
  4. Reflect on the questions ‘What have we learned?’ and ‘What would we like to learn more about?’ addressing the WALT/TAFF. 

 

Other Resources for teaching this topic

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.

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Fairtrade (Fortnight – to be completed over 2 lessons)

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Topic: Fairtrade (Fortnight – to be completed over 2 lessons)

Learning Outcomes

The child shall be enabled to:

  • Realise that not all children in the world have their rights respected
  • Discuss, analyse and debate controversial issues at both local and global level
  • Actively support fair trade
  • Become more aware of and empathise with the different working conditions of people throughout the world

 

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’.

 

 

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. 

  • What is this profile about? 
  • What views are shown? 
  • How do you think this lady feels? 
  • What work does she do?  
  • Is it healthy? Why/why not? 
  • Does she make a lot of money?
  • But tea is expensive to buy, why does she not make money?
  • Who makes the money? Is this fair? 

 

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: 

  • was a young worker picking tea leaves.
  •  start work at half past four in the morning and will finish work at three o’ clock the next morning. 
  • earn 8cent an hour and will have one break at one o’clock the next day. 
  • work carrying kilos and kilos of tealeaves everyday 

 

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; 

  • how he/she feels as a worker. 
  • How do you feel? 
  • what type of work do you do? 
  • Have you a family? 
  • Why do you not stop working here?

 

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. 

 

Other Resources for teaching this topic

HP Reveal

Use of iPads

Use of Google Maps/online Atlas

Powerpoint Presentation

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Conflict Resolution

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Topic: Conflict Resolution

Learning Outcomes

Students will be enabled to:

  • Explore and identify different types of conflict
  • Distinguish between positive and negative responses to situations involving conflict
  • Participate in a group task designed to promote positive conflict resolution
  • Perform a short drama to demonstrate positive conflict resolution

 

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.

 

Other Resources for teaching this topic

https://www.twinkl.ie/resource/t-t-4096-bullying-scenario-discussion-cards

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Identity and Individuality (Moral and Spiritual Development) SI

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Topic: Identity and Individuality (Moral and Spiritual Development) SI

Learning Outcomes

  • To explore Identity and Individuality through story “Giraffes Can’t Dance” by Giles Andreae,
  • To discuss the giraffe’s  individual talents as a dancer and talk about pupils’ own individual talents,
  • To discuss the giraffe’s feelings throughout the story (from feeling ashamed/embarrassed/sad at not dancing in the same style as the other animals to feeling proud/joyful/happy with his own dance).

 

Introduction

  • Begin the lesson with Circle Time, asking each child, while holding the Speaking Object, to name one thing that he/she is good at (if they wish to participate),
  • Tell the children we will listen to a story about a giraffe who feels sad because he thinks he cannot dance like the other animals,
  • Listen  the story “Giraffes Can’t Dance” by Giles Andreae (teacher reads book or see animations/story being read aloud .https://www.youtube.com/watch?v=vZjsLK5vwNU )

Development

  • Discuss the story through questioning – how did Gerald feel when his knees buckled?  how did Gerald feel about the Jungle Dance?, how would you feel if you were Gerald?Should the other animals have been laughing at Gerald? Do you think the cricket had good advice for Gerald? Can you remember what he said?
  • “Sometimes when you’re different, you just need a different song”- open up discussion on what this means (individuality) and associate it with children’s own lives (e.g., we all have different shoe sizes for different foot sizes, each of us has individual tastes like favourite colours, favourite TV programme etc.) – we are all different and unique.
  • Relate own discussion to Gerald – Gerald danced beautifully to different music but found the music of the Jungle Dance difficult to dance to.

Plenary

  • Encourage each pupil to choose his/her own favourite part of the story and illustrate it,
  • Discuss why it was your favourite part,
  • Recap on what Individuality means.

 

 

Other Resources for teaching this topic

See animation of story

Integration with Literacy (rhyming words)

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Naming ceremonies (Christianity, Buddhism and Hinduism)

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Topic: Naming ceremonies (Christianity, Buddhism and Hinduism)

Learning Outcomes

Exploring 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)

 

 

Other Resources for teaching this topic

PowerPoint link for 3 naming ceremonies:

https://docs.google.com/presentation/d/e/2PACX-1vQeRhHvXEyD7EHfT4hR2LHMMaJZ-zEH4M1l4ppFNnWVCcJwYB_W7mHwatMSm6Zayw/pub?start=false&loop=false&delayms=3000

 

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Exploring habitats in the local environment

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Topic: Exploring habitats in the local environment

Learning Outcomes

  • The children will be enabled to look for, catch, identify and draw  different insects, found in various areas of the school grounds.
  • Children will identify the various areas around the school discussing where insects could be found.
  • The children will be introduced to a variety of different insects in  the classroom, noting the amount of legs, or identifying features, i.e wings etc.,
  • Then go on an outdoor hunt using the pooters, draw their bug, then release the bug, return to their class and try to identify them using images on the whiteboard.
  • Identify their bugs according to information sheets see link below.

