Kay Bentley

_Co_ft_t_e_ft_t_s
Map of the book 4
Thanks and acknowledgements 8
Introduction 9

O
Our bodies
--------

1.6 Animals hexagon game Level 3

Science

23
1 .1 Our senses Levell 1.7 Identification keys Level 3 25
1.2 Body bingo Level 2 Materials
1.3 Inside us Level 3 1.8 What's it like?
Animals 1.9 Magnetic or not?
1.4 Animal movement games Levell 1 .1 0 Is plastic fantastic?
1.5 Grouping animals Level 2 1.11 Materials game

Around our school 2.6 Helping hands Level 2 47

2.1 Rubbish and recycling Levell 2.7 Sound story Level 3 49
2.2 Places game Level 2/3 Around our world
2.3 Reading maps Level 2 2.8 Habitats around the world Levell 51
2.4 Where can we build? Level 3 2.9 Would you like to be ... ? Level 2/3 53
Around our local area 2.10 Endangered animal leaflets Level 3 56
2.5 Water we use

.~ M_a_th_s

Numbers 3.6 Shape maze Level 2

3.1 Show me Levell 3.7 Shape symmetry Level 3
3.2 Maths bingo Level 2 Numbers and shapes
3.3 Number dance Level 1/2 3.8 What's my number? . Levell
3.4 Three in a row: fractions Level 2/3 3.9 What's the 2-D shape? Level 2
Shapes 3.10 Dice decisions Level 3
3.5 Shape dance 3.11 Shape dominoes Level 3

O~ Th_e_A_r_ts

Art
4.1 Symmetry in the natural world Levell 88 4.6 A city scene Level 2/3 100
4.2 Making bookmarks Level 2 91 4.7 What's in the garden? Levell 102
4.3 Designing mouse mats Level 3 94 Drama
4.4 Children's Day cards Levell 96 4.8 Drama at the zoo Level 2/3 104
4.5 Animal patterns Level 2 100 4.9 Acting out a comic Level 3 106

o~-------
5.1
5.2
A flower story
Postcards 0
0 Levell
Levell
108
110
5.7
5.8
Recipe for a healthy sandwich
Art facts and opinions e
o Level 2
Literacy

Level 2/3
120
123
5.3 A day out 0 Levell 112 5.9 Making a spider's web 0 Level 3 125
5.4 Reading poems 0 Levell 114 5.10 Writing acrostic poems 0 Level 3 127
5.5 Visit the sports centre 0 Level 2 116 5.11 Alternative energy fact files 0 Level 3 129
5.6 Poems for maths @ Level 2 118 5.12 Reading drama Level 3 131

@ = Maths e= Arts

Game templates 133

Wordlists 140

CD track listing 144

 Our senses
(O!l~"f:ii\j\'f iFOCUS Before class
learning about sense organs Photocopy worksheet 1.1, one per pupil. Bring blue and red coloured pencils to class for
and senses each pupil.
identifying living and non-
living things In class
fa' ~~O,.lMUN~(A'fmON! I Finding out Ask pupils to say six parts of the body (e.g. head, arm, leg, neck, foot, hand).
As they say the words tell the rest of the class to point to that part of their own body. Then
stating facts
ask the pupils to stand up and do the actions. Say Wave your arms, Clap your hands three
comparing with a partner
times, Shake your head, Stand on one leg. Then say Wave your head!, Clap your feet! and
eCOGNlTlON ask the pupils to make more crazy suggestions.
q- identifying
2 Say eyes, ears, nose, tongue, skin and point to them on your own body. Say the words
grouping again and this time the pupils point to their eyes, ears, nose, tongue and skin. Draw an eye,
matching an ear, a nose, a tongue and a hand on the board. Point to the pictures as you say We see
classifying with our eyes, we hear with our ears, we smell with our noses, we taste with our tongues
~EV~fi.'Ii and we feel with our skin. Tell them these are the five senses.
3 Tell pupils to look around the classroom and say something they can see, hear, smell, taste
j~GJ~ rlii~rl\JI~~~
or feel. Write the suggestions on the board in a chart:
6-8
'ii'I'Ji.i
45 minutes

1l,!iiJiR!i\Il ArtllOlJil'
SCIEt.,JCIE
All humans have five
senses and five sense
organs. They help us to be
aware of our environment.
WORD BOX G)m
ear, eye, nose, sense, skin,
tongue
hear, feel, see, smell, taste
living, non-living
SENTENCE BOX
We feel with our skin.
We hear with our ears.
4 Give out worksheet 1.1 to each pupil. Say Look at the five senses; see, hear, smell, feel and
taste. Read the first word, plant, and tell pupils to point to the senses they use. Ask for their
ideas. Tell them they are all correct. Continue with some more examples, then tell pupils to
draw lines matching the words and the senses. Tell them more than one sense is possible.
When they finish, put the pupils into pairs and tell them to compare their answers. Ask Are
they the same? What's different? Check answers with the class.
Key 1 see, smell, feel 2 see, feel, taste 3 see, hear, feel (smell also possible) 4 see
5 see, feel 6 see, feel, taste, smell 7 see, hear, feel (smell also possible) 8 see (feel also
possible) 9 see, feel, taste, smell lOsee, hear (feel and taste also possible) 11 see,
hear, feel, smell 12 see, feel, taste 13 see, feel, taste, smell 14 see, hear, feel, taste
15 see, feel, taste, smell 16 see, feel
5 Ask Which are living things? (plant, tree, baby, cat, dog, butterfly, fish, bird). Tell pupils to
draw a red circle round them. Then ask Which are non-living things? (water, cheese, stars,
the sun, apple, bread, eggs, onion). Tell pupils to draw a blue circle round them.

We see with our eyes. 6 Round up Ask pupils to say more examples of living and non-living objects for each sense.
We smell with our noses.
We taste with our tongues.
_o_u_r_s_e_n_se_s ._G)
1 Match the pictures with the senses. Draw lines.

plant

apple

flsh
bab~

~'" ~ -'
~ ~~

~
~ ~~--
bread water cheese I \ "

the sun

2 Circle the living things in red.

3 Circle the non-living things in blue.
 Body bingo
CONTENT FOCUS Before class
learning and writing body Photocopy worksheet 1.2, one per pupil. Bring coloured pencils to class for each pupil.
words
playing a classification bingo In class
game 1 Finding out Play an association game. Ask pupils to make a circle. Start by saying a
COMMUNICA'l!'1I0N body word (e.g. head). Explain that the next pupil in the circle points to that part of their

comparing answers, spelling body, then says another body word (e.g. foot). Continue round the circle and see how many
words words the pupils can remember in English.
2 Draw three mind maps on the board .
COGNITION
.- identifying
classifying

LEVEL 2

AGIE RANGE
8-10

TIME
30 minutes

LEARN ABOUT
SCIENCE
The body has joints to help
it move. These include Ask pupils to say words they know associated with the head (e.g. eye, ear, hair, nose,
wrists, elbows, knees and mouth, face, neck). Write the words on the board and add any the pupils do not say.
ankles. Teach or elicit elbow, knee, ankle and wrist. Tell pupils these are called ioints. Add these to
the second diagram. Next, ask pupils what parts of the body are associated with our five

WORDBOX 8m senses (eye, ear, nose, tongue, skin). Add

on two diagrams? (eye, ear and nose).
these to the third diagram. Ask Which words are
head: eye, ear, neck, hair,
mouth, nose 3 Give out worksheet 1.2 and tell pupils to complete the words. When they finish, ask pupils
joints: knee, wrist, elbow, to compare their answers. Say Are they the same? What's different? Check spelling.
ankle Key 1 eye 2 ear 3 neck 4 hair 5 mouth 6 nose 7 knee 8 wrist 9 elbow 10 ankle
senses: eye, skin, tongue, 11 eye 12 skin 13 tongue 14 nose 15 ear
nose, ear
4 Draw a circle, square and triangle on the board and number them 1-3. Say the words as
SENTENCE BOX Which number
you point to the shapes. Do this a few times, then ask is the square? (2),
It's different. Which number is the circle? (1), Which number is the triangle? (3).
It's the same. 5 Tell the class they are going to play bingo. Explain that first the pupils need to personalise
What's this? their bingo card. Ask them to colour in four of the boxes on their bingo card.
6 Tell the pupils that you will call out some words and they need to listen carefully. If it's a word
associated with the head, pupils can write it in a blank box in the circle row. If it's a joint,
pupils can write it in a box in the square row. If it's a word associated with senses, pupils
can write it in a box in the triangle row. Remind pupils that some words can go into two
rows (ear, eye, nose), but explain that the pupils can only write the word once. The winner is
the first player who completes their bingo card with words. They shout Bingo! Play the game
by calling out words from worksheet 1 .2 until the majority of pupils have completed their
cards. .

7 Round up Tell pupils you will say a shape (circle, square or triangle). They look at their
bingo cards and find a word in the shape row. Ask some pupils to read out their words.
~ bing_o ~.

1 Complete the words.

e __ r

Ci) e - - ow

i) t - n.gu_

2 Play bingo. Colour in four boxes.

 Inside us
CO Vi r. (US Before class
learning about different bones Photocopy worksheet 1.3, one per pair of pupils. Bring sheets of plain paper to class for
describing where bones are each group of four pupils.
found in the body

~~I\,rUill,U!l'~U::ATlOIWll
In class
1 Finding out Put the class into groups of four and give each group a sheet of paper. Tell
suggesting ideas
pupils to write or draw as many body words as they can. After five minutes say Stop! Find
guessing bones
out which group can say the most body words in English.
comparing words and
sentences
2 Give out worksheet 1.3 and ask pupils what the drawing is (a skeleton). Translate if
necessary. Point to the skull, spine, ribs, pelvis, elbows, wrists, knees and ankles on
recalling information
worksheet 1.3 and say the words. Tell pupils to repeat the words and point to the bones in
describing where bones are
their bodies. Say These are bones.
stating true facts
3 Playa memory game. Divide the class into two teams (A and B). Two pupils from each
.tOGNITU)N team go outside the classroom. Choose six pupils from team A to come to the front and
." identifying point to different bones in their bodies (e.g. skull, pelvis, knee, wrist, elbow, ankle) and six
reasoning pupils from team B to come to the front and say the corresponding bone words. Tell them to
remember their bone or their word. Ask the four pupils to come inside. In turn, they point to
one pupil at the front from team A, and one from team B. The pupils at the front either point
GE RANGE to the bone or say the bone word. Ask Do they match? If the bone and the word match, the
10-12 pupil whose turn it was gets a point for their team. Continue until all six bone words are
matched with their body parts. Ask Which team has the most points? Repeat the process,
choosing different pupils to go outside.
4 Ask pupils to look at the worksheet and draw lines to match the labels to the bones on the
LIAllU\Il AiliOll\,llY skeleton.
SCIIENCt: Key 1 d 2 f 3 a 4 g 5 b 6 e 7 h 8 c
The skeleton is inside the
5 Ask What does 'protect' mean? Mime protecting your head with your hands. Write protect
body. It protects body parts,
on the board. Say that some bones protect our body parts. Tell pupils to read the sentences
supports the body and
on the worksheet and decide if they are true or false.
allows the body to move.
Key 1 true 2 true 3 false 4 false 5 true 6 false 7 true 8 false
6 Pupils write true sentences for 3, 4, 6 and 8.
7 Round up Ask pupils to say eight true body facts.

Follow up
Do a class quiz. Write the numbers 24, 26, 27, 28, 206 and 350 on the board. Put the pupils
into pairs and tell them to match the words and the number of bones. Dictate baby, adult, ribs,
foot, hand and skull.
Key ribs - 24 foot - 26 hand - 27 skull- 28 adult - 206 baby - 350

WORD BOX
ankle, brain, elbow, knee,
em SENTENCE BOX
Your ankles join your feet to your legs.
pelvis, rib, skeleton, skull, Your elbows are in the centre of your arms.
spine, wrist Your knees are in the centre of your legs.
join, protect Your pelvis joins your legs to your spine.
Your ribs protect your heart and lungs.
Your skeleton is inside your body.
Your skull protects your brain.
Your spine goes down the centre of your back.
Your wrists join your hands to your arms.
 o elbow

f) wrist

e spine e skull

8 ankle o knee

o pelvis " ribs

2 Read the sentences. Say 'true' or 'false'.

1 Your skull protects ~our brain. (True. ~

2 Your wrist joins ~our hand to ~our arm.

3 Your pelvis goes down the centre of ~our back.

4 Your elbow is in the centre of ~our leg.

S Your ribs protect ~our heart and lungs.

6 Your ankle joins ~our legs to ~our spine.

7 Your ankle joins ~our foot to ~our leg.

8 Your kneecap is in the centre of ~our arm.

 Animal movement games
CONTENT !FOCUS Before class
learning about ways animals Photocopy worksheet 1.4(A), one per pair of pupils. Copy and cut up worksheet 1.4(8)
move for the class.
recognising animal words in
context In class
1 Finding out Write animals on the board and ask pupils to say the names of different
COMMUNICATION
making statements animals. When they suggest an animal, say Stand up. Show me how they move.
asking questions 2 Say swim, fly, hop, iump and slither. Mime the actions and ask the pupils to copy you.
Say Tellme an animal that can swim (e.g. a fish), Tellme an animal that can fly (e.g. a bird),
COGNITROiNi
Tellme an animal that can hop and iump (e.g. a kangaroo), Tellme an animal that can
matching
slither (e.g. a snake).
classifying
3 Put pupils into pairs. Give out worksheet 1.4(A) and tell the pairs to decide which animal
LEVEL 'I they are going to mime. Point to the animals on the worksheet. Say Don't tell anyone. If
there are more than 24 pupils, put some in groups of three. Then ask the pupils to stand
AGE RANGE
up and move around the classroom in their pairs miming the movement of their animal
6-8
(flying, swimming, hopping and jumping or slithering). After a few minutes say Stop! Look at
1l'U'iIIJ~ other pupils and ioin a group which moves like you. The pupils find another pair doing the
30 minutes
same movements. Continue until the pupils have formed the four movement groups (flying,
swimming, hopping and jumping, slithering). Ask pupils to say the names of their animals
LEARN ABOUT
and how they move. They can show the rest of the class their movements.
SCIENCE
Animals move in different 4 Tell pupils to sit down and match the animals to the movements on the worksheet. Explain
ways. They swim, crawl, that some animals can do more than one movement.
slither, hop and jump, run Key 1 slither 2 slither 3 fly 4 hop/jump and swim 5 fly 6 hop/jump 7 swim 8
or fly. swim 9 fly and hop/jump 10 swim 11 slither and swim 12 hop/jump
5 Put the pupils into nine groups. Give out a card from worksheet 1.4(B) to each group.
WORD BOX 0m Demonstrate with the group who have the parrot picture on their card. Tell them to say what
bee, butterfly, fish, the animal is (We've got a parrot). Next, they ask the question at the bottom (Who's got a
frog, kangaroo, parrot, butterfly?). The group with the butterfly picture hold up their card, and repeat the process.
penguin, rabbit, snail, Continue until the last group asks Who's got a parrot? and the first group says We have!
snake, whale, worm
6 Round up Draw two Venn diagrams on the board. Ask pupils to tell you animals to write
fly, hop, jump, slither, swim
in the different circles (e.g. bees can fly, frogs can hop and iump, fish can swim, snails can
SENTENCE BOX slither). Some animals can do more than one movement (e.g. parrots can fly and hop/iump,
Butterflies can fly. snakes can swim and slither). Write these animals in the space where the circles overlap.
Fish can swim.
Kangaroos can hop and
jump.
Worms can slither.
We've got a parrot.
Who's got a butterfly?

Follow up
Use the cards like dominoes. Pupils can take turns to put them in a circle on the floor or stick
them onto the board in order.
Animal movementg_a_m_e_s~~~~~~~~~_~~~~~~_~

o snail
o whale

.fly

e worm

I hop and jump I

o butterjl~ o parrot

o frog
e penguin

" bee
4D snaRe

o Rangaroo ~ rabbit
 Animal movement games

I
I
1
1

Ii
1

Who's got a Wno's got j Who's got a

butterfly? : afrog? : snail?
I 1
I 1
I -----~~~--~ I 1 1
~~------------------+--------------------+--------------------1
------------,1 I
1 I
1
1
'" I
1
1
1
1
1
1
1

Who's got Who's got a Who's got a I

1

a flsh? snaRe? rabbit? 1

1
I

I ----.....I 1 1
I
~~------------------+--------------------+--------------------i
I

Who's got a Who's got a Who's got a

I penguin? kangaroo? parrot?!
L~ __ -'-._--'._~-"--___ _ --_-.-~. ""' ..... ~ ""'-1_ .L ~ ~ __'- __ ~ .I

20 'm.U.r.teJ4&f:JfiPrimary Curriculum Box Cambridge University Press 2009

Grouping animals
learning about groups of
animals and parts of animals
identifying similarities and
differences between groups of
animals
saying favourite animals
agreeing animal groups
expressing similarities and
differences
making decisions
comparing
classifying
Scientists put animals into
groups to identify them.
Big groups are divided into
smaller groups. Mammals,
birds, fish and reptiles
all belong to a bigger
group of animals called
vertebrates.
ant, butterfly, chicken,
crocodile, dolphin, duck,
goldfish, horse, ladybird,
lion, lizard, panda,
penguin, salmon, shark,
snake
birds, fish, insects,
mammals, reptiles
beak, blood, feathers, fins,
scales, wings
cold, warm
Before class
Photocopy worksheet 1.5, one per pupil.
In class
1 Finding out Tell pupils to form a circle. Explain that they should clap slowly three times
then open their arms on the fourth beat (clap, clap, clap, open). On the open beat, they
take turns to say the name of an animal they like e.g. clap, clap, clap, monkey, clap, clap,
clap, snake etc. Pupils can repeat the same animal. Continue round the class. Then ask
pupils to think of ways of grouping the animals they called out. Write suggestions on the
board, translating if necessary, e.g.farm animals, wild animals, animals with two legs,
animals with four legs, animals that swim, animals that fly etc.
2 Write mammals, birds, fish, insects and reptiles on the board. Explain that these are groups
of animals. Ask pupils to suggest animals for each of the groups and write the animals
under the headings. Alternatively, use questions to help the pupils:
What is a cat? (mamma~ What is a butterfly? (insect)
What is a chicken? (bir~ What is a snake? (reptile)
What is a goldfish? (fish)
3 Give out worksheet 1.5 to each pupil. Tell them to match the pictures and the animal words.
Key 1 0 2 i 3 d 4 b 5 n 6 i 7 h 8 k 9 I lag 11 c 12 f 13 a 14 e 15m
4 Teach feathers, fins, fur, scales and wings by pointing at the pictures on the worksheet. Ask
What's 'blood'? (the red liquid in our bodies; we see it if we cut a Finger). Put the pupils into
pairs. Tell them to look at the mind maps and complete them with the animals. When they
finish, put pairs together to form groups of four and ask them to compare their answers.
Key birds - chicken, duck, penguin fish - salmon, goldfish, shark insects - butterfly,
ladybird, ant mammals - horse, lion, panda reptiles - snake, crocodile, lizard
5 Ask What is the same about the groups of animals? (e.g. birds and mammals have warm
blood, fish and reptiles have cold bloo~, What is different about the groups? (e.g. fish have
scales, birds have feathers).
6 Round up In their pairs, tell pupils to say one thing which is the same and one thing which
is different about the groups to their partner.
Follow up
Playa guessing game. Ask What am J? Put the pupils into groups and tell them to listen and say
the animal group name.
Jhave warm blood and wings. (bir~ Jhave legs and scales. (reptile)
Jhave scales and fins (fish) Jhave hair and warm blood. (mamma~
Jhave wings and six legs (insect)
Optional activity In pairs, pupils think of sentences. The rest of the class guess the animal.
Birds have wings and feathers.
Fish have fins and scales.
Insects have six legs and three body parts.
Mammals have hair.
Mammals have warm blood.
Reptiles have cold blood.
Reptiles have scales and legs.
 ________________ G_r_o~u~ animals

0~01i
~~~
~~~ '" ..-v ,-1
~

snake lion D 1 1 chicken D

lad~bird horse D 12 duck D
crocodile lizard D 13 ant D
butterfl~ panda D 14 salmon D
shark goldflsh D 15 penguin D
0 G G
~.;,~
(~' ~ ""'-

~ -=---
2 Write the animals in the right group.
chicken

birds~ flSh4tac
have beaks have fms
have feathers and wings have scales
have warm blood have cold blood

bu.tterfly
insects tit
have six legs
have wings
have three bod~ parts

reptiles C~
have legs""
have scales
have cold blood
 Animals hexagon game
CONTEN FOCUS
recognising animal groups
and parts of animals
COMMUNICATIlON
checking animal groups
guessing facts
COGNITION
.- identifying
making decisions
classifying
predicting
.r1\.GE RANGIIE
10-12
Ti!A'Uil
30 minutes
LEARN ABOUiI
SCIENCE
The smallest mammal is a
bat which weighs 2g.
The fastest mammal is the
cheetah.
The slowest mammal is the
sloth.
The biggest and the
loudest animal is the blue
whale.
WORD BOX 0 translation for animals they don't know (e.g.
birds: chicken, dove, duck,
eagle, owl, penguin
fish: goldfish, salmon,
shark, swordfish, tuna
insects: ant, bee, butterfly,
fly, grasshopper, ladybird
mammals: bat, cheetah,
dolphin, giraffe, lion,
panda, sloth, whale
reptiles: alligator,
crocodile, lizard, snake,
turtle
animal parts: beak,
feathers, fin, lung, scales,
tail, wings
Before class
Photocopy game worksheet 1.6 and the blank game worksheet on page 136 for each
group of four pupils. Bring dice and counters for each group.
In class
1 Finding out Draw a hexagon on the board and ask pupils what shape it is. Explain that
they are going to playa hexagon game about animals .
2 Put the pupils into groups of four and give one game worksheet 1.6 and the blank game
worksheet from page 136 to each group. Give the pupils a number 1, 2, 3 or 4. Explain
that pupils 1-3 play the game. Pupil 4 plays the role of the teacher.
3 Say You have to cross the board. The winner is the first to finish. Say Look at the key.
Demonstrate how to play by throwing a dice. Say the number (e.g. five). Ask What is
number five? (reptiles). Explain that this means pupils can move their counter to a hexagon
with a reptile word. Say that two pupils can't have counters on the same hexagon. If they
can't play, they wait until the others have had a turn, then try again. It's Pupil4's role to
check that the group only speak English. Pupil4 also writes any words the pupils don't know
in the corresponding hexagon on the blank hexagon game worksheet. The pupils take turns
to throw the dice and move around the board.
4 After pupils finish playing, ask Pupil 4 from each group to tell you any words the group
didn't understand. Write them on the board and check understanding.
Optional activity Ask pupils to write three sentences about the words their counters
landed on (e.g. A panda and a giraffe are mammals, Birds have beaks, wings and
feathers).
5 Round up Say categories (e.g. mammals, birds, animal parts) and ask the pupils to call
out five examples.
Follow up
Write mammals on the board. In one column write biggest, smallest, tallest, fastest, slowest,
smelliest and in another column write cheetah, blue whale, bat, skunk, sloth, giraffe. Tell pupils
to match the words with the animals. Encourage pupils to use their dictionaries to find the
skunk).
Key biggest - blue whale smallest - bat tallest - giraffe fastest - cheetah slowest - sloth
smelliest - skunk
SENTENCE BOX
The biggest mammal is the blue whale.
The fastest mammal is the cheetah.
The loudest mammal is the blue whale.
The slowest mammal is the sloth.
The smallest mammal is the bat.
The smelliest mammal is the skunk.
The tallest mammal is the giraffe.
 Animals hexa~ame

