pr all aut2004 - bbc · - draw/design the layout and content of a playbus. - find some of the...

bbc.co.uk/ni/schools/potato 1

The series provides a training ground for the development of listening skills in P1-P3 pupils. Using a mixture of story, song, rhyme, 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 topics this term are all linked to the theme OUT and ABOUT – and include homes and schools, helping others, hospitals, music and winter time.

Programmes

All Around the Countryside 14 September Rooms in My House 21 September Rooms in My School 28 September The Clogher Valley Railway 5 October Billy and the Fireman 12 October Rory Rabbit Flies his Kite 19 October A Visit to Casualty 2 November Finding Out 9 November The Three Billy Goats Gruff 16 November Wintertime 23 November

*Please note no broadcast on 26 October*

Northern Ireland Curriculum

The series may be used to support the three main areas of study in English, Mathematics and Science at Key Stage 1.

The series will also assist with music, history, geography and cross-curricular themes. These will include cultural heritage, education for mutual understanding and health education.

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.

B B C Northern Ireland Schools

One Potato, Two PotatoOne Potato, Two PotatoAge 5 - 7

Autumn 2004 Teacher's Notes

Key Stage 1

RADIO


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 after 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

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

Teacher’s 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 ProducerOne Potato, Two PotatoBBC Broadcasting HouseBelfastBT2 8HQ

Or e-mail us at: [email protected]

A series provided by the BBC at the request of the Educational Broadcast Council forNorthern Ireland.

One Potato,Two Potato Autumn 2004


Programme 114 September The fi rst broadcast provides a simple introduction to the series to enable new listeners to identify with the two presenters and to become aware of the general format of the programmes. It will accustom the class to respond to direct questions from the presenters and to think about and to analyse what they can hear.

The main theme of this week’s programme is buses.

Story

Each night when the Number Nine Bus was put into the garage and when all the men had gone away he would sigh to himself – “Oh I’m so tired, I’m getting old. I’ll never be able to work in the morning. I wish they would give me a new set of tyres, my wheels are killing me.”

Today’s story follows the adventures of the Number Nine Bus when one morning it didn’t start. But instead of going to the scrap-yard, Number Nine was converted into a Playbus.

Song

The Wheels on the Bus

B B C Northern Ireland Schools One Potato,Two Potato Autumn 2004

All Around the Countryside 9

story by: Bernard McLavertycompiled by: Bernagh Brims


Verse 2 The horn on the bus goes peep, peep, peep……

Verse 3 The mums on the bus go chatter, chatter, chatter……

Verse 4 The dads on the bus go nod, nod, nod……

Verse 5 The kids on the bus go wriggle, wriggle, wriggle……

Run, Jump, Hop, Skip (All Around the Countryside)

There was a little man and he liked to run All around the countryside. He’d run and jump and hop and skip All around the countryside.

He ran to Donaghadee just to see the sea And out to Millisle where he rested for a while. He scampered up to Larne where he bumped into a barn Then he nearly had a fall on the beach at Cushendall.

Chorus Run, jump, hop, skip, merrily away Jog, jog, jig, jog, jog along a day. Run, jump, hop, skip, merrily away All around the countryside.

He jogged up to Portrush and he jumped over a bush, He ran down to Coleraine and he stopped to watch a train. He hopped out to Strabane where he met a man called Dan, Who warmly shook his hand before he skipped away again.

He ran to Dromore but his feet were getting sore, So he walked to Letterbreen where he dipped them in a stream. He limped to Derrylin where he tripped and bumped his shin, And that’s why he jumped for joy when he arrived in Aughnacloy.

He ran to Portadown and he sauntered through the town, He sang a happy song and he jogged to Annalong. Then he ran up to Lough Neagh where the people heard him say, ‘I think I’ll have to stay ‘cause I’ve run far enough today.’

I’ve jumped across the Sperrins and run around Lough Erne, I’ve had some tea in Lisnaskea, Rostrevor and Lisburn. I’ve hopped the Mourne Mountains and the Strangford Lough so wide. For I love to jump and hop and skip around the countryside.

By Chris Ward

All Around the Countryside One Potato, Two Potato


After the Programme

- Discuss, write and draw pictures about your area.- Do a survey or make a chart of how everyone travels to school.- Discuss buses: colours, sponsored buses, playbuses.- Draw/design the layout and content of a playbus.- Find some of the places mentioned in the song Run, Jump, Hop, Skip on a map.

