Learning Outcomes
|
Introduction |
|
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. |
Twinkl powerpoint
Learning Outcomes
|
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. |
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.
Learning OutcomesIdentify 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
|
https://www.youtube.com/watch?v=YYWlevX7Kw0 How It’s Made Clothing
Learning OutcomesChildren should gain and understanding of:
|
Introduction |
|
Development |
Children should select a food item imported from abroad researching:
|
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.
|
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.
|
use of youtube video https://www.youtube.com/watch?v=Eg7A8cPlvU0
kahoot quiz on the physical symbols
Learning OutcomesThe 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 |
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. |
youtube
Learning OutcomesThe 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. |
Learning Outcomes
|
Introduction |
Activities include:
|
Development |
|
Plenary |
Key points from lesson – look at posters and messages on same |
Learning OutcomesThat 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.
Integration: English and Art
|
Plenary |
Reflect using drama and art to further develop the theme. |
Learning Outcomes
|
Introduction |
|
Development |
|
Plenary |
|
Learning OutcomesChildren 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
|
Development |
Discuss the following questions What caused the changes in Kenya while Wangari was away at college? How would this affect the people? How do you think Wangari felt when she returned 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 . |
you could look at the green belt movement website during a follow up lesson.
Learning OutcomesThe children will be enabled to a:
|
Introduction |
Introduce the lesson writing the word ‘Islam’ on the interactive whiteboard (IWB) and as the children to discuss briefly in pairs what they already know about Islam. Ask the children to share what they already know and make a note of all of this on the IWB, making a Brainstorm chart using the IWB software that I will save for the end of our lessons as an assessment tool to compare what they knew before and then after the lessons on Islam. |
Development |
Hopefully one of the children will have mentioned ‘The Five Pillars of Islam’ in the introduction section. Then show the children a slide with ‘The Five Pillars of Islam’ written on it on the IWB, but they will also be able to open this on their Chromebooks in front of them as I will have it posted on our Google Classroom page. I will briefly read through the Five Pillars with their Arabic name and English meaning. (3 minutes) I will then split the class into 5 groups, and assign each group one of the pillars to research using their Chromebooks. As the children do this I will circulate the classroom observing and offering guidance. (10 minutes) Next each group will have 2 minutes to share what they found with the class, and I will ask questions of each group about their research. (10 minutes) We will discuss and draw comparisons between these and any other religions we have looked at during the year (5 mins) |
Plenary |
The children in their groups will design a poster using A3 paper based on one of the pillars of Islam each. Put a link to the class blog on Google classroom for the children to access any of the information they need to complete these, and remind them that they can look over the ‘Five Pillars of Islam’ section on the blog for homework. (10 mins) |
Use of Laptops/Chromebooks for research purposes. Use of IWB to document before and after knowledge. Previously made Slideshow on the Five Pillars of Islam on Google Slides. Class blog on Islam
Assessment:
Resources:
Learning OutcomesChildren will learn about meditation. They will engage in a meditation. They will discuss how the felt before and after the meditation.
|
Introduction |
Did anyone every meditate? What is meditation? Why would you do it? Teacher: oral brainstorm with children or mind map on the whiteboard. |
Development |
Thank you for sharing your information and experiences about meditation. Now, we are all going to participate in a mediation but before we do that please write on a piece of paper how you feel. Link to one minute meditation: https://www.youtube.com/watch?v=iTrl2yxO79g
|
Plenary |
How do feel after the meditation, write it on the other side of your piece of paper. Would anyone like to share with us, how they feel now? Thank you for taking part in the meditation. It takes practice to become more comfortable with meditation. It is a good habit.
|
Learning OutcomesThe 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. |
Learning OutcomesAppreciate 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.
|
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
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
|
Shared google documents
powerpoint
google forms
Learning OutcomesShow 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. |
Learning Outcomes
|
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.
