Next time you’re in the supermarket, find two kinds of food that come from abroad and two kinds that are local. Discussion in class
Hotseating: Pupil becomes pineapple / garlic / chilli imported from great distance and are interviewed by others in class who are apples or similar locally-produced fruit or veg (discussion should focus on food and not on migration / immigration etc.)
How did you get here?
How long did it take?
How do you feel now that you’re here?
Pupil / Teacher bring in local, seasonal food.
What could we make?
Simple recipes shared
Pupils develop own recipe book
Pupil walks through alley
on one side, fruit / veg from abroad arguing they are the best buy
on one side, local, seasonal fruit /veg arguing they are the best buy
To develop an awareness of the Universal Declaration of Human Rights.
To enable the children to appreciate its relevance today.
To identify what rights are the most important to them and the rationale behind their choice.
https://m.youtube.com/watch?v=xevGz8_MBKk Teacher shows the children the video entitled ‘ The Price of Silence’. S(he) asks the students a number of questions e.g. Why do you think this video was produced? What message do you think the producers were trying to communicate?
Teacher solicits students’ prior knowledge of the UDHR.
1. Children are divided into groups of six where each child is provided with a copy of a child friendly version of the UDHR.
They are asked to do the following:
(A) Read the document.
(B) Discuss what are the five most important rights included in this document.
(C) Rank these rights in order of importance.
(D) Explain why they decided on these five rights.
Each group is invited to share their conclusions with the rest of the class by nominating a spokesperson to speak on their behalf.
The teacher collates the responses on the IWB, identifying the overlap in terms of rights chosen & the assigned ranking.
The teacher asks the groups to review their conclusions on the rights chosen and ranking based on the whole class discussion.
The teacher asks children what changes, if any, would they make to the UNHR to make it more relevant, probing the rationale behind their suggestions.
to identify different naming ceremonies around the world
to establish that not all races / religions celebrate rites of passage in the same way.
Ask the children do they know what ceremony or ritual means.
Inquire if they know any ceremonies or rituals. Can they name the religion or culture they belong to?
Do they think it is just religious ceremonies that are Rites of Passage? Can there be other types?
Explain that a lot of the rites are religious but that they can be spiritual or part of human development too (like puberty). They mark a time when an individual leaves one group to enter another and that is separated into three stages: separation, transition and incorporation.
Explain that they can also be called “initiation” rites.
Show them examples of:
puberty, bar and bat Mitzvah, Quinceanera, sweet sixteen, Masai – Emorata, vision quest (Native American), Amrit Sanchar, Baptism, Communion, Confirmation, the Hajj, Samskaras,.
After learning about these, ask the children, in groups, to come up with their own idea for a rite of passage. When would it happen? Who would it happen to? how old do you need to be?
Let the children act out their “rites” and the other groups can ask questions about it.
The child shall be enabled to:
• look at how different festivals are celebrated
• categorise and distinguish between festivals e.g. festivals of light and festivals of darkness
• examine the art and music associated with the celebration of these festivals
Write the word “festival” on the whiteboard. Discuss what this means. Make a list of festivals, suggested by the class.
Holi is a festival celebrated by hindu’s. Can you remember any other festivals celebrated in this belief system? (Divali). It is celebrated in March, marking the start of spring in the Hindu calendar
Show a picture of Holi festival being celebrated. Discuss (in groups or as a whole class).
tell the story of Holi festival (see youtube video below).
Children draw a self portrait on white page.
Each child has a paintbrush with a colour of their choice on it. Pass you self portrait to others at your table so they can dab their paint on to your picture, sharing their colour.
listen to Holi festival music while they work on their art.
Children can then retell the story of Holi in their own words.
By engaging in this lesson, children will be enabled to understand the importance of the world’s forests, and that trees are a resource we need to survive
Children will identify effects of deforestation and how we our habits contribute to the process
Children will be enabled to conceptualize practical ways to help reduce their own carbon footprint, and how to implement these methods in their day-to-day lives
Show pupils the first “The Lorax” clip – did you chop down this tree?- to introduce the topic of mass deforestation. Ask them to consider the following whilst watching:
Why does the lorax try to stop him cutting down the trees?
Are the man’s actions good for the environment? Why/Why not?
What do you think will happen next?
