This document outlines an activity to make a lighthouse using various materials like paper plates, strips of paper, and foil. The activity aims to develop fine motor skills and hand-eye coordination while teaching colors and the purpose of lighthouses. Specific steps include gathering materials, gluing strips of paper onto a cardboard roll, coloring a plate for the base, and adding foil to the top for the light. The activity is suitable for ages 4 and up and could be adapted for indoor or outdoor use.

1. Approaches to Childhood learning – Individual Activity
Name: A E
Date:
5/11/2014
Week number:
8
Name and Picture: Lighthouse
Materials used:
 Crayons
 Paper plate
 Black marker
 Red and white paper
 Tin foil
 Scissors
 Pritt stick
Time plan:
 5 minutes to gather materials
 20 minutes to carry out
 5 minutes to tidy up
Room and/or equipment requirements:
 Flat table
 Chairs
 Scissors

2. General Aim of activity –
To make a lighthouse out of a cardboard tube
Specific Learning outcomes of the activity
 To use fine motor skills sticking glue onto paper strips and putting them on the roll
 Co-ordination to put on the strips straight onto the roll
Steps for making or doing activity:
1. Gather what is needed
2. Get an adult to cut out strips of red and white paper
3. Carefully glue the strips onto the cardboard roll.
4. Colour in the paper plate to look like the ground, grass and water.
5. Use a black crayon or marker to draw on windows and a door.
6. Lastly roll a piece of tinfoil for the top to look like the light.
How will the child/ren benefit from the activity?
 Working individually
 Learning colours
 Learning about what a lighthouse does
 Developing their “Hand Eye Coordination” putting the strips onto the lighthouse
Age group/s: (development level)
 Suitable for 4 years and up
How would you make the activity more inclusive?
 I would have the stripes cut out and the children would just have to stick them on the cardboard roll

3. How would you adapt the activity to suit outside/inside?
 This could be brought outside by bringing large round building blocks to stack up to make it into a lighthouse.
Simplify this activity:
1. Colour in the plate
2. Stick strips onto the roll
3. Put tinfoil as the light on the top and draw windows with a marker
Variations for the activity: How could you vary the activity?
 Instead of doing white and red stripes, you could let the children decide what colour they did the stripes.
The Learning outcomes linked to Aistear Exploring and thinking Identity and Belonging Well-being Communicating
Aim 1; 1, 5, 6
Aim 1; 3, 5, 6
Aim 1; 3, 4,6
Aim 1; 2, 6
Aim 2; 1, 4, 6
Aim 2; 2
Aim 2; 1, 3
Aim 2; 1, 4, 6
Aim 3; 1, 2, 4
Aim3; 2, 3, 5
Aim3; 1, 4
Aim3; 3, 5
Aim 4; 1, 2, 3
Aim4; 1, 2, 6
Aim4; 1, 3, 4
Aim 4; 2, 6
Safety concerns
 If the children cut out some of the strips that they cut themselves
 Paper cuts
Could the activity link to an external activity?
 I got the idea from doing the book seen in the picture. The book is called “The Lighthouse Keepers Lunch”.
 The story would be read to the children before making the lighthouse so they children understand what it is, a lighthouse does.
 If I was doing this with a class, I would do it near the Summer time, around the time that the children would hear about going to the seaside and the beach.
 The topic is quite broad as you could even go into teaching them about sea creatures e.g. dolphins, sharks etc.
Extensions for the activity:
 History: Local studies/explore some feature of local environment/purpose of construction/ Continuity and change over time
 Geography - Human environment/ features of the built and natural environment – Maps, the globe

4. Interactions with children:
Ask children questions such as:
 What do ye know about the sea?
 What do you think a lighthouse does?
 Have you ever seen a lighthouse before?
Problem solving element?
 Starting in the middle of the roll with gluing on the stripes or starting at the top/bottom
 Using crayons or paint for painting the paper plate
Evaluation of activity: What did think of the activity?
 I enjoyed the activity and teaching in to part of my class
 I was able explain how each part looked like a lighthouse e.g. tinfoil is the light
 The group I was teaching told me they enjoyed the activity
Additional information: (images, books, articles, video links, websites etc.)
 Book – The lighthouse keepers lunch
Summary of your personal learning in points (at least 4) from doing the activity;
 I learned how to teach an activity to group of 6 in my class
 I learned how to apply aistear to an activity
 I am confident answering questions about the activity
 I found I was not nervous while completing the peer teaching