|
Learning OutcomesThe children will be enabled to:
|
Introduction |
|
Development |
|
Plenary |
|
Interactive whiteboard – YouTube
Learning Outcomes-participate in the life of the school e.g. through having a voice on the Student Council and the Green School Committee. |
Introduction |
Watch the YouTube video about democracy: https://www.oireachtas.ie/en/visit-and-learn/teachers-and-students/primary/ Write the term, ‘Student Council’ on the board and create a mind-map of everything the term means to the children based on their past experience. Define what the student council is and its role in the school community. Use examples from previous members and photographs from school events which were organised by the student council. Explain key vocabulary to the children including the words – democracy, candidate, vote, election, choice, ballot, preference.
|
Development |
Watch the YouTube video about voting and elections: https://www.oireachtas.ie/en/visit-and-learn/teachers-and-students/primary/ Look at recent election materials – posters, slogans etc. Explain to the children, that we are going to have a class election for our Student Council representative. Together we will set a date for the election and display it clearly in our class. Each child who is running as a candidate will create their own candidate poster using Google Slides or on a sheet including their own photo. The posters will be displayed in class as they are finished. Children not running for the election, will come up with a list of questions for the class candidates and these will then be presented in Google Docs with space to record their answers. The questions will be asked and answers recorded and displayed in class also. The children’s posters and answers will be displayed on the Class Do Jo page so the children can read the answers at home and in school. The children will decide which candidate they will vote for. |
Plenary |
On the day of the vote, a ballot box will be created in the classroom. Each child will tick their preference on their ballot sheet. The count will be completed by the teacher. The results will be announced in class the following day, with the results shared on the Class DoJo page. Candidates will congratulate / commiserate with each other accordingly. We will remove posters and discuss how to reuse the paper/materials. |
Candidates will use Google Slides to create their posters and type up their slogans.
Children will type up a question for their candidate on Google Docs and record their candidates answer.
iPad will be required for photographs, to create posters and record questions and answers.
YouTube videos on democracy and on voting in Ireland.
Learning OutcomesBegin to become aware of equality issues through celebrations e.g. ‘May Day’, ‘International Children’s Day’, ‘Anti-Racism Day’ and ‘International Women’s Day’ |
Introduction |
Watch the YouTube video of ‘Martin’s Big Words’ https://www.youtube.com/watch?v=Rc39Ka8ut6k
Ask the children to share their feelings about the story with each other in think pair share. |
Development |
In a whole class setting, identify the difficulties that Martin experienced throughout his life. Record these on a living chart in Google Docs. Discuss what caused the problems – define and clarify all topic specific words as they arise, record these on a living chart in Google Docs. Re-read the story. Ask the children to pay attention to how Martin dealt with the problem and how he encouraged his friends to deal with the difficulties they faced every day. Record the words Martin used – Love is the key to the problems of the world. Ask the children to make connections to how the world has changed since Martin was a child compared to now. Record all the problems that the children see in the world now. Allow the children to read the book and watch it as they want to find the answers to the above |
Plenary |
A photo will be taken of each child and superimposed on a sheet with a thought bubble coming out of their head, in which they will write or draw a picture of social problem they dream about fixing. These will be displayed on the class noticeboard, and the Class DoJo page. For extension activities, children can prepare and record their own speech on how to make the world a better place. This can be recorded in Voice Recorder on the class iPad. |
Using class iPad to record individually prepared speech for children on extension activities.
Watching online book of ‘Martin’s Big Words’ https://www.youtube.com/watch?v=vP4iY1TtS3s
Watching YouTube video of Martin Luther King Juniors speech:
https://www.youtube.com/watch?v=vP4iY1TtS3s
Use iPAd to take a photo and superimpose onto a document on Google Docs with a thought bubble coming from the children’s heads.
Exstenion work on Roza Parks – https://www.youtube.com/watch?v=Rs_utj3o1NQ
Learning Outcomes
|
Introduction |
|
Development |
If any child begins to become agitated an SNA will be able to remove them from the room and take them on a movement break outside to the green nature area. (autism specific) |
Plenary |
– To finish off the lesson allow the children to complete 2 mindful movement exercises following the clip Mindful Movement for Young Learners on You Tube (2.39 mins – 3.50 mins) https://www.youtube.com/watch?v=5aEI8lb7coY If any child would like to remain lying down for an extra couple of minutes allow them to do so. |
You Tube link Mindful Movement for Young Learners https://www.youtube.com/watch?v=5aEI8lb7coY
This lesson was written by teachers of children with ASD but can be easily adapted to suit any class level.
