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Responsible pet ownership

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Topic:

Responsible pet ownership

LT focus: To develop and create an awareness of core values such as co-operation, freedom, happiness, honesty, love, peace, respect, responsibility, kindness, caring, safety and security in a peaceful and tranquil environment

Introduction

I will introduce the lesson by showing the class a few pictures of my dog Kerry. I will tell them about her and then ask them if anyone in the class has a pet? We will discuss our pets and what we like about them

Development

I will then ask the class how do you look after your pet?

  • We will discuss the various ways you look after your pet such as feeding them, walking them, giving them attention and playing with them.
  • I will show them images of pets being looked after and we will see if we got them all.
  • I will then ask the children if a good pet owner would scare their pet/ not walk them/ not play with them/not wash them etc..
  • We will discuss things we should not do to our pets (being unkind, not walking them, not feeding them etc). I will emphasise that we must look after our pets and be kind and gentle.

Plenary

I will ask the class to tell me how to look after a pet.

  • I will emphasise that our pets are our friends and that we should always look after them properly because that is what a good pet owner/friend does. 
  • The children will then draw a picture of their pet being looked after ( them walking their dog, playing with their cat, feeding their fish, cleaning their rabbit’s cage etc.)

Other teacher resources for teaching this topic:

Extension activities:

-Books “The Pigeon wants a pup” by Mo Willems, “Zoe and Beans. Where is Binky Boo?” by Chloe Inkpen, “My Friend Fred” by Hiawyn Oram. -Website: pdf care guides for dogs,cats and small animals available on BC SPCA website under kids tab.

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The Princess Boy

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Topic:

The Princess Boy

LT focus:

  • explore, identify and talk about concepts such as sharing, fairness, respect and empathy
  • Listen and respond to the story, “The Princess Boy.”
  • Understand the importance of accepting differences

Introduction

Introduce puppet to the class- This is the princess boy. He likes to wear pink dresses and wear a tiara.

Think-Pair-Share

Is it ok for boys to wear pink clothes?

Can girls play with tractors and superheroes?

Development

Watch the video of the Princess Boy.

https://www.youtube.com/watch?v=rnyvd2MtS1w

Ask the children about the story.

  • What was your favourite part? Why?
  • How did the princess boy feel when the woman laughed at him? How would you feel if you were the princess boy?
  • If the princess boy came to visit our class, how would you make him feel welcome?
  • Should we judge somebody by what they look like?

Plenary

Activity- Children will draw a picture of how they would make the princess boy feel welcome in our class.

Eg. I would play with the princess boy on yard.

Other teacher resources for teaching this topic: 

Copy of the book needed for this lesson to work.

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Anti Bullying- Rights and Responsibilities

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Topic:

Anti Bullying- Rights and Responsibilities

LT focus: To begin to understand the universality of rights through an awareness of the UN Convention on the Rights of the Child

Introduction

Watch UNICEF We’ve all got rights song

Teacher to ask children what children believe both their rights and responsibilities are.

Q: What are our rights and responsibilities in school? T to scribe list on WB.

Teacher will inform the children about UNICEF’s convention of children’s human rights. Highlighting Article 28 which states that all children have the right to an education and that schools should be a place where everyone is respected.

Development

What is respect? What is disrespect? Definition of respect to be displayed on the WB

Chn given thinking time for question “Have you ever been disrespected by anyone while at school?”

Children using IPADs will log their answers on POLL EVERYWHERE.

Then children will be asked if so how did that make them feel.

List of emotions will appear as a word cloud on the WB.

Teacher to ask children:

What do we call when someone is repeatedly disrespecting us? (Bullying)

Using Poll Anywhere children will anonymously answer the question have they ever seen or been a victim of bullying at school? (Could pieces of paper with yes/no boxes)

Activity:Teacher will inform children that as part of Anti Bullying Week children are going to create a school Anti Bullying Advertisement campaign in groups to be displayed on the school website.

(Possible integration with Drama & Literacy using rhyme/alliteration to write effective slogans)

Children will use iMovie or class camera to record their advertisement. 

Plenary

Teacher will circular class observing progress of groups stopping for mini plenaries asking them to share their ideas/progress. Other class members will give feedback on their advert. Remembering to kind, specific and helpful.

As a class then try and come up with a school Anti Bullying slogan.

Other teacher resources for teaching this topic:

Recording would take place over the week.