 

Introduction

  • KWL : ask what insects/bugs the children can identify. How do they know it’s a spider not a fly etc.
  • Discuss the identifying features as seen on information cards available at https://www.twinkl.ie/resource/t2-s-1169-insect-information-cards
  • Brainstorm where  around the school we would most likely find bugs/creatures .
  • Introduce pooters, explain how to use them (which straw to suck on, not to share them etc)
  • Remind children to work with partner.

Development

  • Children work in pairs to  explore their chosen area on school grounds, e.g  grass, puddles, under stones, in grass, (around bug hotels, or in raised beds if applicable. )
  • Children look for bugs, drawing ones that still enough to draw, eg snails, worms, ladybirds butterflies etc.
  • Use pooters to examine smaller bugs like louse or small spiders,  draw what they see under the  magnified lens.

Plenary

  • Children collect all items, ensure all bugs have been released.
  • Return to the class room, using their own sketches, refer to the bug information cards again to identify the species.
  • Using the link to Irish wildlife. ie children can identify a particular type of species e.g butterflies.
  • Children discuss their findings  in the class, and walk around looking at each pairs drawn images to see if they can idetnify more.
  • Complete KWL and discuss findings.

 

Other Resources for teaching this topic

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.

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Climate Change 4th Class

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Topic: Climate Change 4th Class

Learning Outcomes

Climate Change outcomes:

The child shall be enabled to:

  •  understand the impact of the actions of people on the environment through the generations
  • explore how we can enhance our environment for future generations through energy conservation, tree planting, preservation of habitats
  • further develop the concept of waste management through creating awareness of the Bring Centres, Green Bins and recycling areas in the school.
  • discover ways to move towards an environmentally friendly lifestyle such as turning off lights, reducing the amount of water used, recycling paper in the classroom and home
  • debate on environmental issues
  • become involved in local community clean up days/ anti-litter campaigns
  • research and present work on the environment through computer presentations, video and wall displays. 

 

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.

  1. Climate change is caused by the sun. (this website expands on this: https://www.climatechange.ie/myth-buster/ )
  2. Today the planet is warming much faster than it has over human history.
  3. Burning fossil fuels impact on climate change.
  4. Climate change means that the earth is warming up.
  5. One way to decrease rate of climate change is to plant more trees.

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?

 

 

 

 

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.

  1. What is it?
  2. Causes?
  3. Impact on us every day?
  4. Steps we can take to help?

 

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.

 

Other Resources for teaching this topic

Use of padlet- https://padlet.com/dashboard

Video:  https://vimeo.com/112042837

Use of iPads to research with QR codes.

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Guided Meditation (Buddhism)

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Topic: Guided Meditation (Buddhism)

Learning Outcomes

The child will be enabled to:

  • Understand the main beliefs of Buddhism
  • Observe and discuss important Buddhist symbols
  • Become aware of meditation as a key practice of Buddhists
  • Explore and discuss the story of Buddha/origin of Buddhism
  • Participate in the guided Lotus meditation

 

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.

 

Plenary

Students will complete a guided Lotus meditation under instruction from the teacher.

 

Other Resources for teaching this topic

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

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Grandparents day

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Topic: Grandparents day

Learning Outcomes

To 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.

 

Plenary

Children write and share their favourite things to do with their grandparents.

 

Other Resources for teaching this topic

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.

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Christmas

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Topic: Christmas

Learning Outcomes

This 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.

 

Other Resources for teaching this topic

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

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Belief Systems – Humanism

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Topic: Belief Systems – Humanism

Learning Outcomes

 

  • To identify key values associated with Humanism.

  • To appreciate that Humanists believe they have a responsibility of stewardship towards the environment.

 

Introduction

To begin the lesson I will write on the board what we are going to learn today;

  • Explain what it means to be a Humanist

  • List our senses and explain why they are important

  • Discuss how people use their senses to find out about their surroundings and themselves

  • Describe how different senses result in different information

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:

  • Why should people protect our natural and human-made environments?

  • Are humanists the only people who protect the earth?

  • Can you think of any ways the natural environment and natural resources are being destroyed?

  • What would happen if we used or destroyed all our natural resources or neglected our human made resources?

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.

 

Other Resources for teaching this topic

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.

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Humanism – Summer Solstice June 21st

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Topic: Humanism – Summer Solstice June 21st

Learning Outcomes

To develop an understanding and appreciation of an event that is of particular significance to Humanist religion.
Identify and discuss famous features in Ireland and abroad that are related to the summer solstice.

 

Introduction

Introduce the Summer solstice, the date of the 21st of June and why it is of significance.
Discuss the relevance of it being the longest day of the year and compare it with the winter solstice, the shortest day of the year. Represent the solistice as a cycle that repeats annually.

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 groups will be looking  up two different places; Newgrange and Stonehenge.

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;

Stonehenge Facts!

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.

https://www.youtube.com/watch?v=DoaC0cWfneM

 

Other Resources for teaching this topic

use of websites, videos and iPads.

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Moral & Spiritual – When I’m Feeling …

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Topic: Moral & Spiritual – When I’m Feeling …

Learning Outcomes

To 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?