1 Play the game.

[I] mammals W in.sects [[] reptiles

[1] flSh ~ birds I]] an.imal parts

 Identification keys
CONTENT FOCUS Before class
identifying animals using a key Photocopy worksheet 1.7, one per pupil. Write birds, fish, insects, mammals and reptiles on
writing an identification key five different pieces of paper. Copy the word box onto the board and underline the five animal
groups (insects, birds, fish, mammals, reptiles) .
COMMUNICATION
agreeing and disagreeing
In class
asking questions
1 Finding out Tell pupils to look at the 16 words on the board. Read them aloud. Ask Which
COGNITION words are new? (e.g. fur, lungs, feathers, scoles). Put a circle round them. Tell pupils they
.- reasoning will find out about them from the worksheet. Ask Why are five of the words underlined?
analysing (they are animal groups).
evaluating 2 Divide the class into five groups. Give each group one of the pieces of paper with an
animal group on it. Tell pupils to decide which words on the board are associated with the
lEVEl. 3
animals in the group they have. After five minutes, ask the groups to share their ideas with
AGiiil RANGE the class.
10-12 Key mammals - water, land, skin, hair, fur, lungs
TIME birds - water, land, wings, feathers, eggs, lungs
30 minutes fish - water, fins, skin, eggs, scales
reptiles - water, land, skin, eggs, scales
L1EiitdlNABOUT insects - wings, water, land, eggs
SCIENCE Ask Which word is the same for each group? (water).
Identification keys are
3 Put pupils into pairs and give out worksheet 1.7 to each pupil. Tell pupils to choose another
a way to identify and
animal group individually. Pupil 1 reads the questions until Pupil 2 says Yes. Both pupils then
name animals (or other
write the name of the animal group in that box. Then Pupil 2 reads the questions until Pupil
organisms) .
1 says Yes. Both pupils then write the name of the animal group in that box. Tell the pupils to
continue by thinking of more animal groups and asking questions.
WORD BOX 0D Key 1 fish 2 insects 3 birds 4 reptiles 5 mammals
birds, fish, insects,
mammals, reptiles, eggs, 4 Tell pupils to change partners and think of five different questions to identify the animals on
feathers, fins, fur, hair, the worksheet. Circulate and monitor.
scales, skin, wings Optional activity For pupils who need support, provide ideas for questions, e.g. Does
land, water it live in the ;ungle?, Does it slither?, Does it swim?, Can it fly?, Does it live in water and on
bee, frog, shark, tiger, land?
worm
5 Round up Write tiger, frog, worm, shark and bee on the board. Ask some pupils to
SENTENCE BOX read their questions while the rest of the class listen and identify the animals. Ask Which
Can it fly? questions were good for identifying animals?
Does it have wings?
Does it live in the jungle?
Does it slither?
 Identification key!

1 Choose an animal group. Read the questions and write the animal groups.

reptiles-

1 Do the~ llve in water and have fms? Yes I I

No Go to question 2.

2 Do the~ have wings, no lungs and three parts? Yes I I

No Go to question 3.

Yes I
3 Do the~ have lungs, feathers and la~ eggs with I
hard shells? No Go to question 4.

4 Do the~ llve most of the time on land, have scales Yes I I

and la~ eggs on land? No Go to question 5.

Yes
5 Do the~ have lun.gs, bod~ hair or fur and feed their I I
babies with milk?

2 Write questions to identify the animals.

bee -Jrog tiger - worm

Yes I
1 I
No Go to question 2.

2 Yes I I
No Go to question 3.

Yes I I
3
No Go to question 4.

4 Yes I
I
No Go to question 5.

5 Yes I
I
 What's it like?
CONTIEi'i\~ OCUS Before class
learning about materials and Photocopy worksheet 1.8, one per pupil. Bring to class the following objects: a pencil, a pen,
their properties a book, a paper clip, a fork, a spoon, a glass jar, a drink can, a ruler, a key, a stone and a flower.
grouping materials Make two big circles by tying two pieces of string together or bring two hula hoops to class.

COMMUNICATION
agreeing and disagreeing
In class
1 Finding out Ask pupils to stand around a table so they can see the twelve objects (pencil,
describing
pen, book, paper clip, fork, spoon, jar, can, ruler, key, stone, flower). Ask pupils the words
.COGNliION they know, and teach the other words, pointing at the objects.
comparing
2 Ask pupils to think of a way to group the objects (e.g. hard/50ft, shiny/dull, rough/smooth).
deciding Translate if necessary. Place the two circles of string or hula hoops on the desk to represent
c1assifying a Venn diagram (A). Ask the pupils to put the objects into the two different groups. If some
objects have features of both adjectives, overlap the two circles (B).

6-8
TItJlE
30 minutes

lEARN ABOUT
SCIENCE
Trees, grass and flowers
are all examples of
flowering plants.

WORD BOX )nt

book, can, flower, fork,
jar, key, paper clip, pen,
pencil, ruler, spoon, stone
dull, hard, natural, plastic, 3 Repeat the process with different ways of grouping the objects (e.g. 50ft/hard, smooth/
rough, shiny, smooth, soft rough, shiny/dull, natural/manufactured, plastic/not plastic), asking pupils where to put the
objects. Draw pupils' attention to any objects which have both qualities e.g. Do any ob;ects
SENTENCE BOX have some parts plastic and some parts not plastic? Put these in the overlap between the
It's dull.
circles.
It's hard.
It's natural. 4 Give out worksheet 1.8 to each pupil. Tell them to choose how to group the objects (e.g.
It's plastic. 50ft/hard, smooth/rough, shiny/dull, natural/not natural, plastic/not plastic) and use the
It's rough. word box to write the labels above the two diagrams. Then they can draw one object in
It's shiny. each part of the two diagrams.
It's smooth. Optional activity In a mixed-ability class, some pupils may be able to draw only one
It's soft.
object. Other pupils may be able to classify additional objects from the classroom, adding
It isn't natural.
these to their diagrams.
It isn't plastic.
5 Round up Ask pupils to look around the classroom. Tell them to point to something hard,
something soft, something shiny, something plastic and so on.

Follow up
Ask pupils to cut out pictures of objects made of different materials from magazines. In groups,
pupils can make different material pictures. Tell them to add labels to describe the materials
e.g. 50ft things, hard things, plastic things, shiny things.
 o 00

"""=o~:>
..,)
,'
..

1 Write labels above the diagram. Use the words in the box.

natural H not natural plastic H not' plastic

shiny H dull smooth H rough softH hard

2 Draw two objects in the diagram.

3 Look at the next diagram and write labels. Use the words
in the box.
 Magnetic or not?
CONTENT FOCUS
predicting which objects are
magnetic
understanding that some
metal objects are magnetic
Before class
Photocopy worksheets 1.9(A) and 1.9(B}, one per pupil. Bring to class a pencil, a pen, a
drinking straw, a paper clip, a drink can, a glass jar, a coin, a fork, a spoon, a book, a key
and a stone. Provide plain paper for every group of four pupils. Bring a large magnet.

COMMUNICATION
In class
comparing results , Finding out Put pupils into groups of four. Give each group a plain piece of paper. Say
Write down the names of metal objects in the classroom or at home. Circulate and translate
COGNITION words as necessary. After five minutes, ask the groups to share their ideas with the rest of
.- classifying
the class.
predicting
2 Show the class the twelve objects (pencil, pen, straw, paper clip, can, jar, coin, fork, spoon,
UVEl2 book, key, stone) and ask pupils which words they know. Say words pupils don't know and
ask them to repeat. Ask Which objects are soft/hard/light/heavy? Which are made of
AGE RANGE
8-10
wood/plastic/metal? Show pupils the magnet and teach the word magnet. Teach magnetic
and non-magnetic by demonstrating with two classroom objects, one magnetic and one not.
TIME Ask Does it stick to the magnet?
30 minutes
3 Give out worksheet 1.9(A) to each pupil. Demonstrate with a pencil. Say Think. Will the
tEARt,.i ABOUT pencil stick to the magnet? Explain that if they think it will, pupils put a tick in the magnetic
section in the my prediction column. If they think it won't, they put a tick in the non-magnetic
SCIIENCE
section in the my prediction column. Then say Look! Test the pencil with the magnet and ask
Some metals are attracted
to magnets. They are iron Does it stick? Tell pupils to record their observation in the columns with the eyes (putting a
(Fe)and nickel (Nil. Mixes tick in the magnetic section if it sticks, and the non-magnetic section if it doesn't).
of these metals are also 4 Put pupils into pairs. AskWhat will happen with the other objects? Are they magnetic? Tell
attracted e.g. steel. For pupils to record their predictions for each object in the my prediction columns. Ask the pairs
recycling, tin cans stick to to share some of their ideas with the rest of the class. Say Which objects do you think are
magnets but aluminium
magnetic? Which objects do you think are not magnetic?
ones don't.
5 Give out worksheet 1.9(B) to each pupil. Tell them to draw two objects they think will stick to
the magnet in each of the boxes 1 and 2.
WORD BOX (Vim
6 Ask pupils to stand around one table so they can see. Test the pupils' predictions about the
book, can, coin, fork,
jar, key, paper clip, pen, objects with the magnet. Tell pupils to record their observations on worksheet 1.9(A) by
pencil, spoon, stone, straw ticking the columns with the eyes.
stick 7 Tell pupils to record observations about four different objects in number 3 on worksheet 1.9(B).
magnetic, non-magnetic
8 Round up Tell pupils to think about the test. Ask What was a surprise?
SENTENCE
BOX Follow up
It's magnetic. Pupils find three more objects from the classroom and test them. Ask Are they magnetic?
It isn't magnetic. Pupils look again at worksheet 1.9(B) and record their findings. Tell them to draw or write one
It doesn't stick to the magnetic object, one non-magnetic object and one object which is both. Ask them to write the
magnet. words under the pictures.
It sticks to the magnet.
It will stick to the magnet.
~ __ ~ M_agnetic or not?

1 Make predictions. Tick 'magnetic' or 'non-magnetic'.

~,---.
My prediction Q
@J; ~; @J; ~;

pencil

paper
cllp

can

jar

COln
i
~

forR
~netic or not?
--0
2 Complete the sentences. Draw pictures then write.

wlll stlCR to th.e magnet.

wlll StlCR to th.e magnet.

3 Test the objects. Tick 'magnetic' or 'non-magnetic'.

1 Th.e and th.e StlCR to th.e magnet.

2 Th.e and th.e don't stlcR to th.e

magnet.

4 Find three more objects. Test them with the magnet. Draw them in the boxes.

mag netic and

magnetic non-magnetic non-magnetic

CONTENT FOCUS
learning about the properties
of plastic
comparing the benefits and
problems of plastic
writing a diary about pupils'
own use of plastic
COMMUNII(ATIO~'IlJ
giving reasons
COGNITION
.- reasoning
evaluating
creative thinking
LEVEL 3
AGE RANGE
10-12
TIME
45 minutes
LEARN ABOUT
SCIENCE
Plastic is made from oil.
Plastic is useful because
it's strong, light, flexible
and a good insulator.
However, most are non-
biodegradable and many
can't be recycled.
WORD BOX G)m
biodegradable, cold,
coloured, flexible, hot,
light, non-biodegradable,
non-recyclable, opaque,
recyclable, strong,
transparent, waterproof
Is plastic fantastic?
Before class
Photocopy worksheet 1.10, one per pupil. Bring to class a selection of everyday plastic
objects to represent its different properties (e.g. a shopping bag (flexible), a bank card (strong),
sunglasses (transparent), a lunch box (coloured), a plastic fork/spoon/knife (light), a rain hat or
jacket (waterproof)). Provide a sheet of plain paper for every pair of pupils.
In class
1 Finding out Show the class the plastic objects. Ask What do the objects have in common?
Accept several answers and lead pupils to They are all made of plastic or They all have
parts made of plastic. Ask pupils to name five or six more objects made of plastic .
2 Write fantastic plastic an the board. Ask Is plastic natural or manufactured? (manufactured),
Tell pupils it is made from oil. Put pupils into pairs. Tell pupils to think of three reasons why
plastic is a good material for making pens (e.g. it's light, it's strong, it can be many colours).
Ask pupils for their ideas and write key points on the board.
3 Give out worksheet 1.10. Ask pupils to look at pictures a-I. Tell them you will say the names
of the objects and they write down the letter. 1 necklace (h), 2 ball (k), 3 kite (c), 4 bag (g),
5 lunch box (i), 6 helmet (e), 7 paint pot (f), 8 sunglasses (j), 9 swings and slide (I), 10 pan
handle (a), 11 raincoat (d), 12 cable (b). Tell pupils to read the reasons why plastic is a
good material for these objects and match the objects to the reasons. Some reasons apply
to more than one object.
Key 1 b, c, d, g 2 c, g, h, i, j, k 3 c, d, f, g, h, i, j 4 (all) 5 (all) 6 (all)
4 Next, tell pupils to read the diary. Explain that they have to underline all the objects which
could be made of plastic. In pairs, ask pupils to compare their answers.
Key lunch box, schoolbag, pens, ruler, packet (of crisps), safety helmet, library card, DVD,
sports bag, football, boots, keyboards, computers, calculator, bags, skateboard
5 Tell pupils to write a similar diary including the plastic objects they and their families use in
a normal week.
6 Ask pupils to compare diaries with their partner and underline the plastic objects. Ask Who
uses the most plastic?
7 Tell the class to think of something which is not good about using plastic. Write ideas on
the board (e.g.many plastics cannot be recycled, many are non-biodegradable, plastic is
dangerous to wildlife, plastic can make dangerous gases if near a fire).
8 Round up Ask pupils to look in their schoolbags. Ask How many plastic objects do you
have?, Could they be made of any other materials?
Follow up
Put pupils into pairs and give each pair a sheet of plain paper. Tell them to work in pairs to
design objects made from plastic. When they finish, tell pupils to show the class their designs.
Ask the class Can the objects be made of different materials? Why? / Why not?
SENTENCE BOX
Many plastics are non-biodegradable.
Many plastics can't be recycled.
Plastic can be coloured.
Plastic can be transparent.
Plastic doesn't get hot or cold quickly.
Plastic is waterproof.
Plastics are light, strong and flexible.
!!JIlastic fantastic?

1 Match the objects with the properties of plastic.

--e

1 It's flexible. I b, c, cl,..9 4 It's strong. 1 _

2 It's light. 1______ 5 It doesn't get hot or cold qUicRl~.

3 It can be coloured 1-----1 1 -_1 _
or transparent. ------- 6 It's waterproof 1 1

2 Read the diary. Underline all the plastic objects.

Monday I tooK my new lunch box to school. I dropped my schoo/bag and my pens
~~ and ruler fell out. They were all dirty. At lunchtime my brother gave me
a pacKet of crisps. They are my favourite - cheese and onion!
~ I went to school on my biKe. I put on my safety helmet
first. I tooK my library books and my new library card ~
to borrow a DVD. ~
Wednesday I tooK my school things in a sports bag because we have to
play football in the afternoon. I'd liKe to get new boots for
my birthday next month.
We went to the computer room and we used the new Keyboards.
I liKe the computers because we can do fun things in Eng/ish.

Friday ~ ] We had maths today. My teacher has a really small calculator

FtB After school I went to the supermarKet. My mum had three bags
Hi of shopping. In the evening I went on my sKateboard. Coo/l

3 Write your diary. Include plastic objects you and your family use.
 Materials game
CO~""'l!5NT fOCUS Before class
completing sentences about Photocopy game worksheet 1.11 and bring a dice to class for every group of three pupils.
materials, developing leaner
autonomy In class
1 Finding out Point to objects in the classroom and ask Is it (hard, 50ft, rough, smooth,
COMMUN!CA'lI'ION natural, magnetic, strong)?
using science vocabulary in
context 2 Put pupils into groups of three. Give a copy of game worksheet 1.11 and a dice to each
group. Explain that pupils take turns to throw the dice. Then they complete the sentence for
that number. If Pupil 1 throws a three, they have to make a sentence with 50ft e.g. a sock is
50ft, a shirt is 50ft. When they make sentences, pupils write them in the boxes. If the group
can't complete the sentence, they write a question mark (?) in the square at the top of that
box. The winners are the group where all three players have sentences in all the boxes
AGE RANGE
first. Alternatively, stop the game after ten minutes. The winners are the group with most
8-12
sentences.
TIME 3 Ask the class to suggest ideas to complete each of the sentences. Make a note of the
30 minutes
numbers which were difficult for the pupils for future teaching points.

WORD BOX Go 4 Round up Ask pupils which sentences were easy and which were difficult.
bag, magnet, metal, Option Learners who need additional language support should be pupil 1.
paper, plastic
stick Follow up
hard, magnetic, natural, Photocopy the game template on page 137, one for each group of three pupils. Put pupils
rough, shiny, smooth, soft, into groups of three and ask them to make a similar game for the rest of the class. Instead of
strong
materials they think of three different topics e.g.

SENTENCE BOX 1 mammals, 2 birds, 3 fish

I can't remember this word.
I don't know this word.
It's your turn.
Throw the dice.
Whose turn is it?
Write the sentence.
lour country, 2 a country with a different climate, 3 a country from another continent
Ask pupils to write some sentence starters and some sentence endings. They can also write the
middle of some sentences. Photoc;opy the games for each group of three pupils. Cut the game
into three strips (Pupil 1, Pupil 2, Pupil 3). In groups of three, pupils complete the three strips
together. Ask Which strip was the easiest? Which was the most difficult?
Materials 9_a_m_e G
1 Play the game.

6
D 6
D 6
D
A bad thing
A doesn't sticR to a about plastic is
is rough. magnet.

S
D s D s D
A good thing
A Some metals are about plastic is
is natural.

4
D 4
D 4
D
A Paper isn't Plastic is
is shin~.

3
D 3
D 3
D
A A Plastic isn't
is soft. isn't magnetic.

2
D 2
D 2
D
A Plastic bags are
is hard. sticRs to a magnet.

1
D 1
D 1
D
A A is
is smooth. is magnetic. a strong material.

Pupil 1 Pupil 2 Pupil 3


CONTEN!' FOCUS
learning about rubbish
and recycling
drawing or writing words in a
diagram
(O.MJi~!llUtn(ATmOt~
talking about what is in the
Rubbish and recycling
Before class
Photocopy worksheet 2.1, one per pupil. Bring to class a used piece of notepaper, a plastic
bottle, an apple core and an old drink can.
In class
1 Finding out Show pupils the objects. Ask Which is fruit? (apple), Which can you write on?
(paper), Which are for drinks? Encourage pupils to point or say the words. Teach any new

school and playground vocabulary as you show the objects. Tell pupils we put them in rubbish bins.

making observations 2 Put the pupils into pairs (A and B). Give out worksheet 2.1 and ask pupils to look at the
rubbish bins and the pictures above and below them. Tell pupils to point to the pictures
.COGNITION
while you say the words. Explain that Pupil A draws lines from the pictures in the top half of
.- identifying and sorting objects
the worksheet to the rubbish bins. Pupil B draws lines from the pictures in the bottom half of
into sets
the worksheet to the rubbish bins. When they finish, tell the pairs to compare their answers.
applying knowledge
Ask some pairs to feed back their answers to the rest of the class.
LEVEll, Key 1 d 2 b 3 a 4 c 5 c 6 d 7 b 8a
AGIill! Rli:~NGE 3 Round up Ask the pupils to tell you two more things that can go in each bin.
6-8
TIME Follow up 1
30 minutes Copy the grid onto the board. Demonstrate soft and hard through actions.

LEARN ABOUT THE

ENVIRONMENT soft
Some rubbish can be
reused. This reduces the
hard
amount of waste we make.
Ask pupils to look at the rubbish on the worksheet and say which box the objects go into.
The difference between
Complete the grid together.
reusing and recycling is
that recycled rubbish is Key
changed before being
used again.
newspaper apple

WORD BOX 00 plastic bag

paper
banana skin

apple, banana, drink can,

fruit, metal, paper, plastic, plastic bottle bottle top
rubbish, rubbish bin,
drink can
vegetable
hard, soft

SENTENCE BOX
Put fruit and vegetables in
Follow up 2
Tell the class to look around the playground or school corridors and ask Where could you put
this bin.
Put metal in this bin.
rubbish bins? Make a class collage or wall display about recycling in your school.

Put paper in this bin.

Put plastic in this bin.
Put rubbish in bins.
We have a rubbish bin.
Rubbish and recycling ~.

1 Match the objects with the right bins. Draw lines.

appLe bottle top pLastic bag

2 Compare your pictures.

The plastic bag goes The newspaper goes

in the plastLc bin. in the paper bin.
 Places game
C@N~llEt'<l!' iilCCUS Before class
speaking and writing about Photocopy worksheet 2.2 and the blank game grid on page 138, one per pair of pupils.
Featuresof the environment Cut the sheets in half. If possible, bring a map of the local area to class.
developing collaboration

~ (OtJU\#U'NiCA''l'U~N
In class
1 Finding out Show the class a map of the local area. Ask What can you see? (e.g. roads,
giving Factsabout the local
area buildings, hills, park, post box, shops, factory, offices, station, library, sports centre, river,
mountains, sea, lake, woods, foresry. If you don't have a map, ask Is there a mountain near
here?, Are there any parks? etc.
COG~ni!ON
2 Put pupils into pairs (A and B). Give out the game boards from worksheet 2.2 (board A to
identifying Featuresin the
Pupil A and board B to Pupil B) and tell the pupils not to show anyone. Tell pupils we use co-
environment
ordinates to explain places on a map. Explain that we always say the horizontal line (along)
first, then the vertical line (up) second. As an example, ask What word is in (2, 6)? (shop).
LiVEL 2/3 3 Ask pupils to look at their game boards and tell you the co-ordinates of words they don't

AGm; Ur"lGE
8-12
l!,!\t4\\jjU~ !l1\~OU'!!''!!'HIE
UJViRONMENf
Pupils can think about
their local area by talking
about:
What is special about the
place?
What are the resources?
What is it like to live here?
know. Teach any new vocabulary (e.g. It's where you go when/to ... ). Explain to the pupils
that they have to take turns to find out what is in the empty boxes on their game boards.
Demonstrate by taking the role of Pupil A and asking What's in (2, 4)? (a tree). Show the
pupils that they then write the answer in that box. Tell pupils they can ask their partner to
spell a word. Allow pupils ten minutes to play the game, then ask them to look at both grids
and compare answers in their pairs. Circulate and monitor, keeping a note of mistakes for
future teaching points.
Optional activity Younger pupils can draw the words in the empty boxes. Older pupils
can say a complete sentence e.g. There is a tree in our playground.
4 Round up Ask pupils to say five things their town has got and five things it hasn't got.
Follow up 1
Give out the blank grids on page 138. Tell pupils to correct any words with mistakes in the
corresponding boxes on the new grid.