Possible integration with Drama and Literacy.

https://www.polleverywhere.com/ Poll Everywhere

https://www.youtube.com/watch?v=LN_70HXxd5Y We’ve all got rights

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Loss of Species and Habitat

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Topic:

Loss of Species and Habitat

LT focus: To begin to understand the interdependence of the relationship between human beings and nature and how this contributes to the delicate balance of life on earth.

Introduction

Recent newspaper headline (below)  placed on the board.

Think Pair Share:

How does this make you feel? List emotions on the board

Why do you think this is happening? List possible reasons on the board.

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




Development

What animals do you think are in danger of becoming extinct?

https://www.activesustainability.com/environment/top-10-animals-in-danger-of-extinction/#14 (Nice images of top 10 animals most in danger)

How do you think these animals feel?

Teacher informs children they’re now going to hear how one of these particular animals is feeling.

Chn shown Rang-tan: the story of dirty palm oil. (Link below)

What animal did we see in the clip?

Why was the orangutan in danger?

How was it feeling?

Activity:

Children to write in role as the orangutan. They will write an open letter to the people of earth pleading with them to stop cutting down their homes for palm oil.

Children will then use app Chatterpix Kids to perform their letter as an orangutan. (Integrated as part of Oral Language Literacy for the week).

Plenary

Each table will be given a different picture of animal on the list of animals in danger of becoming extinct.

As a group they must come up with a role play of what they imagine their animal is going through similar to that of Orang a tan in the video.



Other teacher resources for teaching this topic:

https://www.youtube.com/watch?time_continue=56&v=mwC-7sjHas0

Humanity has wiped out 60% of animal populations since 1970, report finds. The Guardian


https://www.youtube.com/watch?v=TQQXstNh45g Rang-tan: the story of the dirty

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Humanism

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Topic:

Humanism

Learning Outcomes

  • To recognise that Humanists ask the same questions as other groups.
  • To explore how we can all come up with different answers to the same questions.
  • To reflect on how we can find answers to our questions.

Introduction

Teacher explains ‘what we’re going to learn today’ Senior Infant children may need all or only some of the following information.

Humanists ask questions about the world around them and come up with answers by themselves and not from a god or gods.

Atheists are also a group that does not believe in a god or gods. Sometimes atheists call themselves Humanists and sometimes they don’t and sometimes Humanists call themselves atheist and sometimes they don’t.

Write on board “What is the best colour and why, do you think this?” Children think-pair-share and then share with class.

Teacher asks: Did everyone come up with the same answer? Why not? Is that okay?

Development

Story: Teacher reads the story ‘The First Snow’.

Think-pair-share: The teacher leads a discussion on how the children in the story all had different ideas about where the snow came from.

Questions could include: ● What did you learn from the story ‘The First Snow’? ● What questions did the characters ask? ● Did everyone come up with the same answer? ● Why do you think they didn’t? ● Who do you think had the correct answer? Why?

Plenary

Conclusion Reflection: Think-pair-share ● What do you think when you hear answers that you don’t agree with or that are very different to your own? ● What’s the best thing to do? Teacher reminds children that Humanists believe people should ask questions and find out the answers for themselves. Teacher concludes the discussion by asking the children what they have learned about Humanism today

This lesson plan was taken and adapted from the Educate Together lesson plans for 1st/2nd class on humanism-Lesson 1-You will find the story “the first snow” here alongside many other excellent lessons that can be adapted for Infants.

https://www.educatetogether.ie/humanism-lessons




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Climate Change

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Topic:

Climate Change

LT focus:

  • Become aware of the need to reduce waste and reuse and recycle material
  • Say what the 3 Rs are.

Introduction

Whole Class Discussion: Ask the class if they have ever heard the term the “3Rs”?

Show video-See additional info. After, ask them what the 3 Rs mean?

Write on board-the 3Rs refers to three terms often used when talking about waste: Reduce, Reuse, and Recycle.

Reducing is cutting back on the amount of trash we make, reusing is finding a new way to use trash so that we don’t have to throw it out, and recycling is using trash to remake new goods that can be sold again

Development

This is a link with Science.  Ask permission to dig hole in school grounds!

Cut the four bags so that they’re all the same height. Teacher will do most of the manual work.

