One Potato, Two Potato Key Stage 1 RADIO Summer 2006 Teacher's Notes Age 5

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B B C Northern Ireland Schools Age 5 - 7 One Potato, Two Potato Key Stage 1 RADIO Summer 2006 Teacher's Notes Age 5 – 7 Key Stage 1

Series Producer: Bernagh Brims

Spring/Summer/ Autumn Tuesday 1105 – 1120

From 25 April to 30 May

BBC Radio Ulster Medium Wave 1341 kHz North West 792 kHz Enniskillen 673 kHz

The series provides a training ground for the development of listening skills in P1-P3 pupils. Using a mixture of story, song, discussion, poetry and music, all locally based, the programmes are designed to encourage careful and constructive listening, to stimulate the imagination of young children and to extend their awareness of their own environment and heritage.

The themes chosen for the term are linked to allow a natural progression of ideas to ﬂ ow from week to week. The topics this term include Maths (shapes and numbers), Keeping Safe and Music.

Presenters Michael McDowell & Libby Smyth

Programmes

1. Going Round in Circles 25 April 2. Have a Square 2 May 3. Musical Shapes 9 May 4. Odds and Evens 16 May 5. Is It Risky? 23 May 6. The Sea Sheep 30 May

Northern Ireland Curriculum

The series may be used to support the three main areas of study in English, Mathematics and Science.

The series will also assist with Music, History, Geography and cross-curricular themes. These will include Heritage, Education for Mutual Understanding and Health Education. bbc.co.uk/ni/schools/potato 1 One Potato, Two Potato Summer 2006

Tape Recording

Where possible, it would be an advantage to tape record programmes. By using the pause button sections of the broadcast can be discussed leading to greater understanding or appreciation. Many of the songs are very attractive and the children may well want to learn them or hear them again.

After the Broadcast

Each programme will offer material for discussion. Some suggestions for further follow-up activities are given in the Teacher’s Notes or are made during the broadcasts. Teachers might like to consider some or all of the following aspects of the programme.

• Discussion and/or recall of broadcast. • Re-tell the story. • Art or craft work. • Topic or project work. • Singing songs/repeating rhymes. • Number work. • Drama/acting the story/role play. • Written work.

Talk to Us

Material from the children in the way of stories, songs, poems, drawings or letters will always be welcomed and acknowledged.

Teachers' views too are very important, and we value your opinion on how the series works in the classroom.

To help us plan future programmes, please send your comments, information, criticism, or suggestions to:

The Producer One Potato, Two Potato BBC Broadcasting House Ormeau Avenue Belfast BT2 8HQ

Or e-mail us at: [email protected]

A series provided by the BBC at the request of the Educational Broadcasting Council for Northern Ireland.

bbc.co.uk/ni/schools/potato 2 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

Going Round in Circles

Programme 1 25 April by Isobel Gamble

In the ﬁ rst of three programmes on shape, this week Libby and Michael look at circles and round things.

Poem

Bubbles

Out in the garden When school was done I blew bubbles In the sun.

I blew a bubble Huge as could be! It hung in the air For all to see.

Into my bubble I looked and found A shining land That was rainbow round.

It looked like a world Meant for no one but fairies. They’d keep little farms there With cows, chicks and dairies. Woods where pixies Could picnic for pleasure, And hide near the rainbows Their crocks of strange treasure.

And then came a bee All furry and fat. Before I could think What he would be at My beautiful bubble He brushed with his wing And all that was left Was a little damp ring.