Follow up 2
Pupils can use game board worksheet 2.2 to define the words in pairs e.g. What's in (4, 4)?
It's where you go when you are sick.

WORD BOX 00 SENTENCE BOX

airport, beach, caFe,
coast, Factory,forest,
garage, hill, hospital,
house, lake, library,
mountain, office, park,
post office, restaurant, river,
road, sea, shop, station
How do you spell library?
It's got an airport.
It's got some offices.
It hasn't got any woods.
The Forestis big
The park is small.
There are roads.
There's a lake.
We haven't got a cinema.
We've got a police station.
Places 9_a_m_e ---lG

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learning about features of the
local environment
using map co-ordinates
reading simple maps
naming features in the local
area
identifying and locating
analysing information
classifying
Co-ordinates are used to
locate places on a map.
They are grid systems
which use numbers and/or
letters. We always read
map co-ordinates along
then up.
Reading maps
Before class
Photocopy worksheet 2.3, one per pupil. Bring coloured pencils to class for groups to share.
In class
I Finding out Ask pupils to tell you about features of the local area. If possible, tell pupils
to look out of the windows and say what they can see (translating if necessary). Elicit more
places by asking questions Where do we buy food? (shops), Where do we post letters?
(post office), Where do we go when we are sick? (hospita~, Where do we watch films?
(cinema), Where do we play sport? (sports centre), Where do people make shoes/cars/
toys? (factory), Where can you borrow books? (library), Where can you catch a train?
(station). Explain that hospitals, libraries, schools and swimming pools are called public
services and cinemas, parks and fun fairs are entertainment.
2 Give out worksheet 2.3 to each pupil. Say Look at 3 along and 5 up. What's in the box?
(a cafe). Put the pupils into pairs and explain that they find the features on the map, then
match them to the grid references.
Key lc 2f 30 4h 5g 6b 7d 8e
3 Tell pupils they are going to make a key for the map. Ask them to choose colours for
the different features, then colour them on the map and in the key. Explain that here
entertainment means the cinema and cafe, and public services means the library,
post office, school and sports centre.
4 Round up Ask pupils to decide in their pairs where to put three bike racks, then draw them
on the map. Ask some pairs to feed back the co-ordinates of their bike racks.
Follow up
Put pupils into pairs (A and B). Tell pupils to complete the map by drawing in the blank squares.
Pupil A draws in the six blank boxes at the top of his/her map. Pupil B draws in the six blank
boxes at the bottom of his/her map. Tell them to continue the map with more roads, buildings
and services. When pupils finish their section, explain that they need to ask their partner
questions to complete the other section of the map e.g. What's in (6/ 4)? Their partner describes
the features for them to draw. Tell them to continue until all the boxes have been described.
Reading~_s ~ __ ~~_~_.--'----l" .,

1 Look at the map. Match the features with the co-ordinates.

000 cin~mQ

IDi"'10t

1 2 3 4 5 6 7
1 houses a (2, 6) (3, 6)
2 factor~ b (4,4)
3 shops c (1, 1) (2, 1)
4 sports centre d (5,5)
5 school e (4, 6)
6 librar~ f (1, 2)
7 cinema 9 (5,2)
8 post offlce h (4,2)

2 Choose a colour for the different features. Colour them on the map.

houses D entertalnment D roads D

parks D public serVlces D bus stops D
3 The town needs three bike racks. Draw them on the map.

4 Complete the map. Tell your partner.


CONTI!i!i'ilT FOCUS
locating features on a map
deciding where to put new
buildings
giving reasons for decisions
COMMUNICATION
suggesting
agreeing and disagreeing
"",... COGt..lliTRON
locating
analysing information
reasoning
making decisions
LEVEL 3
AGE UNGI!
10-12
TIME
45 minutes
!LEARN ABOUT THE
lI!NVU:lON!M~IENT
Both physical features
(rivers, mountains,
forests) and human
features (buildings, roads,
railways) are shown on
maps.
WORD BOX G)m
bridge, car park, castle,
cinema, factory, hospital,
hotel, house, museum,
railway station, recycling
centre, shop, skateboard
park, sports centre
co-ordinates, facility,
town planner, map,
bad, brilliant, busy,
crowded, dark, good,
noisy, wet
Where can we build?
Before class
Photocopy worksheets 2.4(A) and 2.4(8), one per pupil. If possible, bring to class a map
of the local area showing co-ordinates.
In class
1 Finding out Write maps on the board. Ask pupils to say any words they associate with
maps (e.g. rivers, lakes, towns, roads). If possible show the class a map of the local area
and point out the co-ordinates along the bottom and up the side. Explain that town planners
are people who make decisions about where to put new buildings. Ask the class if their
local area has any new buildings. Explain that when new buildings are planned, people
can object to them.
2 Give out worksheet 2.4(A). Tell pupils to look at the co-ordinates and ask Which is used first,
the letter or the number? (the letter), Where is the castle? (C, 6). Tell the class to write the
co-ordinates for the other features.
Key 1 (C,6) 2 (D, 1), (G, 6) 3 (AA) 4 (C, 2) 5 (B, 5), (B, 6), (C, 4), (E, 4), (G, 4)
6 (G,5) 7 (D, 3), (D, 4)
3 Tell pupils that they are going to make a key for the map. Say Look at the map. What's the
symbol for a car park? (P). Explain that they need to draw the symbols and write the words.
Key [f/ Car park ~ hospital I I railway station
CIIJ] houses ~ factory ] l bridge
4 Put pupils into pairs. Explain that the town planners want to build more facilities. Ask pupils
to look at their suggestions. Ask half of the pairs to decide where to put features 1-3 on the
map, and half the pairs where to put features 4-6. Tell them to write the numbers on the
map.
S Give out worksheet 2.4(B) to each pair. Ask them to make a list of the reasons for their
decisions, using the words in the boxes.
6 Put the pairs together to form groups of four (one pair with features 1-3, one with features
4-6). Tell the pairs to show the other pair where they will put the new features and give
reasons.
7 Ask the groups to think of reasons why the opposite pair shouldn't build where they
described. In pairs, they write a list of objections, using the words in the boxes. Tell the pairs
to explain to the other pair why they object to the buildings.
8 Choose some pairs to role play the reasons and objections for the class.
9 Round up Tell pupils to think about what they would like to build near their school.
Follow up
In their groups, tell pupils to decide where to put a new recycling centre in their town, giving
reasons for their decision.
SENTENCE BOX
A bridge goes over a river or a road.
Co-ordinates are for finding places on a map.
Drivers need parking places.
Factories are often beside rivers.
Many towns now have recycling centres.
Railway stations are busy places.
Town planners decide where to put new buildings.
1 Look at the map. Write the co-ordinates for the features.

Key
D
D
D
D
D
D
D

A B C 0 E F G

1 the castle C~, ~)

2 two factorLes C-, -) C-, -)
3 a hospLtal C-, -)
4 the raLlwa~ staHon. C-, -)
5 fLve car parks C-, -) C-, -) C-, -) C-, -) C-, -)
6 a brLdge C-, -)
7 two streets of houses C-, -) C-, -)
2 Make a key for the map. Draw the symbols and write the words.

3 The town planners want to build more facilities. Talk to your partner.
Decide where to put the new facilities on the map.
1 a dn.ema C- , _) 4 a hotel
2 a sports cen.tre C-, _) 5 a museum
3 shops C- , _) C-, _) 6 a skateboard park
1 Write reasons for your decisions. Use the words in the boxes.

We think good place because it's ...

it's a bad idea
brilliant
reall~ bad

2 Write objections to the other pair's decisions. Use the words in the boxes.

We don't like the idea because ...

think the place is too nois~

bus~
crowded
dark
wet

Objections
 Water we use
CONTENT FOCUS Before class
learning about how water is Photocopy worksheet 2.5, one per pupil. If possible, bring a glass of water to class.
used in the home
becoming aware of saving In class
water 1 Finding out If available, show pupils a glass of water and ask What's this? (water),
Where does it come from? (rain, sea, rivers, lakes). What do you use water for? (e.g .
COMMUNICATION
talking about ways pupils
drinking, washing, cleaning things). Ask pupils to copy while you mime and say Wash
use water your hands (rubbing hands as though under a tap), Clean your teeth (making brushing
movements by your mouth), Have a shower (holding one hand above your head as though
COGNITION spraying water), Have a bath (turning on two taps and stepping into a bath), Drink some
linking
water (mime drinking from a glass).
recognising
2 Ask pupils to listen as you call out more actions. Tell them to mime the action if it uses water
evaluating
and do nothing if the action doesn't use water. SayWash your hands (pupils mime action),
lEVEL 1 Ride abike, Have a shower (pupils mime action), Get dressed, Have a bath (pupils mime
action), Go swimming (pupils mime action), Clean your teeth (pupils mime action), Watch
AGE RANGE
TV Wash your clothes (pupils mime action), Make dinner (if pupils mime the action, ask
6-8
them why they need water e.g. to wash food, to cook pasta).
TUIIUl
3 Give out worksheet 2.5. Tell pupils to read the speech bubbles and draw lines matching the
30 minutes
children with the uses of water. AskWho has a shower at night? (Prem), Who has a bath at
night? (Asef), Who drinks water at lunch time? (Jo) etc.
LEARN ABOUT THE
Key 1a 2d 3e 4b 5c
ENVIRONMENT
We use water for many 4 Ask the pupils to think about how they use water at home. Tell them to tick the sentences that
things in our daily How many pupils have showers? How many pupils
are true for them. When they finish, ask
routines. We should not have baths? How many pupils help to wash the car? Tell pupils to put their hands up.
waste it. Children are S Explain that it's important to save water. Tell pupils to look at the pictures in section 3. Ask Is
recommended to drink
it good or bad? Tell them to circle the right word.
water regularly.
Key 1 bad 2 good 3 good 4 bad 5 bad 6 bad

WORD BOX G)m Follow up

bath, shower, tap, water
Tell pupils to make a class bar chart to show how many glasses of water they drink every day.
hair, hands, car, clothes
brush, clean, drink, wash
bad,good

SINTENCE BOX
Clean your teeth.
Drink water.
Have a bath.
Have a shower.
The bath is full.
The tap is on.
The tap isn't off.
Wash your hands.
1 Match the children with the pictures. Read and draw lines.

o ~ I have a shower at night.~

<:( I clean my teeth at njght.)

Tom

~ ~ I have a bath at njght.)

Asef
:v I wash. m~ h.an.ds
~~
at lun.ch. time.
~
"0
Mia

o . <:( I drink water at lunch time.)

Jo

2 How do you use water at home? Read and tick (~).

1 We have showers.
D 4 We wash our hair.
D
2 We have baths. D 5 We wash oUr clothes. D
3 We wash our car. D
3 Look at the pictures. Circle 'good' or 'bad'.

Oc@c 8c@c e~ O~ ~ Jp ~o,

r'8'-:D ~(t;!_::._~~
:~ t1r1 ~-~~
ltt--Jt ~~~
rf I
AD
good
If
good
9\~~
good
~tf7d~
good
~;,..
~14:r.95\;S

good
(J

good
~

(ba"d) bad bad bad bad bad

Helping hands
COINTENT fOCUS Before class
learning about people who Photocopy worksheet 2.6, one per pupil.
help us
describing jobs In class
, Finding out Ask pupils to suggest words for people who help us (e.g. teachers, nurses,
CCfJUlf"UNRCAiI'mOtJ
doctors, shop assistants, police officers, fire fighters, ambulance workers, cleaners). Write
comparing information and
the words on the board.
decision making
2 Give out worksheet 2.6. Point to the pictures of the different jobs and ask questions to
COGlNlnm(~t,!1
check understanding of the job words e.g. Who puts out fires? (fire fighter), Who helps us
identifying
look after our teeth? (dentist), Who works in a hospital? (doctor), Who works in the streets?
reasoning
(street cleaner), Who drives a police car? (police officer). Teach helmet by saying The fire
logical thinking fighter puts this on his head, and hose by saying The fire fighter holds this. Tell the pupils to
LEVEi. 2 read the sentences and match them to the jobs.
,Key 1 street cleaner 2 fire fighter 3 police officer 4 doctor 5 dentist 6 street cleaner
AGE RANGE
7 fire fighter 8 doctor
8-10
3 Put the pupils into pairs. Tell the pairs to choose one of the five jobs on the worksheet, or
TIME another person who helps us. Using the sentence starters, explain that they need to make
30 minutes
five sentences to describe the job e.g. This person wears a uniform. Ask some pairs to read
their sentences for the class to guess the job.
iJ.Ii!ARN ABOUT THE
Optional activity Pupils can write more sentences for other jobs they know.
ENVIRONMENf
Some people work in jobs 4 Round up Ask pupils what they do to help other people (their family, friends, teachers etc).
which keep the community
safe. They help many
people including children.

WORD
boot, brush, dentist,
em
doctor, fire fighter, helmet,
hose, mirror, police officer,
rubbish, street, street
cleaner, teeth, uniform
clean, protect

SENTENCE BOX
This person helps us feel
better.
This person uses a
computer.
This person wears a
uniform.
This person works at night.
This person works in a
shop.
This person works in the
day.
What does hedo?
What does she do?
~_. = H~ellili!g hands

1 Read the sentences and write the jobs.

fue flgh.ter

police offlcer

1 He Reeps our town clean.

2 He wears a helmet and boots.
3 She wears a uniform and she uses a radio.
4 She helps us when we're sicR.
S He taRes care of our teeth.
6 He uses a brush and picRs up rubbish.
7 He wears a helmet and uses a hose.
8 She wears a white coat.

2 Make sentences about jobs. Listen and guess.

This person worRs ... in the da~ I at night

This person wears ... a uniform I a helmet I boots I a white coat

This person doesn't wear ...

This person uses ... a computer I a car I an ambulance I a

machine I a brush I a whiteboard I bOORS

This person worRs in ... a school I a shop I a hospital

This person helps us ... learn man~ subjects I fmd booRs I get to
hospital

3 Think! What do you do to help other people?

 Sound story
CONTENT FOCUS Before class
learning how to look Photocopy worksheet 2.7, one per pupil.
after the environment and
understanding how human In class
actions can affect natural 1 Finding out Ask pupils what they can find in and around parks (e.g. animals insects, l

habitats
birds, plants, trees flowers bushes, seats). Ask pupils to think of three good things children
l l

COMMUNICATION can do when they go to a park (e.g. walk, play have picnics fly kites). Then ask them to
1

sharing ideas think of three bad things (e.g. drop rubbish draw on seats let their dogs run everywhere
l l l

group reading make a lot of noise).

suggesting solutions 2 Tell pupils they are going to listen to a story. Read the first two paragraphs and ask What is
the problem? (the teenagers are noisy, they frighten the animals and drop rubbish) .
COGNITION
.- creative thinking 3 Then read paragraph 3 and ask What is the problem now? (the animals are hur~. Put pupils
in pairs and ask them to think of two possible solutions to the problem. After a few minutes,
predicting
ask pairs to share their ideas with the class.
identifying problems
4 Give out worksheet 2.7 to each pupil. Tell pupils to read the rest of the story (paragraphs
reasoning
4 and 5). Ask What was the solution? (the teenagers changed their behaviour and the
LEVEL 3 animals returned to their habita~. Ask the pupils to consider whether it was a good solution l

and why.
AGE RANGE
10-12 S Put pupils into groups of five. In each group, give the pupils a number (1,2,3 4 1 or 5) and
ask them to sit in circles. Explain that Pupil 1 reads paragraph 1, Pupil 2 reads paragraph 2
TIME
etc. The other pupils in the group add appropriate background sounds where there is a star
45 minutes
(*) in the story. Give the groups time to practise, then ask groups to read their sound story
LEARN ABOUT THE for the rest of the class.

ENVIRONMENT 6 Tell pupils to draw the park at the end of the story.
Plants and animals live in 7 Round up Ask the class what their favourite sounds were.
habitats where they are
best adapted to survive. It
Follow up 1
is important for pupils to
Pupils think of different musical instruments (e.g. drum, flute, violin, trumpet) and decide which
learn that their behaviour
ones could represent the sounds in the story.
can affect animals.

Follow up 2
Pupils record their stories using their voices and/or instruments or other materials to make the
sounds more effective.

WORDBOX ~ SENTENCE BOX

animal, bin, bird, Irs dangerous.
bush, habitat insect, l We mustn/t hurt animals.
noise, park plant, rubbish
l We should put rubbish in bins.
dangerous frightened,
1 We shouldn't make a lot of noise.
noisYI safe Some animals are frightened and hurt.
hurt Some people drop rubbish and make a lot of noise.
Some people have picnics in parks.
 Sound story

Read the story. (L n"

t~ I ~J1
~~ ~-~6
,('\ :J..,
~CJh~D~ ~~:/ ~
\l
CtA~(3 ~~
'"'~-~
0~rC(2-:< \;
~ ~_ '-~"'J~ I Once there was a beautiful park near a town. Lots of animals lived
~"'f)-A~n~in the park. They were happy in their habitat. Birds sang*, insects
"-.'=\.. buzzed*, and ducks and fish swam* around the pond.
~l:~~-...) 2 One day a group of noisy teenagers* came to the park on their
bikes*. Their mobile phones were ringing* and they were shouting*.
,.1)l'1tb 'Let's eat here,' said one of them. After eating* and drinking*, they Lh'
~i~1' threw stones* and dropped their empty bottles and plastic bags onto
"" 4 the grass*. The animals hid and the birds flew away.
A r; ; 3 After the teenagers went home, the animals slowly came back. Some ~ :.,...;
0
~~
ducks hurt their feet on the metal cans*, some insects flew into the
plasticbags' and same birdshurttheirwingsan the glass battles'.
Some animals left the park. It was very, very quiet.
@~f!

.~ 4 People who lived near the park were sad* because it looked ~ jJ
,J' 1.1.. so dirty. They decided to do something. They helped clean the , /If
park and take the rubbish away. The people put three rubbish ~
bins around the park and they put up a big wooden sign*. It said, "~--.::::,.t
'ANIMALS LIVE HERE. LOOK AFTER THEIR HABITAT.' ~
5 By summer, the park was clean again. Birds sang*, ducks ~
quacked*, insects buzzed* and fish swam* around the pond. The /~~
group of teenagers came back to visit the park. They read the sign L~
and began to think about the animals that lived there. So, they - ~
stopped throwing stones and put their rubbish in the bins. They
switched their phones off, sat down and watched the birds and -= ,~ /)1

~\sects m~;ng~i;;Jj;:~1t

~
'li;c2
~ ~ -~
l~.:::~~~~;-q
~r~~~ I 'l\~~)~
~~i;.
~ >~/!~\ ~I
fJ ~"-=
J!dA~ .t.
~ I\~'
~,.., ~
v

2 Draw the park at the end of the story.

Habitats around the world
CONUNf O(US Before class
learning that different animals Photocopy worksheet 2.8, one per pupil. Bring coloured pencils to class for groups of pupils
live in different habitats to share.
understanding that animals
are adapted to live in their In class
habitats I Finding out Play an animal word game. Put the class in two groups (greens and blues).
CONU\lAU~~I"A'1i10N Start by saying four. Explain that a pupil from the green team then says the name of an
giving reasons animal with four legs. Next, a pupil from the blue team continues by saying another

comparing pictures
e.g. tiger. The teams take turns to say animal words. Keep a tally on the board and at the
end see how many animals they named. Then say two. Repeat the game with animals that
(;fi,:ilJGiNl~'iI'~ON! have two legs e.g. chicken.
identifying
2 Give out worksheet 2.8 to each pupil and ask them to look at the pictures of the habitats
matching
(jungle, sea, snow and desert). Say the words. Explain that the place where animals live is
comparing called a habitat. Write the word on the board.
3 Ask Which habitat blue? (the sea), Which is white? (snow), Which is green and brown?
is
(the jungle), Which brown and yellow? (the desert). Teach hot, cold, wet and dry through
is
AG~ IIl1A~liGE
gestures. Say the words and tell pupils to tell you the opposite e.g. cold (hot). Ask Which
6-8
habitat is hot? (jungle), Which habitat is cold? (snow), Which habitat is wet? (sea), Which
TliME habitat is dry? (desert).
30 minutes
4 Tell pupils to look at the pictures of the four animals and say their names (camel, fish, polar
bear, tiger). Ask them to match the animals with their habitat pictures.
MEARN ABOUT TIlillii1
Key 1 d 2 b 3 c 4 a
iNVIRONfJlENf
Animals live in different 5 AskWhere does the tiger live? (jungle). Tell pupils to circle the correct words.
habitats. They survive best Key 1c 2b 3c 4 b
in conditions where they 6 Ask What do animals do in their habitat? (find food and make homes). Tell pupils to colour
can bring up their young
the habitats and the animals, then ask what they notice about the polar bear and the camel
safely.
(they are the same colour as their habitat). Explain that many animals are the same colour

WORDBOX
habitat: desert, jungle,
em as their habitat because they can hide better.
7 Round up Ask pupils to name other animals that live in the sea, the jungle, the desert and
snow.
sea, snow
camel, fish, polar bear, Follow up
tiger
Put pupils into four groups and give them a large piece of plain paper. Tell them to choose a
blue, brown, green,
habitat, then think of more animals which live there and paint or draw them.
yellow, white
cold, dry, hot, wet

SENTENCE BOX
Camels live in the desert.
Fish live in the sea.
Polar bears live in the snow.
The jungle is green.
The sea is blue.
The snow and ice are
white.
Tigers live in the jungle.
~ H_a_b_i_ta_t_s_a_r_ou_n_d_th_e_w_o_rl_d

1 camel 0 3 polar bear

2 flsn D 4 tiger

2 Circle the right word.

1 Tne tiger lives in tne a sea b desert c (lUlV
2 Tne polar bear lives in tne a jungle b snow c desert.
3 Tne flsn lives in tne a desert b jungle c sea.
4 Tne camel lives in tne a sea b desert c jungle.
 Would you like to be ?