Who do you think will be affected by the cutting down of trees?
Put questions back on board and ask to discuss in groups – ask for a few examples from each group
Show the second clip – the last seed – and ask them to consider the following:
How have the man’s actions damaged the environment?
Do you think it’s important for the boy to plant the seed?
In context for our own environment – discuss: does anything like this happen in our world? Why? Allow for suggestions – the Amazon, etc
Show slideshow of nature pictures (lush forests, wildfires, logging; selection of 4/5)- explain photo, whole class vote and discussion on whether the contents of the picture depict scenes that are good or bad for the environment/ and wildlife
In small groups, children decorate an A2 poster to be displayed in the classroom and around the classroom, depicting what they can do in school and in their home lives to help protect trees both locally and worldwide.
Alternatively, children can work in groups to create a leaflet on publisher and publish these to the school wesbite/social media
Can extend to include the envirnomental impacts of overusing palm oil – Animal Habitat loss (focus on orangutans)
understand more about Autism and that people are born with autism
begin to identify some of the characteristics associated with people with autism, but that all people with autism are different
identify some of the ways in which people with autism may respond to various stimuli
Unique: Pupils have a discussion about what makes them unique – what they like, dislike, what they are good at, what they find challenging.
Autism: Teacher introduces the word ‘autism’ and asks the class if they have ever heard the word before, or if they know anything about it.
Teacher defines what autism is and discusses how people with autism are born with it and that autism affects the way their brain works.
Video: pupils watch a video about autism and how a child with autism may behave in certain situations.
Language: Pupils learn that people with autism may make their voice heard through pictoral systems, communication devices, apps.
Stimuli stations: pupils rotate around various stimuli stations (feeling jelly, playing with sand, listening to noise etc.) Pupils discuss which stimuli they liked/didn’t like. They can begin to realise that everyone has different preferences and it is due to their brain telling them how to respond. For a person with autism, their senses can be heightened and it can be difficult for them to be comfortable around certain sounds, smells, tastes, touches.
Circle: pupils come together to discuss what they have learned about autism and the importance of autism awareness. Discuss how lack of understanding or awareness may have a negative impact of somebody with autism.
If applicable, classes could visit ASD unit in their school to learn about the various resources available to support the children in their day-to-day life.
Higher and Lower order questioning about the video.
Prior Knowledge – relate questions to life experiences/situations .
Use of WALT and WILF to share the intended learning outcomes of today’s lesson.
Write a situation on the board – Your in the middle of reaching a high score on the video game. Your dad tells you to turn off the video game and do your homework. You pretend you don’t hear him. Would you listen to him or go against him?
Inform the students of the situation and discuss with the class – What do they think? For or against?
The class will be divided into groups of for and against.
The class teacher picks a student to walk down the formed alley in the classroom. The ‘for’ and ‘against’ groups stand directly across from each other .
The student walks down the conscience alley to listen to every student as they give their opinion.
The students listens to each opinion, as they arrive to the end of the alley, ‘he/she’ makes a decision on whether they are ‘for’ or ‘against’ the situation and explains why.
All the students go back to their seats to discuss the right from the wrong in that situation.
Write down what their ‘conscience’ or ‘thought’ was.
The teacher will ask what was learned in today’s lesson – New words, new thoughts, have they ever being in a situation of ‘choice’ like that before.
The teacher will ask two students to collect the written work.
Learn to respect others identities, cultures and individuality
Understand what an identity is
Understand the term racism
Reading of story “Racism and intolerance” by Louise Spilsbury Hanane Kai
Higher/lower order questioning of story including listing examples of
Discussion of term racism, what it means, where does racism exist in the story and if it exists in real life.
Walking debate: Scenarios of people disrespecting/respecting others identities will be read aloud. The children will have to move and stand beside the strongly agree,agree,neither agree nor disagree,disagree and strongly disagree signs depending on whether they agree/disagree with the statement.
Sample of scenarios include:
“There is a child of a different race playing in the playground on their own, it is okay to ignore them and play on their own because they look different”
The children will be asked why they are standing under the various headings.
Me too game:
A statement will be called out and each child that it applies to has to step forward and say “me too”. Many statements will be real aloud so that the children all say “me too” several times. Discussion will take place on how although we have many things in common we all have differences also and how it is important to respect each others differences.