Learning Outcomes
|
Introduction |
|
|
Development |
|
|
Plenary |
|
This lesson was developed by teachers of children with ASDs. It can also be used for Infant classes.
Learning Outcomes
|
Introduction |
|
Development |
|
Plenary |
|
Learning OutcomesTo be enabled to explain what it means to show kindness. To be able to list ways of showing kindness. To retell the story of Androcles and the Lion. |
Introduction |
Read and recite the poem ‘Be Kind’ Be kind to others, take a good look around
Use this to provoke a discussion on how to show kindness. Play ‘Pass The Smile’ – the class try to pass a smile around the room by smiling, in turn, to the person next to them. |
Development |
Watch the youtube video of the story of Androcles and the Lion. https://www.youtube.com/watch?v=X1MQzbTTztM Display a series of questions on the Interactive Whiteboard, such as: Where did the story take place? How did Androcles show kindness to the lion? How did the lion show kindness to Androcles? Did anyone else in the story show kindness? Etc. |
Plenary |
Using role play, children create a short drama based on incidents that occur regularly both inside and outside school. e.g. A child showing kindness to another child who is upset and crying. A child who is playing alone. A child who is carrying a heavy bag by themselves. The class can then engage in ‘Freeze-frame’ or other drama activities to elicit further discussion on how and why we show kindness. |
The youtube story of Androcles and the Lion.
Learning OutcomesChildren will be enabled to know: Who St. Brigid was What belief system does she belong to. The Story of her life (in brief) How to make a St. Brigids day cross from rushes Learn the significance of the cross. |
Introduction |
Lesson will begin with children shown an image of St. Brigid and asked if any of them know who she is, discuss the way she is dresses, why this might be, children asked what her career/ job is? |
Development |
Children will then be shown a basic PowerPoint on the story of the life of St. Brigid. This will also give a brief account of the cross and its significance. |
Plenary |
To conclude, children will be shown a video on ow to create a St. Brigids cross using rushes (found on wet land/ bogland) Children will each be given a set of rushes and can begin to create their own cross with teachers assistance where necessary. **Children may also use paper or pipe cleaners to create a cross where rushes may be unavailable. |
https://www.youtube.com/watch?v=bq0ci42PnLc
See PowerPoint on Twinkl based on St. Brigid.
Learning Outcomes
|
Introduction |
(Introduction: 10 Minutes) |
Development |
(Development: 10 Minutes) |
Plenary |
(Conclusion: 10 Minutes) |
Mindfulness Matters CD: https://www.mindfulnessmatters.ie/still-space.html
Learning Outcomes
|
Introduction |
|
Development |
Aistear Activities over four days Drama: The children will participate in a role play station and act out scenes from the Story of St. Brigid’s Cloak Art: The children will create St. Brigid’s Day crosses using matchsticks and a cloak using fabric I.C.T.: The children will use available digital resources (iPads/camera/class laptop etc) to engage in fun content creation activities. SESE (History): Sequence the story of St. Brigid’s Cloak using pictures. (Children will label each picture with a number, word or sentence). |
Plenary |
Aistear Reflection: Each group will reflect on their Aistear station at the end of the daily lesson. This will include a show and tell of each activity. ICT groups will display their books/film/stories. Teacher will bring the focus back to the KWL Chart and ask the children for information about St. Brigid following the lesson. |
https://www.youtube.com/watch?v=3SfH0Pg-7hs
Children will watch a video about the life of St. Brigid and use the knowledge acquired to create their own content based on the story.
(Options: iPads, Windows Movie Maker (free resource), sock puppets, book creator app (available on android and apple) and the school digital camera).
(Aistear integration with SESE, Drama, English and Arts)
Children will write about St. Brigid in their independent writing copies and use words from the topic word wall to scaffold their writing.