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=dOkyKyVFnSs

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Poverty

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Topic: Poverty

Learning Outcomes

  • To gain an understanding of what it means to be ‘homeless’
  • To gain an appreciation for the difficult decisions that homeless people sometimes have to make
  • To recognise the various ways in which the public can help to combat homelessness

 

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:

  • How did the boy in the video become homeless?
  • How did he feel when he lost his home, do you think?
  • What do you think he misses about his home?
  • Are any human rights being neglected in this video?
  • Is this boy’s homelessness permanent do you think?

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.

 

Other Resources for teaching this topic

  • YouTube – The video used during the development of the lesson will be from youtube.com
  • The worksheet can optionally be interactive on Google Forms

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If the World was only 100 people

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Topic: If the World was only 100 people

Learning Outcomes

For student to be able to identify lacks of equality and justice around the world.

For students to be able to emphasise and understand why this occurs in our world.

For students to be able to discuss the difference and similarities between their community and the community of others

For students to reflect on how they can make a difference and make an improvement to others lives

 

Introduction

Students discuss different aspects of their society – ‘What makes up our society?’

‘What would we expect to see/hear in our society?’

Students discuss aspects of a third world society- ‘What would you expect to see/hear in a third world society?’

What could be different/same?

Students can design a Venn Diagram to show their thoughts.

 

Development

Students watch the ‘If the World was only 100 people’ video on Youtube

Teacher leads discussion of what they have seen.

Students reflect on different issues that have came forward from the video….student interest lead.

Plenary

In pairs or small group students can prepare a ‘notice poster’ or google slide of a social justice issue which has came from the video/discussion.

Children research their own topics and gather information to explain the why/how something occurs differently is all society.

Teacher could also integrate drama by having role playing. I have even had students prepare a ‘shadow dance’ where students prepare an explanation dance behind a curtain. Music is usually used to add an extra impact.

 

Other Resources for teaching this topic

If the world was only 100 people – video or book form -Youtube

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Day of the dead

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Topic: Day of the dead

Learning Outcomes

-understand the purpose and joy of celebration

-explore special celebrations that we share with others such as birthdays

-begin to explore festivals in different cultures

-examine the art and music associated with the celebration of these festivals

 

Introduction

Talk about Hallow’een and how we celebrate halloween in Ireland. Talk about Samhain and how it started the tradition of Hallow’een in Ireland.

Brainstorm if anyone know any other traditions which are similar to Hallow’een.

Development

Explore day of the dead. Explain that it is a Mexican festival and in Mexican culture death is viewed as a natural part of the human cycle. Mexicans view it not as a day of sadness but as a day of celebration because their loved ones awake and celebrate with them. Talk to the class about the festival and how people create alters to celebrate the dead and serve traditional meals.

Look at the pictures on line of day of the dead, focusing on the decorative work on the face, and explore the celebrations during the festival. Look in particular at the masks that people wear during the parades.

Class to design their own day of the dead masks.

Plenary

Compare the traditions of Day of the Dead to Hallow’een- how are they similar and different?

 

Other Resources for teaching this topic

use google/ecosia for images of the day of the dead

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Child labour

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Topic: Child labour

Learning Outcomes

Children will look at photographs of children around the world

They will compare and contrast the photos-the school, the food, the clothes etc.

Children will look at videos and discuss what child labour is and what should be done to prevent it

 

Introduction

Children will watch the video Fruits of their Labour

Development

After this video the children will learn its a video from Amnesty International and will research online what Amnesty International is and what they do.

They will create a storyboard of a day in the life of a person in the plantation.

 

Plenary

Children will write a letter to companies who use palm oil and try to deter them from using it, outlining their reasons why they should not use palm oil and give alternatives.

 

Other Resources for teaching this topic

storyboard

youtube story

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Feeling Safe

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Topic: Feeling Safe

Learning Outcomes

The children will be enabled to identify what makes them feel safe.

The children will be enabled to identify what makes them feel unsafe.

The children will discuss what to do in an unsafe situation.

 

Introduction

The Child Centred Principle: Each child’s individual needs will be considered and they will be encouraged to learn through active participation.

The children will discuss how they are feeling, this will lead onto the children discussing what makes them safe/unsafe.

The children will listen to a story during circle time, where a child will get lost from their mother in a shopping centre.

 

Development

After discussing various situations, the children will act out various scenes in groups.

The rest of the class will watch and assess using the “Three Stars and a Wish”, picking out two of the best parts and one that can be improved.

All children will be involved actively in a drama and class discussion.

Plenary

The class will have a whole class discussion on feeling safe.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=tzb40S8AnuU

The children will watch a Youtube clip on feeling happy and safe.

 

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Enabling children’s voices

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Topic: Enabling children’s voices

Learning Outcomes

*sense of empowerment

*positive mindset

*practical everyday response to potentially overwhelming feelings to climate change coverage in the medi

 

 

Introduction

Discuss climate change with class , kwl , establish what they already know.

 

Analyse information, it is positive or negative?