CO!l\llUNT FOCUS Before class
expressing ideas about words Photocopy worksheet 2.9(A), one per pupil, and 2.9(8), one per pair of pupils. Photocopy
related to the environment the blank worksheet on page 139, one per pair or group of pupils. Bring two dice to class for
each pair.
COMMUNICATION
giving reasons
In class
COGNITION 1 Finding out Say You can be anything in the world. What would you like to be? Ask the
.- creative thinking
pupils to suggest ideas and translate if necessary.
reasoning
2 Give out worksheet 2.9(A) and elicit the vocabulary in the pictures. Ask pupils which
justifying
number is missing in the list ( I). Put the pupils into pairs and give each pair two dice.
LEVEl. 2/3 Explain that the pupils choose which question to answer by throwing the dice and adding
the two numbers together (e.g. 3 + 4 = 7, the pupils look at question 7). Ask Can we add
AGIlE RANGE
two dice to equal 1? (no). They take turns to throw the dice and ask the question. They have
8-12
to decide which of the two things they would like to be, then circle the word. Tell pupils to
TIME throw the dice and play the game until all questions have been answered. Alternatively fix a
30 minutes time limit of ten minutes.
3 After they finish, ask pupils to feed back some of their ideas to the class e.g. Why would
LEARN ABOUT THE
you like to be a bird? (because it can fly, because it sings etc).
ENVIRONMENT
Words related to the 4 Give out worksheet 2.9(B) to each pair. Explain that pupils are now going to tell their
environment often have partner the reasons for their choices on worksheet 2.9(A). For each word they circled, ask
different features e.g. them to say a reason.
strong (animals and S Round up Ask some pupils for the reasons they used from the worksheet, or for their own
smells), smooth (animal
reasons.
skin and stones), cold
(climate and materials).
Follow up
Give out the blank Would you like to be worksheets on page 139. See the instructions for the
WORDBOX ~ game on page 134.
bee, bird, butterfly,
camel, desert, fish, flower,
garden, honey, jungle,
insect, moon, mountain,
park, polar bear, reptile,
river, sea, shell, sky, stone,
sun, tree
beautiful, big, bright, fast,
hard, hot, quiet, shiny,
smooth, strong
because

SENTIENCE BOX
I'd like to be a bird
because it can fly.
I'd like to be a butterfly
because it has bright
colours.
I'd like to be a mountain
because it's beautiful.
I'd like to be a stone
because it's smooth.
G- W_O_U_ld_you like to be ... ?

1 Look at the words. Choose and circle.

WouLd you Like to be ...?

2 a bird or a flsh

#-b~ 3 a tree or a j10wer

4 the sun. or the moon. /~~-

~~
-v
...
."..
-y

...

~'O 5 a moun.tain. or a river

6 a garden. or a park

7 a ston.e or a shell

8 a camel or a polar bear

q the sk~ or the sea

10 a jun.gle or a desert
~

YtFfif 1 1 an. in.sect or a reptile

(~ 12 a butterj1~ or a bee

<...~ ",, ,I"

Would you like to be ... ?
--0
1 Say your reasons. Use the words in the box.

It's beaut~ul.
big.
fast.
hard.
hot.
quiet.
I'd liRe to be a
shin~ polar bear because
smooth. it's strong.
strong.

It can j1~.
maRe hone~.
swim fast.

It has bright colours.

a good shape.
a nice smell.

CONTENT FOCUS
negotiating which animals to
research
learning about endangered
species around the world
presenting information in a
leaflet
COMMUNICATION
making suggestions
giving reasons
agreeing and disagreeing
comparing pictures
COGNITION
.- comparing
making decisions
LEVEL 3
AGE RANGIIi
10-12
TIME
60 minutes
LEARN ABOUT THIE
ENVIRONMENT
Animals become extinct if
they have not been seen in
the wild for 50 years. Many
animals are endangered
because of human actions
(e.g. pollution, loss of
habitat and hunting).
WORD BOX G)rE
Africa, Antarctica, Asia,
Australasia, Europe, North
America, South America
continent, habitat, hunting,
lifespan, power lines
destroyed, endangered,
polluted
SENTENCE BOX
Let'sfind out about the ...
No, why don't we find out
about the ...
OK, I agree.
Endangered animal leaflets
Before class
Photocopy worksheets 2.1 O(A) and 2.1 O(C), one per pupil. Copy and cut cards from
2.10(8) for every pair of pupils. Bring a world map or globe to class if possible.
In class
1 Finding out Ask pupils to name as many continents as they can (translating if necessary).
Using worksheet 2.1 O(A) or a world map or globe, point to the continents and say the
names North America, South America, Africa, Asia, Antarctica, Australasia, Europe.
Ask pupils to suggest animals which live in each continent (e.g. North America - bear,
South America - parrot, Africa - zebra, Asia - monkey, Antarctica - penguin, Australasia
- kangaroo, Europe - fox).
2 Give out worksheet 2.1 OIA) to each pupil. Tell them to choose a colour for each continent
and colour the world map .
3 Put the pupils into pairs and give out the cards from worksheet 2.1 O(B) to each pair. Tell
them to look at the pictures and ask What do the animals have in common? (accept several
answers). Explain that people are responsible for looking after the animals' habitats. Say
All these animals are endangered. Write endangered on the board and ask Why are these
animals in danger? (e.g. they have lost their habitat, they are threatened by pollution and
hunting).
4 Tell pupils they are going to do a class project on the animals but that there is time to find
out about only four animals, not eight. Ask pupils to write down four animals they want to
find out about (without showing their partner). Give them three minutes. Then say We still
have too many animals. Ask pupils to decide with their partner which three animals to find
out about together. Write the speech bubbles on the board to help them:
After five minutes, ask each pair to tell you their animals.
5 Tell pupils to use the information cards about their three animals to write the animal words in
the right place on the map in worksheet 2.1 O(A).
6 Give out worksheet 2.1 O(C) to each pupil. Explain that they are going to make a leaflet.
Teach hunting and destroyed by miming the words. Explain that we call how long an animal
lives its lifespan. Explain that polluted means dirty. Then tell pupils to read the information
cards and complete the leaflet for their animals. They should draw a picture of each animal.
Next, they can cut out, fold and decorate their leaflets.
7 Round up Ask each pair of pupils to tell the class about something new they found out
about one animal.
Follow up
Make a class wall display with the endangered animal leaflets.
Endangered animal leaflets
--G
I

Snowy owL t;WhaLe t Chimpanzee t; Giraffe

I
I
J
I
I
J

Continents: Africa, North :

America, South America, Continent: Africa :
Continent: North America Asia, Antarctica, Australia, Habitat: tropical forests, :
I
Habita.t: cool and warm Europe woodlands I
I
Continent: Africa
climates Habitat: cold and warm Food: fruit, nuts, seeds, : Habitat: savannas
Food: other birds water insects : Food: leaves
lifespan: q ~ears Food: flsh, mammals Lifespan: 50-60 ~ears : Lifespan: 25 ~ears
Number of young: 3-5 lifespan: 20-40 ~ears Number of young: 1 : Number of young: 1
I

Dangers: hunting, power Number of young: 1 Dangers: habitat : Dangers: habitat

lines I Dangers: pollution, hunting destro~ed) hunting : destro~ed, hunting
~ - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - -~
I

: Kangaroo Tiger Penguin

I
I
J
I 11'1
I :I
a.
I
J
a
I
:I
Continent: Asia I
I
Continent: Australia Continent: Asia Continent: Antarctica
CD
Habitat: evergreen forests I
I Habitat: forests, Habitat: tropical forests, I Habitat: deep water, ice
CD
Food: bamboo
I
I woodlands grasslands Food: flsh a.
lifespan: 20-30 ~ears
I
Food: grass Food: deer, antelopes lifespan: 15-20 ~ears a
:I
-.
I
I

Number of young: 1-2 I

I
lifespan: 6-8 ~ears lifespan: 10-15 ~ears Number of young: 1-2 a
Dange,rs: habitat
destro~ed, hunting
I
I
I
I
Number of young: 1
Dangers: sheep, cattle,
Number of young: 3-4
Dangers: habitat
Dangers: melting ice,
pollution
--
a
CD
a
-.,.
I
I
I
hunting destro~ed, hunting
I CD
I
2 Complete the leaflet about three animals. Use the information cards.
r ~ - - - - - - - - - - - - - - - - - - - - - - - - - : - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-
CD
a
-

CD
fit

3 Cut out, fold and decorate your leaflet.


CONTENT FOCUS
recognising numbers 1-20
and understanding simple
relationships between them
performing simple addition
and subtraction operations
COMMUNICATION
giving instructions
COGNITION
.- identifying
Show me
Before class
Photocopy worksheet 3.1 and cut out one set of cards per pair of pupils.
In class
1 Finding out Ask pupils to count up from 1-10 or 1-20. First do this with the whole class
together, then point to individual pupils to say the numbers. With older pupils count up in
twos around the class (2,4, 6, 8 ... 20) and then in threes (3, 6,9,12 ... j .
2 Put pupils into pairs. Give out a set of cards to each pair and ask them to spread the cards
out on the desks so they can see the numbers 0-9 .
3 Explain to pupils that when you say Show me ... , they take it in turns to hold up the number

making decisions you say. Demonstrate with one pair by saying Show me 5 (one of the pair holds up number
5). Repeat this with six different numbers.
calculating
4 Then ask pupils to show you more numbers:
LEVEL 1 Show me a number bigger than 5 (6,7,8, 9).
AGE RANGE Show me a number smaller than 5 (0, 1,2,3,4).
6-8 Show me a number between 1 and 5 (2,3,4).
Show me a number between 5 and 10(6,7,8, 9).
TIME
30 minutes Optional activity Ask pupils to put the number cards together to make bigger numbers.
Say:
LlEARNI ABOUT Show me the biggest number you can make (98).
MATHS Show me the smallest number you can make ( 10).
Pupils can make mental 5 Draw the addition symbol (+) on the board. Say This is called plus. Draw the equals symbol
arithmetic easier by
(=) on the board. Say This is coiled' equals'. Say Show me 2 plus 4 (6). Show me 4 plus 3
breaking up numbers e.g.
(7). Continue with more addition sums.
15 + 4 is the same as 10
+ 5 + 4. 6 Draw the subtraction symbol (-) on the board. Say This is called 'minus'. Say Show me
5 minus 2 (3). Show me 8 minus 3 (5). Continue with more subtraction sums.
Optional activity For older pupils use the operations x (times or multiply) and -:- (divided
WORD BOX G)Dl
minus H
by). Say Show me 3 times 4 ( 12). Show me 10 divided by 2 (5). Continue with more

plus (+) multiplication and division sums.

times (multiply by) (x) 7 Round up Write ten different numbers on the board at approximately the pupils' height.
divided by (-:-) Divide the class into two teams. One member of each team stands in front of the board. Call
is/equals (=) out a sum (3 plus 2). The two pupils compete to see who can touch number 5 first. The pupil
bigger, smaller to touch the number first gets a point for their team.
between

SENTENCE BOX
Follow up 1
Show me ... Put pupils in groups of three or four. Pupils take it in turns to call out instructions and hold up
Six plus two is eight. cards. They say Show me ...
Eight minus two is six.
Two times four is eight. Follow up 2
Eight divided by four is two. Appoint one pupil per group to write down the sums. Say I'm going to show you a number.
Write down a sum with two digit cords to make that number. Demonstrate by saying 9 (0 + 9,
1 + 8, 2 + 7, 3 + 6 or 4 + 5).
Show me _
---------W
r~---------T------------T------------T------------T------------,

: 0 t 1 t 2 t 3 t 4 !
I I
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~~---------+------------+------------+------------+------------i
I I I I I I
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5 6 7 8 q
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jot 1 t 2 t 3 t 4 :
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: 5 : 6 : 7 : 8 : -q :
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 Malhs bingo
CONTENT FOCUS Before class
recognising and performing Photocopy and cut out bingo cards from worksheet 3.2(A) for younger pupils or 3.2(8) for
mental arithmetic operations older pupils, one card per pair of pupils. Bring counters to class (nine for every pair of pupils),
with numbers 1-12 or prepare small squares of coloured paper for pupils to use as counters.
~OM&li\UNICA'II'IOINl
comparing answers with a In class
partner 1 Write the following symbols on the board:
+ (plus)
COGNITION
- (minus)
identifying
x (times / multiplied by)
calculating
-7 (divided by)
comparing
= (is/equals)

UVIEL 2 2 Check pupils' understanding of the symbols by writing four example sums next to the
symbols:
AGE RANGE
8-10 4+8=
12 - 7 =
TIME 4x3=
20 minutes
12 -76=
Ask pupils to read and answer the sums.
LEARN ABOUT
MATHS Key 4 + 8 = 12 12 - 7 = 5 4 x 3 = 12 12 -7 6 = 2

Addition, subtraction,
multiplication and
division are mathematical
operations.
WORD BOX G)im
plus, minus, times /
multiplied by, divided by,
is/equals
SENTENCE BOX
Four plus eight is twelve.
Twelve minus seven is five.
Four times three is twelve.
Twelve divided by six is
two.
3 Put pupils into pairs. Give a bingo card and a set of nine counters to each pair.
4 I'm going to call out a number. Look at your bingo card. If you can make the
Tell pupils
number, put your hands up. Demonstrate by saying Number 10. Pupils who can make 10
put their hands up. Ask pupils to tell you their sums.
Possible answers 2 x 5 (bingo card 3.2(A) number 3) 40 -7 4 (bingo cards 3.2(B)
number 3)
If they are correct, pupils can cover the sum square with a counter. (Several pairs will be
able to make each number.) For bingo cards 3.2(A), play the game by calling out numbers
1-12, in any order. For bingo cards 3.2(B), play the game by calling out the following
numbers in any order: 4, 6, 10, 12, 15, 16, 18,20,21,24,27,28,32,36,40. Pupils
cover their squares when the number matches the sum. Explain that the winners are the first
pair to cover all the squares on their card. They should callout Bingo!
Follow up
Write the number 20 on the board. Put the pupils in pairs. Ask How many sums can you can
write down to make 20 in three minutes? In pairs, pupils list sums with the answer 20.
Possible answers lOx 2 25 - 5 4 x 5 2 + 18 30 - 10 100 -7 5
Malhs bing_o e
2x3 2+8 10 + 2
3x4 10- 2 6+3
7+2 q-5 4-3
-;?<- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2

6+3 3x3 2x4

3+3 8-4 7+3
q+3 3-2 10- 3
-;?<- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3

8+4 3x2 8+2

10- 3 12- 3 2x5
4x3 q+3 2+6
-;?<- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4

6x2 4+5 6+3

1+ 5 11- 6 4-1
5+2 3+7 8+2
 Maths bin~

8x3 Sx4 12 + 2
6x6 2xq 8x2
3x4 3xS 4 x 10
-~- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2

3x7 Qx4 4x3

Qx3 7x4 4 x 10
12 + 3 4xS Qx2
-~-------------------------------------------------------------
3

8x3 Sx8 40 + 4
10x 2 3x6 3 x 12
4x4 6x2 4x8
-~- ---------------------- --------- ----------------------- ----- -
4

Sx3 2x8 16 + 4
24 + 4 8x4 4x6
7x3 4x7 3xQ
 Number dance
CONTENT FOCUS Before class
using numbers to make totals Write one, two, four and eight as words on four large pieces of paper or card. Photocopy
between 3 and 12 worksheet 3.3, one for every group of four pupils. Bring to class sets of counters for each
working out number group.
relationships Option Bring to class music suitable for pupils to dance to .
COMMUNICATION
stating number facts In class
1 Finding out Ask pupils to think of their favourite number. With the pupils, click your fingers
COGNITION
three times, then stop and say a favourite number (e.g. click, click, click, 10). Continue the
.- making choices and justifying
rhythm with the class, explaining that when you nod your head at a pupil, they say their
choices
favourite number (there are no wrong answers and pupils can repeat the same number).
LEVEL1/2
2 Put the number cards on the floor in a large space so pupils can see them. Choose three
AGE RANGE pupils to come to the front (dancers A, B and C). If there is music available, play the music
6-10 for about one minute and encourage the dancers to move to it. Explain that when the music
stops, the class should callout a number between 3 and 12. The three dancers (A, B, C)
TIME
then make the number together by standing on the paper numbers. More than one pupil can
20 minutes
stand on the same number. Demonstrate by playing the music for a minute, then calling out
LEARN ABOUT the number 10 and asking the pupils to make that number (e.g. two pupils stand on number
MATHS 4, one pupil stands on number 2). Write the sum on the board (e.g. 4 + 4 + 2 = 10). Repeat
In addition, order doesn't the process six times, changing the dancers for each sum.
matter. 3 + 4 + 2 is the 3 Put the pupils into groups of four. Give each group a set of three counters and a copy of
same as 2 + 3 + 4. worksheet 3.3. Explain that one pupil calls out numbers between 3 and 12, and the other
pupils decide where to put their counters to make that number. They can change roles after
WORD BOX Gftm each sum so every pupil has the opportunity to call the numbers. Ask pupils to record the
one, two, three, four, sums they make on their worksheets.
five, six, seven, eight, nine,
Possible answers
ten, eleven, twelve
equals/is, plus
3 = 1+ 1 + 1 8=4+2+2
4=2+1+1 9=4+4+1
SENTENCE BOX 5=2+2+1 10 = 4 + 4 + 2 or 8 + 1 + 1
Eight plus one plus one is 6 = 2 + 2 + 2 or 4 + 1 + 1 11=8+2+1
ten. 7=4+2+1 12 = 8 + 2 + 2 or 4 + 4 + 4
How can you make ten?
4 Round up Ask Are there any numbers between 3 and 12 you can't make with two pupils?
(7,11).
01J
Three in a row: fractions
Before class
Photocopy worksheet 3.4 and cut in two (one game per pair of pupils). Provide different
coloured pencils and two dice for each pair of pupils.

In class
I Finding out Draw a large square on the board and divide it in two equal parts. Ask pupils
recognising equivalent what each part represents (one-half). Repeat with one-third, one-quarter, one-fifth and one-
fractions sixth.
reasoning strategies to win
the game 1 1
4 4

1 1 1 1 1
3 3 3 4 4

Write~,~,~, ~ and on the board and ask pupils what these are called (fractions). Tell
them they are parts of a unit. The small number is on top, the big number is on the bottom.
2 IS t he same as 2'
Show t hem t hat 4" 2 IS t he same as 3'
1 "6 3 IS t he same as 21 an d "6
1 "6 4 IS th e same
2
as 3'
Fractions have a number 2 Put the pupils into pairs and give out worksheet 3.4 to each pair.
on the top and a number
3 Demonstrate how to play the game. Pupils need to have different coloured pencils. They
on the bottom. They
take turns to throw the two dice. If the dice show one and two, pupils can put a cross on
represent part of a unit.
the box with ~. If the dice show three and four, pupils put a cross on %. If the dice show
They can have equivalent
fractions. five and six, pupils put a cross on t etc. Tell pupils the smaller number on the dice goes on
top of the fraction. If they have dice with the same numbers (e.g. four and four) they put
a cross on the number one. The aim of the game is to have three boxes in a row. Pupils
WORD BOX 0rm try to stop their partners from getting three in a row. Explain that pupils can make three
one, one-half, one-third
connecting boxes in a vertical, horizontal or diagonal line. Draw arrows on the board to
one-quarter, one-fifth,
demonstrate the directions.
one-sixth, two-thirds, three-
quarters, two-fifths, three-
fifths, four-fifths, five-sixths
row
diagonal, horizontal, Pupils can playa second game with different coloured pencils.
vertical
4 Round up Ask pupils to think of some more equivalent fractions.
1 4 5 6
SIIf\lTI!NC:E BOX 2=8 10 12
I've got three in a row. 1 3 4 5
Two-quarters is the same 3="9 12 15
as a half. 1 2 3 4
4"=8 12 16
Two-sixths is the same as
a third.
Four-sixths is the same as
two-thirds.
It's the same as one.
It's your turn.
I've won.
~ T_hr_ee_i_n _u _ro_w:_f_ru_cti_on_s

1
, 1
-
1
- -
1 1
2 3 4
1 1 2
-
3 -
2
5 6 3 4 5
3 4
-
1 5 -
1
5 5 6 2
1
-
1
-
1
- -
1 -
2
3 4 5 6 3
3 2 3
1 4
-

5 5 1

1 1 1 1
1 2
-

3
-

4
1 1 2
-
3 -
2
5 6 3 4 5
3 4 1
5 -
1
5 5 6 2
1 1 1
-
1
- -
2
3 4 5 6 3
3 2 3
1 4
-

5 5 1
 Shape dance
CONTENT FOCUS Before class
understanding the properties Photocopy worksheet 3.5, one per pupil.
of 2-D shapes
creating a dance sequence to In class
correspond to the properties 1 Finding out Draw a large circle, square and triangle on the board. Say the names and
of 2-D shapes point to the shapes. Ask pupils to repeat the names and make the shapes with their hands .

COM'lIUJNICATmON
giving instructions
asking for repetition
COGNITION
.- matching shapes with actions
creative thinking
Llyn 'I
AGE RANGE
6-8
TIME
20 minutes
LEARN ABOUT
MATMS
You can show pupils
Leonardo da Vinci's
picture of a man who fits
into a square and a circle:
http://en.wikipedia.org/
wiki/Vitruvian_Man
WORDBOX ~
circle, square, triangle
clap, stretch, turn
green, red, yellow
2 Ask pupils to look around the classroom. Say Find a circle shape (e.g. a clock), Find a
square shape (e.g. a window or a light switch), Find a triangular shape (e.g. a picture on a
book, a poster or a part of a machine).
3 Give out worksheet 3.5 to each pupil. Ask them to read and colour the shapes.
Key window - red clock - green pencil case - yellow
4 Put pupils into pairs and tell them to stand up. Ask them to work with their partner to make
a circle shape, first with their hands, then with their arms, then with their whole bodies. Tell
pupils to change partners. Next, ask them to make a square shape with their hands, their
arms, and their whole bodies. Tell pupils to change partners again, and make a triangle
shape with their hands, their arms and their whole bodies.
5 Point to the shapes on the board and demonstrate the actions. Say When I point to the
circle, all turn round (turn round). When I point to the square, all stretch your arms and legs
in a diagona/(stretch your arms and legs in a diagonal cross). Show pupils the four corners
of the square. When I point to the triangle, clap three times (clap three times). Show pupils
the three corners of the triangle. Demonstrate with a few pupils, pointing to the three shapes
as they do the actions.
6 Put pupils in pairs or groups of three. Tell them to look at the shapes on their worksheets,
think about the actions and do the dance by doing the actions in order. When they finish,
ask a few groups to do the dance for the class.
7 Next, tell pupils they are going to make a new shape dance in their groups. Ask them to
think of different actions for the shapes (e.g. jumping, hopping, waving, turning heads,
clicking fingers etc). Ask a few groups to do their new dances for the class.

