Template Lesson Plan- april’12 All subjects excluding pe & Gaeilge

• 
  Eiseamláirí: cén sort bia is fearr leat? Is fearr liom ______ ná _________
  
• 
  Cád a itheann tú ag am lón/bricfeasta/dinnéar?
  
• 
  Is maith liom/ ni mhaith liom. (4^th )
  
• 
  Osclaíonn an Bialann ag a –
  
• 
  Dúnann an Bialann ag a –
  

Bricfeasta, lón, dinnéar, biachlár, praghas, friothálaí, custaiméir

An Múinteoir ag cur ceist ar na pháiste

Bhí muid ag Labhairt faoin bia inné, mar shamplá, cén sort bia a itheann tú ag ám bricfeasta, lón agus dinnéar?

Inniú, beidh muid ag foghlaim faoin an Bialann, an biachlár, agus na bia eagsúla.

1. 
   An tréimhse réamhchumarsáide:
   

Bíonn biachlár beag ag gach páiste. Deireann an múinteoir rud faoin biachlár agus bíonn ar na páistí a rá go bhfuil sé fíor no bréagach.

(Mar shampla, tá an scealloga ar an biachlár…)

Tabharfainn si seans ag cúpla páistí é sin a dheanamh (mar múinteoir)

Cuirim ceist do na phaistí- mar shámpla ‘cád a ciallion cais, cacá, arán agus mar sin dé.

Leinn na pháiste a biachlár le haghaigh an ranga.

Leinn na pháiste a biachlár le haghaigh an ranga.

Pictúirí den foclóir nua

Lipéidí den foclóir nua

biachlár1. do gach duine

biachlár A. agus B. ar leathnach do gach duine

Ceisteanna trath na gceist

1. 
   All children will be enabled to learn about the famous explorer Tom Crean
   

3. Some children will be enabled to create a poster based on the expedition.

I will assess the teacher designed task set to the children. I will assess the fact file they create for each aspect of Crean’s life. I will assess the poster they make during the lesson. I will record my findings via a checklist.

Lower Order questions:

Who was Tom Crean?

Where was he from?

What age was he when he left Ireland?

Higher Order Questions:

What were the names of the three ships he sailed on?

Why do you think he wanted to explore Antarctica?

Why do you think he went back after the first visit?

Antarctica, expedition, voyage, discovery, exploration.

The children will use and develop oral language as they work in groups to think of facts about Tom Crean.

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will tell the children that since the beginning of time, people have always

wanted to explore the unknown. Early explorers set out to find trade routes, treasures, glory for their countries and sometimes to spread religion. Exploration is a way of learning about the world. The teacher will tell the children that today they are going to learn about a famous explorer and his explorations.

The children will present their information in detail to the class and the pairs will design poster advertising for crew members to go on the exploration. How will the explorer convince them to join the exploration?

Fact sheets on Tom Crean’s life

4 A3 cards

Computers

Photographs of Tom Crean and the expeditions.

Drama: 4-10-13The children will use improvisation and freeze framing to recreate a scene from the book.

Art: 4-10-13- The children will use construction to create an Antarctic scene.

SPHE: 3-10-13- The children will discuss the decisions Tom Crean made in the book Ice Man. The children will talk about times when they have had to make difficult decisions, like Tom Crean.

Science- 1-10-13- The children will discuss materials- the material of Tom Crean’s clothes etc. The children will make ice-cream by mixing materials.

History- 2-10-13- The children will read another extract from the book ‘Ice Man’. The children will discuss how Tom Crean was feeling. They will write a diary entry pretending to be Tom Crean.

Geography: 2-10-13- The children will examine Antarctica on the map. The children will map out Tom Crean’s journey on the map. The children will create their own map of their journey to school.

1. That all children will be enabled to compile questions based on the bar charts and multiple bar charts we created yesterday.

2. That most children will be enabled to complete multiple bar charts (4^th and 5^th) in their copies based on information they gathered during class, e.g. favorite program, favorite sport and favorite car. Most children will be enabled to continue working on average problems given by the teacher. (5^th class)

3. That some children will be enabled to begin drawing pie charts. (6^th class)

The teacher will assess the questions the children compile based on the charts they completed yesterday. The teacher will record the findings in a questioning note book.

Lower Order questions:

What are the five steps involved in creating a pie chart?

What questions could you compile based on our bar chart and multiple bar chart?

What is the average number of cars outside?
Higher Order Questions:

Have you ever used a pie chart before?

What are pie charts useful for?

How do you think averages can be used in real-life settings?

Where have you seen the word average before?

What do you think it might mean?

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will introduce this lesson by using a maths warm up game.

Each child will be given a number fan. The children must work in groups. The teacher will call out a variety of different problems suitable to each different class level. The problems will get progressively more difficult. The groups will work together to come up with the answer. The first group to raise their number fans wins.

The teacher will then introduce the children to what we will be learning about today.

The teacher will tell the class that they will compile questions on the charts they did yesterday, 6^th class that they will be exploring pie charts, 5^th class that they will work on averages and multiple bar charts.

The teacher will divide the children into their groups.

Each group will be given a simple maths riddle to figure out. They will have approx five minutes to complete this task. This will encourage the group to work together for the rest of the lesson.