Northern Ireland Curriculum & Cross-Curricular Links

All Around the Countryside One Potato, Two Potato

PPROGRAMME 1

PEdifferent methods of movement(run, jump, hop, skip, jog, jig)

HISTORY /CULTURAL HERITAGEtravel in the past

MATHScharts/graphscollecting data

GEOGRAPHYmeans of travelhome areamapsjobstransport

ARTdesign/draw a playbuscolour and shape


Programme 221 September

A programme about the uses made of the different rooms in our houses, and comparing some of them to houses in the past. What was it like when people had a fi replace in the kitchen, and no fridges or running water?

Story

A very long time ago, nearly one hundred years, a brother and sister were playing on the fl oor with their toys. Oliver was six, almost seven and Alice his wee sister, was just three. Actually she was a bit of a nuisance at times – always interrupting Oliver when he was concentrating and the thing he loved to concentrate on was his toy train set.

Song

The Rooms In My House


Rooms in my House

by Maureen Donnelly

by Chris Ward


verse 2 I go into the kitchen there’s a table and a sink the pans are on the cooker and the ceiling’s painted pink

refrain there are rooms lots of rooms there are lots and lots of rooms there are rooms lots of rooms in my house

verse 3 I go in to the living room to see what’s on TV but if I’m feeling lazy I just lie on the settee refrain

verse 4 I go up to the bathroom there’s a toilet and a bath I make faces in the mirror and it really makes me laugh refrain

verse 5 I go in to my bedroom for it’s time to make my bed but I get out my toys and I play with them instead refrain

verse 6 I go up to the attic where there’s loads of dust and fl uff there’s cases full of bits and bobs and boxes full of stuff. refrain

After the programme

words for discussion:- “I need your advice”; larder; attic/roof space; toy train set;

- Homes and houses as a topic provide an excellent starting point for numerous discussions, investigations, descriptive writing, art work and activities of all sorts. Here are some suggestions. A project on different types of housing – bungalow, terrace, apartment, farmhouse, semi-detached etc. Make a photo montage cut out of magazines.- Art work. Design a house, either individually or as a class and discuss a layout for the rooms.- A project on personalising houses i.e. decoration, furnishing, kitchens and bathrooms.

Rooms in My House One Potato, Two Potato


- Draw a picture of their bedroom. What colour is it? Posters etc. Could they draw it as a ‘bird’s eye view’ i.e. from above? (early mapping skills)- Draw a picture of their house – what is the colour of their front door?- How many rooms are there in your house?- Items stored/found in the hall.- Favourite things in your house/room you like best, and why.- List items only found in the kitchen/living room/bedroom etc.- List items which could be commonly found in most rooms e.g. a chair, light fi ttings etc. - Attic or roof space. Is there one in your house? What is kept up there, how do you get up to it? - Shared bedroom or one on your own. Issues surrounding this, and the pros and cons of both.- A project on houses in the past, particularly comparing kitchens and bathrooms, then and now. If possible invite someone in who remembers ‘the old days’.- Keeping food fresh before there were fridges and freezers.- A project on people who come to your house e.g. postman, milkman, electricity meter man, people selling things. Expand to include not opening the door to ‘strangers’.- Make a For Sale poster for your house, listing all its good points.- Design a bed. Discuss different types of bed, including cots, bunk beds, sleeping platforms, storage drawers underneath etc. Design a bed for a particular person such as a story book character, or famous celebrity. What do they need to consider? What materials/colours/fi ttings would they include?- Design a whole house with a particular character’s needs in mind e.g. what would a house for the Three Bears need? Could Goldilocks have a spare room when she came to call?- Ask the children to bring in a photo of their own house, or draw a picture. Ask each child to talk about their house. Think about the similarities and differences e.g. they all have windows and doors. How many have an attic/garden/garage?- Ask the children to fi nd out if they have articles at home which have been handed down from family members in the past (bring in a couple of – non-valuable items of your own, or a picture e.g. baby equipment, a kitchen utensil).- Talk about what items make a house a ‘home’ – and how family possessions and tastes make the space your own.- Talk about household chores e.g. cooking, dusting, making beds, laying the table, vacuuming. Each child mimes an activity until you call ‘freeze’ – go round the children guessing what jobs they are doing.