 

 

 

Development

What can we do to positively change our world ,

 

Show 3 minute video narrated by Morgan Freeman, called Our future

 

Highlight the potential positive changes

 

What can they do themselves

 

Plenary

Make three individual goals to help make a more positive impact on the world.

 

Other Resources for teaching this topic

Youtube video

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Belief Systems

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Topic: Belief Systems

Learning Outcomes

Strand: Belief Systems

Strand unit: Exploring the rites and ceremonies associated with a range of belief systems.

Aim: To explore one pilgrimage in particular: El Camino (Camino – France and Spain)

 

Introduction

Did you ever hear of the Camino? Did anyone in your family do the camino?

Hear is a clip of what happens on the camino

https://www.youtube.com/watch?v=UcEOG7ykL4A

What do you think of it? Would you enjoy it?

Development

Children you have five minutes to research with you partner on Chromebooks.

Think, pair and share.

Then, you can create one slide on Google Slides.

 

Plenary

Brainstorm on main findings.

The next presentation of all Google slides by children and teacher.

 

Other Resources for teaching this topic

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Planting bulbs for spring

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Topic: Planting bulbs for spring

Learning Outcomes

Objectives:

To enable the children to-

  • Identify the changes that occur in spring
  • Understand that spring is a time for growth and new life
  • Plant a bulb successfully

Resources:

  • Plastic containers
  • Bulbs
  • Compost
  • “The Tiny Seed” by Eric Carle

 

Introduction

Introduction:

I will introduce this lesson by having a discussion with the class about spring time. I will ask the class:

  • Does anybody know what happens in spring?
  • What sort of weather is it in spring time?

I will tell the children that we are going to be talking about Spring time. As a group we will discuss Spring, and talk about it being a time of newness; about new life and new beginnings.

I will ask the children what we need to help us grow and to be strong. I will then ask them what they think plants might need to help them grow. I will have a discussion with the children about what they said humans need to grow and I will ask them if they think plants need all of these things too. I will then tell them how flowers grow from little seeds in the ground and grow roots and shoots.

I will get the children to go through it with me and do all the actions and stretch their hands up high in the air.

Development

Development:

We are going to plant our own bulbs in the school garden. I will explain to the children what they have to do. Each table will be given some compost and bulbs. I will then ask the children to put a little compost in the ground and to place their bulb in on top of the compost. I will go around checking that they are positioning their bulbs correctly. I will tell the children to place some more compost on top of their bulbs. We will watch the plants very closely and water them accordingly.

After planting the seeds, I will ask the children to look out the window and see if they can see any signs of spring;

I will then invite the children to talk about what they like best about Spring and why.

Plenary

The children will keep the an eye on their bulbs in the school garden making sure the area is kept free from weeds etc so the bulbs can grow.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=ls6wTeT2cKA

The Tiny Seed by Eric Carle (story showing what plants need to grow)

 

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Celebrating Uniqueness

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Topic: Celebrating Uniqueness

Learning Outcomes

This lesson is suitable for Junior/Senior infants and is a lovely lesson on celebrating and embracing our Uniqueness.

It includes a story filled with rhyme that helps students build self esteem while recognising difference in others.

 

Introduction

Get the children to draw a self portrait. Using coloured wool for hair and crayons to highlight the different eye colour etc. We then place the self portraits on the floor using headings of red hair, black hair etc.

Development

Then graph the results on the board for the children to see the results. Sit the children in a circle and read the story Hooray for You! A story that celebrates all the qualities that makes us unique.

Plenary

We conclude the lesson with all the children singing the song Im proud to be me.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=-rfVUEASWMw

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Lesson on Festival of Ramadan

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Topic: Lesson on Festival of Ramadan

Learning Outcomes

Children will be enabled to:

  • Communicate the context and cultural significance of Ramadan
  • Demonstrate the reason behind the timing and duration of Ramadan
  • Create a video highlighting what Ramadan is like to experience

 

Introduction

I will open a chart or whiteboard slide to brainstorm from previous knowledge on Islam and add a new slide with ‘Ramadan’ written in the middle. I will ask the class for their ideas and suggestions for what they think Ramadan involves or what it is.  (5 mins)

Development

Having gone through what they know I will reiterate to them the Ramadan is a period of fasting for Muslims, where they must observe strict rules of fasting during daylight hours. I will ask them to think of any other religions that have similar practices i.e.(Christianity and Lent). (3 mins)

I will then ask the children to open up a pre-prepared slideshow that I will have posted on Google Classroom. This slideshow is a combination and edit of two different slideshows downloaded from the website Twinkl. We will go through the first part of the slideshow that goes through some facts about Ramadan and discuss these as a whole class. (8 mins)

We will then look at the rest of the slides which highlight the experience of a Muslim child during Ramadan. We will discuss these and I will have prepared some guided questions to keep the discussion on task. (5 mins)

I will then split the class into groups and the children will have to come up with a drama based on them experiencing Ramadan. They will have to plan the drama out on a Chromebook, or iPad. They can record or film their drama. When finished they will upload both the plan and video to the Google classroom page or their drive. I will walk around the class and observe and assist the children as they complete this task.(20 mins)

Plenary

We will add a new slide to our brainstorming chart with ‘Ramadan’ written in the middle. The children will have the opportunity to give me contributions on what they now know about Ramadan and we will compare this to the one completed at the start of the lesson. 