L Nicholson

bbc.co.uk/ni/schools/potato 3 Going Round in Circles One Potato, Two Potato Story

“Hi, everybody. My name is Leftie. I’ve such an adventure to tell you. Me and my identical twin brother, Righto, are a pair of long red socks. I think most people would call us a pair of football socks. Well, the most dreadful thing happened to us…Righto has got lost…

Song: The Wheels on the Bus words and sheet music available in Teacher’s Resources section of web site

After the programme

• Look for circles in the classroom. • Ask the children to list six round or circle shaped objects they fi nd at home. • Go for a walk and fi nd some circles (road signs, wheels, round windows). • You could also list squares (windows, paving stones, manhole covers); rectangles (doors, gates, window, bricks, lorries); triangles (road signs, roofs). • Think about ‘round’ food – biscuits, cakes, buns, burgers, a lot of fruit and vegetables. Why do we normally have round plates? (Demonstrate how things ‘fall off’ a square shape more easily). • Discuss the idiom ‘going round in circles’. • Discuss why some objects are usually round i.e. buttons, money. Would they be more diffi cult to use if they were square – or triangular? • Design a pizza. Cut out a round pizza shape in paper and divide it exactly in four. Ask the children to draw on one quarter their favourite pizza fi lling. Now copy the design exactly on the other three slices. • Do some cutting and folding exercises with paper to make circles, squares, rectangles and triangles. • Look at the poem ‘Bubbles’ and blow some bubbles in the classroom and talk about refl ections. • Add the number 0 to fi gures and discuss what happens.

Northern Ireland Curriculum

Mathematics

Shape and Space:

Pupils should have opportunities to: name 2D and 3D shapes; describe these shapes using mathematical language; recognise reﬂ ective symmetry in simple cases in their immediate environment. Recognise, in practical situations, different types of movement, including straight and right and left turns.

English

Talking and Listening:

Pupils should engage in talking and listening for a variety of purposes including; asking and answering questions and drawing conclusions; expressing thoughts, opinions and feelings; taking part in conversations and discussions. bbc.co.uk/ni/schools/potato 4 Going Round in Circles One Potato, Two Potato

Art and Design

Pupils experience in investigating and realising should enable them to: develop an awareness of shape and space, form (e.g. collecting and sorting and making dimensional objects) and texture and pattern.

Music

Performing:

Pupils should have opportunities to: develop an awareness of simple features in songs and accompaniments which they sing and play.

Listening and Responding:

Pupils should have opportunities to: respond to rhymes and songs by using appropriate actions, movements or gestures.

Cross-Curricular Links

MUSIC Art shapes of instruments design join in songs patterns playing percussion cutting and folding shapes

PROGRAMME 1

English Geography discussion ‘shapes’ in the street idioms home and the odd-one-out game environment

bbc.co.uk/ni/schools/potato 5 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

Have a Square

Programme 2 2 May by Isobel Gamble

This week’s programme on shape looks at squares and rectangles all around us.

Poem

Shapes

Draw a circle hand in hand. Draw a square with a stick in the sand. Watch how three acrobats can dangle From their trapeze in a triangle. Then, when its bedtime, jiggle, And giggle, And wiggle, And wiggle Out of your tracksuits to make it fall On the ﬂ oor in a squiggle. ‘Cause a squiggle’s the nicest shape of all.

Leo Aylen

Story

What is Tiddles the cat to do when the postman brings a square parcel for Sophie’s birthday? The family are away and the postman leaves it stuck behind the plant pot by the door, just where those troublesome twins next door might ﬁ nd it……

After the programme words for discussion:- acrobat; trapeze; to ‘doodle’; a ‘squiggle shape’; tartan; “you’ll get square eyes if you watch too much TV.”

• Go for a walk and list ‘square’ shapes found (windows, paving stones, manhole covers; and rectangles (doors, gates, windows, bricks, lorries) • Look for square and rectangle shapes around the classroom, and at home. • If appropriate to your class, introduce some pattern words in addition to circle, rectangle, square such as triangle, hexagon, spiral, coil, twist, curl. • Look for patterns and how squares and rectangles in particular ﬁ t together - tiles on the ﬂ oor or walls, wallpaper, material (tartan) and other fabrics. • Talk about games which use squares and rectangles e.g. draught and chess boards, snakes and ladders, hopscotch. Even a football pitch is marked out with huge rectangle shapes! • List square or rectangle foods – bread, buns, many types of sweets, chocolate. bbc.co.uk/ni/schools/potato 6 Have a Square One Potato, Two Potato • Make a matchbox model with square wheels. Why doesn’t it work?

