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
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
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.
Explain what each of the five pillars of Islam mean
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.
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)
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)
Other Resources for teaching this topic
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
The children will be questioned on their assigned Pillar of Islam after their research
The children’s posters will be used to assess their knowledge of the pillars
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.
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.
Recall some features/characteristics that make us different/similar
Share two things that make them different to another peer
The teacher will write the word ‘Equality’ on the board and ask the children to explain what they think this term means.
The children will then be shown the cover of the story they will be reading ‘We’re all different’ on the interactive whiteboard. They will be asked to predict what they think the story will be about.
The teacher will play the story for the children through YouTube.
The children will listen as the story is being read to them.
Once the story has finished, the teacher will ask the children to share their thoughts/opinions on the story.
The teacher will offer some prompts to encourage discussion and motivate the children to contribute, i.e. what did you notice about the people on each page? Do you think that you and your friends are all the same? What makes you different from this character in the story?
The children will then be asked to draw a picture of themselves. They will be encouraged to include as much detail as possible.
The children will be invited to show their pictures to the class and to explain what they drew and why.
Talk and discussion – what did you notice about everyone’s picture? Did they all look the same?
The class pictures will be arranged in a display side by side in the classroom with the heading ‘We’re all different’ above it to show the class that it’s okay to be different and that we are all treated equally no matter what.
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.
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.
Other Resources for teaching this topic
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.
Ask the children to share their feelings about the story with each other in think pair share.
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
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.
Other Resources for teaching this topic
Using class iPad to record individually prepared speech for children on extension activities.
Develop his/ her meditative spirit through the provision of opportunities for silence and reflection.
Explain to the children what will take place during the lesson and why we are doing the lesson.
Bring the children to the sensory room and allow them to select a beanbag or mat for the duration of the lesson.
Show visuals to the children demonstrating how they can lie down on the beanbags/ mats.
Explain to the children that there will be a lady speaking on the CD along with the calming music.
Teacher will begin playing a track from the CD “Enchanted Meditations for Kids” by Christiane Kerr or “Mediation and Relaxation for Kids” by Dr. Elizabeth Scott.
Remind the children to still their bodies and close their eyes.
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)
– 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.
Pupils asked to consider stereotypes. Teacher will facilitate discussion on stereotypes. Teacher will present image in IWB of different people and invite children to share what jobs they think these people have. Children invited to explain why?
Children asked to write down what they think a stereotype is in their own words. Children will be invited to share thoughts.
Cognitive: Recap of the lesson, children asked to share what they have learned in their own words.
To 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.
Read and recite the poem ‘Be Kind’
Be kind to others, take a good look around
Although we are different, similarities abound.
Try not to judge, pick on, or tease.
Treat each other fairly, with kindness and ease.
Wait until you know, what’s deep down inside,
You might find a friend, standing right by your side.
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.
Watch the youtube video of the story of Androcles and the Lion.
Recognise the links to the Catholic faith as well as Irish history
Explore the story through appropriate use of play, music, art and drama
Utilise vocabulary associated with the feast day of Saint Brigid
Teacher ascertains prior knowledge from the children (KWL chart)
The children listen to the story of Saint Brigid’s Cloak and watch a video on YouTube
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).
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.
To identify different emotions in the Easter story.
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.
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.
Students will recall and identify their favourite part of The Easter Story. Peer assess recordings of the story and give feedback.
explore 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.
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.
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.
The children will share their ideas with the class. Using iPads and the app ‘Digital Storyboard’ will present their work.
Learn how to make their own candle holder/ Diwali lamp using clay.
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.
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.
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.
Pair work to discuss why Muslim people may fast during Ramadan.
Create a list of reasons from these discussions and display on the board.
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.
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.
That the child should be enabled to: explore the advantages/disadvantages of friendships.
That the child should be enabled to: identify the differences between acquaintances and friends.
That the child should be enabled to: explore the importance of friendship.
Teacher will illicit prior knowledge from the class based on friendship and how it can evolve over time.
WALT – identify the qualities of a good friend.
Teacher will play short stimulus video clip based on the differences between friends and acquaintances.
Teacher will invite the class to create a ‘conversation circle’ in the class. All tables moved back and chairs all facing each other in a big circle.
Teacher will guide discussion based on friendship and encourage the children to share their opinions.
