Exploring Summer Geography

Subject Title

Geography

Strand

Natural environments

Strand Units

Weather and Climate

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Learning Outcomes / Content Objectives

• Children learn about seasonal weather patterns in Ireland, focusing on Summer (from the IE Primary Curriculum: Geography, Strand 1: Natural Environments, Strand Unit 1: Weather and Climate).
• Children identify and describe outdoor environmental features and human activity typical of Summer.
• Understand how weather influences daily life and landscape changes during Summer.

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Learning Objectives

The child should be enabled to:

1. Identify and describe typical Summer weather and environmental features in Ireland.
2. Recognise the effects of Summer weather on people, animals, and plants.
3. Express their observations of Summer weather using appropriate vocabulary.

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Assessment

Method of Assessment:

• Observation of student participation in discussions and activities.
• Responses during questioning.
• Completed worksheet activity (matching seasonal images to weather descriptions).
• Oral reflections during conclusion section.

Assessment of:

• Understanding of Summer weather and its effects.
• Use of weather-related vocabulary.
• Ability to connect weather patterns to environmental and human changes.

Recorded:

• Teacher’s annotated checklist during activities.
• Samples of completed worksheets.
• Notes from oral contributions recorded via class record sheet.

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Teaching Questioning

Question Type	Example Question	Lesson Phase
Lower order (Recall)	What kind of weather do we usually have in Summer?	Introduction (I)
Higher order (Analysis)	How do you think Summer weather changes what we wear or eat?	Development (D)
Higher order (Reflection)	Why do you think it is important to know about Summer weather?	Conclusion (C)

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Language Development Opportunities

• Introduce and repeat seasonal and weather-related vocabulary (sunshine, warm, dry, plants growing, holiday).
• Encourage full sentence oral answers during discussion.
• Use sentence starters on the board: “In Summer, the weather is…”, “Because it is warm, people can…”.

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Literacy Development Opportunities

• Reading and matching words to pictures (Summer weather and activities).
• Writing short sentences describing Summer weather on worksheet.
• Listening and following simple instructions during activities.

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Lesson Structure

Introduction (10 minutes)

• Stimulus: Play a quick “Weather Bingo” game on the IWB using images and words related to Summer (sun, sunglasses, ice cream). This activates engagement and existing knowledge.
• Elicit prior knowledge: Ask students to talk with their partner about what they know about Summer weather and activities. Facilitate brief sharing with the class.
• WALT: “We are learning to understand what Summer weather is like.”
• WILF: “I am looking for you to tell me about Summer weather using some new words.”

Development (25 minutes)

• Teacher will use PowerPoint slides showing images of Summer in Ireland—sunny skies, people gardening, beaches, and summer crops.
• Teacher will explain key features of Summer weather: warmer temperatures, longer days, less rain than other seasons.
• Teacher will lead whole-class discussion, using both lower and higher order questions.
• Students will complete a worksheet individually or in pairs: match pictures of Summer activities/environments to weather descriptions (e.g. pic of children swimming matched to “warm and sunny”).
• Teacher will circulate to support and prompt language use.
• Teacher will use an IWB interactive quiz at the end of the development section to reinforce learning.

Conclusion (10 minutes)

• Class discussion reflecting on: “Why is Summer special for people and nature?”
• Recap WALT and WILF with the class.
• Students share one new thing they learned.
• Cognitive: Students summarise in their own words.
• Social: Encourage listening respectfully to peers’ ideas.
• Transition: Explain next lesson will explore "Summer plants and animals".

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UDL (Universal Design for Learning) Adaptations

Pupil(s)	Reason	Method	Additional Comments
Pupil 12 (ASD)	Sensory sensitivity, communication support	Provide visual schedule, use clear, concise language; allow breaks	Use visual and tactile stimuli for engagement
Pupil 23 (Dyslexia)	Reading difficulties	Use audio recordings of text, pair with buddy for reading	Large font on worksheets, use coloured overlays if needed
Pupil 25 & 26 (EAL)	Language acquisition needs	Pre-teach key vocabulary with images; use sentence frames; visual scaffolds	Use bilingual resources where possible
Pupil 4 (Hearing impairment)	Needs clear auditory input	Use sign language interpreter; provide written text; face students when speaking	Captioned videos if used on IWB
Pupils 24, 9, 17 (High ability)	Need extension in maths knowledge	Include questions about measuring temperature and time of day in Summer (linked to maths)	Offer extension worksheet for early finishers
Pupil 22 (Lower ability)	Processing and comprehension support	Use simpler language; frequent checks for understanding; paired work	Repeat instructions and use one-step directions
Pupil 15 (Social & emotional)	Needs structure and encouragement	Positive reinforcement; structured turns during discussions	Use calming tools and clear classroom rules

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Learning Environment

• Bright, organised classroom with access to IWB/Smartboard.
• Tables arranged in groups of 4-6 for collaboration.
• Visual displays of weather vocabulary and seasonal charts visible.
• Quiet corners available for pupils needing sensory breaks.

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Resources and Materials

• Interactive Whiteboard (IWB) with PowerPoint slides and an interactive quiz.
• Weather Bingo cards (printed).
• Summer-themed picture and word matching worksheets.
• Writing materials (pencils, crayons).
• Visual vocabulary aids (flashcards, posters).
• Audio recording device for EAL student support (optional).

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This lesson plan is closely mapped to the Irish Primary Curriculum’s Geography strand on Weather and Climate for third class students, promoting exploration of the Summer season through multi-modal activities, inclusive approaches and language-rich environments.