8 Round up Ask the pupils to say what they like about the new dances. Copy these speech
SENTENCE BOX
bubbles onto the board:
Clap your hands three
times.
Hop four times.
I like the triangles.
Jump three times.
Stretch your arms and legs.
The jumps are good.
Turn round.
.- Sh_ape dance

1 Read and colour the shapes.

Colour the squares red.
Colour the circles green.
Colour the triangles yellow.

2 Look at the shapes. Do the dance.

0 circle 8 square e triangle

0 D D
0 square 0 triangle 0 circle

D D 0
8 square e circle 0 triangle

D 0 D
3 Now make a new shape dance.
 Shape maze
learning about the vocabulary
of shape, size and pattern
listening and visualising
shapes
being aware of word order
COII~%lI:rlUlINlil~!:J~~VDCIliI~
stating facts
describing shapes and their
features
Before class
Photocopy worksheet 3.6(A), one per pupil. Photocopy worksheet 3.6(8), one per pair,
and cut in half.
In class
1 Finding out Ask the class to say the names of some 2-D shapes (e.g. circle, square,
triangle, rectangle). Ask How many sides do they have? How many corners do they have?
2 Teach striped by drawing a series of straight lines on the board and spotted by drawing
dots. Ask pupils to close their eyes. Say Imagine a circle. Is it big or small? It's spotted. How
many spots has it got? Are the spots big or small? Give the pupils time to clearly picture their
shape. Say Now imagine a triangle. It's got a stripe down the middle. What colour is the

.- making decisions
reasoning
stripe? Pause for the pupils to picture their shape, then say Now imagine a square. It's got
stripes across it. How many stripes can you see? Pause for the pupils to picture their shape,
then ask everyone to open their eyes. Ask a few pupils to describe their shapes for the class.
evaluating 3 Give out worksheet 3.6(A) to each pupil. Ask pupils to describe the first shape (It's big,
LEVlliIi;L It's black, It's a circle). Explain that this is a maze and the pupils have to find a path to the
finish. They can move across or up/down (not diagonally). They can only move to a box
AGE
with a shape which has two properties in common with the last shape (e.g. small white
8-10
square ~ small black square, big striped circle ~ big striped triangle). Ask the pupils
Till/il!l where they can move from the big black circle (to the small black circle). Tell the pupils to
30 minutes draw a path through the maze in pencil. Then they complete the instructions for the maze.
Key big black circle, small black circle, small black rectangle, small striped rectangle, small
striped square, big striped square, big striped circle, big dotted circle, big dotted triangle,
small dotted triangle, small dotted square, big dotted square, big white square, small white
Triangles are strong square, small white triangle
shapes. We use them in
4 Put pupils into pairs (A and B). Give out worksheet 3.6(B) and tell pupils to keep their paper
buildings and bridges.
secret from their partner. Explain that Pupil A starts by reading about their shapes. Pupil B
listens and draws the shapes. Then they change roles. When they finish, ask the pupils to
@m check their pictures with their partner's sentences. Ask Are they the same?
circle, rectangle, square,
triangle
5 Round up Say a size, a shape and a pattern e.g. a big striped triangle. Tell pupils to draw
big, black, small, spotted, it in the air. Repeat with two or three different shapes.
striped, white

SIINT.ENe:E BOX.
It's a big black triangle.
It's a big white circle.
It's asmall spotted
rectangle.
It's small striped square.
~I
. ~.
Shape maze

1 Draw a path through the maze.

Start

[[[ll]D ~

0 ({[l]D [J
.....



ITIIIIl

.A 0 ITIIIIl 8 D 0

({ffiD 8 [[[ll]({ffiD [[[ll] D D

Finish

____________ triangle
~emaze

Read about your shapes.

1 a big white circle
2 a small blacR rectangle
3 a big striped square
4 a small spotted triangle
5 a small blacR circle

~ 1 ~isten and draw.

2 Now read about your shapes.

1 a big spotted square
2 a small striped circle
3 a small white square
4 a big striped triangle
5 a small white rectangle
 Shape symmetry
CONTENT FOCUS Before class
learning about symmetrical Photocopy worksheet 3.7(A) and 3.7(8), one per pupil. Bring a small mirror to class.
mathematical and natural
shapes In class
using graphs 1 Finding out Copy this grid onto the board.
listening, plotting and 4 ,----,.---,----.---,
drawing shapes

COMllilUNICATION
describing points on a grid
describing shapes

_COGNITION
.- interpreting information
comparing

LEVEL
AGE R,A.!NlGE
10-12
TIME
30 minutes
LEARN ABOUT
MATMS
Symmetry is when a
shape can be put in
different positions and fit
exactly onto itself. In line
symmetry, the shape on
one side of the line is the
reflection of the shape on
the other side.
WORD BOX G)D
square, rectangle,
pentagon, hexagon,
co-ordinate, grid, quadrant
first, second, third, fourth
half, halves, symmetry,
symmetrical
SENTENCE BOX
Draw the points in the
second quadrant.
Fold down the central line.
Put a point on the grid.
The shape is symmetrical.
The two halves are the
same.
Two along, six up.
Point to the grid on the board and tell pupils it's called a grid. Ask When do we use a
grid? (e.g. on a map). Explain that the pupils are going to use grids for drawing shapes.
Put a point on the grid in (2, 3) and tell pupils We go along 2 and up 3. Do two or three
examples on the board to plot different points.
2 Give out worksheet 3.7(A) to each pupil. Point to the grids and explain that the four sections
are called quadrants. Ask What is the point on the first grid? (4, 4). Ask pupils to draw the
What
same point in the other three quadrants, then to join the four points with a ruler. Ask
shape have you made? (a square). Tell pupils to write square below the grid. Ask If the grid
is folded in half along the middle line, what happens? (The halves are the same). Explain
that this means the shape is symmetrical. If you have a small mirror, demonstrate the concept
by putting the mirror down the central line. Tell pupils to look at the points in grids 2, 3 and
4, and complete the shapes, imagining the gridlines are mirrors. Ask pupils the names of the
shapes they have drawn and write the words on the board (rectangle, hexagon, octagon).
Ask How many sides do they have? (four, six, eight), Are they symmetrical? (Yes). Tell pupils
to colour in the shapes and write the names below the grids.
Key 1 square (4, -4) (-4, -4) (-4,4) 2 rectangle (5, -3) (-5, -3) (-5, 3)
3 hexagon (3, -5) (-3, -5) (-3,5) (-5,0) 4 octagon (2, -4) (-2, -4) (-2,4) (4, -2)
(-4, -2) (-4, 2)
3 Give out worksheet 3.7(B) to each pupil. Tell pupils to complete the symmetrical pictures by
working out the points in the 2nd and 4th quadrants.
4 Put the pupils into pairs (A and B). Tell them to look at question 2 on their worksheets. Pupil
A draws half of a star shape in grid 1. Pupil B draws half of a fish shape in grid 2. The
pupils then exchange drawings and complete the other half. When they finish, ask Are the
shapes symmetrical?
5 Round up Ask pupils to think of symmetrical shapes found in nature (e.g. leaves,
honeycombs, shells, flowers).
Follow up
Put pupils into groups and ask them to create posters of symmetrical shapes in "nature.
Add labels and display the posters.
~mmetry ~.

1 Draw the shapes. Write the names.

1
2nd quadrant 1st quadrant 2nd quadrant 1st quadrant

4th quadrant 3rd quadrant 4th quadrant 3rd quadrant

~2nd quadrant 1st quadrant 2nd quadrant 1st quadrant

4th quadrant 3rd quadrant 4th quadrant 3rd quadrant

~ ..~r. S_h_a~mmetry

1 Complete the shapes.

1 2nd quadrant 1 st quadrant 2 2nd quadrant 1 st quadrant

'" /
"'""\
/'
......
,,
/ "" ,
/
\
/ J
/ J /
/ / "'\
-'V
~ "- ~ /
4th quadrant 3rd quadrant 4th quadrant 3rd quadrant
leaf bLAtterfly

2 Now draw a shape for your partner to complete.

1 2nd quadrant 1st quadrant 2 2nd quadrant 1st quadrant

4th quadrant 3rd quadrant 4th quadrant 3rd quadrant

stCAr t1sh

3 Talk about your shapes.

The star is!Lsn.'t The flsh is/isn.'t.
symmetrical. symmetrical.
 What's my number?
CONTENT FOCUS Before class
recognising and identifying Photocopy worksheet 3.8(A), one per pupil. Photocopy and cut worksheet 3.8(8), one
shapes and numbers per pair. Bring coloured pencils or crayons to class.

COMMUNICATION
describing location In class
1 Finding out Hold up five fingers and ask How many? (five). Hold up ten fingers and ask
_COGNITION How many now? (ten). Ask a pupil to stand and hold up some fingers (between 1 and 10) .
- recognising shapes
Tell the class to call out the number. Then ask two pupils to hold up some fingers. Tell the
reasoning class to count and callout the number.
f.IE'VEL 2 Draw a large circle, square and triangle on the board. Ask What are these shapes called?
AGE RANGE
(circle, square, triangle). Point to one side of the triangle and say side. Ask Which shape
6-8 has four sides? (square). Point to a corner of the square and say corner. Ask Which shape
has three corners? (triangle), Which shape has no corners? (circle).
TIME
3 Give out worksheet 3.8(A) to each pupil. Ask them to write the numbers next to the words.
20 minutes
4 Check pupils' understanding of under and on top of by demonstrating with a pen and a
LEARN ABOUT book, and asking Where's the pen? (under / on top of the book). Ask pupils to look at the
MATHS diagram and say My number is in the square and in the circle. Which number is it? (five).
Triangles have three My number is under the triangle (nine). My number is only in the circle (three).
sides and three corners. 5 Ask pupils to look at the diagram and choose another number to describe. Remind them to
Quadrilaterals have four
use in, under or on top of. Ask one pupil to describe the position while the class listen and
straight sides and four
decide which number it is. Repeat the process with a few numbers.
corners. Circles have one
curved line which joins up. 6 Tell pupils to choose a number and complete the description on the worksheet. Put pupils
into pairs and tell them to describe the position of their number to a partner, who needs to
guess which number it is.
WORD BOX )m
circle, square, triangle 7 Give out worksheet 3.8(B) to the pairs. Ask pupils to each use different coloured pencils,
in, on top of, under and to keep their pictures secret from their partner. Both pupils write five numbers in their
diagram. Then tell the pupils to change pencils. Pupil A describes the position of his/her
SENTENCE BOX numbers, and Pupil B writes them on his/her diagram. Then Pupil B describes the position
My number is in the circle. of his/her numbers for Pupil A. When they finish, tell pupils to compare their diagrams.
My number is in the square
Ask Are they the same? What's different? Pupils use the speech bubbles to help them make
and the circle.
sentences.
My number is in the
triangle. 8 Round up Ask six pupils to come to the front of the class. Say Make a circle with six
My number is on top of the pupils. Then say Make a square with four pupils. Tell pupils to join arms to make the shapes.
circle. Say Make a triangle with three pupils. Call out the shapes in a different order and ask How
My number is under the quickly can you make the shapes?
square.
Follow up 1
Older pupils can write five sentences to describe where their numbers are in 3.8(B).

Follow up 2
Worksheet 3.8(B) can also be used to practise topic vocabulary (e.g. animals, body parts,
buildings). Ask pupils to write five different words on the diagram and describe the position to
their partner.
 What's my number?

four ~

three D
seven D

flve D

eight D

six D

one D
nine D

011 top oj

M~ n.umber is _

3 Tell your partner where your number is.

What's my_ft_u_m_b_e_r_? G
1 Write five numbers in the shapes.
2 Now tell your partner where
your numbers are.

__ is in. the __
__ is un.der the __
__ is on. top of the --

1 Write five numbers in the shapes.

2 Now tell your partner where
your numbers are.

__ is in. the __
__ is un.der the __
__ is on. top of the __
 What's the 2-D shape?
CONTENT FOCUS Before class
recognising and identifying Photocopy worksheet 3.9, one per pupil. Bring blue, red and green pencils or crayons to
2-D and 3-D shapes class, for each group of three pupils. Bring music to play in class.

_ COMMUNICATION
giving and following
In class
instructions
1 Finding out Draw a mind map on the board. Ask pupils to come to the front and write
shape names around it. Ask How many can you remember?
COGNITION
synthesis
creative thinking

LEVEL 2

AGE RANGE
8-10
TIME
20 minutes Draw a rectangle, pentagon, hex'agon and octagon on the board. Ask What are these
called? Ask pupils to repeat the names in English. Explain that a rectangle has four sides, a
UARN ABOUT pentagon has five sides, a hexagon has six sides and an octagon has eight sides.
MATMS
2 Put the class into two groups (A and B). Ask group A to stand up. Play some music. Stop
III rectangle (four sides) the music and call out the name of a shape. Explain that pupils need to form groups with
II square (four sides) the number of sides of the shape (e.g rectangle - groups of four, pentagon - groups of five,
pentagon (five sides) triangle - groups of three, hexagon - groups of six). Repeat with different shapes and ask
hexagon (six sides) group B to watch and check if they are correct. Then ask group B to stand up and repeat the
game. Ask group A How many were correct?
octagon (eight sides)
3 Give out worksheet 3.9 to each pupil. Put pupils into pairs and ask them to name the
shapes.
Key 1 square 2 triangle 3 hexagon 4 octagon 5 pentagon 6 rectangle
hexagon, octagon,
pentagon, rectangle, 4 Next, tell pupils to read the instructions and to write the answers in the correct shape.
square, triangle S In pairs, ask pupils to write six more instructions for another pair of pupils. Circulate and
even, odd monitor. When pupils finish their instructions, put them into groups of four (two pairs).
Tell pupils to take turns to read their instructions and to listen and write their answers in a
SENTENCE BOX
different colour. When they finish they can compare their work with their partner. Tell them
Draw a rectangle in the
triangle. to put a star beside any answers they don't understand.
Draw a triangle in the 6 Ask pupils to give you examples of instructions they liked. Then ask for instructions pupils
octagon. marked with a star and explain them orally.
What's 7 x 8?
7 Round up Say names of shapes quickly and ask pupils to show you the number of sides by
Write an even number in
holding up their fingers (e.g. triangle - three fingers).
the hexagon.
Write an odd number in
the pentagon.
What's the 2-D shape?

1 Say the shape names.

1

2 Read the instructions.

1 Write an. odd n.umber in.the pen.tagon..
2 What's 7 X 87 Write the an.swer in.the square.
3 Draw a trian.gle in.the octagon..
4 What's q X q7 Write the an.swer in.the rectan.gle.
S Write an. even. n.umber in.the hexagon..
6 Draw a small rectan.gle in.the trian.gle.
3 Now write six more instructions.
1
2
3
4
S
6

CONTENT fOCUS
learning about 3-D shapes
and their properties
calculating the number of
faces on different 3-D shapes
COMMUNICA'lnONi
collaborating to playa game
agreeing on game strategies
COGNITION
.- analysing properties of
shapes
comparing 3-D shapes
making decisions
i"!'l!VIU, 3
AGE RANGlll
10-12
TiME
20 minutes
LEARN ABOUT
A\A"fHS
3-D shapes have either
flat surfaces e.g. a cube,
or curved surfaces e.g. a
sphere. Some shapes have
flat and curved surfaces
e.g. a cylinder. When
folded flat they make a
net.
WORDBOX G-
cone, cube, cylinder,
sphere, square pyramid,
triangular pyramid
Dice decisions
Before class
Photocopy worksheet 3.1 O(A), one per pupil. Photocopy worksheet 3.10(8) for each
pair of pupils. Bring to class dice and sets of twelve counters or small squares of coloured paper
to use as counters for each pair.
In class
1 Finding out Hold up a copy of worksheet 3.1 O(A). Ask pupils to repeat the names in
English (cone, cube, cylinder, sphere, square pyramid, triangular pyramid). Write the words
on the board .
2 Is the top flat or curved? Tell them it has
Tell pupils to look at the tops of their desks. Ask
a flat surface. Ask Which shapes have flat surfaces? (cube, triangular and square
maths
pyramids). Point to a curved surface in the classroom and ask Which shape has a curved
surface? (sphere). Ask Which shapes have flat and curved surfaces? (cone, cylinder).
3 Give out worksheet 3.1 O(A} to each pupil. Ask pupils to look at the nets and write the names
of the shapes they make.
Key 1 cube 2 triangular pyramid 3 cylinder 4 square pyramid
4 Ask pupils Which shapes don't have nets? (cone and sphere)
5 Ask pupils to complete the information table.
Key a 3 b 6 c 9 d 10 e 12
6 Tell pupils to look at the shapes at the top of the worksheet. Say Count the number of flat
and curved surfaces for each shape.
surfaces
Key cone 1 + 1 = 2 cube = 6 cylinder 1 + 2 = 3 sphere 1 square pyramid =5
triangular pyramid = 4
7 Put pupils into pairs and give each pair a copy of game worksheet 3.1 O(B), two dice and
a set of twelve counters or small squares of paper. Explain that the players take turns to
throw the dice. The player who throws decides whether to add the numbers together or
subtract one from the other. The aim is to make numbers which correspond to the total
number of surfaces on the shapes in the boxes. If a player throws 4 and 5, they can add the
numbers (4 + 5 = 9) and cover the box with the picture of three cylinders (3 x 3 surfaces).
Alternatively they can subtract the numbers (5 - 4 = 1) and cover the box with the picture of
the sphere (1 surface). The other player records the sums below. The game can be played
as a class race. The winners are the pair who cover their board first.
a Round up Ask Which shape has the most surfaces? (cube), How many surfaces can
pyramids have? (four or five). Tell pupils to look around the classroom. Ask What 3-0
shapes can you find?
SENTENCE BOX
A cone has one flat surface and one curved surface.
A cube has six flat surfaces.
A cylinder has one curved surface and two flat surfaces.
A sphere has one curved surface.
A square pyramid has five flat surfaces.
A triangular pyramid has four flat surfaces.
_D_ic_e_d_e_c_is_i_o_n_s G
1 Look at the nets and write the shapes. Use the words in the box (there are
two extra).

6@[J 0 zt c~lin.der sphere square p~ramid

<[)
trian.gular p~ramid

2 Complete the table.

sph.ere = 1 surface c~linder + triangular p~ramid = 7 surfaces (3 + 4)

cone = 2 surfaces 2 triangular p~ramids = 8 surfaces (2 x 4)

c~linder = a 3 surfaces 3 c~linders = C surfaces (3 x 3)

triangular p~ramid = 4 surfaces 2 square p~ramids = d surfaces (2 x 5)

square p~ramid = 5 surfaces square p~ramid + cube = 11 surfaces (5 + 6)

cube = b surfaces 2 cubes = e surfaces (2 x 6)

~ D_i_ce_d_e_c_is_io_n_s

1 Play the game and write the sums.

~phere =1 =7
=2 =8
=3 =q
=4 =10
=5 = 11
=6 =12
 Shape dominoes
CONTENT FOCUS
learning about the properties
of 2-D and 3-D shapes
C@MlwiUm\UCATMON
stating mathematical facts
responding to statements
about shapes
COGNITION
.- identifying properties of
shapes
recognising features
discriminating between 2-D
and 3-D shapes
LlVEl 3
AGE RANGE
10-12
TIIAE
20 minutes
LEARN ABOUT
MATHS
3-D shapes can be seen
in everyday obiects e.g.
oranges (spheres), dice
(cubes), carrots (cones),
drink cans (cylinders).
WORDBOX ~ SENTINCE BOX
circle, hexagon,
octagon, pentagon,
square, triangle, cone,
cube, cylinder, sphere,
square pyramid, surface,
triangular pyramid
Before class
Photocopy worksheet 3.11 (A), one per pupil. Photocopy worksheet 3.11 (8) and cut
out the cards, one set for the class. If possible, bring realia to class: a sphere (e.g. a football),
a cylinder (e.g. a drink can), a cube (e.g. a box), a cone (e.g. an ice cream cone), a square
pyramid (e.g. a picture or model of the Egyptian pyramids) and a triangular pyramid (draw one
on the board and ask pupils if they have seen the shape used in a game or for a chocolate).
In class
I Finding out Show the class the realia representing 3-D shapes: or hold up worksheet
3.11 (A) and point to the objects. Ask pupils to say the shape words they know. Tell pupils
the mathematical names and write these on the board (sphere, cone, cylinder, triangular
pyramid, square pyramid, cube). Ask pupils to think of everyday objects which are these
shapes (e.g. football). Ask Are these shapes flat? (No, they are 3-0). Ask pupils to say the
names of 2-D shapes and write them on the board (e.g. circle, square, triangle, pentagon,
hexagon, octagon).
2 Give out worksheet 3.11 (A). Tell pupils to match the shapes, pictures and objects.
Key 1 c, k 2 e, I 3 f, h 4 a, j 5 b, g 6 d, i
3 Put pupils into pairs or groups of three. Give each group a card from worksheet 3.11 (B),
keeping the card with the square picture for yourself. If there are extra cards, some groups
can have more than one. Use your card as the example and read the description A 2-D
shape with six sides (hexagon). Tell pupils to look at their cards and ask them to hold up
their card if they have that shape. The pupils with the hexagon card should hold their card
up, then read the next description. Continue the game until all the sentences have been read
out and the loop finishes back with the teacher's card (a square).
4 Round up Ask pupils how many 2-D objects they can write down in a minute. Repeat with
3D objects.
Follow up 1
Ask pupils to use worksheet 3.11 (A) to write sentences to describe the shape of the objects e.g.
A drink can is a cylinder.
Follow up 2
Photocopy and cut up the blank game worksheet on page 135, one for each group of three or
four pupils. Pupils create their own domino game using objects with specific shapes that are
found in the environment (e.g. It's hot and round and gives light = the sun).
A circle is a 2-D shape with one curved line.
A hexagon is a 2-D shape with six sides.
An octagon is a 2-D shape with eight sides.
A pentagon is a 2-D shape with five sides.
A square is a 2-D shape with four equal sides.
A triangle is a 2-D shape with three sides.
A cone is a 3-D shape with one flat surface and one curved surface.
A cube isa 3-D shape with 6 flat surfaces.
A cylinder is a 3-D shape with two flat surfaces and one curved surface.
A sphere is a 3-D shape with one curved surface.
A square pyramid is a 3D shape with five flat surfaces.
A triangular pyramid is a 3-D shape with four flat surfaces.
The surface is the outside part of a shape. It can be curved.
~ S_h_ape dominoes