Discussion will take place on how someone would feel if someone did not respect these differences and laughed, mocked or ignored them because of them. E.g. embarrassed,upset,ashamed,depressed etc.
The children will work in pairs to write down reasons on why it is important to respect others identities. They will write these on sticky notes which they will stick on the board.
The sticky notes will be read aloud to recap on the importance of identity and respecting others individuality.
learn about the teachings of Guru Nanak and why he is important to the Sikh religion
Revise the basic of the Sikh religion using PowerPoints about features of the religion.
Remind the class how other religions have people who lead celebrations e.g. priests, rabbis, etc….. In the Sikh religion, it is a guru who leads events and spreads the teachings of Sikhism. Through the years, some Guru have been remembered more than others for different reasons. Today, they will be looking at the life of Guru Nank and why he was so important to the Sikh people. He was the founder of the religion and his birth is remembered each year: https://www.bbc.co.uk/religion/religions/sikhism/people/nanak.shtml
Identify the different types of pollution and the effects it has on our environment
Discuss pollution and ways to prevent it
The word pollution is written on the board and the children brainstorm what they think the word means. These ideas are written up around pollution in a spider diagram form.
The children are shown an age appropriate powerpoint on Pollution and the effects it has on the environment both on land and in the water
The powerpoint shown in the introduction is discussed. Questioning is used throughout.
Using different coloured marker on the board, the children add to their spider diagram to further develop their understanding of pollution
The story ‘The Messy Magpie’ is read to the children and discussed in detail at the end. The children role play their reaction to the story in their groups using stick puppets from the story.
The children look at the role of the magpie and the role of people in the story. They decide who is more to blame, the people or the magpie? This is done as a group or think/pair/share activity and discussed afterwards as a whole class.
The children discuss the different dangers for the environment when plastic isn’t disposed of correctly. They are given a worksheet with 5 different boxes and they must draw five ways they can help the Earth
The children in their groups are given A1/A3 card and are asked to create their own poster to prevent plastic pollution
The teacher writes key words up on the board to help the children with ideas and spelling.
They come up with their own slogan after certain ones are given as an idea.
They create a poster and this is shared with the class at the end
Divide the class into groups and give each group a habitat to research. Tell the class to research what plants and animals exist in their chosen habitat and create a fact file on it.
When these have been created, get the groups to research what poses the greatest danger to their chosen habitat e.g. rainforest in danger of deforestation, ocean habitats in danger from pollution. When the main danger has been identified, the group can create an awareness poster that will be paired with their habitat factfile.
When completed, each group can present their work to the class.
Discuss the celebration of Navrati of people who believe in Hinduism.
Identify the traditions engaged in during Navrati.
Design their own Navrati celebration outfit.
Elicit prior knowledge from the children about Hinduism e.g. Where do Hindus go to worship? What celebrations take place in the Hindu tradition?
Show the children some pictures on the interactive whiteboard of places/ things associated with Hinduism- Gods/Goddesses, Diwali celebration, Hindu temple etc.
Complete a KWL chart with the class on the whiteboard based on what the children already know about Hinduism and what they would like to find out about Navrati.
Present a PowerPoint on the interactive whiteboard about Navrati and its associated customs.
Children engage in a think-pair-share with a partner about what they have learned from the PowerPoint and whether it is similar to any tradition that they may follow or that they know about i.e. linking the custom of fasting to Lent in the Christian tradition.
Children relay what they have found out from the PowerPoint to the teacher and the class complete the KWL chart together.
Children are invited to design their own Navrati celebration outfit on white paper, being reminded that Navrati celebration outfits using consist of a variety of bright colours.
Children present their Navrati celebration outfits to the class by means of the ‘artist’s chair’ activity.
Identify what a tree looks like in each season: Spring, Summer, Autumn, Winter.
Identify in which season shows buds growing on trees.
Identify in which season leaves fall from trees.
Circle time: Use a talking piece.
Children name a fact they know about trees and take turns in talking.
Ask the children what they know about what happens to trees during each season.
Children will go on a nature walk during the middle of each season around the school grounds.
In pairs, children take pictures (using an iPad) of a tree, in particular, its branches. Children talk about the stage of development in the tree: budding; leaves and flowers blooming, leaves changing colour and shedding of leaves to bare branches.
