Template Lesson Plan- April’12
All subjects excluding PE & Gaeilge
Thematic Unit: The Age of Exploration- Tom Crean
Class level: 4th-6th
Lessons:
Irish x 4
English x 1
Maths x 3
Art x 2
History x 2
Religion x 1
Science x 1
Geography x 1
SPHE x 1
Drama x 1
Total: 17 lesson plans.
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Template Lesson Plan- April’12
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Date:
Subject: Visual Arts
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 1 hour
Number of Pupils: 15
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Template Lesson Plan- April’12
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Weekly Theme: The Age of Exploration- Tom Crean and Antarctica.
Strand: Construction
Strand Unit: Making Constructions
Differentiated Learning Objectives:
1. That all children will be enabled to create a scene Tom Crean may have seen in Antarctica.
2. That most children will be enabled to add more detail to their constructions by cutting
materials to fit, by making use of shape and space.
3. That some children will be enabled to depict a scene they remember from the extract of
the Tom Crean book.
Assessment:
Teacher Observation:
I will assess the children’s understanding of shape and space. I will assess their understanding
of the fact that they must create an Antarctic scene, based on the information we have
gathered about Antarctica.
Teacher Questioning
Lower Order questions:
What does Antarctica look like?
What do you think was the first thing Tom Crean saw when he got off the boat?
What do you think he would have liked to have seen?
Higher Order Questions:
How will you recreate this scene?
Can you add in anything you think Tom Crean would like to have seen in Antarctica, maybe some
food and blankets?
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How will you recreate this using the materials available?
What do you like most about your work?
Language / Literacy Development:
Vocabulary: scene, imagine, create, recreate, Antarctica, Antarctic, line, shape, space,
texture.
Oral Language: Each group will talk about their scene when they have finished them.
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 teacher will remind the children of the dioramas they created last week. The teacher will
inform the children that they will be creating an Antarctic scene using a cardboard box and
various art materials.
The teacher will have pictures of Antarctica on the whiteboard to act as a stimulus for the
children. The teacher will ask the children to remember the extract from the story they
listened to, did it describe Antarctica?
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Development:
The teacher will divide the class into groups of four and one group of three.
The teacher will have the necessary art materials left in the middle of each table.
The teacher will assign roles within each group.
Each group must depict a different scene on Tom Crean’s journey.
The teacher will circulate the room, drawing attention to shape, space, line and form.
The teacher will ask the children to show her examples of the above concepts in their work.
Conclusion:
The communicator from each group will talk about their construction to the rest of the class.
Each group will show their construction and explain why they used certain materials, how the
materials worked and why they decided on that particular scene etc.
The constructions will be displayed on the Art table.
Resources:
Cardboard boxes
Recyclable materials
Pipe cleaners,
Old wallpaper
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Pieces of fabric, carpet, lace
Crepe paper
Buttons
Glue
Sellotape
Integration:
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.
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- 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.
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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:
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Dáta: 1-10-13
Ábhar: Gaeilge
Am: 9:30-10:10
Rang: 4th,5th, 6th
Fad an Cheachta: _40_nóiméad
Téama: ____Bia___________
Fo-théama:
_Bialann____________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht, Scríobhneoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia difrúil a aithint agus a ainmniú
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: Ceisteanna a chur agus a fhreagairt ag
baint leis an bia.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: Cur a biachlár a scríobh agus ceisteanna a
freagairt air
Feidhmeanna Teanga agus Eiseamláirí:

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. (4th )

Osclaíonn an Bialann ag a –
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
Dúnann an Bialann ag a –
Foclóir:
Bricfeasta, lón, dinnéar, biachlár, praghas, friothálaí, custaiméir
Measúnú:
An Múinteoir ag cur ceist ar na pháiste
Réamhrá ar ábhar an cheachta:
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.
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Imríonn muid an cluiche ‘Feicim le mo shúile bheaga’ agus ‘Deir Fintan’
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.
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(2) An tréimhse cumarsáide:
Tugann an múinteoir biachlár lán agus biachlár folamh do gach páiste ar leathanach amháin. I
mbeirteanna bíonn orthu ceist a cuir ar an páiste eile: cén bia ata sa Bialann le hagahidh ám
lón? agus líonann said an clár ama folamh. Ansin cuireann an páiste eile ceist orthu.
(3) An tréimhse iarchumarsáide:
Imríonn an rang ‘trath na gceist’ i ngrupaí. Tugann an múinteoir ceisteanna dóibh faoin bia.
