Date: [Insert Date] Subject: Geography Time: 1pm Class Level: First Class Pupils: 28 Duration: 30 Minutes Strand(s): Human Environments Strand Unit(s): People at Work

Content Objective(s)/Learning Outcomes: Strand: Environmental Awareness and Care Strand Unit: Local and National Environments 3. Recognise the interaction between people and their environment: . (Curriculum reference: Understand the relationship between people and their environment, e.g., in the case of coastal work like that of lighthouse keepers.) 4. Describe the role of different people in human environments: o (Curriculum reference: Explore the work of people in different environments, e.g., lighthouse keepers, farmers, builders, etc.)

Learning Objectives: The child should be enabled to

1. Identify who works in a lighthouse.
2. Explain and describe the role of the lighthouse keeper and identify the jobs they undertake.
   • WALT: Understand the role of a lighthouse keeper and the different jobs they do. • WILF: I will be able to describe the work carried out by a lighthouse keeper and the importance of their role in safety.

Assessment: • Method (observation and teacher task and questioning): o Teacher designed questioning and observation of group work matching task. • Assessment of: o Ability to describe the work carried out by a lighthouse keeper o Ability to • Record: o Teacher Observations from task work. o Assessment from finished results on group work map templates. o Self-assessment : Exit ticket

Teacher Questioning: Lower order questions:

1. Who do you think works in a lighthouse? (I)
2. What do you think a lighthouse keeper does? (I) Higher order questions:
3. Why do you think the lighthouse keeper’s job is so important? (C)
4. What would happen if the light in the lighthouse didn’t work? (C)

Language Development Opportunities: • Vocabulary: lighthouse keeper, safety, maritime, lighthouse, ships, guide. • Literacy Development: Children will use these vocabulary words to describe the role of a lighthouse keeper and the purpose of the lighthouse.

Teaching Methodologies: • Talk and Discussion: Discussing the role of a lighthouse keeper and the importance of maintaining the light. • Active Learning: Hands-on learning through discussion and drawing. • Skills Through Content: Listening, speaking, and drawing to explain the job of a lighthouse keeper. • Using Local Environment: Focus on Wicklow Head Lighthouse and local maritime history.

Introduction (5 Minutes): Stimulus (Multi-sensory): • Elicit Prior Knowledge: Ask, “Who do you think works in a lighthouse and why is their job important?” Hold your thoughts until after the video • Show video of 2 min story about lighthouse keeper https://youtu.be/yo4rD9NvO5M?si=4SvHq5YnW0m5a4zi • Briefly discuss video- what happened with class. • Share Learning Intention: o WALT: Understand who works in a lighthouse and what their main jobs are. o WILF: to be able to describe the job of a lighthouse keeper and why it is important Development (20 Minutes): Teacher asks : what might the lighthouse keepers role be / what different jobs do they do? Think pair share 1 min and quick discussion after Clearly explain the role of a lighthouse keeper. Discuss their responsibilities: A lighthouse keeper is a person who takes care of a lighthouse. They help make sure the light at the top of the lighthouse works properly. Show video – section from the book ‘Hello Lighthouse’. Teacher explains : we need to spot any of their jobs we’ve mentioned together as a class or note anything we haven’t mentioned. https://youtube.com/shorts/dIPEt5pE7vw?feature=shared Discuss findings out loud PP: The lighthouse keeper's job includes: with pictures

1. Lighting the lighthouse at night to guide ships and ensuring the light is bright and working.
2. Watching the weather, especially storms or fog, to ensure the light shines clearly and helps keep ships safe.
3. Maintaining the lighthouse building and equipment, making sure everything is in good condition, including fixing anything broken and keeping it tidy.
4. Keeping a log of daily activities, like checking the weather, the light, and any important details.
5. Helping with rescues during emergencies, like guiding rescue teams or calling for help if a ship is in trouble.

Hands-on Activity (Matching and Labeling): Interactive Activity: Show images of lighthouse keepers at work on the board from powerpoint and print out versions will be handed out in groups with the heading of the job. In pairs they must match the heading of the job to the picture. Modeling (Teacher Demonstration): I do first one to match then we do 2nd one together and they complete the final three -you do (scaffolded /independtly) in group. Early finisher Draw the Lighthouse Keeper’s Tools: • Ask early finishers to draw the tools a lighthouse keeper might use, such as a logbook, weather instruments, maintenance tools, or a radio for calling for help. • Skills Developed: Drawing, comprehension of the keeper’s job, and attention to detail. • Challenge: Students could also label their drawings and explain how each tool is used by the lighthouse keeper.

Conclusion (10 Minutes): • Review: Ask students in their group to move to another table and asses another groups findings/ matching on the role of the lighthouse keeper. • Consolidate learning : Why are the lighthouse keepers jobs so important? What would happen if the light in the lighthouse didn’t work? • Exit ticket: Exit the lighthouse : name one or more jobs a lighthouse keeper does • Share with students -Extension Activity: English write a letter to a lighthouse keeper asking them about how there working day goes.

Universal Design for Learning: • Visual Learners: Use of cartoon visual representation/stories and use of images in matching task. • Auditory Learners: Use of audio description in videos and the use of language to explain the work of the keeper. • Kinesthetic Learners: ----. • P5, P14, P11 will be buddied up with stronger students in class and targeted during my scaffolding/observation of matching task if they are finding task difficult. • P1,P2,P8,P19 will be encouraged to explain in further detail the jobs when matched. Resources: • Laptop • Powerpoint with images and main job headings with descriptions underneath • Cut out Pictures of lighthouse keepers and headings for matching • Interactive whiteboard Video links to cartoon stories • https://youtu.be/yo4rD9NvO5M?si=4SvHq5YnW0m5a4zi https://youtube.com/shorts/dIPEt5pE7vw?feature=shared