For a follow on task for class or homework the children will have to complete their own Ramadan story where they will have to imagine they are a Muslim child during Ramadan. I will tell them they can complete it as a narrative story or a series of diary entries. They will type this and upload it when finished to the class Google Classroom page.

 

Other Resources for teaching this topic

The children will make use of:

  • Interactive Whiteboard
  • Chromebooks
  • Google Classroom
  • Google Slides
  • iPads

This lesson is based on the having use of Chromebooks and the access to google classroom. It can similarly be adapted without these.

 

 

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Judaism festival- Rosh Hashanah

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Topic: Judaism festival- Rosh Hashanah

Learning Outcomes

Identify the world religion(Judaism) and important symbols  from a previous lesson.

Name the type of foods that is eaten during Rosh hashanah.

 

 

 

 

Introduction

The children will watch a video about Rosh hashanah. In pairs the children will discuss the video and identify any foods/symbols they recognise.

Development

We will compile a list of foods on the board in groups.  The children will then be introduced to pictures of the different foods/symbols eaten during Rosh Hashanah.  In small groups the children will match pictures to words of important symbols/foods from Rosh Hashanah.

Plenary

The children will eat apples dipped in honey as a celebration for Rosh hashanah.

Finally the children will do a cloze procedure of words related to the Judaism religion.

 

Other Resources for teaching this topic

Video of Rosh Hashanah. 

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Diwali

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Topic: Diwali

Learning Outcomes

The child will be enabled to:

  • understand what Diwali is and when it is celebrated;
  • understand the meaning of the lamp;
  • recall the story of Rama and Sita;
  • recall how the festival is celebrated.

 

Introduction

Introduce the class to the word Diwali and what it means;

Complete a KWL chart in groups, establishing the prior knowledge of the class.

Development

Using a powerpoint presentation, explain to the class the origins of Diwali. Help the class to understand how Diwali is celebrated and how people prepare for the festival. Understand and identify the different symbols associated with Diwali.

Listen to and recall the story of Rama and Sita. Work in pairs to retell this story.

Introduce the class to Rangoli patterns and the significance of these patterns to the festival Diwali.

Plenary

Complete the KWL chart in groups from the beginning of the lesson.

Take part in an art lesson creating a Rangoli pattern and display these in the classroom.

Listen to or read the ebook “Dipal’s Diwali ebook”

 

Other Resources for teaching this topic

https://www.twinkl.ie/resource/dipals-diwali-ebook-t-or-2028

 

https://www.twinkl.ie/resource/t-t-4296-diwali-powerpoint

 

https://www.twinkl.ie/resource/t2-g-062-rangoli-patterns-templates

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Food

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Topic: Food

Learning Outcomes

Children should gain and understanding of:

  • food miles
  • jobs created from food
  • environmental impact of food travel and consumption
  • reduction of food miles by shopping locally
  • cost for food v cost paid to producer/workers etc

 

Introduction

  • Open a discussion about food consumed/purchased within the class
  • Gauge the level of knowledge of food travel/process of food growth/where our food comes from
  • Yes/no/unsure of foods- are they grown in Ireland

Development

Children should select a food item imported from abroad researching:

  • growth process (time, care etc required)
  • Harvesting
  • Packing
  • Shipping
  • Delivery to shop
  • Unpacking and displaying

 

Plenary

Feedback back by groups to the class on various food item research

Follow up with asking a local food producer to speak to the class regarding local food production vs importing of food.

 

 

 

Other Resources for teaching this topic

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Who made your t-shirt?

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Topic: Who made your t-shirt?

Learning Outcomes

Identify the countries their clothes are produced in

Name the materials used to make their clothes

Label materials as natural or synthetic

 

 

 

Introduction

Teacher introduces topic of clothing, recording brainstorm on IWB

Prompts include materials, styles, favourite shops.

Fast Fashion- explain concept to class.

 

 

 

Development

Class question: Who’s clothes have travelled the furthest to get here? Labels checked, countries recorded.

Children research online the countries their clothes were produced in and graph them on a map.

How It’s Made: Clothing

Watch youtube video on how clothes are made.

Discuss natural vs synthetic fibres and how each is produced and environmental impact of each.

Plenary

Children write the story of their t-shirt’s journey

Children do conscience alley on fast fashion shopping vs buying clothes second hand

 

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=YYWlevX7Kw0 How It’s Made Clothing

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Recognising and Embracing Our Uniqueness

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Topic: Recognising and Embracing Our Uniqueness

Learning Outcomes

  • That each child will gain an understanding that they are different from their peers.
  • That each child will celebrate difference.

 

Introduction

Teacher introduces the lesson by saying how we are all different.

She brings two children up in front of the class and shows how both have different coloured hair, height etc.

Think/ Pair/ Share activity: They describe their neighbour to their neighbour in a pair activity.

Development

Teacher then gives an oval template to each child and some coloured wool and gets them to draw themselves. The wool is used for hair.