Leinn na pháiste a biachlár le haghaigh an ranga.
Eagair an ranga: Muinteoir agus páistí, Páiste agus páistí
Conclúid:
Leinn na pháiste a biachlár le haghaigh an ranga.
Áiseanna:
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
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Template Lesson Plan- April’12
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Comhtháthú:
Cuntas an Mheasúnaithe:
Plean Gnímh:
Weekly Theme: Exploration- Tom Crean and Antarctica
Strand: Story
Strand Unit: Stories from the lives of people in the past.
Differentiated Learning Objectives:
1. All children will be enabled to learn about the famous explorer Tom Crean
2.
Most children will be enabled to create a fact file based on the famous
explorer.
3. Some children will be enabled to create a poster based on the expedition.
Assessment:
Teacher designed task:
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
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Template Lesson Plan- April’12
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will record my findings via a checklist.
Teacher Questioning
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?
Language / Literacy Development:
Vocabulary:
Antarctica, expedition, voyage, discovery, exploration.
Oral Language:
The children will use and develop oral language as they work in groups to think of facts about
Tom Crean.
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
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Introduction:
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.
Development:
The teacher will divide the children in pairs/trios and tell them that they are going to research
a particular aspect of Tom Crean’s life. Each group will be given a specific aspect which they
must become an expert on. The groups will be given an information sheet on each aspect of his
life and each group must work together to put a short presentation together about their work
that they will give to the rest of the class. The teacher will display the points that they should
consider while preparing their information on the white board.
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?
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Conclusion:
The pairs will present their posters and the class will discuss whether they would be
interested in signing up to the expedition.
Resources:
Fact sheets on Tom Crean’s life
4 A3 cards
Computers
Photographs of Tom Crean and the expeditions.
Integration:
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
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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.
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: 1-10-13
Subject: Maths
Time: 9:30-10:10
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Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration- Tom Crean and Antarctica.
Strand: Data
Strand Unit: representing and interpreting data.
Differentiated Learning Objectives:
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 (4th and 5th) 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. (5th class)
3. That some children will be enabled to begin drawing pie charts. (6th class)
Assessment:
Questioning:
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.
Teacher Questioning
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?
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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?
Language / Literacy Development:
Vocabulary: pie charts, base line, calculate, protractor, multiple bar charts, data, graphs.
Oral Language: The children will use oral language when working in groups at the end of the
class on the ‘Data Quiz’.
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 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.
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The teacher will tell the class that they will compile questions on the charts they did
yesterday, 6th class that they will be exploring pie charts, 5th class that they will work on
averages and multiple bar charts.
Development:
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 4th and 5th class. The teacher will
also model solving an average problem. 4th and 5th class will then begin to work on their
differentiated maths activities. While 4th and 5th are working on their group tasks, I will model
the creation of a pie chart for 6th 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.
Conclusion:
The teacher will recap on the learning which took place today via a questioning session.
The children in 4th and 5th class will play the on-line game ‘Who wants to be a Mathionaire’
based on data. 6th class will take turns playing an on-line game based on pie charts.
Resources:
Sample photos of pie charts
Protractors
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Teacher protractor and ruler
Pencils
Graph paper
Differentiated activity sheets
Early finisher maths sheets for each class.
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:
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Date: 1-10-13
Subject: Religion
Time: 12:00-12:30
Class: 4th, 5th, 6th.
Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: exploration- Tom Crean and Antarctica.
Strand:
Strand Unit:
Differentiated Learning Objectives:
1. All children will be enabled to listen and contribute to the story of The Prophets
2. Most children will be enabled to perform a sketch on one of the two
stories read by the teacher.
3. Some children will be enabled to answer questions in character put by the other pupils.
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Assessment:
Teacher Observation:
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?
Language / Literacy Development:
Vocabulary: prophets, Jerusalem.
Oral Language: the children will be using oral language as they work together in groups to form
their sketches.
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.
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
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 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.
Development:
The teacher will tell the children that she is going to a read two stories which explains the
events that happened to the prophets. She will explain to them that they must listen to each
story carefully as they will have to act it out in groups afterwards. When the two stories have
been read the teacher will divide the class in to four groups. They must put together a sketch
that depicts the specific story they have been given.
Conclusion:
The pupils will perform their sketch on for the rest of the class. After the sketch the teacher
will ask the pupils to remain in character and invite the other children to ask the particular
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characters in the story questions.