Children invited to change seats if they know someone who is very shy/friendly/lonely etc:
Children encouraged to think, pair and share some of their thoughts/feelings on friendship. Again, teacher will guide discussion and present the class with one question at a time to think, pair, share ideas.
Topic: Rights and Responsibilities (Rights of the Child)
Decide what is fair and what is unfair.
Discuss how having rights can help to make children’s lives better.
Discuss what rights we think are important.
Watch an animation about the Rights of the Child.
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
with the children, which places their self-portraits at the centre and surrounds
these self-portraits with the children’s illustrations of what they feel they need to
Develop by: Thinking about rights
4. Display the Illustrations of Unfair Situations on the whiteboard. Ask the
children what they think needs to change in each picture to make the child in each
picture happy. Support the children to relate these images to their own illustrations
and to use the terms ‘fair’ and ‘unfair’ to discuss them.
5. Ask the children whether they think that things should be fair for all children and
why? Introduce the word ‘right’ and explain it with reference to the illustrations
– for example, use the image of a child with very little food to introduce children’s
right to food.
The children will be enabled to:
● Explain the term equality in their words
● Recall some features/characteristics that make us different/similar
● Share two things that make them different to another peer
● The teacher will write the word ‘Equality’ on the board and ask the children to explain what they think this term means.
● The children will then be shown the cover of the story they will be reading ‘We’re all different’ on the interactive whiteboard. They will be asked to predict what they think the story will be about.
● The teacher will play the story for the children through YouTube.
● The children will listen as the story is being read to them.
● Once the story has finished, the teacher will ask the children to share their thoughts/opinions on the story.
● The teacher will offer some prompters to encourage discussion and motivate the children to contribute, i.e. what did you notice about the people on each page? Do you think that you and your friends are all the same? What makes you different from this character in the story?
● The children will then be asked to draw a picture of themselves. They will be encouraged to include as much detail as possible.
● The children will be invited to show their pictures to the class and to explain what they drew and why.
● Talk and discussion – what did you notice about everyone’s picture? Did they all look the same?
● The class pictures will be arranged in a display side by side in the classroom with the heading ‘We’re all different’ above it to show the class that it’s okay to be different and that we are all treated equally no matter what.
The children will be enabled to:
● Identify the different countries around the world which children in the class are connected to
● Recall some information that they found out about the various countries
● Design a poster in groups representing different countries
● 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
● Ask the children if they know any facts about the countries listed e.g. their flag, traditions, language, etc.
● Allow the children to walk around the classroom and to remind their peers of the country they identified and find out if they have countries in common with others
● 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.
● The children will be arranged into groups covering two countries e.g. Ireland and Iraq, South Africa and Russia.
● The children will have to share information on the country they chose with the other members of their group.
● The children will be given the opportunity to draw a picture representing the information they have learned about their particular country.
● The children will present their pictures to the class and describe what they have drawn.
● The pictures will be displayed outside the classroom.
Become aware of the contoversial nature of some environmental issue through debate
KWL Chart about the Amazon Rainforest.
Class discussion to elicit prior knowledge of the topic.
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.
Class present their arguments to partner class. eg) other 6th/5th.
That the child should be enabled to: recall facts associated to the Buddhist belief system.
That the child should be enabled to: identify the symbols of Buddhism.
That the child should be enabled to: explore Buddhist artefacts.
Teacher will display images of 3 of the main symbols associated to Buddhism on IWB (wheel/lotus flower/Buddha Statue).
Teacher will illicit prior knowledge of Buddhism and the artefacts that will be displayed at the top of the room.
WALT written on WB – Identify Buddhist artefacts.
Teacher will read some interesting facts about Buddhism and engage the class in discussion based on these facts. Children will be encouraged to consider the symbols of Buddhism and engage in discussion based on these.
Teacher will introduce Buddhist artefacts to the class providing a description of each artefact. Children will be encouraged to think, pair and share their thoughts and opinions on these.
Children will be invited to handle each of the Buddhist artefacts with care and respect. Children will be asked to share their opinions with their talk partners.
