Template Lesson Plan

All subjects excluding PE & Gaeilge

Thematic Unit by Valerie King : Environmental Awareness

Class Level: 4th-6th class

Lessons:

English x 1

Maths x 5 (Data)

Geography x 2

Science x 1

SPHE x 1

Art x 1

Drama x 1

Music x 1

Religion x 1

Total lesson plans: 14

Date:

Subject: SPHE
Time:

Class: 4th, 5th, 6th.

Duration of Lesson:30 minutes

Number of Pupils: 15

Theme:Environmental Awareness
Strand: Myself and Others
Strand Unit:Myself and my friends
Relating to other people
Differentiated Learning Objectives:
1. That all children will be enabled to build a class contract.
2. That most children will be enabled to listen to each other, to give others a chance, and to acknowledge something positive in other people’s work.
3. That some children will be enabledto discuss and reflect on important values a person should have, for example, respect, encouragement, understanding and to accept individual differences.
Assessment:
Teacher observation/questioning:
-The children and I will discuss the importance of different rules in the classroom.
-While the children are in pairs, I will circulate and listen to the children discuss co-operation and its importance.
-I will record my findings in my Personal Assessment Notebook.
Language / Literacy Development:
Vocabulary: new vocabulary will be developed, for example, contract, co-operation.Oral discussion will also form part of the lesson.
Oral Language:the children will be using oral language throughout the discussion on rules in the classroom.
Teaching Methodologies: (Underline where relevant)
  • 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.

Introduction:
I will begin the lesson with the Inclusion Game. I will ask all the children to stand up. The game will start with one child calling out another child’s name. When the first child calls the others name, they sit down. The child whose name was called out says another child’s name and sits down and so on.
Development:
I will explain to the children that they will beparticipating in four different activities:
  • I will get the children to write down one rule that they think is important for the classroom.
  • I will collect all the rules and read some aloud, and discuss with the children:
-Why do we need rules?
-What would it be like if there were no rules?
-What is the importance of rules?
-Name some school rules, why are they in place?
-What happens of you break a rule?
  • Co-operation – I will put the children in pairs and they will have 2 minutes to discuss what it means to be cooperative. They will have to give an example of co-operation at home and in school.
  • I will then ask the children for their ideas and write the ideas up on the whiteboard.
(For example: Listening, taking part, being polite and helpful.)
  • We will discuss how each child must agree with every rule on the class contract. To summarise down to 4 rules, a vote may be required.
  • The new class contract will then be written up on a poster and displayed in the classroom for all to see.

Conclusion:
To complete the lesson, each child in the class will then receive a sheet of card. They will trace their hand print onto it and then cut out the handprint. On their hand, each child will sign their name and decorate their hand in whichever way they would feel best represents their personality. To conclude, I will tell the children that this hand symbolisesthe child’s acceptance of the contractand will be displayed around the class contract.
The children will then tidy up their desks and return to their seats.
Teacher Questioning (throughout the lesson):
Higher order questions:
-Why do we need rules?
-What would it be like if there were no rules?
-What is the importance of rules?
-Name some school rules, why are they in place?
-What happens of you break a rule?
Resources:
Whiteboard
Card
Pencils
Scissors
Integration:
Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:

Date:

Subject: English
Time:

Class:4th, 5th, 6th.

Duration of Lesson:1 hour

Number of Pupils: 15

Weekly Theme:The Environment
Strand:Reading.
Strand Unit:receptiveness to language,competence and confidence in using language, developing cognitive abilities.
Differentiated Learning Objectives:
1. That all children will be enabled to read and discuss a teacher created power point about the environment. All children will take turns reading aloud from their English reader (a story based on the environment) All children will record themselves reading and will listen to the recording to identify any mistakes they made. ( 4th and 5th only)
2. That most children will be enabled to read a variety of newspaper articles about environmental issues. (6th class) Most children will be enabled to pick out five interesting sentences from the article.
3. That some children will be identify the main message in the article. Some children will pick out their favourite part of the article and explain why. Some children will replace certain words with more descriptive words.
Assessment:
Portfolio:
Teacher-designed task: What would you do to help sustain the environment if you were the Minister?
The children will read their work out the following day and place it in their portfolios. I will record the assessment by use of a checklist.
Teacher Questioning
Lower Order questions- What is global warming? What causes global warming? What damages the environment? What is pollution? What causes it? Do you recycle?
Higher Order Questions: What can we do to help sustain the environment? What can the community do as a whole to help the environment? What should the government do? What effects will global warming have on the environment?
Language / Literacy Development:
Vocabulary: global warming, green house effect, environment, renewable energy, non renewable energy.
Oral Language: A class discussion about how we can help sustain the environment- what changes can we make in our daily lives? Each class comes up with five reasons.
Teaching Methodologies: (Underline where relevant)
  • 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