Resources:
Alive-O religion book.
Power-point presentation of the story of ‘The Prophets’
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:
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Date:
Subject: Science
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration- Tom Crean and Antarctica
Strand: Materials
Strand Unit: Materials and Change
Differentiated Learning Objectives:
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.
Assessment:
Learning logs- the children will complete their learning logs after they make the ice-cream.
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Teacher Questioning
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?
Language / Literacy Development:
Vocabulary: matter, gases, solid, liquid, heat, cooling, materials, change, temperature
Oral Language: the children will use oral language while working in groups to make their icecream. The children will use oral language at the end of the lesson when they explain what they
did in the experiment to the class.
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
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communicating.

Using Local Environment: use of pupil environment and lived experience.

Problem Solving: apply logic and rationality to given situations
Introduction:
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
Development:
The teacher will explain that different kinds of energy can cause matter to change states.
Most children have experience with ice cream melting on a hot day or ice cubes melting in
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
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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.
Conclusion:
The children will eat their ice-cream and complete their learning logs.
Resources:
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)
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Integration:
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.
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)
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Action Plan:
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Dáta
Ábhar: Gaeilge
Am:
Rang: 4th, 5th, 6th
Fad an Cheachta: _45_nóiméad
Téama: ____Bia___________
Fo-théama:
_Bialann____________
Snáitheanna: Ag Labhairt
Snáithaonaid: Ag cothú spéise
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia difrúil a aithint agus a ainmniú
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: Ceisteanna a chur agus a fhreagairt ag
baint leis an sórt bia is fearr leo
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: Cur síos simplí a thabhairt ar bia éagsula
Feidhmeanna Teanga agus Eiseamláirí:
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
Foclóir:
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bia, Bialann, béile, dinnéar, biachlár, blasta, feoil, sicín, rís, arán,
Measúnú:
An Múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Cothú spéise: Taispeáinfidh mé luaschártaí le pictiúir de bhianna difriúla do na páistí ar an
clár bán agus cuirfidh mé na lipéidí ar taobh eile. Beidh fíor bhia ar bhord an mhúinteora
agam. Tabhairfaidh mé cártaí beaga do na phaistí. Imríonn na pháistí cluiche meatsáil le
cártaí beaga i mbeirteanna. Bíonn orthu an sort bia cur leis an pictúir ceart.
Forbairt – Na Trí Thréimhse Ceachta
(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.
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(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.
(3) An 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.
Conclúid:
Beidh an múinteoir agus na phaistí ag caint faoi cén sort bia a faigheann tú sa Bialann.
Imreoidh na phaistí an cluiche leadóg focail.
Áiseanna:
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Pictúirí den foclóir nua
Lipéidí den foclóir nua
Cartaí beag do gach beirt agus lipéidí
An fíor bhia ar bhord an mhúinteora
Comhtháthú:
Cuntas an Mheasúnaithe:
Plean Gnímh:
Date: 02-10-13
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Subject: Geography
Time: 12:00-12:30
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration-Tom Crean and Antarctica
Strand: Natural Environments (Maps, globes and geographical skills)
Strand Unit: The Local Natural Environment
Differentiated Learning Objectives:
1. All children will be enabled to recognize the orientation of North, South, East and
West
2. Most children will be enabled to recognize the need for a key on a map
and match symbols to items.
3. Some children will be enabled to answer questions regarding the grid
references on a map of Ireland.
Assessment:
Questioning:
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.
Teacher Questioning
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?
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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?
Language / Literacy Development:
Scale, legend, compass, ordnance survey map, coordinates, orientation, key, grid reference,
symbols,
Oral Language:
Each child will describe their journey to school orally.
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 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
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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.
Development:
Lesson Development:
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.
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Conclusion:
The children will re-cap on the lesson by offering one new piece of information they have
learned in the lesson.
Resources:
OS map for introduction,
compass for display on WB
Ireland map with grid for coordinates activity
Worksheets
Integration:
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.
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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:
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Date: 01-10-13
Subject: History
Time: 11:20-12
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: Exploration- Tom Crean and Antarctica
Strand: Story
Strand Unit: Stories from the lives of people in the past.
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Differentiated Learning Objectives:
2. All children will be enabled to learn about the famous explorer Tom Crean
2.
Most children will be enabled to create a fact file based on the famous
explorer.
3. Some children will be enabled to create a poster based on the expedition.
Assessment:
Teacher designed task:
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.