Children will take 4 pictures in total of the same tree from the same angle. The teacher will put them together and print them out for the pair groupings.
Children will draw the difference of the tree’s cycle in each season in a grid layout.
Children will share their results and findings at the end of the year and discuss the differences with the whole class.
Other Resources for teaching this topic
Children use iPads to take pictures to record the progress of the life cycle of a tree.
Topic: When I’m feeling…. scared, happy, worried, loved
recognise common feelings
match feelings to different situations and facial expression
create feelings word bank
Think-pair-share to create a word bank of different feelings.
Introduce idea of different feelings using a feelings loop game.
Get each child to take the feeling they had in the loop game and create their own picture to represent it. At the end, all the new illustrations will be put on a poster together with the feeling written on the back. It can then work as a flip chart to test for the different feelings.
The new illustrations could be used in a PowerPoint and work as a quiz also.
At the end, each child presents their piece to their group/ to the class to describe what they created and see if others can match it to the feeling from the loop game.
The children will brainstorm what they already know about A.S.D. and questions that they have. Results could be recorded on a whiteboard.
The children will learn that A.S.D. can effect:
how people socialise
the senses (people can be over sensitive or under sensitive)
Children will learn that this means some people with A.S.D. will needs lots of alone time, others will not. Some people with A.S.D. may talk lots, others may communicate in different ways. (e.g. Ipads or PECS)
They children will explore the sensory aspect to ASD though designing their own relaxation box. They will think about their own sensory preferences. The children will be told that some people need to feed their senses and others need sensory breaks.
The children will gradually view the image of 3 children trying to see a baseball match. This will begin a discussion about how we can make our everyday environment/behaviour more Autism-Friendly.
Know that developing countries and developed countries exist.
Understand the main differences between developing countries and developed countries.
Understand that people’s actions impact the environment, positively and negatively.
Identify current threats to our environment.
Explore ways that their actions can make a difference to environmental threats.
Understand that often a systematic change is needed.
Locate Gambia on the map.
Elicit prior knowledge around the concept of developing world and developed world.
In groups children record their ideas about what the developing world is and what the developed world is.
Discuss each other’s ideas.
Explain that there is no one agreed definition of what a developing country is, developed countries are socially and economically advanced. Developing countries do not enjoy the same advances, aspects of their country are still developing and they are poorer.
In groups children discuss the kind of challenges that people in the developing world might face.
Introduce the story.
Ask children to pay close attention to the challenges that Isatou and the women of the village are facing and how they overcome this challenge.
Read the story, One Plastic Bag to the class.
Think- Pair- Share discussions answering four questions:
What happens in the story to encourage Isatou and her friends to make a change?
Why did they not see the plastic as a problem before?
What did the women do about the rubbish problem?
Do you think their solution will solve the problem permanently?
Inform the children of the impact of the plastic bag levy on our society.
Class discussion are there similar issues in our society now that require a fundamental change e.g single plastic use?
The S.A.L.T. Programme is an innovative programme, specially developed for the Irish and UK School Curriculum and is aligned to the key strands of the SPHE (Primary) Programme: Myself, Myself and Others, Relating to Others,Myself and the World. Through The S.A.L.T. Programme, children will learn what conflict is, what it feels like to be in conflict and how to negotiate effectively to create a better outcome for themselves and others. The programme focuses on building each child’s capacity to develop and access their own skills set when dealing with difficult and sometimes emotional situations. (From SALT Programme)
Topic: Conflict Resolution- Little Red Riding Hood
develop and create an awareness of core values such as co-operation, freedom, happiness, honesty, love, peace, respect, responsibility, kindness, caring, safety and security in a peaceful and tranquil environment.
foster the development of peaceful, co-operative social skills, through stories, songs, games and movement.
the children re-tell the story of “Little Red Riding Hood” in their own words using visual aids.
the children will begin to analyse the conflict present in the story, i.e. the wolf wanted to eat Little Red Riding Hood, she didn’t want to be eaten.
T&D: the children consider what would make both characters happy
T&D: the children try to establish common ground/shared goal between the wolf and Little Red Riding Hood, i.e. both have been hungry at times, both are happy when they have eaten
T&D, Group Work: the children try to find a win-win solution by focusing on the wants of each character (if the class could find an alternative meal for the wolf, it may solve the problem!)