  1. Place identical solid waste ingredients into each bag, and secure the bags with twisty ties.
  2. Place the bags side by side in the trench, then cover with dirt so that just the tops of the bags are showing.
  3. Evenly water the soil over the bags.
  4. Cover the trench with the boards, and weight them with some stones or bricks. This will help to keep any critters who smell the trash from digging up your experiment.
  5. Wait for four weeks and uncover the bags. Remove enough dirt so that you can observe the bags, and record your observations. Remember to use your sense of smell, and be sure to wear rubber or latex gloves when handling the rubbish.
  6. Replace the dirt over the bags, and put the wood back over top of the trench.
  7. Four weeks later, uncover and dig up the bags again, making sure to note your observations.
  8. Dispose properly of all rubbish, and fill in the trench so it’s level with the ground around it.

Plenary

Children can write a report up outlining what they discovered

Other teacher resources for teaching this topic:

This lesson plan could take a couple of lessons to complete!Linkage with Science.

https://youtu.be/TjnNOCbuoCA Smart learning video on the 3 Rs is ten minutes long but it very well done.

Full lesson procedure of “Which bag will break down first?” is at https://www.factmonster.com/cig/science-fair-projects/what-kind-trash-bag-breaks-down-fastest

You will also need:One brown, paper grocery bag

  • One plastic shop bag
  • One standard, black plastic bin bag (such as Hefty brand)
  • One plastic bin bag that’s marketed as biodegradable
  • Four “twisty ties”
  • Scissors
  • Black plastic with which to line the “landfill”
  • Shovel
  • One large piece of wood or several smaller pieces with which to cover the “landfill”
  • Several bricks or good-sized stones
  • Rubber or latex gloves
  • One slice of bread
  • Peels from four slices of apple
  • 2 tablespoons coffee grounds
  • One slice of cheese
  • One paper towel, crumbled up
  • Watermelon rind or banana peel

 

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Identity, individuality, responsibility

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Topic:

Identity, Individuality, Responsibility

LT focus: To develop a sense of self identity and confidence in each person’s individuality

Introduction

Introduce lesson with poem ‘The Voice’ by Shel Silverstein.

Discuss the importance of self belief and being proud of our individuality.

Development

Brainstorm a list of areas which make us individuals –

  • Likes and dislikes
  • People who are important to us
  • Hobbies
  • Special abilities
  • When I grow up I want to

Creating a collage:

Provide each child with an A3 page and invite them to create a collage using magazine cuttings, drawings, words, phrases and symbols all about themselves with their picture in the centre. Use the brainstormed areas as ideas for the collage.  

When finished creating individual collages, divide class into small groups of 3 or 4.  to share and describe their poster to others in their group.

Plenary

Whole class discussion – reflect on what it was like sharing information about themselves with their group.

Discuss the line ‘The voice that speaks inside’ from the poem ‘The Voice’, within the context of their personal collage. Emphasise the importance of self belief and to have confidence to take personal responsibility for decisions and not be influenced by others.

Display posters in the classroom celebrating the uniqueness of each poster just as every person in the class is unique.

Other teacher resources for teaching this topic:

Resources: A3 paper, glue, magazines, photo of each child, pencils, crayons, Poem ‘The Voice’

Poem ‘The Voice’ by Shel Silverstein

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Humanism / Atheism

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Topic:

Humanism / Atheism

LT focus:

To recognise that Humanists have asked the same questions as other groups.

To understand that Humanists believe that we have one life and that we should live it to the full.

To evaluate what it means to be our best self.

Introduction

The teacher introduces the lesson with a recap of the major world religions and beliefs as well as including other religions featuring in the class/wider school. The class look at images of various followers of these religions. The children identify differences and similarities between these groups.

The teacher then shows the children a photograph of Stephen Fry.

Who is this man?

What do we know about him?

Is he a religious man?

What does he believe in?

Development

Small group discussion – what is a humanist/what does a humanist believe?

Videos – humanism.org

‘How do we know what is true?’

‘What should we think about death?’

‘What makes something right or wrong?’

‘How can I be happy?

Plenary

Small group/pair discussion on Humanism – similarities with other groups, why do Humanists think it’s important to ask questions, what can we do to live our best lives and be our best selves.

End lesson with short small group presentations to class on discussions.

Other teacher resources for teaching this topic:

Video clips: https://humanism.org.uk/thatshumanism/

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Have you filled a bucket today?

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Topic:

Have you filled a bucket today?

