Changing Our World
Art • 50 • 26 students • Created with AI following Aligned with the NCCA Primary Curriculum, Junior Cycle & Senior Cycle (Leaving Cert) specifications
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Teaching Instructions
Theme – Climate Change All lesson must be based on the Irish Primary School Curriculum. Please include breakdown of times at each main part of the lesson. Please use the word ‘students’ not pupils or children. Please use Blooms taxonomy verbs. What must be included in lesson plan: • Subject title • Strand • Strand Units • Learning outcomes/ content objectives (directly from curriculum) • Learning objectives (minimum of 2, maximum of 3). Each one needs to start with ‘The child should be enabled to:’ Keep them in simple language • Assessment section – to include method of assessment, assessment of, and where assessment will be recorded. • Teaching Questioning (lower and higher order questions) for the lesson and must indicate where they apply in the lesson (introduction, development or conclusion part marked with I, D, or C) • Language development opportunities in the lesson • Literacy development opportunities in the lesson • The body of the lesson needs an Introduction section, a Development Section and a Conclusion section. All points need to be in bullet points. • The introduction section needs to include a Stimulus at the start related to the lesson (like a game or something to get the children engaged), how to elicit prior knowledge, and a WALT (what we are learning to) in simple language for children to read and know what they are doing and a WILF (what I (teacher) am looking for) keep it simple language. • The development section needs to set out each step of the lesson, using the teacher will etc • The conclusion must include cognitive piece, social and transition points. Including a maybe discussion, questions, reflection and recap of WALT & WILF. • UDL section at the end to include reason, method and additional comments grid for o pupil 12 with ASD o Pupil 23 with dyslexia o Pupil 25 & 26 EAL o Pupil 4 – hearing impairment o Pupils 24, 9, 17 high ability maths o Pupil 22 lower ability o Pupil 15 social and emotional support • The learning environment. e.g. classroom • List of resources/ materials needed (including IWB, PowerPoint etc)
Changing Our World
Subject
Art
Strand
Painting
Strand Units
Exploring paint and colour; Communicating ideas and feelings
Curriculum Links
This lesson is aligned with the Irish Primary School Curriculum (1999) – Visual Arts Strand: Painting.
Learning Objectives - Strand Unit: Exploring paint and colour; Communicating ideas and feelings
- Children use painting to express ideas, feelings, and experiences.
- Children experiment with colour, shape, and texture.
- Children explore environmental themes through visual arts.
Learning Outcomes / Content Objectives
- The child will use paint to express ideas about climate change and environmental care.
- The child will experiment with different colours and brush techniques to represent concepts related to climate change.
Learning Objectives
The child should be enabled to:
- Use paint creatively to show how climate change affects the environment.
- Experiment with different colours and painting tools to illustrate ideas about climate change.
- Talk about their artwork and explain their choices clearly.
Assessment
- Method of Assessment: Observation of technique; completed artwork; verbal explanation during plenary.
- Assessment of: Creativity, understanding of climate change theme, use of paint and colour, and ability to communicate ideas.
- Recording: Teacher notes in Art observation sheet; photographs of artworks; audio notes of child explanations recorded on iPad.
Teaching Questioning
| Stage | Question Type | Question |
|---|---|---|
| Introduction (I) | Lower-order | What colours do you think of when you hear “climate change”? |
| Introduction (I) | Higher-order | Why do you think artists use different colours to show feelings? |
| Development (D) | Lower-order | How can you make the colour you want using your paint? |
| Development (D) | Higher-order | How will your painting tell a story about climate change? |
| Conclusion (C) | Lower-order | Can you explain one thing about your painting? |
| Conclusion (C) | Higher-order | Why is it important to share messages about climate change through art? |
Language Development Opportunities
- Use of key vocabulary: climate change, environment, recycle, ocean, green, pollution, colours, brushstroke, expression.
- Sentence starters for children to describe their painting: “I chose this colour because...”, “My painting shows...”, “This part means...”.
Literacy Development Opportunities
- Children will label parts of their artwork with simple words or sentences.
- Opportunity for story-telling about their climate change painting orally, supporting narrative skills.
- Introduce and practise vocabulary associated with environment and emotions.
Lesson Structure
Introduction (10 minutes)
- Stimulus: Show a colourful, simple PowerPoint featuring images of the earth, polluted skies, green trees, oceans with sea animals, all linked to climate change.
- Eliciting Prior Knowledge: Ask students to share what they know or feel about the planet and climate change.
- WALT: “We are learning to paint ideas about climate change.”
- WILF: “I am looking for you to use colour and brush to show your ideas.”
Development (35 minutes)
- Teacher will briefly explain and demonstrate basic paint mixing techniques to create colours that represent earth, sky, pollution, water, etc.
- Teacher will share simple examples of paintings about nature and climate.
- Students will use watercolour or poster paints to create their own paintings on an A3 sheet showing an idea about climate change (e.g., trees growing, animals, polluted air).
- Teacher will circulate, encouraging students to explain their colour and picture choices and support technical skills.
- Encourage students to add labels or a short sentence to their artwork if able.
Conclusion (5 minutes)
- Cognitive: Students share one fact or idea they represented in their painting.
- Social: Students pair up to compliment each other’s work by saying what they like.
- Transition: Recap WALT and WILF together on the board; remind them how art can help us care about our world and that their paintings will be displayed in the classroom.
- Final questions and reflection: “How does painting help us care about the Earth?”
Universal Design for Learning (UDL)
| Pupil | Reason | Method | Additional Comments |
|---|---|---|---|
| Pupil 12 with ASD | Sensory sensitivities; focus needs | Provide noise-cancelling headphones; use visual step lists; allow breaks | Use clear, concrete instructions; gentle encouragement |
| Pupil 23 with Dyslexia | Difficulty with reading labels | Use oral discussion for labels; offer labels with clear fonts; use visuals | Pair with peer for writing support |
| Pupils 25 & 26 EAL | Language support needed | Pre-teach key vocabulary with visuals; use bilingual word cards | Encourage use of home language when describing their work |
| Pupil 4 Hearing Impairment | May miss verbal instructions | Face the student when demonstrating; use written instructions on board | Use visual demonstrations consistently |
| Pupils 24, 9, 17 High Ability Maths | Need challenge | Encourage exploration of pattern and shape within their art; include mixing unique colours | Provide extra materials for experimentation |
| Pupil 22 Lower Ability | Fine motor challenges | Provide thicker brushes; offer paint daubers instead of standard brushes | Allow more time; provide one-to-one support |
| Pupil 15 Social & Emotional Support | May find group reflection difficult | Use small group sharing; provide positive framing; allow choice in sharing | Monitor emotional needs sensitively |
Learning Environment
- Classroom with tables arranged to allow easy movement and teacher access.
- Painting aprons provided.
- Interactive Whiteboard (IWB) for stimulus presentation and teacher modelling.
- Quiet area for breaks or one-to-one support if needed.
Resources / Materials Needed
- Poster or watercolour paints in earth and natural colours
- Variety of paintbrushes (thick and thin)
- A3 painting paper
- Water pots, paper towels
- IWB with PowerPoint on climate change images
- Vocabulary word cards with images
- Noise-cancelling headphones for ASD pupil
- Visual step instructions printed and displayed
- Audio recording device (iPad or tablet) for recording students’ verbal explanations
This lesson plan aims to inspire creative expression related to an important global issue while developing essential art skills aligned with the Irish Primary Curriculum. It incorporates inclusive strategies ensuring all students are engaged and supported effectively.
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