*Share, whole class: the children will share their views and opinions throughout talk and discussion
Teacher in role: the teacher will be in role as the wolf. The children will present their views and findings to the wolf in an attempt to solve the conflict
Other Resources for teaching this topic
Book Creator: the app can be used to re-tell the story with the conflict resolved.
*The children will be familiar with this story from prior teaching before engaging with this lesson
Get children to recap on above in pairs. Have students work together or individually to create a timeline of the story and celebrations of Hanukkah. Students should start their timeline when the second temple was being built and continue it through to today. They should include the story of the oil, the dates of when it became a national holiday in Israel and in America, and when the different aspects of the celebration were introduced.
Topic: Anti-bullying, Rights and Responsibilities, tie in with UN Rights of the Child
The child shall be enabled to:
begin to distinguish the difference between wants and needs.
identify and name basic rights e.g. the right to food, water, shelter, health, play, to be safe, not to be hurt etc.
Begin by introducing the WALT/TAFF by stating that today we are learning about children’s rights
Start the lesson by introducing the concept of rights by stating that ‘rights are things that all people should have and be able to do everyday’.
Allow the children the opportunity to give some examples before stating them aloud for the class: clean water, food, love, play, opinions etc
Have the children gather in a circle. Using a prompt statement “We have the right to…..’ support the children to think of the rights they have or what they think the rights of all children are.
Use a beanbag to pass from one student to the next, each stating a right they think all children have/should have.
The teacher at this time should record their answers on a flipchart.
Encourage open conversation in the class at this time, highlighting common rights or themes emerging from their work. The following are prompts that may encourage children to identify the links or themes themselves. (How many answers had something to do with learning, home, family, feeling safe).
Encourage children to speak openly stating if they agree or disagree with the answers given in class.
In groups of fours or fives, have the children create a list of rights they believe each child should have under the title “Children have a right to….”
Once complete, have the children place their A3 sheet of paper on a table. Encourage them to circulate the room, reading the lists while listening to some background music.
Once the music is paused the children must sit at the table closest to them. This should be a different table from where they started.
Each new group must now examine the rights written on the A3 sheet and decide whether or not they should add to the list.
The music should be played several times, allowing the children to sit at a different table each time.
With the teacher as facilitator, record an agreed class list of children’s rights. This should be based on the children’s work.
Display the United Nations Convention on the Rights of the Child in the class. Explain to the children, that similar to what we have done today in class, countries all over the world have an agreed list of children’s rights.
Using the Interactive White Board open the PDF of the poster available on the OCO’S website.
Encourage the children to compare their collective class list of children’s rights with the rights listed on the poster. Questions such as “What rights are on our class list that we can’t see on the poster?” “What rights are on the poster that are not on our class list? If so, what are they and should we add them to our class list?
Reflect on the questions ‘What have we learned?’ and ‘What would we like to learn more about?’ addressing the WALT/TAFF.
Other Resources for teaching this topic
IWB to display the UN rights of the Child
iPads to look up the definition of rights and children’s rights
Use the IWB to display examples of the children’s lists/new rights that had not been previously identified or discussed in the lesson.
Topic: Fairtrade (Fortnight – to be completed over 2 lessons)
The child shall be enabled to:
Realise that not all children in the world have their rights respected
Discuss, analyse and debate controversial issues at both local and global level
Actively support fair trade
Become more aware of and empathise with the different working conditions of people throughout the world
Ask the children what did they eat for breakfast?
List the possibilities on the whiteboard. Elicit where these products came from, what country were they grown in? Elicit that ‘before you’ve finished your breakfast this morning, you’ll have relied on half the world’.
Step 1: Who produces all this food and where? Read the producer profile of ‘Sivapackiam’ (attached) to the children. Invite the children to listen. As I read, we will have a class discussion and questioning about World Trade of such foods and their growers.
What is this profile about?
What views are shown?
How do you think this lady feels?
What work does she do?
Is it healthy? Why/why not?
Does she make a lot of money?
But tea is expensive to buy, why does she not make money?
Who makes the money? Is this fair?
Step 2: Elicit from the children the meaning of Fair Trade. What do you think Fairtrade means? I will read a short piece about the work of Fairtrade Ireland.