Northern Ireland Curriculum

Mathematics

Shape and Space:

Pupils should have opportunities to: name 2D and 3D shapes; describe these shapes using mathematical language; recognise reﬂ ective symmetry in simple cases in their immediate environment.

Recognise, in practical situations, different types of movement, including straight and right and left turns.

English

Talking and Listening:

Art and Design

Pupils' experience in investigating and realising should enable them to: develop an awareness of shape and space, form (e.g. collecting, sorting and making dimensional objects) and texture and pattern.

Music

Performing:

Pupils should have opportunities to: develop an awareness of simple features in songs and accompaniments which they sing and play.

Listening and Responding:

Pupils should have opportunities to: respond to rhymes and songs by using appropriate actions, movements or gestures.

bbc.co.uk/ni/schools/potato 7 Have a Square One Potato, Two Potato Cross-Curricular Links

Art Music shapes of instruments design join in songs patterns playing percussion cutting and folding shapes

PROGRAMME 2

English Geography discussion ‘shapes’ in the street home idioms and the environment odd-one-out game

bbc.co.uk/ni/schools/potato 8 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

Musical Shapes

Programme 3 9 May by Peter Murphy

Completing the unit on shapes, this week’s musical programme adds triangles to the list, and relates the shape of some well-known percussion instruments to their sound.

Song: Shapes words and sheet music available in Teacher’s Resources section of web site

Song: Triangles Sound Like this words and sheet music available in Teacher’s Resources section of web site

After the programme words for discussion:- odd-one-out; pyramid.

• Go for a walk and spot some ‘triangle’ shapes e.g. road signs, roofs. • Make your own shape Odd-One-Out game as in the programme – or ask the children to invent one themselves. • Find some triangular foods e.g. Toblerone, cheese triangles, shortbread. • Talk about the idea that metal sounds ‘travel’ – they can be heard further away e.g. church bells.

Northern Ireland Curriculum

Mathematics

Shape and Space:

English

Talking and Listening:

bbc.co.uk/ni/schools/potato 9 Musical Shapes One Potato, Two Potato Art and Design

Pupils' experience in investigating and realising should enable them to: develop an awareness of shape and space, form (e.g. collecting and sorting and making dimensional objects) and texture and pattern.

Music

Performing:

Pupils should have opportunities to: develop an awareness of simple features in songs and accompaniments which they sing and play.

Listening and Responding:

Pupils should have opportunities to: respond to rhymes and songs by using appropriate actions, movements or gestures.

Cross-Curricular Links

Music Art shapes of instruments design join in songs patterns playing percussion cutting and folding shapes

Technology PROGRAMME 3 ‘square’ wheels

English Geography discussion ‘shapes’ in the street idioms home and the odd-one-out game environment

bbc.co.uk/ni/schools/potato 10 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

Odds and Evens

Programme 4 16 May by Ann Burnett

A programme about numbers around us and their importance.

Poems

Five Little Astronauts

Five little astronauts off to the stars One fell out the door on the way to Mars. Four little astronauts landing on the Moon One looked inside a hole and found a wooden spoon. Three little astronauts sitting in a rocket, One caught an asteroid and put it in his pocket. Two little astronauts ﬂ oating out in space, One shouted, “Ready, go!” and tried to run a race. One little astronaut sleeping in his berth, As his tiny rocket ship ﬂ ies him home to earth.

By Ann Burnett

Dial 999

Dial 999, dial 999 Robert Beattie stole a sweetie, Dial 999.

Dial 999, dial 999 Mrs Dyer’s hat’s on ﬁ re, Dial 999.