The pictures are then put on a noticeboard.

Teacher then reads the story Horray for You, a story celebrating how unique we all are.

 

Plenary

To conclude the teacher gives each child a web and gets them to draw a picture that tells about your special talents or interests.

 

Other Resources for teaching this topic

A copy of the Hooray for You is available online.

This lesson can take place over two days as there is quite a bit involved.

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St.Patricks Day- Celebration

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Topic: St.Patricks Day- Celebration

Learning Outcomes

  • Understand the story of St.Patrick.
  • To identify a Shamrock.
  • Use art to design Shamrocks.

 

 

Introduction

  • Gather prior knowledge through questioning.
  • Use pictures to prompt children.
  • Show story of St.Patrick using a powerpoint.

Development

Shamrocks- Explore what a shamrock looks like.

Art-Give the children a range of materials to construct shamrocks.

 

Plenary

Use an Artist chair to display and show everybody´s work.

Recap the story of St.Patrick.

 

Other Resources for teaching this topic

Twinkl powerpoint

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Easter

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Topic: Easter

Learning Outcomes

  • To identify Easter as a sacred time of year for Christians around the world
  • To learn the key vocabulary associated with Easter
  • To complete a written exercise pertaining to the story of Easter

 

Introduction

  • The children will be asked what Easter is all about, and what they know of Easter already.
  • The children will be asked, in pairs, to brainstorm key words associated with Easter, and to contribute these words to a word web on the whiteboard.
  • The children will listen to the song “One, Two, Three” – https://www.youtube.com/watch?v=MIf9jv4pVTM

Development

  • The teacher will read a passage from the Bible associated with Easter.
  • Key words and vocabulary used from the passage will be highlighted for the children.
  • The children will then complete an interactive storyboard activity, in which they sequence the events of the biblical passage that they’ve just heard.
  • When the groups have concluded this exercise, children from each of the groups will rewrite the Easter story.

Plenary

  • The teacher will ask children various questions across the room about the written pieces that they have just completed.
  • The teacher will remind the children of the new key vocabulary learned in the lesson.

 

Other Resources for teaching this topic

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Friendship Week

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Topic: Friendship Week

Learning Outcomes

That the children will learn what it means to be a good friend

That the child should be able to identify qualities that are needed for Friendship

The children will partake in games taking turns and building friendships.

The children will enjoy the story The Rainbow Fish

The children will discuss the story and how Friendship was shown

 

 

Introduction

Introduce the children to the topic of Friendship by showing them the story of the Rainbow Fish.

https://www.youtube.com/watch?v=r9mryuEKkKc

Discuss the story and the feeling of the fish.

Play a game of Blindman’s buff to develop trust among friends. Do paired reading with a younger class.

 

Development

Ask the children questions to develop the theme of friendship and to allow them to explore the theme and the feeling of different characters.

  • Describe the Rainbow Fish’s behaviour at different points in the story. How did his behaviour make the other fish feel?
  • The Rainbow Fish gives away his most prized possessions. What are your most prized possessions? Why are they important to you?
  • Does this story have a moral? What is it?

Integration: English and Art

 

Plenary

Reflect using drama and art to further develop the theme.

 

Other Resources for teaching this topic

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Environment

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Topic: Environment

Learning Outcomes

  • Identify and discuss local, national and environmental issues
  • Realise that there is a personal and community responsibility for taking care and conserving the environment

 

 

Introduction

Activities include:

  • sorting activity bag with some items that can and cannot be recycled – include items such as straws, pizza boxes, toothbrush, one off plastic bottles, newspapers etc etc

Development

  • class discussion @ the meaning of the words – reduce, reuse, recycle as well as discussing practical ways that we can reduce, reuse and recycle and how do we get rid of items that we no longer need/want.
  • Children complete an activity under the four headings in LT workbook / handout
  • Design a poster to improve the environment
  • Video on line about protecting the environment / global warming
  • Discuss overuse of plastic and damage it is causing including oceans
  • Link to care for classroom including correct bin usage

Plenary

Key points from lesson – look at posters and messages on same

 

Other Resources for teaching this topic

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Environmental Interdependence

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Topic: Environmental Interdependence

Learning Outcomes

The children will explore and learn about the concept of Environmental Interdependence through

reading and exploring the story of “The great kapok tree” by Lynn cherry.

 

 

Introduction

Discuss what they already know about the amazon rainforest. Where it is , how large it is etc.

link it to previous learning in science – how plants give us oxygen

amazon rainforest are sometimes called the lungs of our planet.

 

 

Development

Before introducing the book we are about to read – link it to previous learning in science

about the layers of the rainforest canopy. – what is found at each level?

Introduce the book saying it is about a really large tree that grows in the rainforest

it is a home to lots of species that depend on it , even us.

 

Read the story.

 

 

 

Plenary

discuss the book when it is finished from the prespective of the different characters.

what choices were difficult? were you aware of how one action could impact on so many

others?

extension – drama lesson where a ball of wool is used to connect all creatures to the tree and the

woodsman cuts the wool when he cuts the tree

extension – deforestation , food webs, bees habitats, etc.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=J1Teb-_jTyI

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The day Gogo went to vote

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Topic: The day Gogo went to vote

Learning Outcomes

The children will listen to the story of the Day Gogo went to Vote.