1 Match the shapes with the pictures and objects. Draw lines.

9 Eg~ptian
1 sphere
p~ramids

3 c~linder

4 triangular p~ramid
.'.. ...
~~L
"II-
\
j Rite

o
5 square p~ramid It football

o
~edominoes
--G

A 3-D shape with
A 2-D shape with A 2-D shape with
one curved surface
six sides eight sides
and two J1at surfaces

o
A 3-D shape with A 2-D shape with A 2-D shape with
one curved surface three sides one curved line

I
I
A 3-D shape with I A 2-D shape with A 3-D shape with
I
six surfaces .
I
I
flve sides flve surfaces
I:
,
- - - - '-'';';'- ,.,,"
-- - ,:..- .:..". ;.. - - - + - .-'

A 3-D shape with one
A 3-D shape with A 2-D shape with
J1at surface and one
four surfaces four equal sides
curved surface

CONTENT FOCUS
developing observation skills
developing an awareness of
symmetry
COMMUNICATION
describing flowers and
Symmetry in the natural world
Before class
Photocopy worksheet 4.1 (A), one per pupil. Photocopy and cut worksheet 4.1 (B),
enough for one per pupil. Copy the pictures of the starfish, leaf, flower and shell from 4.1 (A)
onto the board. Bring coloured pencils or crayons to class and sheets of paper for groups of
four pupils.
Option Bring a small mirror to class.

comparing drawings
In class
COGNITiON I Finding out Tell pupils to look at the drawings on the board and ask What are they? (a
comparing
starfish, a leaf, a flower and a she/~. Say the names again and pupils repeat them. Ask
creative thinking Which one starts with 'f'? (flower). Which one ends with 'f'? (/ea~. Which one has 'f' in the
evaluating middle? (starfish). Which one starts with 'I'? (/ea~. Which one ends with 'I'? (she/~.
LEVEL I 2 Draw a line down the middle of the leaf. Ask How many parts are there? (two). Are the two
parts the same? (Yes). Tell the pupils to imagine a mirror down the middle of the leaf. Say
AGE RANGE
Both parts look the same. Repeat the same questions with the other objects. For older pupils,
6-8
explain that when the two parts are the same, we call this symmetry.
TIME 3 Give out worksheet 4.1 (A). Ask pupils to look at the lines down the middle of the piCTures.
45 minutes
Tell older pupils they are lines of symmetry. Ask pupils to look at the half tree. Tell them to
draw the other half of the tree so it looks the same.
U'lARN ABOUT ART
Many shapes in nature 4 Next, ask pupils to look at the butterfly and complete the other half. Pupils can colour their
are symmetrical e.g. pictures.
butterflies, flowers, leaves Optional activity Pupils who need extra support can do the tree only.
and shells. There are
5 Put the pupils into pairs and give out worksheet 4.1 [B) to each pupil. Tell pupils to show
also many manufactured
Do the two parts look the same? Are they the same
their drawings to their partners. Ask
objects which are
symmetrical.
colour? Are they the same size? Are they the same shape? Tell pupils to tick the boxes on the
worksheet.
6 Round up Ask one pupil to stand at the front of the class. Tell him or her to hold their arms
WORD BOX G)m out straight (like a letter '1'). Ask Where is the line of symmetry? (down the middle of the
butterfly, flower, leaf, shell,
tree
pupil's body). Tell all the pupils to stand up and make shapes with their arms. Ask Which
line, middle, symmetry, shapes look symmetrical?
symmetrical
same Follow up
Tell pupils to look around the classroom for manufactured objects which are symmetrical shapes
SENTENCE BOX (e.g. a window, a light switch, an eraser, a notebook). In groups of three or four, tell pupils to
. Draw a line down the
draw the objects on a large piece of paper and draw lines of symmetry down or across them.
middle.
Look at the mirror.
The tree has two parts the
same.
The parts are the same.
They are symmetrical.
!ymmetry in the natural world

1 Look at the pictures. Are the two parts the same?

2 Complete the tree.

3 Complete the butterfly.

~ Symmetry in the natural world

Friend feedback
1 Look at your partner's pictures and tick (~).

Tree Yes No
Are the two parts the same? D D
The colours D D
The size D D
The shape D D
Gytterfly Yes No
Are the two parts the same? D D
The colours D D
The size D D
The shape D D

-~ - -----------------------------------------------------------

Friend feedback
1 Look at your partner's pictures and tick (~).

Tree Yes No
Are the two parts the same? D D
The colours D D
The size D D
The shape D D
Gytterfly Yes No
Are the two parts the same? D D
The colours D D
The size D D
The shape D D
Making bookmarks
CONiUMI' ~OCUS
designing a bookmark
understanding the different
parts of a plant or tree
COMMUNICATION
describing bookmark designs
commenting on artwork
COGNITION
making decisions
analysing
evaluating
j~j"G!!!
f~iA~\ill\~E
8-10
TU'\ili
45 minutes
LEARN ABOUT ART
Applied art is the name
used to talk about the
design and decoration of
useful everyday objects.
WORD BOX 0D
branch, colour, flower,
leaves, petal, roots, stem,
trunk
bright, brown, dark, green
SENTENCE BOX
It's a stem/ trunk.
The best part is the flower.
They're the branches.
They're the leaves.
They're the petals.
They're the roots.
Before class
Photocopy worksheet 4.2(A), one per pupil. Photocopy and cut worksheet 4.2(8),
enough for one per pupil. Provide crayons and scissors.
Option Bring a bookmark to class.
In class
1 Finding out Draw a bookmark on the board, or show the class the bookmark you have
brought in. Ask What is this called?, Do you use one?, Why are they helpful?
2 Give out worksheet 4.2(A). Tell pupils to look at the bookmark designs. Ask What shape are
they? (long and thin) Why? (so they are longer than book page). Point to the picture of
a
the plant on the worksheet. Teach or elicit the different parts: roots, stem, leaves, petals and
flower. Then point to the tree. Teach or elicit the parts: roots, trunk, leaves and branches.
Ask Which words do we use for plants and trees? (roots and leaves). Ask pupils to help you
complete a Venn diagram on the board to categorise the plant and tree vocabulary:
3 Tell pupils to draw a plant or tree inside the bookmark and add roots below. Remind them
What colour is a
to be careful with the roots because the plant will die without them! Ask
stem?, What colour is a tree trunk?, What colour are branches?, What colour are petals?
Tell the pupils to colour their bookmarks.
4 When they are finished, tell pupils to cut out their bookmarks and ask Have you got a book
to put them in?
5 Put pupils into pairs. Give out worksheet 4.2(B) and ask them to complete it for their
partner's bookmark.
6 Round up Tell pupils to think of someone they can give the bookmark to for a present.
Ask What book could they put it in?
Optional activity Display the pupils' bookmarks around the classroom and write beside
them Look at our bookmarks! Which parts of the plant can you see?
Follow up
Tell pupils to design a bookmark with a different picture from the natural world. Ask What
will hang below the design? Give some ideas (e.g. an octopus with long legs, a jelly fish with
tentacles, a bird with a feathered tail, a fish with a tail).
 I I , I I I

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ill I 1 1 I 1 1

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:
:
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:
:
1

:
:
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:
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Co L_~_.
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Making bookmarks

The best part is _

I can see _

The best part is _

The best part is _

 Designing mouse mats
CONnNT ~OCUS Before class
designing a mouse mat in Photocopy worksheet 4.3, one per pupil. Copy the following patterns onto the board:
black and white
using a range of line patterns

CCj~U,IlU~'\llilCAiIO~rn
describing patterns
suggesting
negotiating

!COGNITION
.- analysing
In class
1 Finding out Point to the patterns on the board and explain that we call them patterns.
evaluating
Ask pupils where we see patterns (on clothes, on floors etc). Use the patterns on the board
to teach or elicit pattern vocabulary: straight, dotted, diagonal, wavy, zigzag. Ask which
patterns the pupils like best.
AGl:i!i I:!U~~"IIGI
10-12 2 Give out worksheet 4.3. Ask pupils to look at the patterns and complete the descriptions.
Key a wavy b straight, zigzag c diagonal
3 Teach thick and thin using gestures. Ask pupils to answer the questions and write the letters.
Key 1 a 2 b, c 3 b
UAR~ A.BOUT ART 4 Tell pupils they are going to design a mouse mat for a computer. Explain that they should
Pattern is when a shape choose different patterns to use. They can experiment using black pens or pencils in rough first.
or line is repeated many
times. The lines or shapes
S Copy the Sentence box onto the board. When the pupils' designs are finished, ask them to

are arranged according to describe their patterns, using the sentences on the board to help them.
a rule. 6 Put pupils into small groups. Explain that in their groups they need to decide which design
looks effective for a mouse mat. Ask pupils to comment on their classmates' designs and
think about how they could make them better. Write the following speech bubble on the
WORD BOX ~
diagonal, dotted, straight, board to help them:
wavy, zigzag
black, white, thick, thin
You could change the ... lines
SIENTENCE BOX and make them ... lines.
They are thick straight
lines.
They are thin curved lines.
We made black and white
designs.
7 Round up In their groups, ask pupils to think of two or three more objects they could
We made diagonal lines.
design using line patterns.
We made dotted lines.
We made wavy lines.
We made zigzag lines. Follow up
Display the pupils' designs around the classroom, together with written descriptions of the
patterns they used.
Designing mouse mats

diagonal zigzag straight

G
Dotted lines.


2 Answer the questions.
1 Which pattern has got thin lines?
2 Which patterns have got thicR lines?
3 Which pattern has got thicR and thin lines? _

3 Draw a mouse mat. Use different line patterns.

4 Describe your pattern.

I used _

CONTENT FOCUS
designing a card for
Children's Day
being aware of other children
around the world
talking about what children
like
_ COMj\;'!!UNICAl'ION
talking about likes and
dislikes
Children's Day cards
Before class
Photocopy worksheet 4.4, one per pupil. Provide coloured crayons or pencils.
Option Take one or two birthday cards or other cards to show pupils.
In class
1 Finding out Show pupils the birthday cards or draw a simple birthday card on the board
and ask what it is. Say Put your hand up if you get birthday cards, Put two hands up if you
give birthday cards, Stand up if you make birthday cards.
2 Give out worksheet 4.4 to each pupil. Ask What can you see? (a card, an apple, a toy
train, a cake, a book, a flower, a happy face, a party hat, some crayons). Tell them this is

.COGNITION a special card for Children's Day. Ask pupils to use the words below to help them complete
making decisions the message (Happy Children's Day, love from ... ). Ask them what else they need to write at
the bottom of the card (their names).
3 Next, ask pupils What pictures would you like on your card? Choose four. Then ask What
AGE RANGE would other children like? Tell pupils to look at the pictures and decide which ones they will
6-8 stick on the card, and to colour them in.
TIME 4 Demonstrate that the next step is to cut out the card and fold it down the middle. Then,
45 minutes pupils cut out the pictures they have chosen and stick them on the front of the folded card.

S Round up Find out which pictures the class liked best. Say Stand up if you have an apple
LEARN ABOUT ART
on your card. Repeat with all the other objects. Ask Which picture did most pupils choose?
We give and receive
cards to celebrate many
occasions. Children's Day,
Follow up
normally celebrated on Pupils can give their cards to another child to celebrate Children's Day.
1 June, is celebrated in
more than forty countries.

WORD BOX (VlE

apple, book, cake, card,
children, crayons, face,
flower, train
happy

SENTENCE BOX
Happy Children's Day
I don't like the train.
I like the flower.
It's a card.
love from ...
The apple is green.
Children~Day_c_a_rd_5~~~~~~~~~_+_:,__~~~~_,_.~_. ~

1 Complete the message in the card.

2 Choose four pictures for the front of your card. Cut out and decorate the card.

H y
Ch n's

L _
f _

:~~:r; _~~
I I
\i I
from

: UrlJ2J'";;' 1:
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Happy I I

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Day

CCN'll'INT FOCUS
designing an animal covering
using a range of regular and
irregular patterns
COMMUNICATION
guessing patterns
suggesting
commenting on designs
COGNITiON
predicting
applying knowledge
reasoning
Il..il!VISI.2
AGE RAL~GIE
8-10
'il'mlAil IE
45 minutes
Ui\\UI1tteJi JU!OUl' Ji'IIT
Patterns in nature can be
regular or irregular.
Repeated shapes such
as circles, triangles and
hexagons can be seen
in animals and plants.
Many patterns are for
camouflage. They vary
depending on different
habitats.
WORDBOX 0D
bird, butterfly, cow,
elephant, fish, frog,
giraffe, lion, snake, spider,
tiger, turtle
colour, pattern
habitat, hide
Animal patterns
Before class
Photocopy worksheet 4.5, one per pupil. Provide crayons for pupils to share.
Option Bring to class pictures of animals displaying different patterns e.g. fish, ladybird,
peacock, snake.
In class
1 Finding out Teach the word pattern by pointing to different examples of patterns on
clothes or around the classroom. Show pupils pictures of animals and ask what kind of
patterns they see on the animals (stripes, spots etc). Ask Why do animals have different
patterns? (to hide from other animals / to hide in their habitats).
2 Draw one regular pattern and one irregular pattern on the board:
Explain that we call a pattern regular when the shapes or lines are the same, and irregular
when they are different.
3 Give out copies of worksheet 4.5 to each pupil. Tell pupils to look at the six patterns and
choose the correct animal.
Key 1 a 2 a 3 b 4 a 5 a 6 b
Optional activity Tell pupils to draw another animal pattern for a partner to guess which
animal it comes from.
4 Ask Why do these animals need patterns like these? (the butterfly to hide in flowers, the tiger
to hide in long grass, the giraffe to hide in toll trees, the turtle to hide under water, the snake
to hide in the ground, the fish to hide in seaweed). Ask which patterns are regular (snake
and fish).
5 Tell pupils to think of an animal and its habitat. Explain that they should draw the animal
then give it patterns and colours which are not useful for hiding e.g. a bright blue tiger.
6 Ask pupils to complete the description of their animal and then share their design with a
partner.
7 Round up Show a few examples of the crazy animals to the whole class. Ask Which
animals are the easiest to see?, Why?
SENTENCE BOX
Animals have different patterns.
Patterns are irregular when they have different shapes.
Patterns are regular when they have the same shapes.
The colours and patterns on animals help them to hide from other animals.
Animal p_at_te_r_n_s _

1 Circle the right animal.

a butterJl a tLger a eleph.ant

b bLrd b lLon b gLraffe

a turtle a snaRe a frog

b cow b spLder b flSh.

2 Draw your animal and its habitat.

Th.LSanLmal can't h.Lde Ln LtSh.abLtat because _
 A city scene
CON/TEN"ll' FOCUS Before class
learning about shapes Photocopy worksheet 4.6, one per pupil. Provide pencils or crayons for pupils to use. Draw
drawing a city scene a circle, a semi-circle, a square, a rectangle, a triangle and a trapezium on the board.

COMMUNICA"ll'ION
describing shapes
comparing buildings

.COGNITION
o
identifying
comparing
analysing
1.IeVU
AGE RANGE
8-12
TU'lIf!!fill
45 minutes
LEARN ABOU'lI' ART
Triangles, squares,
circles, cubes, spheres
and cylinders are seen
in famous buildings
around the world e.g. the
Taj Mahal in India, the
Imperial Palace in China,
the Alhambra in Spain and
the Coliseum in Rome.
WORD BOX G):m
building, door, roof, wall,
window
circle, semi-circle,
rectangle, square,
trapezium, triangle
city scene
00060
In class
I Finding out Put pupils into pairs. Tell the pairs to think of the name of a building together
(e.g. house, shop, cafe, sports centre, library, school, hospitan. Ask some pairs to describe
the purpose of their building (e.g. It's somewhere you con buy/go ... J. The rest of the class
guess the building (Is it a library?).
2 Point to the shape drawings on the board. Elicit or teach the names of the shapes. Ask
circle: window/door handle, semi-circle: roof,
what parts of a building they look like (e.g.
square: window, rectangle: door/wall, triangle: roof, trapezium: roof).
3 Give out worksheet 4.6 to each pupil. Ask them to look at the city scene and tell you the
shapes they can see in it. Next, tell pupils to draw lines to match the words and the shapes.
Key 1f 2d 3a 4c 5b 6e
4 Now tell pupils they are going to create their own city scene using these shapes.
5 Tell pupils to describe one building in their city scene by completing the sentences. Ask How
many different shapes did you use?
6 Round up Pupils read out some of their sentences from activity 3 while the others listen for
two descriptions which are the same.
Follow up
Put the pupils into groups. Explain that they are going to use their city scenes to create stories.
AskWho lives there?, What time of day is it?, What time of year is it?, Which country is it in?,
What happens in the city?
Write a mind map on the board for the pupils to complete in groups to help plan their ideas.

SENTENCE BOX
The door is a rectangle.
The roof is a trapezium.
The windows are circles.
A city scene

ODD
I
I ,
I

000 L:\QO( I
000
000 ( JO 00
0 ODD ( 0
0 [ I'0 0 0
1 Match the words with the shapes.

a
D 1 triangle

2 rectangle
d
D
b
0 3 square
4 trapezium
e
0
cO 5 circle
6 semi-circle
2 Draw a city scene.

3 Describe one building in your city scene.

The windows are _
The door is _
The roof is _

c ~~~~_!ir
drawing a garden and the
flight of an insect
COMMUIN CAli ON
talking about similarities and
differences
giving opinions
e CO~N~""-01!l:
.= imagining
comparing
t~llU,;- A80itJ .!l~T
Wax crayons can be used
in many ways. Press hard
or softly, mix two colours
or brush a water-based
paint on top (the wax
resists the water).
WORD BOX 8m
bee, flower, garden, gate,
path, pond, seat, tree
fly
down, up, in, on, round,
under
SENTENCE BOX
Look at the gate.
The bee flies around the
garden.
The flowers are red.
There are two paths.
There is a seat.
There is a tree.
This is my garden.
What's in the garden?
Before class
Photocopy worksheet 4.7, one per pupil. Provide one yellow pencil or crayon per pupil, and
other colours to share. Draw a garden gate on the board.
Option Bring music to play quietly in the background while pupils are drawing.
In class
, Finding out Point to the gate picture on the board. Ask what pupils think is behind it (e.g.
a garden, plants, trees, a
more which they don't say. Ask
pond, a path, a sea~. Write the words on the board and add
What sound does a garden gate make? (creak). Stand
up and mime opening the gate. Next, mime a flower (put your hands together and open
them as a delicate bud), a tree (spread your arms like branches), a pond (use your arms to
make a circle shape), a seat (mime sitting down). Ask the pupils to stand up and copy you.
Continue to say the words while the pupils mime without help.
2 Give out worksheet 4.7 to each pupil. Tell them to look at the gate and the empty garden.
Say Creak. We open the garden gate. Think! What's in the garden? The pupils tell you their
ideas and then draw and colour their gardens. Tell them to keep their gardens secret.
3 Ask a few pupils to hold up their pictures for the class to see. Ask them to compare the
pictures and say something which is the same and something which is different (e.g. The
flowers are red, There is a seat, There are two trees). Put the pupils into pairs. Say Look at
your partner's drawing. Is it like yours? Ask them to say something which is the same and
something which is different. Demonstrate with two pupils (e.g. Look! I've got a seat and
you've got a seat. I've got blue flowers. You've got red flowers.).
4 Tell pupils to look at the pictures and to complete the words.
Key 1 seat 2 flower 3 tree 4 path 5 gate 6 bee
5 Point to the picture of the bee on the worksheet and ask How does a bee move? (up high,
down low, fast), What does it look for? (flowers). Divide the class into two groups: bees and
flowers. Explain that the bees stand up and move around the desks like bees. The flowers sit
and mime being a flower. Then change the roles.
6 Say Suddenly a bee flies into your garden and flies around looking for flowers. Tell the
pupils to take a yellow pencil and draw where the bee goes in the garden.
7 Round up Copy the Word box onto the board. Select two or three pupils' gardens for the
class to look at. Ask the class to describe where the bee goes (under the seat, round the
tree, on the flower).
~hat'sintheg_a_rd_e_n_?~~~~~~~~~~_~~~~~~~

1 Draw the garden.

2 Compare your pictures.

LooR! I've got a seat I've got red fiowers and

and ~ou)ve got a seat. ~ou)ve got blue fiowers.

3 Complete the words. Use the letters in the box.

o ".
8~o~ 17'0g~
'/I.' .

" ~
~

seal
 Drama at the zoo
CONTENT FOCUS Before class
learning about different Move desks and chairs in the classroom or go to a space where pupils can move around.
animal groups and Photocopy worksheet 4.8 and cut up the cards (one set for the class).
movements

tD COMMUNICATION In class
agreeing on how to move as I Finding out Write the words birds, fish, reptiles, mammals and insects on the board. Put
animals pupils into five groups (birds, fish, reptiles, mammals and insects). Ask pupils to take turns
comparing movements in their groups to come and draw or write a word on the board connected with their animal

guessing different animals

group (e.g. pupils in the birds group draw a wing or write fly). Ask Which group has the
and what they are doing most information?
2 Ask Which group is an elephant in? (mammals), What about a tortoise? (reptiles), What
'OcOGtUnON
about a kangaroo? (mammals), What about a fly? (insects), What about a chicken? (birds) .
- imagining
Ask pupils how these animals move.
solving problems
3 Now divide the class into six groups. Give each group an information card. Ask how the
evaluating
animals will move in these situations.
LEVEL2/3 4 Next, give each group the problem card corresponding to their animal. Explain that this
AGE RANGE is secret. Tell pupils to decide how the animals will move in this situation and practise their
8-12 mime in groups. Ask each group to show the class their mime. The other pupils have to
guess what the animals are and what they are doing (I think they're kangaroos because
TltAE
they're jumping).
45 minutes
5 Tell pupils they are all animals in the same zoo. Explain that they want to stop fighting and
LEARN ABOUT move around happily together. Ask pupils to move around the classroom miming their
DRAMA animals making friends with each other.
Drama is a means of 6 Round up Ask pupils to name four different ways animals move (e.g. swim, jump, hop,
interpreting meaning and slither, walk, run, fly). Ask How do people move? (walk, run, jump, hop, swim)
gives pupils opportunities
to express themselves
physically.
Follow up
In their animal groups, ask pupils to think what their animals would say if they could talk. For
example, The fish would say, 'Don't knock on the glassf'.
WORD BOX 0Jm Write on the board:
chicken, elephant, fish, fly,
kangaroo, tortoise chickens Don't push.
aquarium, bush, cage, I won't hurt you.
fly
farm, zoo
fish Don't knock on the glass.
food, glass
tortoises We can get water from leaves.
large, noisy, small, thirsty
elephant I need a bigger space.
bumping, fighting, flying,
jumping, knocking kangaroos We need a larger cage.

