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)
Topic: Conflict Resolution- Little Red Riding Hood
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.
the children re-tell the story of “Little Red Riding Hood” in their own words using visual aids.
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
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
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.
Topic: Anti-bullying, Rights and Responsibilities, tie in with UN Rights of the Child
The child shall be enabled to:
begin to distinguish the difference between wants and needs.
identify and name basic rights e.g. the right to food, water, shelter, health, play, to be safe, not to be hurt etc.
Begin by introducing the WALT/TAFF by stating that today we are learning about children’s rights
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’.
Allow the children the opportunity to give some examples before stating them aloud for the class: clean water, food, love, play, opinions etc
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.
Use a beanbag to pass from one student to the next, each stating a right they think all children have/should have.
The teacher at this time should record their answers on a flipchart.
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).
Encourage children to speak openly stating if they agree or disagree with the answers given in class.
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….”
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.
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.
Each new group must now examine the rights written on the A3 sheet and decide whether or not they should add to the list.
The music should be played several times, allowing the children to sit at a different table each time.
With the teacher as facilitator, record an agreed class list of children’s rights. This should be based on the children’s work.
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.
Using the Interactive White Board open the PDF of the poster available on the OCO’S website.
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?
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.
Topic: Fairtrade (Fortnight – to be completed over 2 lessons)
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
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’.
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.
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.
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.
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
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.
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.
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.
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.
Encourage each pupil to choose his/her own favourite part of the story and illustrate it,
Topic: Naming ceremonies (Christianity, Buddhism and Hinduism)
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)
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*.
-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*
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)
Today the planet is warming much faster than it has over human history.
Burning fossil fuels impact on climate change.
Climate change means that the earth is warming up.
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?
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.
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
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.
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.
Children write and share their favourite things to do with their grandparents.
This is a lesson about the nativity where infants can learn about the story of the first Christmas.
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.
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.
After the sequencing activity, revisit the KWL chart and fill out the ‘What we have Learned’ section.
To appreciate that Humanists believe they have a responsibility of stewardship towards the environment.
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.
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.
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.
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.
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.
Each group will present their research to the class using a poster or record a short video presentation on iPads.
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.
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.
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.
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.
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?
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?
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
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
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.
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.
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
-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
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.
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.
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
Understand that spring is a time for growth and new life
Plant a bulb successfully
“The Tiny Seed” by Eric Carle
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.
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.
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.
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.
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.
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.
We conclude the lesson with all the children singing the song Im proud to be me.
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
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)
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)
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:
This lesson is based on the having use of Chromebooks and the access to google classroom. It can similarly be adapted without these.
Identify the world religion(Judaism) and important symbols from a previous lesson.
Name the type of foods that is eaten during Rosh hashanah.
The children will watch a video about Rosh hashanah. In pairs the children will discuss the video and identify any foods/symbols they recognise.
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.
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.
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.
Introduce the class to the word Diwali and what it means;
Complete a KWL chart in groups, establishing the prior knowledge of the class.
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.
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”
Identify and discuss local, national and environmental issues
Realise that there is a personal and community responsibility for taking care and conserving the environment
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
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
Key points from lesson – look at posters and messages on same
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.
Children will listen to the story of The Day Gogo Went to Vote
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.
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.”
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
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.
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.
Topic: Ethics and the Environment – Exploring ways to increase our plastic recycling.
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
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.
Discuss why the character may have benefited from his one moment meditation.
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.
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.