Teacher Questioning
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?
Language / Literacy Development:
Vocabulary:
Antarctica, expedition, voyage, discovery, exploration.
Oral Language:
The children will use and develop oral language as they work in groups to think of facts about
Tom Crean.
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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 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.
Development:
The teacher will divide the children in pairs/trios and tell them that they are going to research
a particular aspect of Tom Crean’s life. Each group will be given a specific aspect which they
must become an expert on. The groups will be given an information sheet on each aspect of his
life and each group must work together to put a short presentation together about their work
that they will give to the rest of the class. The teacher will display the points that they should
consider while preparing their information on the white board.
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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?
Conclusion:
The pairs will present their posters and the class will discuss whether they would be
interested in signing up to the expedition.
Resources:
Fact sheets on Tom Crean’s life
4 A3 cards
Computers
Photographs of Tom Crean and the expeditions.
Integration:
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.
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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.
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:
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Date:
Subject: Maths
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration.
Strand: Data
Strand Unit: Interpreting and Representing Data
Differentiated Learning Objectives:
1. That all children will be enabled to read and interpret pie charts in pairs based on
information given to them by the teacher. (6th class) All children will be enabled to find the
average of a variety of variables. (5th class). All children will be enabled to create a class
survey where there are only two options for the answers and graph the results. ( 4th 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 ( 5th class) Most children will
be enabled to find correctly identify the x and y axis without teacher modeling. ( 4th 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. ( 4th and 5th)
Assessment:
Questioning:
The teacher will assess the children’s learning via questioning throughout the lesson. The
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teacher will record the findings and the questions asked in the teacher questioning book.
Teacher Questioning
Lower Order questions:
Can you remember the steps to creating a bar chart (4th and 5th) and a pie chart (6th)?
Can you remember what the base line is? ( 6th)
What does the word average mean? (5th and 6th )
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?
Language / Literacy Development:
Vocabulary: multiple bar chart, pie chart, base line, degrees, protractor, measure, average.
Oral Language: the children will be using and developing oral language when working in groups
throughout the class and when answering questions at the questioning stage at the end of the
lesson.
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,
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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 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 then introduce the children to the topics they will be doing today.
Development:
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 4th and 5th. This will be revision for 6th class. The teacher will then set
4th and 5th class their tasks. 4th 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.
5th 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 6th class as many of them
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struggled with the topic yesterday.
When the teacher has finished modeling, the children will work in pairs again to create their
own pie charts.
Conclusion:
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.
Resources:
Protractor
Ruler
Paper
Pens
Teacher designed tasks
Early finisher work sheets
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)
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Action Plan:
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Date: 02-10-13
Subject: SPHE
Time: 1:05-1:35
Class: 4th, 5th, 6th.
Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration- Tom Crean and Antarctica.
Strand: Myself
Strand Unit: Making decisions
Differentiated Learning Objectives:
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.
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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.
Assessment:
Teacher Observation.
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.
Teacher Questioning
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?
Language / Literacy Development:
Vocabulary:
decisions, choices, judgement, decision-making, possibilities, consequences,
actions.
Oral Language: The children will use oral language when participating in a whole class
discussion about decision making and choices.
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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 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?
Development:
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 group will read out their work to the rest of the class.
The class discussion will then resume. I will ask the children about choices they have made in
the past. I will tell the children that when making decisions one must always weigh up the
different options available.
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Each child will give an example of a time when they made a decision.
Conclusion:
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.
Resources:
Photos of Tom Crean and of the expedition
IWB power-point
Bean bags
Integration:
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
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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.
Date:
Subject: Drama
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: Exploration- Tom Crean and Antarctica
Strand: Drama to explore feelings, knowledge and ideas, leading to understanding
Strand Unit: Exploring and Making Drama.
Differentiated Learning Objectives:
1. That all children will be enabled to explore historical contexts through improvisational
drama.
2. That most children will be enabled to express and explore conflicts of opinion through
improvisational drama.
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3. That some children will be enabled to discuss the various techniques used in the lesson.
Assessment:
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?
Language / Literacy Development:
Vocabulary: voyage, struggle, difficulty, perseverance, abandonment, bravery.
Oral Language: the children will describe how they think Tom Crean may have felt during his
journey, through questioning at the end of the lesson.
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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 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.
Development:
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.
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
When Scott and his team noticed the sledge marks in the snow.