I will show the children a PowerPoint presentation of products with the Fairtrade mark on them. I will try to elicit where in the world these products may have originated from. Use of google maps/online atlas’ so as to locate the country of the product.
Step 3: Pairwork – Discuss in pairs how they would feel if they:
was a young worker picking tea leaves.
start work at half past four in the morning and will finish work at three o’ clock the next morning.
earn 8cent an hour and will have one break at one o’clock the next day.
work carrying kilos and kilos of tealeaves everyday
Step 4: The teacher gives the children a chance to prepare a possible conversation, one as the worker, the other as a news reporter. The news reporter must carry out an interview with the worker about his life picking tea, and how things could be improved. Sample questions for the reporter may include;
how he/she feels as a worker.
How do you feel?
what type of work do you do?
Have you a family?
Why do you not stop working here?
Step 5: To stimulate a discussion on the topic of interdependence, I will re-introduce the quotation at the beginning from Martin Luther King- “Before you finish eating your breakfast this morning you’ve depended on half the world. . . . I will introduce who said this famous line.
I will state that ‘We aren’t going to have peace on earth until we recognize this basic fact.”
The teacher then asks the students to think about all the foods that we would not have in Ireland if it were not for the Third World – tea, coffee, sugar, chocolate, bananas, pineapples, oranges, rice, etc.
The teacher should draw the students’ attention to how dependent we in the First World are on the people of the Third World in terms of food, and how producers in the Third World depend on First World markets for their products. The common term for this fact is called ‘interdependence’. This word will be written on a flashcard and displayed on the board, with it’s meaning being made clear to the children.
HP Reveal (using iPads – teacher will need a login): the children will carry out a scavenger hunt of different pictures of supermarket items hidden around the room. As they find the pictures of the items, they report back to the various ICT managers, who then scans the item and reveals whether it is a Fairtrade item or not. Each group must try and collect the most amount of Fairtade items as possible.
Using worksheets: each student must find 10 different people to supply an answer until all questions are completed. Students need to be able to move around the class in order to find 10 different names to fill in the bingo squares. The first to complete calls out, Globingo! and is designated the winner of the game. However, all students continue until each completes the worksheet.
Distinguish between positive and negative responses to situations involving conflict
Participate in a group task designed to promote positive conflict resolution
Perform a short drama to demonstrate positive conflict resolution
Students will complete a group word spill of vocabulary related to conflict. Students should have one minute to pair-share prior to completing the task.
Students should be placed into groups of no more than four. Each group will be given a scenario card detailing a situation involving conflict between fictional characters.
Groups should be encouraged to brainstorm positive responses to the scenario on their cards. Teacher should walk around and ensure students have formed an appropriate response prior to the conclusion activity.
In their groups, students will be given time to develop a short drama to demonstrate their chosen response to their conflict situation. The teacher should pause the dramas at various points and ask the students to predict a suitable resolution of each groups conflict.
Students will perform their demonstrations for the class. Teacher will initiate follow-up discussions after each response.
Discuss the story through questioning – how did Gerald feel when his knees buckled? how did Gerald feel about the Jungle Dance?, how would you feel if you were Gerald?Should the other animals have been laughing at Gerald? Do you think the cricket had good advice for Gerald? Can you remember what he said?
“Sometimes when you’re different, you just need a different song”- open up discussion on what this means (individuality) and associate it with children’s own lives (e.g., we all have different shoe sizes for different foot sizes, each of us has individual tastes like favourite colours, favourite TV programme etc.) – we are all different and unique.
Relate own discussion to Gerald – Gerald danced beautifully to different music but found the music of the Jungle Dance difficult to dance to.
Encourage each pupil to choose his/her own favourite part of the story and illustrate it,
Topic: Naming ceremonies (Christianity, Buddhism and Hinduism)
Exploring the rites and ceremonies associated with a variety of belief systems:
-To explore the rites and naming ceremonies associated with various religions (Christianity, Buddhism and Hinduism)
Christianity: To introduce the lesson, I will ask a few of the children their names, I will then ask them where they got their names from and if they celebrated it (to elicit baptism etc.) I will then begin to discuss how special and important our names are to us. I will share with the children that I am named after my Aunt. The children will share any stories they have about where their name comes from and if they have any nicknames with a partner and then report back to the class.