SENTENCE BOX
I think they're kangaroos
because they're jumping.
The animals have a
problem.
_D_ra_m_a_a_'_'_h_e_z_o_o CD
ProbLem:
There isn't a lot
of food. The~
start flg hting
I f or t
l . ""c
// I

: ?
U I
I ~ OQ. Q

QQ~ Q ~:

~~------------------------------i
I I

What? I Prob~m: I

Afl~ : The other ~

Where? ~ animals don't
In a zoo fl~ing liRethe fl~.
around all the
animals
What? ProbLem:
Fish People are
Where? RnocRing on
In a large I the glass.
aquarium
in a zoo
What?
Tortoises
Where?
Near bushes and
trees in a zoo

What?
Elephant
Where?
In a small space J

in a zoo

What? ProbLem:"
Kangaroos The~ are jumping ~ ~
JJ
<lo-

Where? and bumping into

In a large cage , oth.er animals. "'-'_" ~

:~:_~~~ ~:~~_l ~~ ~

COF.~Tll'IF.!!l\;~l'FOCUS
creating a story
acting out a role
COMMUNICATION
stating a problem
suggesting solutions
performing a role play
C@lI;;!!\U'iilt!CIINI
imagining characters
deciding a story ending
AGE UllaGE
10-12
1I'U',{all~
1 hour
iiiARN ABOUT
Dr~jllMjt
Storyboards support the
planning and writing
of events in a story with
speech and thought
bubbles.
WORD BOX G)m
problem, solution
jump, stride, wave
angry, confident, excited,
friendly, happy, lonely,
miserable, sad, shy,
unhappy
long/short steps, on tip-toe
backwards, forwards,
sideways
SENTENCE BOX
I'm sad.
I'm not strong.
I can't fly.
I don't like the wind.
I haven't got any food.
You should make wings.
Acting out a comic
Before class
Photocopy worksheet 4.9, one per pupil. Bring to class a sheet of plain paper for each
pupil, and pencils or crayons.
In class
I Finding out Draw two stick figures on the board, one happy, the other sad. Point to the
happy figure and say He is happy. Ask What kinds of words describe him? (e.g. happy,
friendly). Write the words on the board. Ask pupils to suggest how he moves (e.g. with
his head up, with a big smile). Point to the sad figure and say He is unhappy. Ask pupils
to describe him (e.g. sad, miserable, lonely). Write the words on the board. Ask pupils to
suggest how he moves (e.g. slowly, with his head down, eyes down, shoulders down).
2 Put pupils into pairs (A and B) and ask them to stand up and face each other. Explain that
pupil A is a mirror and pupil B is a character. Explain that the character is happy. Pupil B
mimes happy faces and body language while pupil A copies his/her partner.
After a few minutes, tell pupils to change roles. Explain that now the character is sad. Pupil
A mimes sad faces and body language while pupil B copies his/her partner.
3 Elicit more adjectives for feelings. Mime the words angry, excited, confident, shy and ask
pupils to guess the feelings, translating from L1 if necessary.
4 Tell pupils to close their eyes and imagine a character. Ask them What does the character
look like? How is the character feeling? Give out a sheet of paper to each pupil. Tell pupils
to draw their characters and give them a name.
S Ask pupils to think next about how their characters move (e.g. jump, stride, wave, short/long
steps, on tip-toe, backwards/ forwards/ sideways). Put the class into two groups. Tell half the
class to move as their characters and the other half to observe their movements. Then pupils
change roles. Ask What kind of characters are th'ey? How do they move?
6 Ask pupils to look at their pictures again. Explain that their characters have a problem.
Copy these sentence starters in a speech bubble on the board:
I'm... I'm not... Ican't... Ihaven'tgot... Idon'tlike ...
Tell pupils to draw a speech bubble and write one problem for their characters.
7 Put pupils into pairs. Explain that they are going to tell the problem to their partners, and the
partners are going to suggest a solution. Copy these sentence starters in a speech bubble
on the board:
Why don't you ... ? You should... Let's ...
Demonstrate the role play with one pair, e.g.:
A: I can't fly. B: You should make wings.
8 Give out storyboard worksheet 4.9 to each pupil. In their pairs, tell pupils to read the
instructions and create a comic story for their two characters.
Optional activity Pupils can add more text and sound effects to their comic stories e.g.
Bang! Crash! Whizz!.
9 Round up Ask pupils to compare problems. Are anY,the same? Are the solutions similar?
Follow up
Ask pairs of pupils to role play some of the stories in front of the class.
1 Look at the notes. Draw your characters and complete the story.

Character A meets Character A Character B

character B has a problem suggests a solution

Character B Character A suggests - Both characters are happy! f-

has a problem a solution

 A flower story
CONTENT FOCUS Before class
understanding the beginning, Photocopy worksheet 5.1, one per pupil. Draw and label a plant with roots, a stem, leaves
middle and end of a story and a flower on the board. Draw a small seed beside it.
sequencing events on a time
line
acting out a story in small
groups

COj"\llMUNICIDU)!Nl
re-telling a story

COGNITION
.- matching In class
sequencing 1 Finding out Point to the picture of the plant on the board and ask What's this? (a plant /
a flower). Ask Where do flowers grow? (a garden, a park). Point and say the names of the
parts: roots, stem, leaves, flower. Tell pupils that plants begin as seeds. Point to the seed and
~GIli RANGE ask What helps seeds grow? (sun and rain).
6-8 2 Tell pupils to stand up. Explain that they are seeds growing into flowers. Ask pupils to copy

'rIA'Ui you. Crouch down and say Slowly start to grow up and up to the sky. Stretch up and stand
45 minutes on your toes. Hold your hands together at eye level. Say The sun shines (open fingers a
little), The rain falls (open fingers more), The sun comes out again (open hands and fingers
i!.EARN ABOUT to represent the flower). Say It's a beautiful flower.
LITERACY 3 Tell pupils to sit down. Read the story:
Stories usually have a
One day, a little bird drops a seed in a garden and flies away. Soon roots begin to grow.
beginning, middle and an
Then the seed begins to grow. It grows up and up and up to the sky. The sun shines, the rain
end.
Events can be shown on a
falls then the sun shines again. A flower opens. The little bird flies back to the garden. It
time line. looks down and sees the flower. It's beautiful.
4 Choose four pupils to mime the story (one each to represent the bird, the seed, the sun and

WORDBOX 0& the rain). Read the story again. Pupils mime actions of the bird, seed, sun and rain.

bird, flower, garden, rain, S Give out a copy of worksheet 5.1 to each pupil. Read the story again and tell pupils to
root, seed, sky, stem, sun point to the pictures when they hear them in the story.
begin, grow, open, shine 6 Draw a time line on the board:
up

SENTENCE BOX
A bird drops a seed.
Roots grow. Point to the time line and say We can show what happens in a story on a time line. Point to
A stem grows. the beginning of the line (the pastl. Ask pupils to re-tell the story as you point to each step
The sun shines.
(the end of the line is the present).
The rain falls.
7 Tell pupils to write the letters of the pictures below the time line on their worksheets in order
of the events.
Keyf, b,e,h,a,d,g,c

Follow up 1
Ask pupils to re-tell the story in pairs.

Follow up 2
Older pupils can write key words under the time line (a bird drops a seed, roots grow, a stem
grows, it grows up, the sun shines, the rain falls, the sun shines, a flower opens) ..
A flower story

o o

1 Write the letters in the order of the story.


understanding different
weather features and
landscapes
drawing and writing a
postcard
describing pictures
writing information to a friend
Postcards start Dear/Hi ...
Postcards end From ...
Postcards use short
sentences and contracted
forms.
cloudy, cold, dry, hot,
rainy, snowy, sunny, windy
It's cold.
It's dry.
It's hot.
It's hot and rainy.
It's hot and windy.
It's snowy.
It's sunny.
It's windy and rainy.
Postcards
Before class
Photocopy worksheet 5.2, one per pupil.
Option Take some postcards showing different places to class.
In class
1 Finding out Ask pupils where they have been on holiday. Ask if it was hot, rainy or windy
and record answers on the board using a Venn diagram. Write the names of the places the
pupils visited in the correct circle. The three circles represent the weather conditions. The
overlaps represent two conditions (hot and rainy / hot and windy / rainy and windy). Point
to the centre of the diagram. Tell pupils that in rainforests it can be rainy, hot and windy.
2 Give out worksheet 5.2 to each pupil. Tell them to look at the first postcard. Ask Where is it?
(the beach), What's the weather like? (sunny), Do you like going to the beach?
Tell the class to read the postcard and draw a circle around the weather words (hot, sunny).
Then ask questions to check their understanding e.g. Who is it from? (Peta), Who is it for?
(Sam).
3 Tell pupils to look at the second postcard and fill in the gaps with the words in the box.
When they finish, ask two or three pupils to read their sentences aloud.
Key I'm in the mountains. It's cold and snowy. It's fun.
4 Tell pupils to look at the third postcard and draw a picture of a place they know. Next, tell
them to use the words in the box to help write a message to a friend. When they finish, put
pupils in pairs and tell them to read their partner's postcard.
Optional activity Write I'm and I am or It's and It is on the board. Ask What's the
difference? (I'm and It's are shorter). Explain that we use short forms on postcards.
Follow up
Copy another Venn diagram onto the board and write new weather categories sunny, windy,
dry or snowy, sunny, cold. Ask pupils to think of a place for each of the different weather
conditions, including places which have two or three of the conditions, e.g. It's snowy, sunny
and cold in the mountains.
Postcards _
--------~w

I. )m cd the bea.ch.
I.t)s hot Gtnd. su.my.
I.t)s fu.n.

2 Read and complete the postcard.

fun
H-i PefGt,
I.lm in the
~I
I.t's _
Gtnd. _
I.tls _

3 Draw a place you know. Write a postcard to a friend. Use the weather words
in the box.
 A day out
CONTENT FOCUS Before class
learning about buildings and Photocopy worksheet 5.3, one per pair of pupils, and bring a sheet of plain A4 paper for
landscape features each pair. Copy the Word box onto the board and draw a scene with a tree, river, pond, hill,
deciding where to locate road and a bridge.
buildings
drawing map features In class
1 Finding out Elicit or teach the names of features of a landscape by pointing to them in the
COMMUNICAilllOiM
picture on the board. Ask What's this? (a tree), What's this? (a hi/~, Whot's this? (a river),
describing pictures
What's this? (a bridge) etc. Elicit or teach city and country by asking Where can we see lots
suggesting
of houses, supermarkets and roads? (in the city), Where can we see lots of trees and hills?
COGNITION (in the country).
identifying
2 Put pupils into pairs. Give out worksheet 5.3, one per pair. Ask questions to encourage
evaluating lower order thinking skills e.g. What is the name of the place? (Nortown), Are the farm
creative thinking animals horses or cows? (cows), How many ducks are on the pond? (three), Where is the
LEVEL 1 bus? (near the bridge). Tell pupils to imagine they are on the bus. Ask What can you see?
(houses, a school, a pond, a farm, a river, a road, a bridge, trees, bus stops).
AGE RANGE
6-8 3 Tell pupils to read the words and draw lines matching them with the objects and places in
the picture.
TIME
4 Tell pupils to imagine that the bus goes along the road. What can the driver see when he
45 minutes
looks out of the window? Ask pupils to tell their partner three places the bus driver sees, in
the order of the route.
LEARN ABOUT
LITlERACY S Which one? Tell pupils to
Tell pupils to imagine that they want to stop at a bus stop. Ask
Some features of maps circle the bus stop. Ask What can you see when you get off?, What can you hear? Ask
are: pupils to tell their partners, then check a few answers with the whole class.
labels 6 Ask questions to encourage higher order thinking skills e.g. Where is a good place for a
symbols
picnic?, Why? Ask a few pupils to tell the whole class.

WORD BOX 0m
bus stop, cafe, cows, farm,
flowers, hospital, house,
pond, river, shops, street,
supermarket, tree
SENTENCE BOX
let's put the bus stop here.
The bridge is good.
There are two rivers.
There is a hospital.
We like the trees.
7 Put pupils into pairs. Give each pair a sheet of blank paper. Ask What is in the next part of
the picture? Is it the city or the country? Tell pupils to decide which side of the picture they
are going to continue (the left side or the right side). Ask Where can we put a hospital / a
cafe / a supermarket / cars / a park / flowers? Elicit possible locations from the class (next
to a bus stop, near the farm etc). In pairs, ask pupils to draw and colour what they think is in
the next part of the picture. The pictures on the worksheet can be cut out and displayed next
to the pupils' pictures.
8 Round up Say Tellme somewhere you go when you have a day out. Why do you go there?
Follow up 1
Write There is ... and There are ... on the board. Tell pupils to make two sentences about their
drawings (e.g. There is a hospital, There are two roads).

Follow up 2
Write these speech bubbles on the board:
Ask the pairs to take turns to hold up their
pictures. Invite the rest of the class to tell
them two things they like about them.
A day_o_u_t (D
1 Match the words with the objects and places. Draw lines.

Nortown

pond jlower

bridge

bus stop

farm

2 Now draw the next part of the picture.

 Reading poems
CONTENT FOCUS Before class
recognising places in the Photocopy worksheet 5.4, one per pupil.
environment
reading and responding to a In class
poem 1 Finding out Tell pupils to imagine they are in a car going on holiday. Ask What can
COMMUNICATMON you see? Elicit more words for places by asking Where are we now? (schoo~, Where can
role playing characters in a you play? (in parks), Where can we buy things? (in shops), Where can we see animals?
poem (at a farm). Pre-teach additional language from the poem (traffic lights, fields and hills)
by drawing them on the board. Ask pupils What kind of animals do you see on a farm?
(OGINlITmON
(sheep, horses, goats). Tell pupils to imagine that this is a holiday to visit someone in their
predicting
family and ask Who do you think it is? Accept a variety of answers until the pupils suggest
identifying
grandmother or grandma. Explain that this is sometimes shortened to gran.
UVIEL 1 2 Tell pupils they are going to listen to a poem. Read the poem slowly to the pupils, pausing to
mime actions as though travelling in a car (look left and right, stop for the traffic lights, fall
AGE RANGE
6-8 asleep, open eyes, shout Hooray!).
3 Ask pupils to stand up and imagine they are in a car. Read the poem again and tell pupils
TIME
to mime actions with you.
30 minutes
4 Read the poem a third time and stop before saying the second of the rhyming words at the
LEARN ABOUT end of the lines (holiday, stop, brown, asleep, hooray, holiday). Can pupils remember the
LITERACY words? Pause, then say them.
Many poems include S Give out worksheet 5.4 to each pupil. Tell pupils to look at the poem and circle the correct
words that rhyme e.g. pictures.
sheep - asleep
Key la 20 3b 40 5b 6b 7b 80
town - brown
way - holiday 6 Round up Draw a time line on the board and mark it with the small lines:

WORD BOX
farm, fields, goat, gran, Ask pupils to tell you the events in the poem and add them to the time line.
hills, hooray, horse, park,
Key 1 we're off 2 pass school 3 pass park 4 pass shop 5 stop at traffic lights
school, sheep, shop, town,
traffic lights
6 leave the town 7 pass a farm 8 fall asleep 9 Mum calls 10 see Gran

Follow up
Ask pupils to role playa dialogue between the members of the family in the poem. Put pupils
into pairs. Demonstrate with two pupils; one is Mum, the other is the child. Elicit sentences they
can say e.g., Mum: We're here! You've slept all day! Child: There's Gran! Hooray!
Pupils can repeat the same dialogue or add other family members.

Going to Gran's
The car is packed, We leave the town. I open eyes.
we're on our way. Now fields are green There's Gran! Hooray!
We're off to Gran's and hills are brown. Away from town
on holiday. We pass a farm. we've come to stay
We pass my school, I see some sheep, at myoid Gran's
the park, the shop. a horse, a goat ... on holiday.
At traffic lights I fall asleep. Wes Magee
we have to stop. 'We're here!' Mum calls.
We travel on. 'You've slept all day!'
Reading---'_o_em_s ----<.

b b~ <;> ~o.
",
Going to Gran's
[~~~
/

The 1 car LS pacRed,

- 1O'd we're on our wa~.
== We're off to Gran's
.e::::;;,. =::=;,

2
on holLda~.
We pass m~ 2 school,
6 a -------
~~
the parR, the 3 shop. ~
At trafflc lLghts
we have to stop.
b We travel on. b
EEJEEEBEE We leave the town.
Now 4 flelds are green
and 5 hUls are brown.
We pass a farm.
3 I see some 6 sheep, 7
a horse, a goat ...
I fall asleep.
'We're here!' Mum calls.
'You've slept all da~!'
a~
@
b b
I open 7 e~es. ~
t::::::::::.
~ There's Gran! Hoora~!
-
,/ Awa~ from town
we've come to sta~
~ ~
~
at m~ old 8 Gran's
4 a~ ,,
..,?~ on holLda~. 8 a
Wes Magee
~
JMMJw~L
b \
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 Visit the sports centre
CONTENT FOCUS Before class
recognising features of a Photocopy worksheet 5.5, one per pupil. Copy the Word box onto the board. Bring plain
poster paper for posters, one sheet per pupil.
reading a list of sports
facilities and equipment In class
designing a poster 1 Finding out Mime a sport and ask pupils to guess what it is. Ask pupils to come to the
front and mime another sport for the rest of the class.
COMMUNiCAl'iUiIOI"ii
2 Give out worksheet 5.5 to each pupil. Tell pupils to look at the worksheet and askWhat can
persuading pupils to visit a
school sports centre
you see? (a poster). Ask more questions e.g. Which activity do you like best?, Which one is
high?, Which activities need special shoes?, Which can you do on your own?
COGHIT ON
3 Ask the pupils to think about what is important when they make a poster. Say There are big
reasoning
pictures on this poster. What else is on the poster?
evaluating work of others
Ask them to find examples of the following:
LEVEL 2 a list (the list of activities) adjectives (new / high / exciting / the bes~
AGE RANGE a heading (Visit Play Away!)
8-10 4 Ask Are these sentences true or false? Tell pupils to wave one hand if it is true and to wave
both hands if it is false.
TIME
45 minutes
The sports centre is called Play Away. (True)
There is only one swing in the sports centre. (False)
lEARN ABOUT The slide is smaller than the climbing wall. (True)
LITERACY The gym is the best in town. (True)
Poster features: There are more children in the gym than on the climbing wall. (True)
use a heading You should drop your rubbish in the pool. (False)
use lists It is closed on Sunday. (False)
use short sentences 5 Put pupils into pairs. Ask them to tell their partner the first activity they would do, the second,
use language to persuade
the third and the last.
include adjectives
include pictures 6 Tell pupils they are going to design a poster for a new school sports centre. They should
think about the heading, the activities available at the sports centre, the times when the
centre is open and adjectives to describe the centre. Give pupils time to plan their poster in
pairs. Tell them to look at the list in the box and make notes.

7 Tell pupils to write sentences and draw their posters.

8 Round up In pairs, pupils take turns to recid out the information on their posters. How
persuasive do they sound? Ask the rest of the class to give them a score out of five.

Follow up
Create a wall display of the pupils' posters.

WORDBOX 0D SENTENCE BOX

basketball, climbing wall,
gym, rubbish bin, slide,
sports centre, swimming
pool, swings
best, exciting, high, new
first, second, third, fourth,
fifth, last
Climb on the high climbing wall.
Have fun! Play basketball.
Open every day.
Remember! Putyour rubbish in the bins.
Swim in the big pool.
The best gym in town.
Try the new swings and slides.
Visit the exciting skateboard park.
Visit the sports centre

1 Look at the poster.

Climb on the high climbing wall. Swim in the big pool.

The best gym in town. Visit the exciting sl<ateboard parI<.
Have fun! Play basl<etball. Open every day.
Try the new swings and slides. REMEMBER!Put your rubbish in the bins.

2 Design a poster.

Think about:
The heading
The activities
The opening times
Adjectives to
describe the centre
The picture

CONTlii:\fj'\lil1!l" fOCU$
recognising and ordering
shapes
reading and responding to a
poem
learning about features of a
poem
Poems for maths
Before class
Photocopy worksheet 5.6, one per pupil. Provide red and blue coloured pencils for each
pupil. Draw a large triangle and a large square on a piece of paper.
In class
I Finding out Show pupils the paper with the triangle picture.
Ask What shape is it? (triangle). Hold the triangle point down (picture 1).

(O~I;iiThr$8 ~iJ:!ii\~
m(ATWll.';li\1! Read the first two lines of the poem and stand on tip-toe. As you read the second
reading a verse of a poem two lines, turn the picture of the triangle round (picture 2) and stand with your
feet flat on the ground.
COGr'i\!iiT~eN
identifying Show pupils the square picture. Ask What shape is it? (square).
Read the first two lines of the second verse standing on tip-toe. Hold the
ordering
square at an angle (picture 3).
OM
As you read the final two lines of the poem, turn the square round (picture 4)
20 minutes
and stand with your feet flat on the ground.
ll!nf!iHb ~
2 Tell pupils to stand up. Ask them to copy your actions as you read the poem again.
AGiF. !ITg:1[%ll'~G,1Ii
8-10 3 Give out worksheet 5.6 to each pupil. Ask pupils to read the poem and put the shapes in the
right order.
,nMII5
Key 1c 2a 3b 4d
20 minutes
4 Put pupils in pairs and label them triangles and squares. Tell the pupils to read the poem

L!!5AR~.Jl
ABOUT together - triangles read the first verse and squares read the second verse.

U"fIEUCY
Common features of
poems include:
rhyme (toes - goes)
repetition (down it goes)
verses
WORD BOX
sides, square, triangle
S Say toes and goes. Ask What's special about these words? (they rhyme). Tell pupils to use a
red coloured pencil to circle these rhyming words.
6 Say But when I gently turn it round, down it goes. Ask how many times this line is in the
poem (twice). Explain that this is called repetition. Tell pupils to use a blue coloured pencil to
circle the repeating lines.
7 Explain that the poem has two parts, one about the triangle then one about the square.
These are called verses.
G)m
8 Round up Ask pupils to say words they remember from the first verse of the poem.

toes Reconstruct the verse together on the board, adding the words pupils don't know at the end.
turn
Shape
My triangle has three sides,
It stands up on its toes.
But when I gently turn it round,
Down it goes.