The teacher will model drawing multiple bar charts again for 4^th and 5^th class. The teacher will also model solving an average problem. 4^th and 5^th class will then begin to work on their differentiated maths activities. While 4^th and 5^th are working on their group tasks, I will model the creation of a pie chart for 6^th class. I will show the children how to create a pie chart. Once I have done this, I will begin another pie chart. I will ask each child to come up and do part of the pie chart. Each of the 8 children in the class will contribute to the pie chart. E.g. one child will draw the base line, one child will work out one segment, one child will measure.

The teacher will recap on the learning which took place today via a questioning session.

The children in 4^th and 5^th class will play the on-line game ‘Who wants to be a Mathionaire’ based on data. 6^th class will take turns playing an on-line game based on pie charts.

Sample photos of pie charts

Protractors

Teacher protractor and ruler

Pencils

Graph paper

Early finisher maths sheets for each class.

1. All children will be enabled to listen and contribute to the story of The Prophets

I will observe the children’s understanding of the story by watching the sketches they produce.

I will record my findings in my observation notebook.

Teacher Questioning

Lower Order questions:

What job did the prophets have?

What do you remember about them from last week’s lesson?

Were they good people?
Higher Order Questions:

How will you depict this story?

Which story was your favorite?

How will you show the emotions the prophets were feeling?

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will tell the children that they are going to tell the story of ‘The Prophets’ together as a group. The teacher will tell the children that she will show a slide show which will show pictures of the story of ‘The Prophets’. The teacher will show the first slide and give a sentence or two about what the picture depicts. The teacher will show the second slide and ask a child to explain what the slide depicts. The teacher will do this for all the slides getting the children to explain the story.

Alive-O religion book.

Power-point presentation of the story of ‘The Prophets’

1. That all children will be enabled to make ice cream using the ingredients provided.

2. That most children will be enabled to understand the science behind the investigation, i.e. how a wide range of materials may be changed through heating and cooling.

3. That some children will be enabled to write up an account of the investigation and explain precisely the science which took place during the experiment.

Learning logs- the children will complete their learning logs after they make the ice-cream.

Lower Order questions:

Can you give examples of types of materials?

What ingredients do you think you need to make ice cream?

Can you name the states of matter?
Higher Order Questions:

How do you think we will make this ice-cream?

Will the materials change?

How will they change?

Why did they change?

Oral Language: the children will use oral language while working in groups to make their ice-cream. The children will use oral language at the end of the lesson when they explain what they did in the experiment to the class.

• 
  Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  
• 
  Collaborative/Co-operative Learning: group work.
  
• 
  Active Learning: hands on experience.
  
• 
  Skills through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  
• 
  Using Local Environment: use of pupil environment and lived experience.
  
• 
  Problem Solving: apply logic and rationality to given situations
  

The teacher will explain to the students that matter exists in three states: solid, liquid, gas.

The teacher will explain that:

• 
  solids have a definite shape and volume
  
• 
  liquids do not have a definite shape but have a definite volume
  
• 
  gases do not hold their shape or volume
  
• 
  Temperature can affect the state of matter of a substance.
  
• 
  Changes in the properties or materials of objects can be observed and described
  

A glass. When a substance melts, it goes from a solid to a liquid. Heat causes the temperature of the

Substance to increase and particles to gain more energy. They are able to move faster and

Flow, causing a solid to change into a liquid.

The teacher will explain to the children that different objects (types of matter) can be mixed together. A mixture is two or more things put together like salads, soups, cakes, etc. Some mixtures can be easily separated like picking the tomatoes out of your salad. Some mixtures are hard to

separate like separating the chocolate from your chocolate milk. When a solid (like

chocolate powder) completely mixes with a liquid (like milk), we say that the solid has

completely dissolved into the liquid. Some objects can be mixed together to create

something completely new. We can use a solid and a liquid to create a gas (like the air we

breathe, or we can use different liquids to create a solid. If we change the

temperature of some objects, we can create something completely new like ice cream.

Heating an object

can evaporate it (if it’s a liquid) or melt it (if it’s a solid). By cooling or

taking heat way from a liquid, we can freeze it or turn the liquid into a solid, like ice

cream.
We will begin the investigation by discussing the characteristics of milk (liquid state). The teacher will explain how we are going to change the liquid form of matter into a solid. The children will then follow the instructions for making ice cream.

The children will eat their ice-cream and complete their learning logs.

1 cup whole milk

1/4 cup sugar

1/4 tsp vanilla

3 cups crushed ice

1 gallon size Ziploc bags

2 sandwich size Ziploc bags

1/4 cup salt

Sprinkles (optional)

English: 30-9-13 Tom Crean- character profile

Drama: 4-10-13The children will use improvisation and freeze framing to recreate a scene from the book.

Art: 4-10-13- The children will use construction to create an Antarctic scene.

SPHE: 3-10-13- The children will discuss the decisions Tom Crean made in the book Ice Man. The children will talk about times when they have had to make difficult decisions, like Tom Crean.

Music- 30-0-13- famous people- Tom Crean- song- Hall of Fame

History- 1-10-13- the children will learn about Tom Crean via a power-point presentation and an extract from the book ‘Ice Man’. The children will create a fact file on Tom Crean.

History- 2-10-13- The children will read another extract from the book ‘Ice Man’. The children will discuss how Tom Crean was feeling. They will write a diary entry pretending to be Tom Crean.

Geography: 2-10-13- The children will examine Antarctica on the map. The children will map out Tom Crean’s journey on the map. The children will create their own map of their journey to school.