Buddhist welcoming ceremony: Recap baptism and then introduce the Buddhist welcoming ceremony *see PowerPoint for info*
Hinduism naming ceremony (Namkaran) : Recap baptism and the Buddhist welcoming ceremony, introduce the Namkaran ceremony *see PowerPoint for info*.
-Identify differences and similarities (baptism and Buddhist welcoming ceremony)
-Identify similarities and differences for all 3 ceremonies
-Activity during development:
Christianity – making name leaves
Buddhism- creating prayer flags
Hinduism- designing mandalas
*see PowerPoint for info*
Recap the main focus of each ceremony and the similarities/differences of each.
Display name leaves, prayer flags and mandalas as part of your Croi na Scoile classroom display along with objects associated with the naming ceremonies (baptism candle, sugar/honey pot, holy water etc)
Today the planet is warming much faster than it has over human history.
Burning fossil fuels impact on climate change.
Climate change means that the earth is warming up.
One way to decrease rate of climate change is to plant more trees.
Following this, groups to brainstorm what they know about climate change already. Teacher prompts: What does this mean? Who does it affect? How can we help?
At this point- progress check- can chn add to their brainstorm sheet.
Explain main task: chn to do peer teaching. Give groups a section to research. (Provide suitable QR codes to scan to selected websites- differentiate here). Chn research and then present their findings to class. ‘Audience’ to add to their brainstorm after each presentation.
To appreciate the role of grandparents in a child’s life
To make comparisons between school life in the past and the present
To celebrate the accomplishments and contributions of senior citizens
Show photos / video clips of past school classroom items, uniforms etc. Ask children to compare this to our own school and classroom, what are the similarities and differences? Ask children how we could find out more about what school life was like in the past. Elicit that we could interview our grandparents.
Create a KWL chart with the children about school in the past. Use this to choose questions that they would like to ask their grandparents on grandparents day.
Children write and share their favourite things to do with their grandparents.
This is a lesson about the nativity where infants can learn about the story of the first Christmas.
Introduce the lesson by asking the children what special time of year is coming up soon. Discuss some traditions and customs associated with Christmas e.g. Santa, presents, food, snow, reindeer etc. Ask the children if they know what happened at the very first Christmas. Create a KWL chart on the whiteboard or interactive screen.
When the KWL chart is completed, tell the class that the story of the first Christmas happened over 2,000 years ago when a baby called Jesus was born. Read the class the story of the Nativity. Afterwards, discuss the sequence of the story and give the children sequencing cards to complete in small groups or pairs.
After the sequencing activity, revisit the KWL chart and fill out the ‘What we have Learned’ section.
To appreciate that Humanists believe they have a responsibility of stewardship towards the environment.
To begin the lesson I will write on the board what we are going to learn today;
Explain what it means to be a Humanist
List our senses and explain why they are important
Discuss how people use their senses to find out about their surroundings and themselves
Describe how different senses result in different information
At the end of the lesson I will refer back to what we have written on the board. This part of the lesson will be supported by a short YouTube clip on the five senses.
The children will then be divided into pairs, where they will discuss images that the teacher has already prepared. The children will discuss images of the natural environment and human-made resources.
Natural: Do you like swimming in the sea during the summer? Do you like going for nature walks? Playing in the sand at the beach? Watching wild animals? Climbing trees in the countryside?
Human-made: Going to the playground / swimming pool? Playing sports with their friends on astro-turf? Going to a theme park?
Once discussion time has ended, the children will then be asked to report back on their partner’s favourite activities and past times.
To conclude the lesson the children will be reminded that Humanists celebrate the common links between people, the environment and the importance of taking care of our world.
Teacher will ask the class:
Why should people protect our natural and human-made environments?
Are humanists the only people who protect the earth?
Can you think of any ways the natural environment and natural resources are being destroyed?
What would happen if we used or destroyed all our natural resources or neglected our human made resources?
Once we have concluded this discussion, teacher gives the children a template for
an acrostic poem titled “EARTH”. The children are encouraged to complete a
poem using today’s Humanist teaching point as their focus (Exit Pass Activity).
Finally, we will return to the objectives written on the board at the beginning of our lesson and using thumbs up and thumbs down assessment tool we will tick off the objectives on the board.
To develop an understanding and appreciation of an event that is of particular significance to Humanist religion.