As the children are acting out their scenes for the rest of the class the teacher will tell them
to freeze the action. The class can step into the scene looking at how characters are reacting
to each other and how they might be feeling. The teacher will then touch a child acting the
scene on the shoulder and the child must say what’s on his/her mind at that moment in their
drama.
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.
Conclusion:
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.
Resources:
Story of Tom Crean
Prop box- goggles, warm clothes-hats/scarves, compass, binoculars, map, and rucksack.
Integration:
English- Diary of Tom Crean
Geography: Map work- Tom Crean’s journey
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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.
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:
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Dáta:
Am:
Ábhar: Gaeilge
Rang: 4th, 5th, 6th
Fad an Cheachta: _40 _nóiméad
Téama: _____Bia__________
Fo-théama:
___An__Bhialann________
Snáitheanna: Éisteacht, Labhairt, Léitheoireacht
Snáithaonaid: Ag cothú spéise, Ag tuiscint teanga, Ag úsáid teanga
Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: bia eagsula a aithint agus a ainmniú
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: an comhrá bheirte a dheanamh.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: an scéal nua a leamh agus a thuiscint í ‘Sin é
4&6.
Feidhmeanna Teanga agus Eiseamláirí:
Ar mhaith leat?
Ceard ba mhaith leat?
An mhaith leat?
Ba mhaith liom, níor mhaith liom, is maith liom, ni mhaith liom.
Agus a n-ólann?
An bhfuil gach rud ceart go leor?
Cén sort bia is fearr leat?
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Foclóir:
Biachlár, ith, ól, Bialann, freastalaí, ag fanacht, bord, reidh, naipcíní, gloiní, uisce, coinneal,
ocras an domhain, ordaigh, chéad chúrsa, phríomhchúrsa, milseog.
Measúnú:
An Múinteoir ag cur ceist
Réamhrá ar ábhar an cheachta:
Rinneamar na agallamh bheirte inné. Beidh muid ag cleachtadh na foclóir agus na frasaí inniu.
Rinne na phaistí go leor comhrá ag baint leis an bhialann inné.
Tá na phaistí reidh le haghaidh an comhrá níos fhada anois.
Forbairt – Na Trí Thréimhse Ceachta
(1) An tréimhse réamhchumarsáide:
Cuireann an múinteor na pictiúrí suas ar an clár dubh. Féachann na páistí orthu agus ansín
dúnann said a súile. Tógann an múinteoir amach pictiúr no dhó. Osclaíonn na páistí a súile agus
déanann said iarracht cuimhneamh ar cad a tógadh amach.
Ansin bíonn seans ag paiste amháin mar múinteoir agus déanann sé/sí an rud céanna.
Cad a thóg mé?
Comhrá gineralta- ag baint leis an téama bia.
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Tá na phaistí í ngrupaí.
Tá siad ag iarracht na focail ag baint leis ám bricfeasta/ lón agus dinnéar a scriobh síos.
(2) An tréimhse cumarsáide:
Tá na phaistí ag obair i beirteanna le haaghaidh an tasc seo.
Dheannann na phaistí an dramaí bhéag ag bunaithe ar an bhialann.
Tar eis sin, dheanann beirt an dramaí le haghaidh na Ranganna iomlán.
Deanann rang a ceathar agus rang a cuig an biachlár nuair atá mé ag obair le rang a sé. Múinim
na foclóir nua agus na frasaí as an scéal do rang a sé.
(3) An tréimhse iarchumarsáide:
Freagraíonn na phaistí í rang a sé na ceisteanna ag bunaithe ar an scéal.
Leigh amach na phaistí í rang a ceathar agus rang a cuig na biachlár a scríobh siad.
Conclúid:
Imríonn muid ‘Cád atá Imithe?’ agus ‘Deir an múinteoir’.
Áiseanna:
Luaschártaí
Torthaí
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Glasraí
Leabhar ‘Sin É’ 4&6
Comhtháthú:
Cuntas an Mheasúnaithe:
Plean Gnímh:
Date: 3-10-13
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Subject: Maths
Time: 9:30-10:10
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration- Tom Crean and Antarctica
Strand: Data
Strand Unit: representing and interpreting data.
Differentiated Learning Objectives:
1. That all children will be enabled to create a large class pie chart based on results gathered
in class. ( 6th class) All children will be enabled to gather the date for the pie chart. ( 4 th class)
2. That most children will be enabled to find the correct angles in the bar chart. (6th) Most
children will be enabled to use a tally for gathering the results. ( 4th class)
3. That some children will be enabled to create their own multiple bar chart for display. ( 5 th
class)
Assessment:
Teacher Designed Task:
The teacher designed task will be the pie chart, the tally and the multiple bar chart which the
children create in groups. I will record my findings via a checklist.