They will learn about voting, democracy and human rights.

They will be in role as children either being granted or denied rights.

 

Introduction

Children willl be asked about voting and what they think it is and why it is needed

They will be given options and have to vote and explain why they voted that way.

They will watch a clip on Ellen about voting

https://www.youtube.com/watch?v=jqzkIOAPp28

Development

ten children will be picked and given a yellow ribbon to wear. A list will be read out: children with yellow ribbon don’t have homework, they can have cushions, they have hot lunch, no uniforms etc. Questions will then be asked to children with and without ribbons; how did that make you feel? how do you feel about the rules and so on.

 

Plenary

Children will listen to the story of The Day Gogo Went to Vote

https://www.youtube.com/watch?v=ZuySVu2CLmE

This will be discussed.

 

Other Resources for teaching this topic

youtube

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Sikhism, 5 K’s

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Topic: Sikhism, 5 K’s

Learning Outcomes

-recognise the 5 K’s of Sikhism

-name the 5 K of Sikhism

-explore the importance of the 5 K’s

 

Introduction

Talk about Sikhism, where the religion originates from, what the followers are called.

Recalling the beliefs of Sikhs from previous lesson.

Show the 5 K’s of Sikhism.

Talk about their names, where it originates from and the importance to the religion.

Watch the video linked https://www.youtube.com/watch?v=Eg7A8cPlvU0

Development

Give each group a set of loop cards on the 5 physical symbols. Give each small group an opportunity to discuss the physical symbols.

Make the loop from the loop cards and compare to other groups.

Plenary

A display will be made which displays each of the physical symbols. Give groups the opportunity to draw, paint or display the symbol in their chosen form.

 

 

Other Resources for teaching this topic

use of youtube video https://www.youtube.com/watch?v=Eg7A8cPlvU0

kahoot quiz on the physical symbols

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the environment

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Topic: the environment

Learning Outcomes

Children will read the story Planting the trees of Kenya.

Children will discuss how Wangari promoted women’s rights and planted trees to preserve the land.

Children will brainstorm how they can support and help the environment.

 

Introduction

The Cover: Have students predict what the text is
about based on the title and front cover illustrations.
Have them make predictions about the text’s genre
and the author’s purpose. Who is Wangari Maathai?
The Pictures: Flip through the pages in the text. Ask
your students what they notice about the illustrations.
How does the land change throughout the book?
What effect might that have on the people of Kenya?
Prior Knowledge: Find out what your students know
about Kenya. Show them Kenya on a map and point out
its proximity to the equator. Explain that the climate
tends to be wet and hot—ideal for growing many
plants. Compare your area’s climate with that of Kenya.
Vocabulary: sacred, homestead, plantation, export, silt
Purpose for Reading: Choose the purpose that best
fits your class: “Let’s read today to find out how the
choices people make can affect their environment.”
“As we read, think about how the people of Kenya
found themselves growing poorer even though they
were working the same land they always had.” “As
we learn about Wangari Maathai, think about the
difference just one person can make.”

 

 

Development

Discuss the following questions

What caused the changes in Kenya while Wangari was away at college?
What effect would the changes in the land have on the animals?

How would this affect the people?

How do you think Wangari felt when she returned
to Kenya?
What does Wangari mean when she says that
good soldiers should have guns in their right hands
and trees in their left?
What would have happened if Wangari hadn’t
come back to Kenya?

Think Pair Share :Discuss how we have lost respect for the environment

Brainstorm: ideas how we improve the environmet.

create a list in groups of what we can do in order to be proactive and help the environment.

Plenary

discuss brainstorm and lists of ideas

Recap on the story.

Could do a follow up lesson following through on some of the childrens ideas from their brainstorm .

 

Other Resources for teaching this topic

you could look at the green belt movement website during a follow up lesson.

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Ethics and the Environment – Exploring ways to increase our plastic recycling.

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Topic: Ethics and the Environment – Exploring ways to increase our plastic recycling.

Learning Outcomes

  • Children will learn how long different plastics take to break down.
  • Children will learn alternatives to using plastics
  • Children will learn what an Eco brick is , its uses and benefits
  • Children will create an advertisement for an Eco brick

 

Introduction

Children will brainstorm what plastics they use in their daily lives and we will discuss how we dispose of these plastics. This will be followed by pair work on alternative disposals for them. We will watch a short video on how long plastics take to decompose.

https://www.youtube.com/watch?v=4uu4cBfjfA8

Teacher will show them an EcoBrick and ask for opinions on it.

Watch EcoBrick video on Cork Seal Sanctuary

Create message to deliver to other classes promoting use of them and how to set up a positive plastic environment in your class.

 

Development

 

Create message to deliver to other classes promoting use of them and how to set up a positive plastic environment in your class.

Make chart to monitor how many days plastic free and EcoBrick advertising poster.

 

Plenary

Deliver message to other classes along with an empty two litre bottle.