Identify and discuss famous features in Ireland and abroad that are related to the summer solstice.
Introduce the Summer solstice, the date of the 21st of June and why it is of significance.
Discuss the relevance of it being the longest day of the year and compare it with the winter solstice, the shortest day of the year. Represent the solistice as a cycle that repeats annually.
Each group will present their research to the class using a poster or record a short video presentation on iPads.
The lesson can then be linked to the religion of Humanism by acknowledging that World Humanism Day is celebrated on the 21st of June. A discussion on the meaning of the summer solstice and the core values of humanism.
This video may be used by the teacher to attain some knowledge on the day or else be shown to the children.
To gain an understanding of feelings and how best to cope with them. To understand how your body and mind reacts when experiencing these feelings.
Gather children in a circle. Ask children on a scale of 1 to 10 (1 being the lowest and 10 being the highest) how they are feeling today by passing around the talking stick.
Once finished, explain to the children that today we will be focusing on feelings.
Talk through all the different feelings there are and in what circumstances we would experience them.
Read through scenario cards to the children where they will select/write down what emotion/feeling they associate with the scenario. The children will discuss where they feel/how their body feels with the different emotions.
The class will discuss how we should cope with these feelings and manage them.
Children will complete an activity sheet of matching feelings to reactions and also watch a video and answer the questions as the video presents them e.g. how is the character feeling?
The children will discuss their thoughts on the video afterwards and the teacher will ask questions regarding the video also.
Separately, the children will complete a worksheet, which will elicit answers to some of the following questions:
How did the boy in the video become homeless?
How did he feel when he lost his home, do you think?
What do you think he misses about his home?
Are any human rights being neglected in this video?
Is this boy’s homelessness permanent do you think?
Again discuss with the class, their feelings if they were to be made homeless. The teacher would also ask the children to explore what they could do to help people whom are homeless, and perhaps also suggest what other’s can do to help people whom are homeless.
The KWL Chart will be revisited and updated based on the learning that has taken place.
Other Resources for teaching this topic
YouTube – The video used during the development of the lesson will be from youtube.com
The worksheet can optionally be interactive on Google Forms
For student to be able to identify lacks of equality and justice around the world.
For students to be able to emphasise and understand why this occurs in our world.
For students to be able to discuss the difference and similarities between their community and the community of others
For students to reflect on how they can make a difference and make an improvement to others lives
Students discuss different aspects of their society – ‘What makes up our society?’
‘What would we expect to see/hear in our society?’
Students discuss aspects of a third world society- ‘What would you expect to see/hear in a third world society?’
What could be different/same?
Students can design a Venn Diagram to show their thoughts.
Students watch the ‘If the World was only 100 people’ video on Youtube
Teacher leads discussion of what they have seen.
Students reflect on different issues that have came forward from the video….student interest lead.
In pairs or small group students can prepare a ‘notice poster’ or google slide of a social justice issue which has came from the video/discussion.
Children research their own topics and gather information to explain the why/how something occurs differently is all society.
Teacher could also integrate drama by having role playing. I have even had students prepare a ‘shadow dance’ where students prepare an explanation dance behind a curtain. Music is usually used to add an extra impact.
Other Resources for teaching this topic
If the world was only 100 people – video or book form -Youtube
-explore special celebrations that we share with others such as birthdays
-begin to explore festivals in different cultures
-examine the art and music associated with the celebration of these festivals
Talk about Hallow’een and how we celebrate halloween in Ireland. Talk about Samhain and how it started the tradition of Hallow’een in Ireland.
Brainstorm if anyone know any other traditions which are similar to Hallow’een.
Explore day of the dead. Explain that it is a Mexican festival and in Mexican culture death is viewed as a natural part of the human cycle. Mexicans view it not as a day of sadness but as a day of celebration because their loved ones awake and celebrate with them. Talk to the class about the festival and how people create alters to celebrate the dead and serve traditional meals.
Look at the pictures on line of day of the dead, focusing on the decorative work on the face, and explore the celebrations during the festival. Look in particular at the masks that people wear during the parades.
Class to design their own day of the dead masks.
Compare the traditions of Day of the Dead to Hallow’een- how are they similar and different?
Other Resources for teaching this topic
use google/ecosia for images of the day of the dead