Introduction:
The children will engage in group work by playing a game of ‘Word Tennis’ in pairs. The game begins by one child saying a word associated with ‘The Environment’, such as global warming. Each child will say a word associated with ‘The Environment’. Whoever says the most words wins the game.
I will introduce the children to the topic by use of an on-line interactive quiz based on environmental issues. This will also ascertain their prior knowledge of the topic.
Development:
I will show the children a power-point about the environment. The power-point will be interactive, with a variety of questions and interactive tasks for the children to complete. The children will take turns read the slides aloud.
I will then hand out three different articles to 6th class. They will read the articles and swap over when finished. 4th and 5th class will read a story from their reader. While I listen to fourth class, 5th class will record themselves reading and replay it to check for mistakes. While I am listening to fifth class, fourth class will take turns recording their reading.
When we are finished with the differentiated reading, we will have a whole class discussion. The 6th class will tell us what the articles were about.
Conclusion:
We will have a discussion on how we can help to sustain the environment to conclude. We will discuss the changes we can make in our every day lives.
Resources:
Interactive whiteboard
Power-point
Newspaper article cut outs
A dictophone or other recording device.
Images of global warming.
New vocabulary flashcards.
Green schools website.
Integration:
Geography:global warming
Drama: improvisation of a scene affected by global warming- e.g. hurricane Katrina.
Art: Dioramas made from recyclable materials.
Maths: A bar chart showing the effects of global warming.
Geography: Case study- hurricane Katrina.
Science: An experiment to measure environmentally friendly solar power.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:

Date:

SubjectGeography
Time:

Class: 4th, 5th, 6th

Duration of Lesson:50 minutes

Number of Pupils: 15

Weekly Theme:Eco Explorers- exploring environmental awareness/
Strand:Environmental Awareness and Care
Strand Unit: Caring for the Environment
Differentiated Learning Objectives:
1. That all children will be enabled to identify and discuss a global environment issue.
2. That most children will be enabled to define and discuss the terms ‘global warming’ and ‘green house effect’. (5th and 6th) children will write a report about Hurricane Katrina. Most children will identify renewable and non renewable energy (4th class)
3. That some children will be enabled to write a detailed report about Hurricane Katrina, suggesting actions which should be taken, the lives of the people involved and solutions and the effects of these on people involved. (5th and 6th) 4th class will complete a worksheet on renewable and non renewable energy sources.
Assessment:
Teacher Designed Task:
The children will complete a written report about Hurricane Katrina.( 5th) The very able children will write a longer , more detailed report. (6th) The children in 4th class will complete a teacher designed worksheet about renewable and non renewable energy.
Teacher Questioning
Lower Order questions
What is global warming?
What causes it?
What does ‘the greenhouse effect’ mean?
What caused Hurricane Katrina?
Higher Order Questions
Do we contribute to global warming and the greenhouse effect?
How can we help preserve the environment?
How could we raise environmental awareness within our community?
How do you think the people felt in the aftermath of the hurricane?
Language / Literacy Development:
Oral Language: A brief classroom discussion about the causes of global warming.
Vocabulary: global warming, green house effect, green house gases, tsunami,
Teaching Methodologies: (Underline where relevant)
  • 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