Dial 999, dial 999 Mary Cree has skinned her knee, Dial 999

By Ann Burnett

Rhyme

Odds and Evens

One, three, ﬁ ve, seven, all good children go to Heaven. bbc.co.uk/ni/schools/potato 11 Odds and Evens One Potato, Two Potato Seven, ﬁ ve, three, one, only when their work is done.

Two, four, six, eight, Who do we appreciate Eight, six, four, two, Only folk like me and you.

Story

“How will I know which house gets which letters? said Fred the postman. “They all just say Mr and Mrs Smith, Ballytoodlum. We’ll have to do something. I keep getting the letters all mixed up……”

Song: The Banana Seller words and sheet music available in Teacher’s Resources section of web site

Song: Postman words and sheet music available in Teacher’s Resources section of web site

After the programme

• List all the numbers visible in the classroom and their purpose. • For homework, list visible numbers around the house (clock, front door, television and video, mobile phones, washing machine, cooker, microwave, labels on food containers, games etc.) What are the numbers for? • Count backwards. • Count in 2s, and odd and evens (NB even numbers always have a ‘partner’). • Discuss house numbers. • Discuss the ‘999’ emergency line. • Study the rhyming pattern of the ‘999’ poem and make up some new verses.

Northern Ireland Curriculum

Mathematics

Number:

Pupils should have opportunities to: copy, continue and devise repeating patterns e.g. distinguish between odd and even numbers.

bbc.co.uk/ni/schools/potato 12 Odds and Evens One Potato, Two Potato Cross-Curricular Links

Geography emergency services house numbers

Maths counting sorting PROGRAMME 4

English rhymes

bbc.co.uk/ni/schools/potato 13 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

Is it Risky?

Programme 5 23 May by Chris Ward

This week’s programme is all about safety – and how to assess whether something is safe, risky or dangerous. How can we make ‘good choices’ to protect ourselves?

Chris Ward writes:-

Risk is an equation of Opportunity and Hazard.

Opportunity may reveal itself in terms of the challenge or perceived attractiveness of a given activity. It involves a gain to the individual of one or more of the following: pleasure, satisfaction of curiosity, self conﬁ dence, self esteem, skills development, physical or psychological release.

Hazard is the potential for harm in an activity.

Too often, risk is only used to mean danger, (the extreme likelihood of harm, loss or damage) but this interpretation excludes any consideration of possible beneﬁ t. When we say that something is ‘too risky’ or ‘very risky’, we more accurately mean that the potential for negative consequences far outweighs the potential for positive consequences.

It is important that we do not send out messages which forbid or preclude all risk taking by children, since risk is an inherent element in learning, exploration and discovery, of both our inner world and the world around us.

What is vital in terms of life skills/PSHE is that children are empowered … enabled to form a reasonable assessment of the level of hazard in a given situation and to weigh this up against the opportunity which the situation presents. If their thinking skills, decision making skills and physical skills are adequate, then it is possible that they may engage in the activity in a way which maximises opportunity and minimises danger, resulting in positive outcomes.

This script is an attempt to alert children to the need to Recognise risk……… Identify risk………… Quantify risk…………

... and to encourage them to apply simple pre-engagement skills, which they may already possess or be nurturing (thinking, selecting, deciding), in order to reduce the level of hazard to that which can comfortably be accommodated whilst the activity is pursued.

Poems

The First Time

Have you ever done something that you’ve never done before Have you ever knocked the knocker on your granny’s front door Have you sliced your own sausage with a very sharp knife Have you ever done something for the ﬁ rst time in your life? bbc.co.uk/ni/schools/potato 14 Is it Risky? One Potato, Two Potato

Have you ever done something that you’ve never done before Have you ever chased a seagull on a sandy seashore Have you used a brush and polish to give your shoes a shine Have you ever done something for the very ﬁ rst time?