Teacher Questioning
Lower Order questions:
What are the 5 steps involves in making a pie chart/ multiple bar chart?
How do we tally numbers?
What subject will we do the survey on?
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Higher Order Questions:
Why did you pick this subject for the survey?
What will be the easiest way to gather the results?
How will we transfer this information to a multiple bar chart/ pie chart?
Is the information on the charts clear for visitors to the room to understand?
Language / Literacy Development:
Vocabulary: pie chart, angles, degrees, protractor, total, measure, tally, multiple bar chart,
calculate, survey, results.
Oral Language: The children will use oral language as they complete the survey.
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
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Introduction:
The teacher will begin the lesson by playing a warm up game with the children to enable them
to begin thinking mathematically.
The teacher will introduce the game ‘Around the world’. The children will line up 7 chairs at the
back of the room. One child will stand behind another child who will be sitting on the chair. If
the child standing up answers first, he gets to sit on the chair. If the child sitting on the chair
answers correctly, he/she will move on to the next chair. The child who gets the most chairs
wins.
The questions will be based on data.
This game will last 7-10 minutes.
The teacher will then tell the children what they will be doing in this lesson.
Development:
The teacher will model the pie chart on the whiteboard for the last time for 6 th class. The
teacher will pick each child in 6th class to come to the board to do each part of the pie chart. (
10 minutes)
The teacher will set work for 4th and 5th class to do for this time.
When the teacher has finished revisiting the pie chart, she will tell the children to form their
groups.
4th class will pick a topic to do the survey on.
4th class will split up and ask 5th and 6th class the questions. 4th class will not be included in the
survey.
When 4th class have gathered the information, they will display it on a class bar chart.
5th class will create a multiple bar chart based on 5th and 6th class results.
6th class will create a pie chart based on the results.
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Conclusion:
Each class will talk about their graph to the rest of the room. Each class will display their
graphs on the notice board.
Resources:
A3 paper
Graph paper
Protractors
Metre sticks
Pencils
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:
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Date: Subject: English
Time:
Class: 4th, 5th, 6th.
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The age of Exploration- Tom Crean and Antarctica
Strand: Oral & writing
Strand Unit: Receptiveness to language, competence and confidence in using language
Differentiated Learning Objectives:
1. All children will be enabled to listen to a story being read to them
2. Most children will be enabled to write about characters in stories using the
role on the wall technique
3. Some children will be enabled to express in writing his/her opinion about what
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characters are thinking in a story
Assessment:
Teacher designed tasks:
The children will create a character profile of Tom Crean. I will assess this teacher designed
task via a checklist which I will place in my teaching practice folder.
Teacher Questioning
Lower Order questions
Where did Tom Scott go on his expedition?
Who was the captain of the ship?
Where was Tom Crean from?
Higher Order Questions:
What did Tom Crean do that made him a hero?
What would you have done in his position?
What kind of person do you think he is?
What character traits does he have?
What do you think this person is thinking?
Language / Literacy Development:
Vocabulary: voyage, discovery, Antarctica, Tom Crean, courage, expedition, temperatures,
personality
Oral Language:
The children will develop oral language skills as they work together in groups on their character
on the wall profiles.
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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 teacher will ask the children if they have ever heard of man called Tom Crean and what
they know about him. The teacher will show the children the cover of the book and elicit from
them that this is a book about the Irish explorer Tom Crean. The teacher will give facilitate a
recap on the story of Tom Crean reminding the children of his expedition. The teacher will
introduce the book written about Tom and explain that she will be reading an excerpt from the
book for them. The passage to be read is when Tom leaves his comrades behind and walks on
alone in search of help. The teacher explains that weather conditions were dreadful and Tom
Crean was physically exhausted.
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Development:
The teacher will revise with the children what a role on the wall is – an outline of a person with
information written on around the image. It represents the character you’re exploring. The
teacher will show a picture of Malfoy from Harry Potter and then draw an outline on the board.
The class together with the teacher will brainstorm words and adjectives connected with
Malfoy and the teacher will write them around the outline on the board. The teacher will then
hand out the outline of a man and tell the children that this is an image of Tom Crean. The
children will work together in groups to create their own role on the wall of Tom Crean.