Introduction:
We will have a group discussion about environmental awareness. The children have achieved a green flag for the school in the past, so we will discuss this and how they achieved it. I will show the children a power-point presentation about global warming. I will display the key words in the lesson on the whiteboard. Whoever offers the best definition of each word gets a point. I will allow the children to play an on-line game to test their knowledge of global warming.
Development:
The children will read laminated articles about Hurricane Katrina. Fourth class will engage in an interactive activity on the whiteboard about renewable and non renewable energy. When the children have finished reading we will discuss the hurricane, what caused it and how it may be prevented from happening again. The children will imagine that they were reporters when the hurricane took place and will complete their reports on the hurricane. They will then dramatically read their reports aloud for the class.
Conclusion:
The children will engage in an interactive game on the IWB to enforce the learning which took place in the lesson.
We will have a quick recap of the new words we learnt in the lesson.
Resources:
Interactive whiteboard,
Pens,
Paper
Laminated information sheets about hurricane Katrina.
Integration:
Geography:global warming
Drama: improvisation of a scene affected by global warming- e.g. hurricane Katrina.
Art: Dioramas made from recyclable materials.
Maths: A bar chart showing the effects of global warming.
English: reading of articles about global warming and a mini group discussion about how we can help to sustain the environment.
Science: An experiment to measure environmentally friendly solar power.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:

Date:

SubjectGeography
Time:

Class: 4th, 5th, 6th

Duration of Lesson:50 minutes

Number of Pupils: 15

Weekly Theme:Eco Explorers- exploring environmental awareness/
Strand:Environmental Awareness and Care
Strand Unit: Caring for the Environment
Differentiated Learning Objectives:
1. That all children will be enabled to identify and discuss a global environment issue.
2. That most children will be enabled to define and discuss the terms ‘global warming’ and ‘green house effect’. (5th and 6th) children will write a report about Hurricane Katrina. Most children will identify renewable and non renewable energy (4th class)
3. That some children will be enabled to write a detailed report about Hurricane Katrina, suggesting actions which should be taken, the lives of the people involved and solutions and the effects of these on people involved. (5th and 6th) 4th class will complete a worksheet on renewable and non renewable energy sources.
Assessment:
Teacher Designed Task:
The children will complete a written report about Hurricane Katrina.( 5th) The very able children will write a longer , more detailed report. (6th) The children in 4th class will complete a teacher designed worksheet about renewable and non renewable energy.
Teacher Questioning
Lower Order questions
What is global warming?
What causes it?
What does ‘the greenhouse effect’ mean?
What caused Hurricane Katrina?
Higher Order Questions
Do we contribute to global warming and the greenhouse effect?
How can we help preserve the environment?
How could we raise environmental awareness within our community?
How do you think the people felt in the aftermath of the hurricane?
Language / Literacy Development:
Oral Language: A brief classroom discussion about the causes of global warming.
Vocabulary: global warming, green house effect, green house gases, tsunami,
Teaching Methodologies: (Underline where relevant)
  • 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

Introduction:
We will have a group discussion about environmental awareness. The children have achieved a green flag for the school in the past, so we will discuss this and how they achieved it. I will show the children a power-point presentation about global warming. I will display the key words in the lesson on the whiteboard. Whoever offers the best definition of each word gets a point. I will allow the children to play an on-line game to test their knowledge of global warming.
Development:
The children will read laminated articles about Hurricane Katrina. Fourth class will engage in an interactive activity on the whiteboard about renewable and non renewable energy. When the children have finished reading we will discuss the hurricane, what caused it and how it may be prevented from happening again. The children will imagine that they were reporters when the hurricane took place and will complete their reports on the hurricane. They will then dramatically read their reports aloud for the class.
Conclusion:
The children will engage in an interactive game on the IWB to enforce the learning which took place in the lesson.
We will have a quick recap of the new words we learnt in the lesson.
Resources:
Interactive whiteboard,
Pens,
Paper
Laminated information sheets about hurricane Katrina.
Integration:
Geography:global warming
Drama: improvisation of a scene affected by global warming- e.g. hurricane Katrina.
Art: Dioramas made from recyclable materials.
Maths: A bar chart showing the effects of global warming.
English: reading of articles about global warming and a mini group discussion about how we can help to sustain the environment.
Science: An experiment to measure environmentally friendly solar power.
Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Action Plan:

Date

Subject: Maths
Time:

Class:4th- 6th Class

Duration of Lesson:45 minutes

Number of Pupils: 15

Weekly Theme:Eco Explorers- exploring environmental awareness
Strand:Data
Strand Unit:representing and interpreting data.
Differentiated Learning Objectives:
1. That all children will be enabled to work on a class project of drawing up a survey. (4th, 5th and 6th)