Learning Outcomes
|
Introduction |
Discuss the meaning of special occasions- birthdays, festivals, etc. Display posters of different occasions- birthdays, communions, Eid, etc. Ask children to name the occasions. Invite children to share memories of a special occasion they were part of. Ask children how they would prepare for these occasions and discuss what would happen if this preparation did not occur. Discuss all prior knowledge of Christianty and the associated celebrations. Teacher explains that Easter is a very important celebration for Christians. |
Development |
Children volunteer to read the Story of Easter from the link https://www.topmarks.co.uk/easter/easterstory.aspx Discuss main events of story and identify different feelings that different people may have experienced in the story. Children can list these on whiteboards using a different colour for each feeling (e.g. Jesus was betrayed in red text to show the feeling of sadness) Ask children to give reasons for their decisions. Hot seat main characters to portray how they were feeling at different times during the story e.g. Good Friday & Easter Sunday. Using i-pads, children record the main events of The story of Easter in the correct order.
|
Plenary |
Students will recall and identify their favourite part of The Easter Story. Peer assess recordings of the story and give feedback. |
https://www.topmarks.co.uk/easter/easterstory.aspx
Use of i-pads to record stories.
Learning Outcomesexplore lived values in his/her values in his or her life and develop these values through the development of a personal values charter. explore interpretations and shades of right and wrong.
|
Introduction |
The children will listen to a story which highlights the moral of our individuality. Together we will discuss how all families are unique and different. the children will make a list of the values important to their family. |
Development |
Each child will be given the opportunity to voice their opinions and explain their answers. The children will also be encouraged to give examples of when they learned these values through their past experiences. All children will create a ‘Moral Wall chart’. It will contain their family crest and words highlighting the important values specific to their family. For example: Honesty, working hard, kindness. share |
Plenary |
The children will share their ideas with the class. Using iPads and the app ‘Digital Storyboard’ will present their work.
|
iPad
Learning OutcomesChild will be enabled to: Know which belief system Diwali belongs to. Learn when this is celebrated. Learn how Diwali is celebrated. Learn how to make their own candle holder/ Diwali lamp using clay. |
Introduction |
Children will be shown the word Diwali and children will be asked if they have heard or seen this word anywhere before. This is to see what children may already know about the topic. Any Hindu children in the class will have a chance to briefly explain this aspect of their faith. Children will then be given a K.W.L. to fill out as the lessons continues. Children can begin to now fill/ or draw images to show what they may already know about Diwali at this point and also briefly explain what they would like to know at the end of this lesson. |
Development |
A teacher designed PowerPoint based on Diwali will then be shown to the class. This PowerPoint will contain photos and text based on this celebration. Children will then be shown a quick video on the use and the importance of the Diwali lamp during the the festival of Diwali and also a quick video showing how to create a Diwali lamp out of clay. Each child will then be given their own piece of clay to create their own Diwali lamp. This will be left to dry and can be painted or decorated in the next lesson.
|
Plenary |
Following the PowerPoint presentation, children can complete the final column of the K.W.L. chart noting what they have learned. Children can also be given a small battery operated tea-light to place in their lamp to conclude.
|
Learning OutcomesTo be able to describe how Ramadan is observed. To be able to describe how the festival of Eid-ul-Fitr is celebrated. |
Introduction |
Introduce the idea of fasting and how it is observed in different religions. Watch the youtube video https://www.youtube.com/watch?v=gTMQsK2sM_Q Pair work to discuss why Muslim people may fast during Ramadan. Create a list of reasons from these discussions and display on the board. |
Development |
Children given the resources (coloured paper, scissors, glue/tape) to make 30 strips of coloured paper. These are to represent the 30 days of Ramadan (some years may be 29). The strips can be decorated by each child. These strips are then constructed into a paper chain and hung up around the classroom. The children remove one link from the chain each day to show the progression through the days of Ramadan. |
Plenary |
The celebration of Eid-ul-Fitr, the festival of the breaking of the fast, is introduced and discussed as the end of Ramadan draws near. Examples are shared of the clothes, meals and celebrations involved and of the tradition of going to the Mosque to pray. The children design and create their own cards and include the greeting Eid Mubarak in both English and in Arabic script. |
The use of the youtube video https://www.youtube.com/watch?v=gTMQsK2sM_Q discussing fasting in religion.