By Chris Ward

Risky Things

I wouldn’t like to cut myself When buttering my bread I wouldn’t like an elephant To sit upon my head

I wouldn’t like to scrape my knees Upon a stony path I wouldn’t like to ﬁ nd myself On top of a giraffe

I wouldn’t like to bang my head Upon a garden wall I wouldn’t like a crocodile To catch me when I fall

If there are lots of risks In the things I want to do I try to make good choices So, tell me now, do you?

By Chris Ward

Story

“Can I have a go on your scooter, Naoimh? What’s it like? Does it go really fast? Is it hard to keep your balance?” Naoimh held out the handlebars to Eddie. “Yep. It’s really nippy and its dead easy to get your balance. Do you want me to show you how to work it?”

“Nah! I’ll ﬁ gure it out. I’ll give it a run down the path to the cherry tree….”

Song: Is It Safe, Is It Risky, Is It Dangerous - By Chris Ward words and sheet music available in Teacher’s Resources section of web site

After the programme words for discussion:- to be ‘a bit risky’; to make a good choice; a bad choice; banister; to keep your balance; bbc.co.uk/ni/schools/potato 15 Is it Risky? One Potato, Two Potato to swerve (the scooter); a control box (the helicopter); a skinny branch; a long metal pole with a claw at one end.

• Suggest some activities and discuss if they might be safe, risky or dangerous. (Most things have the potential to be any of the three e.g. peeling an apple could be ‘dangerous’ if the knife isn’t used correctly). Discuss each activity and decide its scale of risk, and what can be done to make it less so – how to ‘make a good choice.’ Make charts. e.g. Learning to ride a bike Baking a cake Walking to school Feeding a baby Patting a dog • How do the class feel about trying something new? If they ﬁ nd something scary, what choices do they need to make it less so? • What is the difference between being brave, and being fool-hardy? • Discuss the need of a certain amount of ‘bravery’ if new skills are to be achieved e.g. the ﬁ rst time you swim across the pool wearing armbands. • Choose an activity, and work out the results of someone making a ‘good’ or ‘bad’ choice e.g.

Skateboarding ? ? without protection wearing the gear ? ? possible cuts and bruises less chance of injury

• The topic could be broadened to include other issues such as Stranger Danger and Road Safety.

Story Comprehension

• Was Eddie O’Donnell a quiet little boy? • Talk about what he was like. • What protection gear did Naoimh have for her micro-scooter? (a purple helmet with matching knee pads, elbow pads, wrist guards and gloves). • What happened to Eddie on the scooter? (the wheel stuck in a crack and he fell off). • What toy did Eddie ‘borrow’ from his brother? (a model helicopter) • What happened to it? (it got caught in the apple tree) • What was the name of the man next door? (Mr McCoubrey) • How did he rescue Eddie? (with a ladder) • How did he rescue the helicopter? (with an ‘apple-grabber’ – a long pole with a claw at the end).

bbc.co.uk/ni/schools/potato 16 Is it Risky? One Potato, Two Potato Northern Ireland Curriculum

English

Talking and Listening:

Pupils should have opportunities to become involved in talk in every curricular area; express thoughts, feelings and opinions in response to personal experiences, literature, media and curricular topics or activities e.g. respond to an educational broadcast.

Contribution to

Cross-Curricular Themes:

Pupils should have opportunities to talk about themselves and others – their growth, their senses, safety and avoidance of danger, and through writing should have opportunities to make drawings and posters of themselves and others and write captions about personal qualities, positive behaviour, hygiene, health and safety.

bbc.co.uk/ni/schools/potato 17 B B C Northern Ireland Schools One Potato, Two Potato Summer 2006

The Sea Sheep

Programme 6 30 May by Libby Bennett

A legend set in the Mourne Mountains, and featuring the music of the ﬂ ute and harp (performed by the Phoenix Duo).

The Harp

The concert harp is 1 metre 85 centimetres high. It has forty seven strings and seven pedals which raise and lower the pitch of the strings by a semi-tone. The strings vary in length and produce a wide range of notes (the longer the string the lower the pitch). The sound is produced by plucking the strings individually or several together, and the ‘glissando’ by sweeping ﬁ ngers across the string.