Continue to use EcoBricks .

Continue to update plastic free chart.

 

 

 

Other Resources for teaching this topic

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Meditation

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Topic: Meditation

Learning Outcomes

Show the positive impact of meditation on our health and well-being.

 

Introduction

Show the class the YouTube clip One Moment Meditation. How to Meditate in a Moment. https://www.youtube.com/watch?v=F6eFFCi12v8

Discuss why the character may have benefited from his one moment meditation.

Development

Ask students to close eyes in preparation for our meditation (alternatively pass out eye masks).

Gently lead a guided meditation (length to be determined by teacher). Suggested script:

Take a moment to acknowledge your body and to notice how it is feeling. Notice how you are sitting and the flow of the rhythm of your breath. Do not change the rhythm or try and slow it down. Remember that you are breathing with your whole self: from the crown of your head to the soles of your feet, from the tips of your fingers on your left hand to the tips of your fingers on your right hand.

All is well, all is calm.

Concentrate first on inhalation- the in breath. The in breath is always healing, nurturing and life giving. Now begin counting by mentally counting the numbers one, two, three just before every inhalation.

one (inhale exhale)

two (inhale exhale) etc, try to get to number ten. If you get distracted or lose your place do not worry, just gently return to number one as often as you have to.

After you get to ten in breaths take a moment to notice how you are feeling. Observe the rhythm of your breath and stop counting.

Smile deeply, well done.

 

Plenary

Lead a class discussion on how this meditation made us feel. What do we think the benefits might be if we were to complete this each day.

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=F6eFFCi12v8

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Islam&Ramadan

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Topic: Islam&Ramadan

Learning Outcomes

 

The children will;

*have basic understanding of Islam

*become informed about 5 pillars of Islam

*become aware of Ramadan (fasting from dawn to dusk, exceptions, Hajj, forgiveness)

 

Introduction

 

 

Development

*Ask the children to create a 30 day month of kindness calendar on a shared document of google documents.

*Discuss the different acts of kindness and how they would help us  to become more grateful in our lives

*children create google form to quiz  peers on their learning

 

Plenary

*Share the calendars with others groups via the interactive whiteboard

*Complete google form to assess learning

 

 

Other Resources for teaching this topic

Shared google documents

powerpoint

google forms

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Grandparents Day

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Topic: Grandparents Day

Learning Outcomes

Appreciate the role of grandparents;

Carry out an interview with a grandparent or older person;

Complete a written activity or artwork based on grandparents;

Help organise and participate in an afternoon to celebrate grandparents.

 

Introduction

Brainstorm the term “grandparent” with the class, recording key term on the board (family, fun, play time, ice cream, my dad’s parents, my mam’s parents) etc

Ask the children to bring in a photograph of them with their grand parent and discuss this picture in pairs.

Development

Invite in a grandparent to speak with the class prior to this lesson;

Listen to some stories told by the speaker about their life and the games they used to play as children;

Ask the speaker a variety of different questions about what they do with their grandchildren, what school was like when they were younger etc

Make a list of questions that we could ask our grandparents about their lives or their lives as they were growing up;

Carry out this interview.

Plenary

Plan an afternoon to celebrate grandparents;

Plan different stations to explore the different games grandparents used to play as children;

Complete some written activities (letter to grandparents/ acrostic poem/ picture of grandparents) to hang around the classroom on the day.

 

 

Other Resources for teaching this topic

http://content.twinkl.co.uk/resource/2a/a4/t-t-2548691-ks1-grandparents-day-powerpoint-english.ppt?__token__=exp=1560261914~acl=%2Fresource%2F2a%2Fa4%2Ft-t-2548691-ks1-grandparents-day-powerpoint-english.ppt%2A~hmac=efdfcddfd36795ad951ccc311a859df3c4a2b7d6c03490b650f22b5f7c340220

 

http://content.twinkl.co.uk/resource/80/34/t2-t-17000-ks2-grandparents-day-plan-english_ver_4.pdf?__token__=exp=1560262692~acl=%2Fresource%2F80%2F34%2Ft2-t-17000-ks2-grandparents-day-plan-english_ver_4.pdf%2A~hmac=5b9c17d3d48f341922343ed8727a27476b558437c2d8a57ef2991fd873eb61a0

 

 

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Being a good friend

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Topic: Being a good friend

Learning Outcomes

The children will learn what it means to be a good friend, all the qualities and characteristics that make a good friend.

The children will be able to list 3 qualities that make a good friend.

The children will be enabled to discuss what way they would like a friend treat them.

 

Introduction

Play a song “You got a Friend in Me (Toy Story)  and ask the children to listen to the words and enjoy.

Discuss the song.

Write on white”What makes a good friend”

Development

 

Get the children to Think Pair Share

Brainstorm the word friend on the board. Write down what the children report back.

Plenary

Read the story “A Dinosaur called Tiny” –

The children will listen to the story.

To further develop the lesson, divide the children into groups and ask to create a Freeze Frame of their favourite part of the book.

 

Other Resources for teaching this topic

http://youtube You got a friend in me