This can form the beginning and end of a series of lessons at the time of Ramadan.
Learning Outcomes
|
Introduction |
|
Development |
|
Plenary |
|
https://create.kahoot.it/details/the-good-friend-quiz/fcb0a154-2c33-4753-b806-f7af0c99b78e
Learning Outcomes
|
Introduction |
|
Development |
Aistear Activities over four days Drama: The children will participate in a role play station and act out scenes from the Story of St. Patrick and or hold their own St. Patrick’s Day parade. Art: The children will create shamrocks, flags and shamrock shaped glasses as props for their St. Patrick’s Day parade. Music: The children will use percussion instruments to form a marching band. They will sing Lá Le Pádraig as they march around the classroom and on the school corridor. SESE (History): Sequence the story of St. Patrick using pictures. (Children will label each picture with a number, word or sentence). |
Plenary |
Aistear Reflection: Each group will reflect on their Aistear station at the end of the daily lesson. This will include a show and tell of each activity. Teacher will bring the focus back to the KWL Chart and ask the children for information about St. Patrick following the lesson. |
This video walks through the history of St. Patrick’s Day and the life of St. Patrick. A short, fun, educational video to help you to teach your infants about the patron Saint of Ireland.
(Aistear integration with SESE, Gaeilge, Music, Drama, English and Arts)
Children will write about St. Patrick in their independent writing copies and use words from the topic word wall to scaffold their writing.
Learning Outcomes
|
Introduction |
Start by: Thinking about what we need to be happy. 1. Ask each child to draw a picture of themselves and to write their name beside their picture (or write their names for them, as appropriate). 2. Support the children to discuss what they need to have happy lives (their suggestions might include having people who care about them, food to eat, a home to live in, opportunities to play, etc.). Encourage the children to draw on a wide range of ideas – for example, if they are focusing on play, you might encourage the children to think about other needs they have such as having food, having clean water to drink and for washing, being able to get healthcare if they are sick, having someone to care for them, being safe, etc. 3. Support the children to focus on and illustrate their shared ideas. Create a display |
Development |
Develop by: Thinking about rights 4. Display the Illustrations of Unfair Situations on the whiteboard. Ask the 5. Ask the children whether they think that things should be fair for all children and 6. Watch the animation https://www.childrensrights.ie/childrens-rights-ireland/un-convention-rights-child. |
Plenary |
Finish by: Thinking about who has rights. 7. Show the children the Illustrations of Children’s Rights. Through discussion of the images, 8. Introduce the children to the idea that all children have the same rights because 9. Support the children to reflect on the questions ‘What have we learned?’ and ‘What |
Watch the animation https://www.childrensrights.ie/childrens-rights-ireland/un-convention-rights-child.
Learning OutcomesThe children will be enabled to: |
Introduction |
● The teacher will write the word ‘Equality’ on the board and ask the children to explain what they think this term means. |
Development |
● The teacher will play the story for the children through YouTube. |
Plenary |
● Talk and discussion – what did you notice about everyone’s picture? Did they all look the same? |
Interactive whiteboard – YouTube
Learning OutcomesThe children will be enabled to: |
Introduction |
● Pass a globe around the classroom and allow children to point to their home country and/or a country they are connected to e.g. their parent’s home country |
Development |
● The teacher will display a barchart on the interactive whiteboard and input the information gathered i.e. what was the most common country mentioned etc. |
Plenary |
● The children will present their pictures to the class and describe what they have drawn. |
Interactive whiteboard- barchart
Learning Outcomes
|
Introduction |
KWL Chart about the Amazon Rainforest. Class discussion to elicit prior knowledge of the topic. |
Development |
Teacher shares newspaper article/text about deforestation in the Amazon. Class discuss main points in the article. Split class into small groups. Teacher assigns groups to the point of view of the logging companies or to the point of view of an environmentally concerned group. In these groups the class will rearch and prepare their argument. Ipads will be used to create a presentation on Google Slides to support their argument.