My shapely square has four sides,

It stands up on its toes.
But when I gently turn it round,
Down it goes.
1 Read and match the shapes.

Shape
M~ trLan.gle h.as th.ree sLdes,
It stan.ds up on. LtStoes.

10
But wh.en. I gen.tl~ turn. Lt roun.d,
Down. Ltgoes.

2 D
M~ sh.apel~ square h.as four sLdes,
It stan.ds up on. LtStoes.

3 D
But wh.en. I gen.tl~ turn. Lt roun.d,
Down. Ltgoes.
4 D

2 Circle the rhyming words in red.

3 Circle the repeating lines in blue.

 Recipe for a healthy sandwich
Before class
reading a recipe and Photocopy worksheets 5.7{A) and 5.7{B), one per pupil. Copy the sandwich recipe and
identifying features the Word box onto the board.
writing a recipe Option Bring brown bread, butter or mayonnaise, cheese, a tomato and a knife to class.

describing favourite In class

sandwiches 1 Finding out Ask pupils to close their eyes. Tell them to imagine their favourite sandwich.
responding to questions Ask What kind of bread is it in? and What's in the middle? Tell them to imagine it is on
giving feedback
the desk in front of them. Say Put out your hands, pick it up, smell it, bite it. Eat it slowly.
Delicious!
2 Ask two or three pupils to describe their favourite sandwich.
imagining
sequencing 3 Mime how to make a cheese sandwich as you say these instructions:
evaluating First, cut the bread. Then cut the tomato into slices. Next, cut the cheese. Take one slice of
bread and spread a little butter or a small spoonful of mayonnaise on it. Put the cheese on
top. Place the tomato slices on top of the cheese. Press the second slice of bread on top. Cut
the sandwich in two. Then eat it. Mmmm!
4 Give out worksheet 5.7(A) to each pupil. Ask them to look at the pictures and say what is
happening in each. Ask How do we know this is a recipe? Point to the pictures, the list of
food and amounts, and the instructions explaining what to do. Ask How do we know these
are instructions? Explain that the words at the beginning of these sentences are actions.
Ask how many actions they can find (cut, take, spread, put, place, press, eat). Tell pupils to
copy as you mime them.
Recipes include:
S Tell pupils to put the instructions in order.
a heading
quantities Key ld 2f 3h 4a 5e 6b 7c 8g
instructions 6 Divide the class into two groups. Tell pupils to look at the blank recipe. One group is
ingredients going to write a yummy, healthy sandwich recipe, the other half is going to write a yukky
a picture sandwich recipe. Ask the class ideas for yummy and yukky fillings. Remind pupils they need
to list food and amounts, use action words at the beginning of instructions, write a title and
0m draw a small picture.
amount, butter, cheese, 7 Put pupils in pairs (one from each group). Give out worksheet 5.7(B) to each pupil. Tell
filling, instructions, pupils to read their partner's recipe and complete the feedback. Ask two or three pupils to
mayonnaise, slice, title, read out their recipes and their partner's comments. Ask Are they yummy or yukky?
tomato
8 Round up Ask pupils what other kinds of instructions they read (e.g. how to make a toy,
yukky, yummy
a little, a spoonful how to playa game).

'1INTIENe:E BOX Follow up

Cut the bread. Tell pupils to find out about, and write a recipe for, a sandwich from a different country. Discuss
Cut the tomato into slices. different types of bread and sandwich fillings in different countries. Make a wall display of the
Take one slice of bread. different recipes with the country names beside them.
Spread a little butter on it.
Put the cheese on top.
Cut the sandwich in two.
~e for u heulthy_s_u_nd_w_ic_h _

1 Look at the cheese sandwich recipe. Order the instructions.

C~ a.nd toma. to sa.ndUJich

2 slices of brown bread D e Place the tomato slices

on top of the cheese.
D
1 slice of cheese
b Press the second slice
1 tomato of bread on top. D f Cut the tomato into slices. D
a little butter or mayonnaise
D D
IT] h Take one slice of bread D
and spread butter on top.

2 Now you write a sandwich recipe.

 ___________ R_e~cipefor a healthy sandwich

The sandwich recipe has:

A heading Yes / No

Food words Yes / No

A list of what I need Yes / No

A list of what I do Yes / No

A picture Yes / No

-~ ------------------------------------------------------------

Friend feedback

The sandwich recipe has:

A heading Yes / No

Food words Yes / No

A list of what I need Yes / No

A list of what I do Yes / No

A picture Yes / No
 Art facts and opinions
COr-~TIEN! :'OCUS
describing features and
patterns in paintings using
appropriate adjectives
reading and identifying facts
and opinions
writing descriptions
- COh'1U',,'UFNli~Ar~ON
describing paintings
answering questions
comparing opinions
~ COGt.,J ':'ION
observing
analysing
comparing
lIllVi!lli\,.2/3
AGi! RA~GIiE
8-12
TIME
45 minutes
UAR ~BOu'!f
UT~lrKACY
Descriptions usually
include facts and opinions.
WORD BOX 0D
flower, leaf, line, pattern,
swirl, zigzag
curved, diagonal, straight
Before class
Photocopy worksheet 5.8, one per pupil. Bring plain paper to class, one sheet per pupil.
Copy the Word box onto the board and draw the following patterns:
~ ~
~ ~
~ ~ ~0Gl
~
straight lines diagonal lines curved lines zigzags swirls
In class
1 Finding out Ask Who has been to an art gallery or museum? What did you see there?
Explain that these are facts. Ask the class to tell you another fact (e.g. where the gallery/
museum was). Then ask What did you like there? What did you not like? Explain that these
are opinions. Ask the class to tell you another opinion.
2 Point to the patterns on the board and say straight lines, diagonal lines, curved lines,
zigzag lines, key pattern, swirls.
3 Give out worksheet 5.8 to each pupil. Tell pupils to match the sentences to the pictures.
Key la 2a 3b 4b 5a 6b
Ask Are these facts or opinions? (facts).
4 Ask pupils to write one more fact about the vase (e.g. It has leaves on it).
S Tell pupils to look at the Egyptian mask. Ask Do you like it? Tell pupils to read the opinions
and circle the ones they agree with.
6 Ask pupils to write another opinion about the mask.
7 Round up Put pupils into pairs. Tell them to swap their worksheets with a partner and
compare facts and opinions. Ask Are any the same? Are they different? Ask some pupils to
share their facts and opinions with the class.
Follow up 1
Give pupils a sheet of paper each and tell them to design a vase and write a description of it.
Display the pictures and their descriptions around the classroom.
Follow up 2
Put pupils into pairs and give each pair a sheet of paper. Tell them to draw a mask with patterns
on it. Pupils can then label the names of the patterns they have used.
SENTENCE BOX
This object has many patterns on it.
There are leaves, zigzags and flowers.
There are curved and straight lines.
There isn't an animal picture on this object.
There are no swirls.
I like the mask but he looks sad.
I don't like the mask, it's scary.
I think he looks like a king.
I think he looks strong.
It's lovely but I dont like his eyes.
 Art facts and opinions

Egyptian mask
1 Match the facts with the objects.
1 This object has man~ patterns on it. It also has some people. 0
2 This object has man~ patterns on it. There are leaves, zigzags D
and ]lowers.
3 Most of the patterns on this object are curved lines and straight lines. D
4 There isn't an animal picture on this object. D
5 In the picture on this object there are two animals with legs. D
6 There are no swirls on this object. D
2 Write another fact about the vase.

3 Circle the opinions you agree with.

1 I liRe the masR but he looRs sad. D 4 I thinR he looRs strong. D
2 I don't liRe the masR. It's scar~. D 5 It's lovel~ but I don't
3 It's good. I thinR he looRs liRe liRe his e~es. D
a Ring. D 6 I thinR he looRs ~oung. D
4 Write another opinion about the mask.
 Making a spider's web
CONTENT fOCUS
understanding a process
reading and sequencing steps
in a process
writing about a process
COMMUNICATION
explaining a process
_COGNITION
- sequencing
Before class
Photocopy worksheet 5.9, one per pupil. Copy the Word box onto the board.
In class
1 Finding out Playa guessing game. Say It's small. Itgrows and it can move. It isn't a
mammal, it isn't a reptile and it isn't an insect. It's an invertebrate. It has eight legs. What is
it? (a spider). Ask pupils if they know what kind of animal spiders are (arachnids).
2 Give out worksheet 5.9 to each pupil. Use the visuals on the worksheet to teach web,
thread, hangs, branches, edge, spin, sticky, insect and catch .
3 Ask What's happening in the pictures? (a spider is spinning a web), Why? (to catch food /
to catch an insect). Tell pupils to look at the pictures and put the sentences in order.

AGE RANGE Key 1b 2e 3d 4a 5c

10-12 Ask How do you know the order of the sentences? (We use first, then, after that, finally).
Tell pupils to circle these words. Explain that we use the present tense to describe a process
!IME
which is always true.
45 minutes
4 Tell pupils to look at the pictures of how a bird builds a nest. Use the visuals to teach feather,
LEARN ABOUT roll, twigs weave.
LITERACY S Using the writing frame on the worksheet, the Word box and the words circled in 1, on the
Explaining a process: board ask pupils to complete the description of building a nest.
use the present tense
Key First, the bird finds a feather and starts to build a nest. Next, it puts twigs in the nest.
put the events in time order
After that, it rolls around in the nest. Then it sits in the centre. Finally, it lays an egg and sits
Use sequence words:
on it.
first, then, next, after that,
finally 6 Round up Ask half the class to give you four facts about spiders, then the other half to give
you four facts about birds. Ask Would you rather be a spider or a bird? Why?

Follow up
Put pupils into pairs, one spider and one bird in each pair. Explain that the pupils who are
spiders tell the birds how to make a web, and then the pupils who are birds tell the spiders how
to make a nest.

WORD BOX 0DJ SENTENCE BOX

branch, catch, centre,
circle, edge, eggs, feather,
nest, thread, twigs, web
hang, roll, weave
sticky
The spider makes a thread between two branches.
It moves from the centre to the edge.
It moves round in a circle.
The threads are sticky.
It hangs down from the thread.
It catches an insect.
First, the bird finds a feather and starts to build a nest.
Next, it puts twigs in the nest.
After that, it rolls around in the nest.
Then it sits in the centre.
Finally, it lays an egg and sits on it.
~ M_a_k_i_ng~ider's web

How to spin a web

1 Look at the pictures. Order the sentences.

a Next, the spider goes back to the centre of the web. The spider then waits
for an insect.
b First, the spider makes a thread between two branches. The spider makes
another thread and hangs down from it.
c Finall~, the insect comes into the web and the spider jumps on it.
d Then the spider starts making the circles of the web. It starts at the
outside and slowl~ goes round and round. The threads of the web are
stick~.
e After that, the spider makes a new thread in a cross shape. It moves from
the centre of the web to the outside.

2 Complete the description.

First, the bird fmds a feo..th(2r o..nd.sto..rts to bu.ild. 0.. n(2st
___ it puts in the nest.
_______ , it rolls around in _
Then it sits _
Finall~, it la~s and sits on it.
Writing acrostic poems
CONTENT IFOClIS Before class
learning about acrostic poems Photocopy worksheet 5.10, one per pupil.
reading and responding to a
poem In class
writing an acrostic poem , Finding out Write kangaroos on the board and ask Where do they live? (Australia).
Ask pupils to tell you words associated with kangaroos and write them on the board
COMMUNiCATiON
(e.g. jump, kick, big, long ears, pouch).
sharing ideas
2 Give out worksheet 5.1 0 to each pupil. Read the poem aloud and ask the pupils to read
suggesting
and listen. Ask Are any of the words on the board in the poem?
COGNiTION
3 Check understanding of new vocabulary by asking pupils to find a word in the poem that
analysing
means:
making decisions very big (giant)
LEVEl 3 what we stand on (ground)
one long jump (leap)
AGE RANGE
very quick (fast)
10-12
jump up quickly (spring)
'lfU'\iill!e 4 Ask What is special about the poem? (kangaroos is written down the middle). Explain that
45 minutes
this type of poem is called an acrostic poem.
S Ask pupils which words they like in the poem.

UTEUCY 6 Draw pupils' attention to the adjective fast. Ask Why do you think it is written twice?
Acrostic poems have letters (to emphasise they go very fas~. Explain that poets often use repetition.
which make another word 7 Divide the class into four groups. Explain that group 1 reads the poem to the class quietly,
down the centre of the
group 2 reads it loudly, group 3 reads it slowly and group 4 reads it quickly.
poem.
8 Ask pupils to suggest words they could use in an acrostic poem about tigers (e.g. fast,
striped, jungle, dangerous). Write them on the board.
WORD BOX 0D 9 Put pupils into pairs. Tell them to work together to complete the acrostic poem about tigers
ground, rocks, runners,
sand on the worksheet.
jump, kick, leap, spring '0 Put the class into small groups. Ask them to write the acrostic poem about pandas on the
fast, giant worksheet. Explain that they should think about which words they want to use first.

" Round up Ask pupils to think of three things that kangaroos, tigers and pandas have in
common (e.g. they are mammals, they have four legs, sometimes they live in zoos). Then
tell the class to think of three things that are different (e.g. their habitats, their colour, their
food).

Kangaroos
Kangaroos
CAn jump high.
They spriNg and kick
With Giant leaps
Along Australian
gRound.
Over rocks,
Over sand
They're faSt, fast runners.
~ w_ri_t_ing acrostic poems

1 Read the poem.

Kangaroos
Kangaroos
CAn jump high
The~ spriNg and kick
With Giant leaps
Along Australlan
gRound.
Over rocks,
Over sand
The~)re faSt, fast runners.

2 Now complete the acrostic poem about tigers.

Ti.gers
The~l _
In the _

3 Write your own acrostic poem about pandas.

Pandas
P
A

o
A

S
 Alternative energy fact files
CONTENT FOCUS
learning about alternative
energy
making notes using a fact file
Before class
Photocopy worksheet 5.11, one per pupil. Provide plain paper for each group of four
pupils. Draw two mind maps on the board.

COMMUNICATION
speaking from notes
comparing notes

COGNITION
.- ordering
interpreting In class
LEVEL 3 1 Finding out Ask pupils to say words they know connected with the sun and wind (e.g hot,
sunshine, day, air, windy, blow). Write them on the mind maps on the board. Ask What is
AGE RANGE the link between them? (both can be forms of energy).
10-12
2 Tell pupils that our planet has the power to give us everything we need: water, air, energy
TUVUE and food. Put pupils in groups of four and give each group a sheet of paper. Tell them they
45 minutes have five minutes to write or draw good things that our planet gives us. Monitor and help if
pupils need translations from L1. After five minutes ask Which group has five things? What
LEARN ABOUT
are they?
LITERACY
3 Give out worksheet 5.11 to each pupil. Elicit or teach the following vocabulary using the
Factfiles usually contain
key words. They use visuals on the worksheet: heat, electrIcity, solar panels, turbine, wind farm. Tell pupils to draw
present tenses. They are matching lines to connect the pictures with the energy sources: sun and wind.
non-chronological Key a sun b wind c sun d wind
4 Ask What's the opposite of 'dirty'? (clean), What's the opposite of 'expensive'? (cheap). Put
WORD BOX 0D pupils into pairs, A and B. Explain that they are going to read the information about solar
electricity, energy, light, power. Pupil A reads the questions and Pupil B reads the answers.
solar panels, solar power,
5 Tell pupils to look at fact file 1 about solar power. Ask Why is this easy to read? (key words,
turbine, wind farms, wind
short sentences). Explain that fact files are useful for taking notes.
power
cheap, clean, electrical 6 In their pairs, tell pupils to read about wind power. Now Pupil B reads the questions, and
Pupil A reads the answers.
SENTENCE BOX
7 Tell pupils to make notes for fact file 2 on wind power. They can compare their notes with
You can see solar panels
their partners. Circulate and monitor as pupils write their notes.
on roofs.
Sun and wind power are 8 Round up Ask pupils to tell you two facts about sun and wind power.
clean and cheap.
The sun produces light. Follow up
The sun provides electrical Ask pupils to design leaflets about alternative energy by hand or using computers. Explain that
energy. the title of the leaflet is Our powerful planet.
The sun's energy is called
solar power. Curriculum link Read the story The North Wind and the Sun (lesson 5.12, page 132).
The wind's energy is called
wind power.
The wind's energy
provides electricity.
There are many wind
farms near the sea.
 Alternative energ}' fact files

1 Match the pictures with the energy sources. Draw lines.

\ \A;
-:;;'t:( \1-1--
~O~I - sun _
-'ij{~~l\ I
Wind
----
I -~~ ~)\
~'.)"

2 Read about solar power.

Where LSLtfrom? The sun.
How does Lt work? Solar panels change
the Ught from the sun Good point: It's cheap.
Lnto electrLdt~. Problem: It can't be used at
night.
Where can we Solar panels on the
Fascinating fact 1: The
see Lt? roofs of houses and sun's light is used to make
above parkLng metres. electricity.
WLll the power Fascinating fact 2: It's used
N o. for parking metres.
run out?
Wh~ LSLt good? It LSver~ clean and cheap.
Are there problems? It cannot be used at nLght
or when Lt LScloud~.

3 Read about wind power and complete the fact file.

Where LSLtfrom? ALr.
How does Lt work? TurbLnes change wLnd
power Lnto electrLdt~.
Where can we WLnd turbLnes on
see Lt? wLnd farms on the
land and Lnthe sea.
WUl the power
run out? No.
Wh~ LSLt good? It LSver~ clean.
Are there problems? The~ cannot be used
when Lt LSnot wLnd~.
 Reading drama
CONTENT FOCUS
understanding the effects of
our behaviour on others
reading a play script
Before class
Photocopy worksheet 5.12, one per pupil. Draw a picture of the sun and simple compass
directions on the board. Provide two different coloured pens or pencils for each pupil.

tt COA"lMUNICATION
speaking with expression

COGNITiON
interpreting feelings
analysing
making decisions
evaluating In class
1 Finding out Point to the compass illustration on the board and ask pupils Where can
UVIrlI. 3
you see a diagram like this? (on maps), What is it used for? (directions), What is it called?
AGIlE RANGlli (accept L1 and translate). Explain that winds come from the north, south, east and west.
10-12 Winds can be hot or cold. Explain that the class is going to read a story set in Europe. Ask

TIMf.
45 minutes
UARNABOUT
UTEUCY
Drama texts usually include
stage directions which
explain the characters'
feelings and help actors
know how to perform.
In Europe, which wind is hot? (from the south), Which wind is cold? (from the north).
2 Give out worksheet 5.12 to each pupil and ask what kind of text it is (a play). Ask pupils
how many characters are in the play (four: the narrator, the wind, the sun and a man).
3 Read the play, using different voices for the different parts, while pupils read and listen.
4 Ask pupils Which words show how the characters feel? (loudly, quietly, gently, confidently,
angrily, surprised, smiling). Ask Where are the words? (after the names of the characters, in
brackets). Tell pupils to underline them using a colour and to complete the words in question
1. Ask Which words tell us what the characters do? (puts on coat, buttons up coat, puts
hands in pockets, unbuttons coat). Tell pupils to underline them using a different colour.
Explain that these are called stage directions. Next, ask pupils to write two more actions,

WORDBOX 0D one for the wind and one for the sun. Explain that they should draw arrows to mark in the
play where the actions happen. Examples: With hands on hips (end line 2), Points to man
the sun, the north wind
(end line 6), Stretches and stands up very straight (end ine 11).
argue, blow, button up,
shine 5 Put pupils in groups of four and tell them to decide their roles in the play. (If you have some
smiling, strong, surprised groups of five, groups can have two narrators.) Tell pupils to practise in their groups before
angrily, confidently, gently, performing the play in front of the class. Write on the board:
loudly, quietly
We liked the ...
SENTENCE BOX The ... was fantastic.
The man buttoned up his Encourage other groups to use this structure to comment on their classmates' performance.
coat.
6 Round up Encourage pupils to talk about times when they have been angry and too
The North Wind and Sun
started to argue.
forceful. Ask Why is it better to be kind and gentle?
The North Wind blew.
The North Wind is Follow up
stronger. Pupils think of situations when they feel like the characters in the play (e.g confident, angry,
The North Wind was surprised). Ask volunteers to mime them for the class to guess.
surprised.
The Sun shone.
The Sun was smiling.
 ________________ R_e_a_d_i_ng drama

Narrator: One day the North Wind and the Sun started arguing.
North Wind: (loudly) Of course I am much stronger than you.
Sun: (quietly) I don't think so. I am strong but I am gentle.
Narrator: They argued for a long time but they could not agree.
Sun: (gently) Show me that you are stronger than me.
North Wind: That's easy! Can you see that man over there?
Narrator: The Sun looked down and saw a man walking along a road.
Man: It's very cold and windy. I think I'll put on my coat. (puts on coat)
Sun: I can see him.
North Wind: (confidently) Let's see who can make that man take off his
coat. Watch me! I am so strong I can do it. {/ -7 I "\

Sun: OK, you go first. ~

u: J
Narrator: The North Wind blew and blew and blew. He was so strong the

~i,:drSe:I~;c~~~~mustbutton up my coat and put my hands in

my pockets. (buttons up coat and puts hands in pockets)
The North Wind saw the man button up his coat, so he blew \..-1
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/4\\
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\)

MUCH harder but the man pulled his coat round him tightly. G
(angrily) It's no good, he won't take off his coat. If I can't do it,
you can't do it! 'lI~ ~
Sun: Watch me! ~!& ~
Narrator: The sun came out from behind a cloud and shone gently. The ~ W
man took his hands out of his pockets and unbuttoned his coat. <::i /]
Man: Phew! I'm hot now. (unbuttons coat)
Narrator: The sun began to shine more brightly. The man then
took off his coat and sat down under a tree.
North Wind: (surprised) How did you do that?
Sun: (smiling) It was easy. I was gentle.

1 Complete the words from the play which show feelings.

1 IOlAd. l~ 5 il~
2 l~ 6 ed
3 l~ 7 ing
4 l~

2 Write two stage directions for the wind and the sun. Draw two arrows (---+)
to show where the actions happen in the play.
1 North Wind: _
2 Sun: _
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_________________ H_e_x_agons game
_1-_6_r_ac_e ~.

6 D 6 D 6 D

5 D 5 D 5 D

4 D 4 D 4 D

3 D 3 D 3 D

2 D 2 D 2 D

1 ~ 1 [J 1 D

Pupil 1 Pupil 2 Pupil 3

 Co-ordinates game

12345 6
~-------------------------------------------------------------

~6
Would you like to be en ?

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