The Irish harp is much smaller, usually thirty-six strings, no pedals and a smaller sound box.

The Flute

The sound is produced by blowing across the hole causing air to vibrate in the tube. The notes are changed by covering different combinations of holes, therefore lengthening or shortening the tube (the shorter the tube the higher the note).

The concert ﬂ ute plays three octaves of notes. It is used for classical, jazz and wind band music.

The piccolo plays an octave higher than the concert ﬂ ute.

The bass ﬂ ute is bent round to make it easier to hold. It is an octave lower than the concert ﬂ ute.

The ﬂ ute, panpipes and the harp in one form or another are very ancient instruments.

Story

Long ago, at a time when wolves still roamed around the Mountains of Mourne, there was a shepherd call Boirche. His sheep were famous for miles around and everyone knew that their wool could be spun and woven into the softest warmest cloth in the world.

One dark night pirates from the Isle of Man decided to steal Boirche’s sheep……

After the programme words for discussion: a calm day; reeds; panpipes; horizon; a ‘ﬂ ock’ of sheep; wolfhounds; ‘white horses’ (waves)

bbc.co.uk/ni/schools/potato 18 The Sea Sheep One Potato, Two Potato

Story Comprehension

• What instruments did Boirche play? (Pipes or panpipes) • Where did he keep his sheep? (On the Mountains of Mourne) • Where did the sheep go at night? (In a pen, surrounded by high walls) • Who guarded the sheep at night (Two wolfhounds) • Which animals might try to harm the sheep? (Wolves) • Where did the pirates come from? (The Isle of Man) • How did the pirates trick Boirche? (One started to play a lullaby which cast a spell on him and the dogs) • How did Boirche get his sheep back? (He played his pipes) • What did the sheep look like as they came back across the sea? (White waves)

Activities

• Illustrate parts of the story with percussion instruments e.g. the pipes playing, sounds of the wind and the sea, and a storm. • Let the children experiment with big and small instruments so they understand that big instruments (or those with long strings) make low sounds, while small instruments (and short strings) make higher sounds. • If possible provide pictures of the harp and the ﬂ ute and discuss how their sounds are produced. • Try blowing over a bottle to make a ‘ﬂ ute’ sound (larger bottles are easier e.g. a milk bottle).

Northern Ireland Curriculum

Music

Composing:

Pupils should have opportunities to: play with sound; explore and investigate ways of making sounds; create simple sound effects using single sounds e.g. to illustrate particular words in rhymes and stories; select sounds in response to a stimulus e.g. a series of sounds to illustrate part of a poem, story or song; select and combine sounds to express mood and atmosphere.

Performing:

Pupils should have opportunities to: develop manipulative control in playing simple instruments.

Listening and Responding:

Pupils should have opportunities to: talk about the sounds they make within the classroom e.g. in terms of loud/ quiet, high/low etc.

bbc.co.uk/ni/schools/potato 19 The Sea Sheep One Potato, Two Potato

English

Talking and Listening:

Pupils should be given opportunities to: describe and talk about real and imaginary experiences and about people, places, things and events.

Cross-Curricular Links

Science producing sounds

English story comprehension PROGRAMME 6

Music high and low sounds creative music making blowing & plucking instruments

Credits

L Nicholson for the poem Bubbles from A Book of A Thousand Poems published by Evans Bros Ltd. A & C Black for the use of song The Wheels On The Bus taken from Okki-Tokki-Unga. Leo Aylen for use of the poem Shapes taken from One In A Million by Moira Andrew published by Pufﬁ n Books Jun Jillman (Macmillan) for the song Shapes from Mrs Macaroni published by Cynthia Razza. Sarah McNeill and Peter Hutchings for the use of song The Banana Seller. Albert Chatterley for the song The Postman

bbc.co.uk/ni/schools/potato 20