|
Plenary |
Class present their arguments to partner class. eg) other 6th/5th. Complete KWL Chart. |
IPads and Google Slides
N/A
Learning Outcomes
|
Introduction |
|
Development |
|
Plenary |
|
YouTube for guided meditation – https://www.youtube.com/watch?v=Bk_qU7l-fcU
IWB to display images of Buddhist symbols
Learning OutcomesChildren will understand how a democracy works within a school. Children will partake in the democratic process. children will develop the skills required to become involved in this process. |
Introduction |
Show pictures of different houses of government. Talk and discussion Do they know where and what these buildings are? Do they know the names of the heads of these governments. why do we have a government? How are these people chosen? What responsibilities have they? In your opinion, how can you get involved? How do you ensure your rights and opinions are being listened. Is there a democratic forum on Which your voices will be heard? |
Development |
The children will participate In a think, pair, share about the word democracy. They will discuss what might be their findings and what they would like to see in a potential class leader. The children will create and a campaign poster highlighting the skills and qualities required of a class leader. The children could also create a campaign video/ or PowerPoint presentation indicating why they should be considered for the class role.
|
Plenary |
The children will present their poster, presentations to the class. The other children could engage in a 2 stars and wish activities to conclude the lesson. Afterwards, the children will be given the opportunity to vote in their favorite class candidate. |
Powerpoint presentations
podcastign episodes
campaign videos
watching campaign videos of popular politicians from the past
Learning Outcomes
|
Introduction |
KWL Chart – Chinese New Year Group discussion to ellicit prior knowledge of the topic. |
Development |
Teacher led powerpoint to lead a guided discovery of some of the traditions associated with Chinese New Year. In small groups children will use Ipads to further research a certain tradition celebrated at Chinese new Year (House Decoration, Spring Clean, Lanterns, Parades, Food Eaten, Presents)
|
Plenary |
Children present their findings to the class and answer any questions that may arise. Completion of KWL chart. |
Powerpoint.
Use of IPads
N/A
Learning OutcomesThe children will be enabled to: |
Introduction |
● Elicit prior knowledge – What is a habitat? Can you name some different types of habitats? |
Development |
● The teacher and class will take part in a discussion regarding the habitats that may be found around the school locality. The teacher will encourage the children to give a reason for their answer. |
Plenary |
● To conclude, the children will share their findings with the class. The teacher will display the pictures taken on the interactive whiteboard and ask the children to describe what they see in the picture and why they think that type of habitat exists in the school locality, e.g. climate/weather, plants etc. |
iPads, Interactive whiteboard
Learning OutcomesAs a result of this lesson, pupils will be enabled to: Knowledge: Understand that people have can feel a range of different emotions. |
Introduction |
Show a number of emoticons on the IWB, ask the chn to TPS what the thing they might be learning about. Explain that this week we will be learning about feelings. Mind mapping session with the children. Teacher as scribe, invite the children to list as many emotions and feelings as they can. These will be |
Development |
Explain that we often demonstrate our feelings through facial expressions and body language. Show video https://www.youtube.com/watch?v=dOkyKyVFnSs from Inside Out – Guessing the feelings. Explain that we are going to play a game of recognising feelings. Chn pick a card out of the bowl and try to embody the feeling it displays. They then have to find the other chn in the class who pick out the same card (groups of 3/4) Repeat 2/3 times. Teacher goes around and assists chn to capture images of different emotions to play as a slideshow to be used later in the lesson and future development / revision |
Plenary |
Teacher displays the slideshow on the IWB, chn then either make the facial expression of the emotion or name the emotion seen. Discuss the confusion that some emotions can cause. Teacher recaps the knowledge, skill and attitude covered in the lesson. |
Using photo app, creation of feelings slideshow / game.
