Summer and Environment

Overview

This 40-minute geography lesson for first-class students (ages 6-7) centres on environmental geography related to the summer season. It is designed to align precisely with the Curriculum framework for IE (Ireland), focusing on developing children’s understanding of their environment, seasons, and human interaction with nature. The lesson emphasises inquiry, observation, and communication skills, fostering curiosity about summer’s impact on the environment.

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Curriculum Links

• Strand: Natural Environments
• Strand Unit: Local natural environments (explore changes in plants, animals, weather)
• Learning Outcomes:
  • Explore and recognise seasonal changes in the local environment (Science and Geography strand).
  • Understand the effects of summer on plants, animals, and weather.
  • Develop the ability to ask questions and investigate their surroundings.
  • Communicate observations using drawings, oral language, and simple written forms.

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Learning Objectives (WALT - We Are Learning To)

• WALT observe and describe how the environment changes during summer.
• WALT identify summer features such as longer days, warmer weather, and plant growth.
• WALT understand how humans and animals adapt to summer conditions.
• WALT ask questions about the local summer environment and share ideas.

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Success Criteria (WILF - What I’m Looking For)

• Describe key summer environmental features correctly.
• Use appropriate vocabulary like “sunshine,” “heat,” “plants growing,” “long days.”
• Participate actively in group discussions and activities.
• Ask thoughtful questions about summer and the environment.
• Illustrate ideas about summer changes through drawing or simple sentences.

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Lesson Structure

1. Stimulus (5 minutes)

Show a large picture poster of a vibrant summer scene: bright sun, children playing outside, trees with green leaves, blooming flowers, insects like bees and butterflies, and animals like birds drinking water.

• Ask:
  • “What season do you think this is?”
  • “What do you notice about the weather and plants here?”
  • “How do you think the animals feel in this weather?”

Purpose: To engage curiosity and activate prior knowledge about summer and its environment.

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2. Class EPK (Entry Point/Knowledge Activation) (5 minutes)

Quick interactive questions to consolidate existing knowledge:

• “What happens to the days in summer?” (longer)
• “What kind of clothes do we wear in summer?” (lighter, hats)
• “How do plants grow in summer compared to other seasons?” (more leaves, flowers)
• “What can we see more of in summer outside?” (insects, animals)

Use simple thumbs-up/thumbs-down or class shout answers. Visual flashcards can be shown to reinforce concepts.

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3. Main Activity: Exploring Summer Environment (20 minutes)

Activity 1: Window or Outdoor Observation Walk (15 minutes)

• Children either sit by a classroom window or go outside briefly (weather permitting).
• Provide simple observation sheets with smiley-face scales for:
  • Sunlight (Is it bright today?)
  • Temperature feeling (hot, warm, cool, cold)
  • Nature (plants growing, flowers, insects visible)
• Encourage children to discuss what they see and feel about summer.

Activity 2: Creative Expression (5 minutes)

• Draw or colour a summer scene from their observation or imagination, labelling key summer features (sun, flowers, insects, water).

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4. Group Discussion & Reflection (7 minutes)

• Invite children to share their drawings and explain what summer features they chose.
• Pose Higher Order Questions:
  • “Why do you think plants grow more in summer?”
  • “How do animals find water or food in summer?”
  • “What would happen if the days were as short as in winter?”
• Pose Lower Order Questions:
  • “What colour is the sun in summer?”
  • “Do you wear a coat or T-shirt in summer?”
  • “What animals did you see outside today?”

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5. Plenary & Assessment (3 minutes)

• Recap key learning points orally (use a short chant or call and response):
  “Summer is warm, summer days are long, plants grow tall, and insects sing their song!”
• Quick thumbs-up/thumbs-down self-assessment:
  “Did I learn something new about summer today?”
• Teacher observes responses and collects drawings as formative assessment of understanding and vocabulary use.

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Resources Needed

• Large summer scene poster (printed or displayed)
• Observation sheets with simple icons and smiley scales
• Pencils, crayons, colouring materials
• Flashcards with summer-related vocabulary and images
• Space to observe outdoors or by classroom window

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Notes for Teachers

• This lesson taps into children’s natural curiosity and concrete experiences of their world.
• Encourage all children to participate regardless of language ability by using pictures, gestures, and simple language.
• The observation and drawing activities support language development and personal connection to learning.
• Tailor questioning and discussions to individual student ability, ensuring inclusivity and challenge.

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Summary

This lesson stimulates young learners’ curiosity about summer environment changes by combining visual stimuli, outdoor observation, questioning, and creative expression while directly addressing key curriculum outcomes in geography and natural environment understanding as set out in the IE Curriculum framework.