B.
The teacher will show the children photos of Tom Crean on various expeditions and the
children in pairs choose one of the photos and write a thought bubble for his thoughts at the
time the photograph was taken. The children will then come to the front of the class and place
their thought bubble above Tom Crean’s head and tell the class what they think he was
thinking.
Conclusion:
The children will present their role on the wall character sheets to the rest of the class and
the teacher will compare and contrast the different charts.
Resources:
Book The Iceman
A3 sheets for role on the wall
On-line images of Tom Crean
Picture of Malfoy
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Integration:
Music- 30-09-13- ‘Hall of Fame’- famous people- Tom Crean
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- 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.
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)
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Action Plan:
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Date:
Subject: Music
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 30 minutes
Number of Pupils: 15
Weekly Theme: Exploration- Tom Crean and Antarctica.
Strand: Performing
Strand Unit: Song singing
Differentiated Learning Objectives:
1. That all children will be enabled to read the lyrics to the song ‘Hall of Fame’ which we
started last week.
2. That most children will be enabled to sing the first verse and chorus without the song
playing along with them.
3. That some children will be enabled to sing the first verse and chorus without looking at the
lyrics.
Assessment:
Teacher Observation:
I will assess the children’s ability to sing in key with the song. I will assess their ability to sing
in time with the back ground music. I will assess their ability to sing in time as a group.
Teacher Questioning
Lower Order questions:
Can you remember any of the lyrics from last week?
What is your favorite part of this song?
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What would instruments would you like to add to this song?
Higher Order Questions:
What does ‘Hall of Fame’ refer to?
Did you hear any examples of timbre in the song?
Did you hear any examples of – in the song?
Language / Literacy Development:
Vocabulary: timbre, tone, texture, key, harmonies, rapping.
Oral Language: The children will split into groups to discuss the meaning of the lyrics before
we start singing.
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 teacher will begin by practicing keeping to the beat with the children. The teacher will
clap a pattern and the children will repeat it back to her. The teacher will do this with a
variety of different patterns.
The children will then engage in a vocal warm up. The teacher will hand out sheets with a
variety of words on them to help the children warm up their vocal chords- e.g. doo-day- dooyaPage 77 of 91
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dee.
The teacher will then play the song ‘Hall of Fame’ once for the children.
The teacher will explain how Tom Crean is in the Hall of Fame for his bravery and explorations.
Development:
The teacher will distribute copies of the lyrics of the song to each child.
They will read the first verse and chorus together.
The children will then split into groups of four to discuss what they think of the lyrics and how
the lyrics inspire them. I will ask each group whether they want to pursue any of the careers
mentioned in the song- politicians/teachers/ astronauts.
The teacher will then invite the children to stand in their singing circle.
The children will sing the song once with the teacher.
The teacher will then play the background music to the song and the children will sing along.
Most children will need the lyrics but some will not.
The children will sing the song and the chorus once.
The teacher will introduce the concept of – to the children. The first group will begin the song
and the second group will join in on the chorus.
Conclusion:
The children will engage in a vocal warm down and stretching exercises.
Resources:
Lyrics to the song ‘Hall of Fame’
Back-ground music on the IWB
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Integration:
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- 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.
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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:
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Dáta:
Ábhar: Gaeilge
Am:
Rang: 4th, 5th, 6th
Fad an Cheachta: _40_nóiméad
Téama: ____Bia___________
Fo-théama:
_Bialann____________
Snáitheanna: Ag Labhairt
Snáithaonaid: Ag cothú spéise
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Cuspóirí Foghlama Difreáilte:
1. Ba chóir go gcuirfí ar chumas na bpáistí go léir: na bia difrúil a aithint agus a ainmniú.
2. Ba chóir go gcuirfí ar chumas fhórmhór na bpáistí: Ceisteanna a chur agus a fhreagairt ag
baint leis an sórt bia is fearr leo.
3. Ba chóir go gcuirfí ar chumas cuid de na bpáistí: Cur síos simplí a thabhairt ar bia éagsula.
Feidhmeanna Teanga agus Eiseamláirí:
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
Foclóir:
bia, Bialann, béile, dinnéar, biachlár, blasta, feoil, sicín, rís, arán,
Measúnú:
An Múinteoir ag cur ceist.
