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

Taitneamh /easpa taitnimh a léiriú - cén sort bia is fearr leat? Is fearr liom ______ ná _________

Is maith liom

Ní maith liom

Is fuath liom

Is breá liom

bia, Bialann, béile, dinnéar, biachlár, blasta, feoil, sicín, rís, arán,

An Múinteoir ag cur ceist.

1. 
   An tréimhse réamhchumarsáide:
   

• 
  Taispeáineann an múinteoir na pictúirí de na bia eagsúla agus cuireann sí na lipéidí ar taobh eile den CB. Tagann páistí suas agus deanann siad íarracht íad a cur le chéile. Cuireann an múinteoir ceist ar na páistí faoi na pictúirí. Imreoidh an rang go léir cluiche tomhais.
  

2. 
   An tréimhse cumarsáide:
   

Ansin cuireann an múinteoir dhá phictúir le chéile agus cuireann sí an ceist “cé acu is fearr leat?” bíonn ar gach pháiste roghnachas a dhéanamh…(ís fearr liom sícin ná an iasc srl)

Ansin ímríonn na páistí cluiche meatsáil le cártaí beaga i mbeirteanna. Bíonn orthu an sort bia cur leis an pictúir ceart.

(Cluichi teanga agus comhrá)

Rachfaidh mé timpeall an t-seomra ag éisteacht leis na páistí agus ag cuidiú le h-aon páiste go bhfuil deacracht acu leis an ngníomhaíocht. Ní dhéanfaidh mé ceartú ró mhór ar aon bhotúin ag an bpointe seo ach déanfaidh mé nóta díobh i mo cheann chun iad a cheartú sa tréimhse iarchumarsáide.

Imríonn an rang go léir cluiche tomhais. Deireann an múinteoir rud faoí bia agus bíonn ar na páistí tomhais ar cén saghas bia atá sí ag caint faoi. Mar shampla:

Tá dath bán ar bia seo, faigheann tú é sa pictiúrlann.

Bácáil tú é san oigheann..

Ólann tu é.. tá dath bán é. Tá sé go maith do do sláinte.

Beidh an múinteoir agus na phaistí ag caint faoi cén sort bia a faigheann tú sa Bialann.

Imreoidh na phaistí an cluiche leadóg focail.

Lipéidí den foclóir nua

Cartaí beag do gach beirt agus lipéidí

An fíor bhia ar bhord an mhúinteora

I will use questioning throughout the lesson to enforce the children’s learning and understanding. I will record my findings in my observation/ questioning notebook.

Lower Order questions

How are maps useful?

What do we use maps for?

Have you ever used a map?

Higher Order Questions

Why do we use maps?

Why do we use legends?

Who would use a compass?

What features do you find on maps?

Why do we need to use coordinates on maps?

Scale, legend, compass, ordnance survey map, coordinates, orientation, key, grid reference, symbols,

Oral Language:

Each child will describe their journey to school orally.

• 
  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 display an ordinance survey map on the WB. The teacher will ask the pupils what maps are used for. The teacher will then ask if the children have ever used a map. The teacher will explain that maps are made by cartographers. Their job is to give as much information about a place but using very little space. The class will discuss the features of the map. (Roads, land, water, grid references, symbols, legend, North orientation arrow, scale etc). The teacher will focus on the legend of the map and ask the children why a legend is used. The teacher will explain that it is used for common things found on maps to avoid writing the same word over and over again and because of a lack of space. For example many towns have churches so a cross is used to indicate the location of a church.

The teacher will distribute a legend that has the items that are represented by symbols scrambled up. The children will match the symbols to the item in pairs. The class will then check the answers as a group.

The teacher will display a compass on the WB. The teacher will illicit from the children what it is and what it is used for. The teacher will explain to the children that ‘North’ refers to the North pole and ‘South’ to the South pole and show them on the globe. The teacher will explain the 8 directions on the compass. The pupils will play a quick game of ‘Simon Says’ where they must face in the direction the teacher calls out. The children will then be shown the ‘Eva’s home’ illustration. The teacher will question the children on the orientation of various locations on the illustration.

The class will then look at the use of coordinates on a map. The teacher will explain that coordinates help us to find a location quickly on a map. The teacher will distribute a map of Ireland to each pair where they must find the correct grid references for various towns on the map.

compass for display on WB

Ireland map with grid for coordinates activity

Worksheets

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.

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.

2. 
   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 read and interpret pie charts in pairs based on information given to them by the teacher. (6^th class) All children will be enabled to find the average of a variety of variables. (5^th class). All children will be enabled to create a class survey where there are only two options for the answers and graph the results. ( 4^th class)

2. That most children will be enabled to create their own pie charts in pairs ( 6^th class) Most children will be enabled to read and interpret simple pie charts ( 5^th class) Most children will be enabled to find correctly identify the x and y axis without teacher modeling. ( 4^th class)

3. That some children will be enabled to draw their own pie charts after the pair work. ( 6^th class)

Some children will be enabled to answer questions based on simple pie charts. ( 4^th and 5^th)

The teacher will assess the children’s learning via questioning throughout the lesson. The teacher will record the findings and the questions asked in the teacher questioning book.

Can you remember the steps to creating a bar chart (4^th and 5^th) and a pie chart (6^th)?

Can you remember what the base line is? ( 6^th)

What does the word average mean? (5^th and 6^th )

Where does the x/ y axis go?
Higher Order Questions:

When might we need to find the average of something?

How are averages useful?

Why are there two bars in this chart?

What does this pie chart show?