LT focus:

  • Anti-bullying
  • Respect
  • Kindness

Introduction

  • Discuss how we can make our classroom, our school, our homes etc. a nice place to be.
  • Read a story called Have You Filled a Bucket Today? By Carol McCloud to the class.

Development

  • Tell students that the word bucket is used to describe our emotional self. If the bucket is full, we are happy. If the bucket is empty, we are sad.
  • Review key ideas from the story, focusing on positive and negative comments. Positive comments are those that are uplifting and make people feel good, while negative comments are put-downs and do not make people feel good about themselves.
  • Point out that every interaction we have with people either fills or empties their buckets
  • Pass out examples of “Bucket Fillers” and “Bucket Dippers”.  E.g. Saying good morning to your teacher or classmates. (Filler).  Hurting someone with your hands (Dipper)
  • Give each student a turn to come up to the anchor chart and place their label in the correct column.
  • Discuss what makes each a bucket filler or dipper and why.  If it is a bucket dipper, discuss what could be done instead to make it a bucket filler.  

Plenary

  • Either at the end of the lesson or the next day, ask students to share the “Bucket Filling” activities that they are noticing and how they made them feel. Ask how they felt when they filled a bucket.  If anyone experienced “Bucket Dipping,” ask how that made them feel.
  • Once the students have understood the Bucket Filler concept, Each student could be given a bucket in the class where their classmates could place bucket filler note. An additional lesson could be done on the rules of writing bucket filler notes.

Other teacher resources for teaching this topic:

Resources

PDF version of the story – Have you filled a bucket today?

http://www.easton.k12.ma.us/document_center/moreau/Have_You_Filled_a_Bucket_Today.pdf

Video of the story.

https://www.youtube.com/watch?v=p2r9pAd4bE8

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Universal Declaration of Human Rights

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Topic:

Universal Declaration of Human Rights

LT focus: 

To introduce children to the Universal Declaration of Human Rights

Additional Information:

This can be altered for an older class: they could create a dialogue or a drama for the human rights.

Introduction

Use an image of a child from WW2 as a stimulus . Children will look at the image and discuss if the child is happy, what clothes, he  is wearing, is he clean, does he look healthy., why is he sitting behind barb wire etc. He teacher will then explain the background behind the UDHR.

Development

The teacher will go through a child’s version of the UDHR based on the book We are all born free. The teacher will use the powerpoint to go through some of the human rights. 6 Rights will be chosen and an image of each will be put on the whiteboard for all to see. (these can be printed from pp or photocopied from the book. The class will be split into 6 groups. Each group will be given 1 of the 6 Human rights. They will then create a freeze Frames to represent what Human Right they have. The rest of the children will try and guess which one it is and discuss the freeze frame.

Plenary

Each child will be given one of the human rights from the book we are all born free. They will then design a poster for that human right.

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Diwali

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Topic:

Diwali

LT focus:

  • examine the foods associated with some belief systems.
  • understand the purpose and joy of celebration
  • explore special celebrations that we share with others such as birthdays and special days
  • begin to explore festivals such as Diwali

Background for teacher: Diwali is a 5 day celebration known as the Festival of Lights. It occurs either in October or November and is primarily associated with the Hindu religion, although it is also celebrated by Sikhs and Jains. There are many mythological explanations for the story but it’s underlying meaning is fairly consistent across all interpretations. It is generally accepted as being a celebration of light over darkness, good over evil and knowledge over ignorance. This is signified by the lighting of ‘diya’ lamps. For many Hindus these clay lamps are also used so that Lakshmi the goddess of wealth can find her way into individual homes. For the same reason windows and doors are often left open.

Introduction

Write “Diwali” on the board. Explain it comes from a festival called Diwali where Hindus light “diya” lamps. They light lamps to show the defeat of light over darkness. It is a 5 day festival of lights. Explain that people from the Hindu faith also clean their house, have firework displays, wear new clothes and make food for celebrations during Diwali.

Development

Read the story of Rama and Sita at https://www.earlylearninghq.org.uk/earlylearninghq-blog/diwali-teaching-resources/

Have children retell story using a simple 3-act story of start, middle and end. Children can respond through drama or drawing/painting or mixed media.