Children reminded that Buddhist meditate a lot, class engaged in discussion on meditation and what it means to them. Teacher will then guide the class through a short meditation. – https://www.youtube.com/watch?v=Bk_qU7l-fcU
Cognitive: Children asked to retell the lesson in their own words, highlighting what they have learned. Refer back to WALT
Social – Children asked to tidy desks and prepare for next lesson
Topic: Ethics and the environment-Exploring different habitats in the school grounds
The children will be enabled to:
● Define the term ‘habitat’
● Identify and describe habitats in the school locality
● Recall some features/characteristics of such habitats, i.e. animal and plant life
● Elicit prior knowledge – What is a habitat? Can you name some different types of habitats?
● Think-pair-share – The class will be divided into small groups. Each group will be given an iPad to use for the activity. There will be a variety of pictures of different habitats on the iPads. The children will look through each picture and discuss with their partners where they think each habitat might be found, what plants/animals you might see there and what differences they notice between the various habitats. The groups will then share their findings with the class.
● 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.
● The class will then be divided into pairs and each pair will be given a sheet with a list of habitats/pictures of habitats to find outside.
● The class will go with the teacher on a walk of the school locality. The children will observe, explore and investigate the habitats they find and tick them off on their sheets.
● Teacher Questioning – the teacher will question the children throughout their investigation.
● The children and teacher will take pictures of the habitats they find.
● 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.
● Exit visa – each child will be given a sticky note and will be asked to write/draw something they have learned in this lesson. The children will stick their notes onto the whiteboard to end the lesson.
As a result of this lesson, pupils will be enabled to:
Knowledge: Understand that people have can feel a range of different emotions. Skill: Identify different feelings / emotions from facial expressions and body language and digitally capture them Attitude: Appreciate that feelings may not always be explicitly expressed i.e.
someone’s words/facial expressions may not always express how they truly feel.
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
written on the IWB.
Topic: Celebrating Diversity: similarities and differences between people: Greetings/ Music / Bread
Understand 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
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:
to share how the music makes them feel
if they can imagine what kind of a story the music is telling
to guess what country the music is from
Children can research songs on link 2 below in pairs on the country they have chosen;
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:
How they think it is made
How it is similar to bread in their own country
How it is differs from bread in their own country
Discuss with class how bread is universal and how it unites people: see link 4 below and the following notes:
There are thousands of types of bread, all different according to the ingredients used, ways of cooking and shapes.
There are two main types of bread: leavened and unleavened. Unleavened bread has no yeast and is shapeless or the bread is made with products that have no gluten, such as corn.
There are many different shapes of bread.
Many pans and tools used for baking, decorating bread and many types of ovens: the horizontal ovens used in the West; the deep, vertical ovens as used for the famous Indian tandoori; the typically oriental ovens where food cooks in contact with fire or embers; and ovens where fuel is removed and foods cook with the retained heat of the furnace.
Bread is a symbol of cultural sharing and community spirit.
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.
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.
Share in their own words the meaning of the term ‘equality’
Make connections between the story ‘We are all different’ and their own classroom dynamic
Express what makes them different to others in the class i.e. home country, language, family unit, etc.
Elicit prior knowledge from the children of the word ‘equality’
Think-pair-share- children talk to their partner about what they think equality means
Show the children the cover of the book ‘We are all different’ and ask them to make predictions on the story and discuss similarities and differences between the people on the cover
Read through the story with the children displayed on the interactive whiteboard, pausing at different intervals and allowing them to tell the class how certain pictures relate to their own lives/the lives of people they know
Ask the children what they liked most about the story
Invite the children to design their own cover for the book-what other differences could they include?
The children will be given the opportunity to present their covers to the class and explain them
Ask each child in the class to name one thing that makes them different to their class members
Other Resources for teaching this topic
E-Book- ‘We are all different’ on the interactive whiteboard
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.
Understand what a conscience is and how we use it to make decisions
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?”
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.
In table groups of groups of 4/5, the children work to come up with a scenario where we might talk to our conscience
Exploring the rites and ceremonies associated with a variety of belief systems
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.
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.
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.
Other Resources for teaching this topic
The next two lessons would focus on the naming ceremonies in Buddhism and hinduism and comparing all three for similarities and differences.
understand the basis of what fair trade means and the importance of being fair
realise how the cost of what you buy needs to be split between many people.
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
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).
Spark a debate: Children engage in debating exercise – this can be done in small groups or more formally organised.
The money you spend on buying bananas helps a rich boss become even richer. Meanwhile the workers become poorer and poorer.
Workers are paid very little for the hours they work.
The boss of the company pays the workers very little so that he/she can make more money.
Other Resources for teaching this topic
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