• 
  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 the lesson via a warm up game to get the children to begin thinking mathematically. The teacher will introduce the game called ‘Number Choir’. The children will be divided into three groups of five. Each group will stand in different parts of the choir. One group will be given the X4 tables, one group X5, one group X6. We will begin at 0. The first group will count up in 4. When I signal for the group to stop, the next group I point to will continue counting on from the number stopped on in x6 or x5. This will continue until we reach 100.

The teacher will assign the children to their groups.

The teacher will begin with whole class teaching. The teacher will model the bar chart and multiple bar chart for 4^th and 5^th. This will be revision for 6^th class. The teacher will then set 4^th and 5^th class their tasks. 4^th class will work on their class survey. They will quietly ask the other classes to write down their answers, yes/no. When the children in 4^th have finished gathering the results and creating their survey, they will answer simple questions based on a pie chart.

5^th class will complete their averages worksheet. When they have finished this they will work on the pie chart work sheet where they will answer simple questions based on a pie chart.

The teacher will model creating a pie chart again for the children in 6^th class as many of them struggled with the topic yesterday.

When the teacher has finished modeling, the children will work in pairs again to create their own pie charts.

The teacher will draw attention to the steps in creating a pie chart.

The teacher will question the children on the work covered in the lesson.

Protractor

Ruler

Paper

Teacher designed tasks

Early finisher work sheets

1. That all children will be enabled to examine the information about Tom Crean on the interactive whiteboard. All children will take part in a discussion about Tom Crean.

2. That most children will be enabled to identify the difficult decisions Tom Crean had to make. Most children will identify the fact that you always have choices and they will reflect upon these choices when decision making.

3. That some children will be enabled to use this to reflect upon themselves and difficult decisions they have had to make in their lives. Some children will give an example. Some children will identify the various factors which influence decision making.

I will assess the children’s knowledge of the decision Tom Crean made. I will assess the children’s ability to exercise judgement, and their ability to weigh up their options and make choices and decisions.

Lower Order questions:

What decision did Tom Crean have to make?

Why was it a difficult decision?

What would you have done in his position?

Higher Order Questions:

Have you ever had to make a difficult decision?

What factors influenced your choices?

Is it important to weigh up all the different options and possibilities available to us when making a decision?

• 
  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
  

I will pass photos of Tom Crean around to the children.

The children will examine his facial expression. The children will examine the different aspects of each photo- did the men look set/ determined/ scared?

The teacher will divide the class into groups. The teacher will ask the children to draw a picture of Tom Crean, including speech bubbles. The children will write what he was thinking at the time into the speech bubbles, for e.g. ‘I don’t want to go, it is too dangerous’ or ‘I must go to save my friends’. The children must come up with four reasons for and against the journey.

Each child will give an example of a time when they made a decision.

We will play a game to conclude the lesson. We will play a cooperative game. The children will walk around with bean bags on their heads. If the bean bag falls off, they must remain still like a statue. The bean bag symbolizes a crown. The child cannot move until another child puts the bean bag back on the statue’s head. I will affirm the actions of those who cooperated and helped others.

Photos of Tom Crean and of the expedition

IWB power-point

Bean bags

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.

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- 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.

1. That all children will be enabled to explore historical contexts through improvisational drama.

Teacher Observation:

I will observe the children’s willingness to participate in the drama lesson. I will assess their prior knowledge of Tom Crean and their ability to transform this knowledge via improvisation and freeze framing. I will record my finding in my observation notes.
Teacher Questioning

Lower Order questions :

Do you remember where Tom Crean and his crew sailed?

What was the name of the boat?

Higher Order Questions:

What kind of things happened to them on their expedition?

Do you think he was a brave man?

Would you like to meet him?

Do you think it was a difficult decision for Tom to leave his comrades and continue on alone?

What do you think was going through his head as he made his decision?

What do you think he was thinking as he walked on alone?

• 
  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 facilitate a recap of the story of Tom Crean with the children asking them about the most important moments in the story by asking questions and discussing the action with the children.

The teacher will tell the children that they are going to use a tableau technique – freeze frame a scene from the story. The teacher will have scenes from the story chosen representing the key characters and the children will freeze the action.

Scenes:

• 
  When Scott selected four men to go with him and try to reach the South Pole before Amundsen and left Tom Crean and two other men behind.
  
• 
  When Tom Crean left his two crew members in a tent and walked on alone to get help.
  
• 
  When Tom Crean returned with help to rescues his two comrades.
  
• 
  When Scott and his team noticed the sledge marks in the snow.
  

The teacher will talk to the children about the difficult choice Tom Crean had to make when he had to abandon his sick friends and walk on alone to try and find help. The teacher will discuss with the children what could have been going through his head as he made his decision. The teacher will get the class to form two lines facing each other. One person will take the role of Tom Crean and will walk between the lines as each member of the group give him advice. One side will tell Tom that he cannot abandon his friends and the other will urge him to walk on to safety and help alone. When the person reaches the end of the alley, he/she will make a decision based on the advice he was given.

To conclude the lesson the teacher will ask some questions again about Tom Crean’s story and asking them if they would have liked to meet Tom in real life.

Story of Tom Crean

Prop box- goggles, warm clothes-hats/scarves, compass, binoculars, map, and rucksack.

English- Diary of Tom Crean

Geography: Map work- Tom Crean’s journey

History- Story of Tom Crean’s voyage

Art- Creation of an Antarctic scene.

Music- Exploration of music- song singing.

SPHE- rules- importance of rules on board a ship/ mutiny.

Science- Exploring food- ice-cream- cold linked to Antarctica.