Plenary

Can children think of other times that we use lights to celebrate throughout the year? Christmas, Hannukah, Halloween etc

Other teacher resources for teaching this topic:

In addition to these rituals some other common activities during Diwali include:

  • Wearing new clothes
  • Cleaning the home
  • Firework displays
  • Preparing festive meals
  • Giving sweets as gifts to friends and family
  • Decorating buildings with lights
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What is Conscience?

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Topic:

What is Conscience?

LT focus: The children will be enabled to engage in a discussion about what is a conscience and how we can use it to guide our actions and decisions.

Introduction

Start by explaining to the children that we are going to discuss what a conscience is, but before that we are going do a quick listening exercise. Play the following video for the children https://www.youtube.com/watch?v=uUIGKhG_Vq8

Development

Introduce to the children the idea that we all have a voice inside us and sometimes it helps us you know what to do in a certain situation. Talk about some general situations we might encounter where we should listen to our inner voice. Pull out some scenario cards, and get the children to close their eyes and really listen to their inner voice, is it telling them to do what is right/ safe?  Give each group a scenario, they can respond by drawing what they would do. Go through all the pictures together and let the children guide the discussions.

Plenary

Start with listening activity ,ask how they felt during the listening game, introduce the words inner voice, conscience, right /wrong/ guide. Introduce scenario cards. Wrap up with reflection activity, how could I listen to my inner voice at home, in school etc.

Other teacher resources for teaching this topic: 

Print out the following scenarios to pull out from a box/bag:

You find a toy out on yard but it is not yours.

You see someone who is sad and alone on yard

Your friend wants to play somewhere dangerous without telling adults where you will be.

A person at your table is always trying to  get you in trouble in school

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Autumn Nature Walk

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Topic:

Autumn Nature Walk

LT focus: develop a sense of awe and wonder in nature through nature walks and the nature table.

Introduction

Discuss the weather that morning. Make a list of words for the types of weather associated with the season of Autumn.

Now, talk about the trees and plants and what happens to them in autumn.

Development

Children take part in a nature walk. Divide into groups with one child appointed as leader. The leader takes the clipboard or camera to note evidence of autumn. Another child can bring a bag/box. Tell the groups they need to take photos/draw pictures/gather evidence of autumn.

Plenary

When class comes back to classroom, each group takes turns to tell the class what they found. Each individual child draws a picture,adding words if able, to describe the things the saw outside that tell us autumn is on the way. Teacher can clear up any misunderstandings as infants can get seasons mixed up.

Keep evidence of photos/drawings and plants/acorns/pine cones etc for a table-This can be integrated with maths for sorting or Visual Arts for looking at tone and colour in natural items. Leaves can be used for rubbings.

Other teacher resources for teaching this topic:

You’ll need the following: Clipboard, paper, pencils, tablet/camera, bag/box

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Different Families

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Topic:

Different Families

LT focus: 

-Identify own family members

-Describe how families can be different

-Discuss different roles in our families

 

Background for teacher: none

Introduction

The lesson will begin with a reminder of circle time rules- taking turns speaking, listening to one another etc. The teacher will begin by explaining to the class that they will be talking about our families, and that every family is different. The teacher will give examples of a variety of family units e.g. single parent families, children living with grandparents, a family having two mammies/daddies etc. Emphasis will be placed on the importance of our families and that every family is different and special.

Development

The children will pass around a teddy (or any talking object) and state who is in their family. The teacher will be mindful of any difficult circumstances any child lives in and positively guide the conversation accordingly. Any child who does not want to speak should not be forced to, but can be given extra chances to contribute if he/she would like to later on.

After every child has identified his/her family members, the teacher will talk about the role the children have in the family. Examples can be given at first such as helping empty the dishwasher, helping younger siblings, being kind to siblings etc.

The class will then have the opportunity to describe what he/she does at home to help the family. The children will be praised for their listening and contributions.

Plenary

To conclude, the teacher will introduce a book about a special family- ‘And Tango Makes Three’ by Justin Richardson and Peter Parnell. After reading it the teacher will recap what has been learned in the lesson- that all families are different and all families are specia

Other teacher resources for teaching this topic:

Video of book: https://www.youtube.com/watch?v=WyPjUa908hM

Alternative books that could be read:

-The Family Book by Todd Parr

-Who’s in My Family? By Robie H. Harris

-Mommy, Mama and Me by Leslea Newman

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Migration / Homelessness

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Topic:

Migration / Homelessness

LT focus:develop the concept of justice, responsibility and empathy through a discussion of issues such as “Why share?”, “Why be sorry?”, “Why be kind to each other?”