Réamhrá ar ábhar an cheachta:
Cothú spéise: Taispeáinfidh mé luaschártaí le pictiúir de bhianna difriúla do na páistí ar an
clár bán agus cuirfidh mé na lipéidí ar taobh eile. Beidh fíor bhia ar bhord an mhúinteora
agam. Tabhairfaidh mé cártaí beaga do na phaistí. Imríonn na pháistí cluiche meatsáil le
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cártaí beaga i mbeirteanna. Bíonn orthu an sort bia cur leis an pictúir ceart.
Forbairt – Na Trí Thréimhse Ceachta
(3) 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.
(4) 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.
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(3) An 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.
Conclúid:

Beidh an múinteoir agus na phaistí ag caint faoi cén sort bia a faigheann tú sa Bialann.

Imreoidh na phaistí an cluiche leadóg focail.
Áiseanna:
Pictúirí den foclóir nua
Lipéidí den foclóir nua
Cartaí beag do gach beirt agus lipéidí
An fíor bhia ar bhord an mhúinteora
Comhtháthú:
Cuntas an Mheasúnaithe:
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Plean Gnímh:
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Date:
Subject: Maths
Time:
Class: 4th, 5th, 6th
Duration of Lesson: 40 minutes
Number of Pupils: 15
Weekly Theme: The Age of Exploration- Tom Crean and Antarctica
Strand: Data
Strand Unit: Interpreting and Representing Data
Differentiated Learning Objectives:
4th Class:
1. That all children will be enabled to practice which scale they will use for bar charts which
the teacher will have on the whiteboard. The children will choose a suitable scale for each data
set and will draw the bar chart.
2. That most children will be enabled to draw bar line charts using the information provided by
the teacher.
3. That some children will be enabled to interpret and draw pie charts.
5th Class:
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That all children will be enabled to transfer the information from a pictogram into a bar chart.
That most children will be enabled use averages and figure out the average of a set amount of
numbers.
That some children will be enabled to read and interpret multiple bar charts.
6th Class:
That all children will be enabled to draw and interpret multiple bar charts.
That most children will be enabled to interpret pie charts.
That some children will be enabled to draw pie charts based on the information given.
Assessment:
Teacher designed task:
The children will create a bar chart (4th and 5th class) and a multiple bar chart ( 6th class)
based on hair colour in the classroom.
Teacher Questioning
Lower Order questions:
Can you tell me the three most important parts of drawing a bar chart?
What does scale mean?
Which would be the best scale to use in this survey?
What does tally mean?
Higher Order Questions:
Why do people need to use multiple bar charts?
What is the difference between a bar chart and a bar line chart?
Which do you think shows the information most clearly?
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Language / Literacy Development:
Vocabulary:
Bar line chart, pie chart, scale, tally, multiple bar charts.
Oral Language:
The children will use oral language as they work in groups during the lesson. Each group will
draw a graph and each group must communicate with each other to figure out the best way of
showing the information.
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 teacher will introduce the lesson by drawing the children’s attention to the bar chart and
trend graph we completed last week.
We will have a questioning session on the bar charts, e.g. which food was the most popular,
least popular etc.
I will use a target board as a warm up activity. The children will be divided into their groups.
Each group must work together to figure out the questions asked. Whichever group gets the
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most answers correct gets a raffle tickets for each group member.
Development:
The children will stay in their groups. The teacher models how bar charts, multiple bar charts
and line bar charts are created. The teacher asks various children up to the whiteboard to help
her. E.g. where do you put the 0?
The teacher explains the differences between each type of chart.
The teacher then transfers the information from a bar pictogram to a bar chart (aimed at 4 th
class) and from table to a multiple bar chart. (aimed at 5th class)
The teacher will then ask questions about the data displayed on the whiteboard.
The children will return to the groups they were assigned to.
The children will begin their tasks of creating a bar chart (4th and 5th) and a multiple bar chart
(6th class)
Before the children begin their tasks, the teacher will draw attention to the 5 steps in their
task which are written on the whiteboard.
The teacher will distribute the materials to each group.
The teacher will monitor the groups to ensure everyone is participating.
Conclusion:
Teacher will question the class on the task carried out and re-cap on why we use charts to
display data.
Page 89 of 91
Template Lesson Plan- April’12
All subjects excluding PE & Gaeilge
Resources:
Paper
Pens
4 metre sticks
Graph paper
Paper for practicing the graphs on before completing the graphs for display.
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:
Page 90 of 91
Template Lesson Plan- April’12
All subjects excluding PE & Gaeilge
Page 91 of 91