Learning OutcomesUnderstand that people in different parts of the world have different ways of expressing themselves and of greeting each other. Explore, discover and discuss the differences and similarities there are between cultures: with a focus on greetings / music / bread; Understand why people leave their countries / why refugees are forced to leave and how similar their hopes are to ours |
Introduction |
Children discuss different ways of saying “Hello” in Ireland and other countries; See link 1 below; Greet each other in as many new ways as they can think of; Set up a class greeting office with two Greeting Officers (change daily) who say hello to children in different languages/ways each morning; Take 10 minutes to research online more ways to greet each other; In groups children mark on a map of the world where their favourite greetings come from and find out more about one of these countries: (have children work in groups / pairs ) ask them to discuss / mind map everything they think, believe or know about the countries and compare the similarities and differences to their own country. (language / music /games / food etc.) Teacher calls class into a circle and asks them to close their eyes; teacher plays traditional music from some countries (choose songs from link 2 below); children are asked:
Children can research songs on link 2 below in pairs on the country they have chosen;
|
Development |
Bread: Show video on link 3 below and if possible have some breads from around the world: Naan / Pitta / Brown Soda Bread / Griddle Bread / Pizza / Unleavened / Bagel / Brannock / Rye / Ciabatta / Foccacia / Chapati / Croissant etc. Children taste bread samples; Children are asked to note the following about each bread:
Discuss with class how bread is universal and how it unites people: see link 4 below and the following notes:
How would you feel if you had to move tomorrow to a country where you didn’t know the language, had no friends or relatives, never heard the music or tasted the bread of this strange new country before?
Why do some people move to live in different countries? Do they always have a choice? How would you feel if you had to move tomorrow to a country where you didn’t know the language, had no friends or relatives, never heard the music or tasted the food of this strange new country before? Who are refugees? Refugees are one group of people who have to move home. They are ordinary people who have fled from their own countries because of war or because their religion or political beliefs or way of life puts them in danger of arrest, torture or death. (NOTE: As teachers we need to take care to adapt wording to the backgrounds and needs of our classes) See video clips in links 5 and 6 below with stories of children refugees. Ask children to share their thoughts on the video clips and to ask questions. Note the hopes the children in the videos have. |
Plenary |
Discuss the overall similarities and differences of Greetings, Music and Bread in different cultures. Talk about the similarities and differences of the children in the video clips of links 5 and 6; Refugees hope to live without the problems they have; they wish to go to school….. they have HOPE. Finish up watching video clips (links 7 and 8 below) of children around the world singing ‘What a Wonderful World” and or ” Don’t Worry Be Happy”.
|
Before undertaking any activities on the topic of refugees and migrants please think about the students in your class. Are some of them refugees, in the process of seeking asylum, or are they stateless? If so, talk to them and their parents about the topics in advance.
Try to include ideas and feedback from parents and pupils in lessons and ask them to answer questions if they have expressly said they are interested in answering questions or speaking about these issues.
Learning OutcomesThe children will be enabled to:
|
Introduction |
|
Development |
|
Plenary |
|
E-Book- ‘We are all different’ on the interactive whiteboard
Learning Outcomes
|
Introduction |
Think, pair share: What is chanukah? Does anyone chanukah? Show a menorah – what is this? Does anyone recognise this? What do you think it is used for? |
Development |
|
Plenary |
Children will make Chanukah art. They will use their handprints to make a menorah. Each hand will be painted blue and each fingertip painted yellow to represent the flame. The children’s thumbs will overlap to create the eight candles and the Shamash. |
Resources – wifi, laptop, projector, menorah, art materials, Hanukkah story, Hanukkah pictures
Learning Outcomes
|
Introduction |
|
Development |
|
Plenary |
Children will bring another group from the class on their tree trail to assess suitability of trail for their target group |
Children identify what native trees aren’t present in the school grounds and they can plant some native trees.