Background for teacher: Article 27 of the Convention on the Rights of the Child states that “Children have the right to a standard of living that is good enough to meet their physical and mental needs.” This Article also states that “Governments should help families and guardians to provide this, particularly with regard to food, clothing and housing.”

Introduction

  1. Read the book: the Way back home by Oliver Jeffares-Discuss-What happened to the main character? https://www.youtube.com/watch?v=gjy5a-d54Gw
  2. Think-pair-share-How did he feel at the start/middle/end of the story?

Development

Children respond to the story by painting/drawing pictures of the main characters and showing how he feels when he is away from his home.

Plenary

Children can take photos and share to google classroom for whole class discussion. Teacher is looking to provoke the fairness and equality of the boy not having his home. The next stage might be to discuss and brainstorm “ Homelessness” as in the first lesson explores the idea of a person temporarily not having a home.

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Planting Bulbs

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Topic:

Planting Bulbs

The purpose of this lesson is to explore the concept of growing plants. These bulbs should grow in spring.

Introduction

T to have bulbs on table as hook and to encourage discussion with Qs to scaffold and or guide discussion.

Class will discuss what the bulbs are and what they will become IF they are cared for.

T will then show a plant to the class and place a plant on each table group again to initiate discussion among the children about the plant and different parts of the plant etc.

Leading to a whole class discussion, finding out what we know/don’t know.

Development

So how does a bulb grow into a plant? How do we care for them?

Children to break into groups and find out the answer to this question online.

They will each be given a kind of plant that they will plant to learn about what it needs to grow and how we take care of them.

Plenary

Children will present their findings.

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Feeling Happy

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Topic:

Feeling Happy

This is a very short and simple lesson plan.

Introduction

Circle time discussion- discuss what it means to feel ‘happy’

Development

  • Think-pair-share on times he/she feels happy.
  • Individually finish the sentence: I am happy when….Further discuss experiences which make us happy-distinguish between e.g. material items and love received at home

Plenary

Sing the song ‘Happy’ together https://www.youtube.com/watch?v=ZbZSe6N_BXs

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National Tree Week

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Topic:

National Tree Week

Investigate ‘What trees do for us?’

Introduction

Use the books ‘A Forest’ (Marc Martin) or ‘A Tree’ as a starter to the topic. Think Pair Share – what are we going to be learning about today.

Share L.O.

KWL using google classroom or padlet on ‘What trees do for us?’

Development

Using cut up articles and images (posters etc) children piece together information and facts about trees and their importance in the eco-system.  In groups chn collate their information into 10 facts.

Plenary

Children create a post it note tree of ‘things trees do for me’

Lesson 1 in a series of 3.


Resources online at National Tree Week

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Martin Luther King Day

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Topic:

Martin Luther King Day

This is a very basic outline to a lesson to celebrate Martin Luther King Day. It requires a number of resources to be added and is placed here for demonstration purposes.

Introduction

KWL chart on Padlet:
Type what we know already about MLK
What we want to know about MLK

Development

Powerpoint Presentation on MLK
Watch videos on Mlk-Speeches-“I have a dream”
Create child’s own I have a dream speech
Observe and sicuss photos of people worldwide celebrating MLK day

Plenary

Wrap up KWL
What we have learned
Complete a quiz on MLK Day

This lesson plan requires lots of resources, which will be added in time. 

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3 Short Lessons on Judaism

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Lesson 1

Create a Padlet  as a KWL chart to collect children’s existing knowledge of Judaism

Children to put questions on Judaism on google forms

Children to view presentation on Judaism see link below

https://docs.google.com/presentation/d/10rcEwncLML4ElyNO2HOICzzIM5wCMknwrqLyMLfpHCo/edit?ts=5b23a350#slide=id.g2a3fc9eed_05

Refer back to Google forms to check questions and for homework see if they can answer any remaining questions.

 

Lesson 2

Review  Padlet and add in any additional information from homework.

Children to work in groups and create a presentation of their choice on one aspect of Judaism and present this to the class.

Return to KWL chart to add what we have learned.

 

Lesson 3

 

Identify interesting questions that we still have following lesson 1 &2.

Prepare a list of additional questions.

Complete a Skype Call and conduct a live interview with a member of the Jewish Faith.

Share what we have learned with the interviewee and share with school community