Learning OutcomesUnderstand what a conscience is and how we use it to make decisions |
Introduction |
Introduce or revise the story of Hansel and Gretel with the children. “How does the story of Hansel and Gretel end?” “That’s right, their father comes to rescue them” “Why do you think he came to find them when earlier he led them into the forest?” |
Development |
If the class haven’t already suggested a conscience, the teacher introduces now. Get the class to offer up their understanding of what the word means by creating a mind map on the board. Play the YouTube video of Give A Little Whistle from Pinocchio. Ask the children who the character Jiminy Cricket was? Go through with the class how Jiminy Cricket was Pinocchio’s conscience. Get the children to list the times that Jiminy says that Pinocchio should whistle for him to come. Go through with the class how Jiminy tells Pinocchio to call for him when he has to make a decision because it is our conscience that helps us to make them. Go back to the story of Hansel and Gretel, what things might the father’s conscience say to him e.g. they’re only children, the woods is dangerous, we have no money and no food. Divide the class in two and get the class to take part in a Conscience Alley activity for the father. Get one child to walk down while each side takes a side of the argument who whisper to the person walking the alley what decision to make. Get feedback from the person who walks the alley about what it felt like and what decision they would make. Divide the class into groups of 4/5 and get them to devise a scenario where they might have to talk to their conscience. What might their conscience tell them to do? For example, what would they say if someone took the book you wanted in the library? Someone ran into you while on yard at break time. Get the groups to use the Puppet Pals app for iPads to go through the conversation that might take place in someones head with their conscience. One puppet could be the main character with another puppet popping in to take the role of the conscience. When completed, the groups can present their work to the class and other classes. |
Plenary |
In table groups of groups of 4/5, the children work to come up with a scenario where we might talk to our conscience |
YouTube video: https://www.youtube.com/watch?v=IcQEN_efcYU
Puppet Pals: use puppet pals to create the conversation you might have with your conscience.
The lesson can be incorporated into a Drama lesson and completed over a number of days.
The free version of Puppet Pals only has a limited number of character and backgrounds that can be used.
Learning OutcomesExploring the rites and ceremonies associated with a variety of belief systems |
Introduction |
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. |
Development |
I will then explain that different religions have different celebrations when they are naming a baby. We will go through a PowerPoint all about Christianity and baptism. I will place emphasis on key things involved e.g. holy water, candle, gown etc. I will show them my candle from my baptism. I will ask the class if they have ever attended a baptism and to share their experiences (a few have recently been to baby sibling’s baptisms). After this we will discuss baptism and look at a word mat with all key words and images on it. |
Plenary |
The children will then design their own name leaves to be later displayed. They will draw things that they like on their name leaves to show their uniqueness. |
The next two lessons would focus on the naming ceremonies in Buddhism and hinduism and comparing all three for similarities and differences.
Learning Outcomes
|
Introduction |
Teacher brings in one banana (normal) one banana with the fair trade sticker on. If real Banana not available, teacher to draw 2 pictures of bananas on board ( 1 with Fairtrade sticker). Teacher asks pairs to discuss what the difference is.Explore core Fairtrade logo showing examples of same in everyday lives i.e. coffee jars etc |
Development |
Pair Work 10 mins
In pairs, students watch the banana tipping video. https://www.youtube.com/watch?v=B45_I1TUlSs Children to read through questions/T or F and write/tick the correct answers as they watch ( questions appendix) Once watched, the teacher asks a pair to play the role of the teacher. This pair comes up to the front, read out the question and ask their fellow classmates what they think the answer is. Once all the questions have been read out, teacher clarifies any doubts or wrong answers.
Small Groups 15 mins Teacher acts out being an unfair boss role-play with the children to illustrate the concept of Fair trade. Tell children to pretend to be the workers, working hard growing/ picking bananas. Children stand up and act this out. The teacher after sometime gets children to give her all the bananas. Then the teacher tells her workers that she is going to pay them €1 for the whole day of working. Children feel how unfair the teacher is being and are encouraged to discuss what would be fairer. This should spark a debate. Is this enough for you to get lunch and dinner? Am I being a fair boss? Explain that Fair trade was set up to make sure the workers, like they were, have enough money for themselves and their children to survive. Do the Children think this is important? Why? Children also are told/shown what Fairtrade products there are and how to spot them. Role-play could also consist of students being assigned roles according to banana split sheet (banana worker/ plantation owner etc) (appendix). |
Plenary |
Spark a debate: Children engage in debating exercise – this can be done in small groups or more formally organised. Debating Suggestions:
|
Using ipads Look at the Fairtrade website with the class (www.fairtrade.org.uk). Find out more about a variety of products and investigate which retailers stock Fairtrade items. Ask the children to work out who stocks the most Fairtrade fruit.
Metimeter on ipads to elicit their understanding of Fairtrade (before and after)
Further Fairtrade info on products, supply chain etc can be explored at
https://schools.fairtrade.org.uk/resources/type/activities-and-games/#page-1