Story Comprehension

• What age were Oliver and Alice? (six and three)• What was Oliver’s favourite toy? (his train set)• And Alice’s (her doll, Betsy)• What happened to Oliver’s train set? (Alice’s pram ran through it)• Where did Oliver hide Betsy? (under the fl oor boards in the attic)• What happened to Oliver and Alice soon after? (they moved house)• What happened to Betsy in the end?





PPROGRAMME 2

ENGLISHdiscussioncomprehensionresponding to media

HISTORYhouses in the pastartefactskitchens/bathroomsevidence of change

MATHScountinggraphscomparisons

GEOGRAPHYhouses

SCIENCEconstructionmaterialsfood preservation

ARTconstructiondesign


Programme 328 September

A programme on a familiar topic that every child will be able to relate to – what happens in all the rooms in a school, and looking also at the people who work there. The school secretary, caretaker, dinner ladies and lollipop men and women – have the children ever thought about what they all do?

Poem

Down By the School Gate

There goes the bell it’s half past three and down by the school gate you will see….

….ten mums in coats, talking nine babies in prams, squawking eight dads their cars parking seven dogs on leads barking

six toddlers all squabbling fi ve Grans on bikes wobbling four child-minders running three bus drivers sunning

two teenagers dating one lollipop man waiting….

The school is out, it’s half past three and the fi rst to the school gate ….is me!

By Wes Magee

Story King Alfred burning the cakes.

Songs

Counting to One Hundred (to the tune of Oh My Darling Clementine)

I’ll be counting to one hundred It will take about a year! ‘Cause I’ve never seen one hundred.


Rooms in My School

by Maureen Donnelly


But it’s HUGE, that’s what I hear. I’ll be nine when I start counting, In a year I’ll reach the end. I’ll just count and count some more and – When I’m done I will be ten!

So, I’m counting to one hundred In a voice that’s loud and clear. Now I’m half way to one hundred And it didn’t take a year! O’Flynn Consulting

Safety Song

Stop at the footpath Look left and right Listen for engines Out of your sight.

Think of the dangers That you may not see Cross over smartly And safe you will be.

(words) Albert Crawford)After the programme

words for discussion:- Canadian ‘mounted’ police; announcements (in assembly); a secretary; a griddle.

- List as many types of people as possible who work in your school – how many of their names do the children know?- Talk to some of them about their responsibilities e.g. the lollipop man or woman. This should give a greater understanding as to why ‘rules’ are essential.- Invite a cleaner/dinner lady/cook into the classroom to talk about their job. What are the things they do/don’t like about their job, and what would make it better?- As well as being the ‘boss’ – what other jobs must the Principal do? e.g. managing resources, liaising with parents, keeping records, arranging visits.- Analyse with the class some of the daily arrangements which ensure that the school runs effi ciently e.g. collecting dinner money, marking registers, playground and lunch duty rotas, hall timetables, ordering of food and equipment etc.- Arrange a visit to the school offi ce. What does the school secretary do?- Study the range of communication technology used in the offi ce, and how each is used e.g. fax machine, telephone, computer and printer, photocopier.- What information needs to be stored in the offi ce and how? e.g. pupil’s information, ordering equipment, records, timetables etc.- If you have an assembly hall, look at how it is used. For dinners, prayers, announcements, games, plays, concerts, meetings, visitors. Is there a rota or

Rooms in my School One Potato, Two Potato


timetable for it, and who organises that? Where do these activities take place if you don’t have a hall?- Try to arrange a visit to some ‘hidden’ areas of the school where pupils don’t normally go to see what goes on e.g. kitchen, staff room, boiler house, equipment store.- Compile a chart of people who regularly visit the school – and is it daily, weekly, or occasionally? e.g. dentist, doctor, milk and postal deliveries, food and other supplies.- School routines. What does your class do every day/every week. Is there a timetable written down?- Discuss school rules – why do we need them? What would happen if we didn’t have them. (Do the children know what they are?)- Talk about some issues that might affect your class or school e.g. litter, bullying, noise, vandalism.- Design a lay out for your ideal school, or playground. Is there anything about the lay out of their classroom the children might like changed?- List favourite subjects, and least favourite with a sentence only why for each (could be useful information).- Write maths, English, geography, history, science etc., on the board, and ask the class to remember something they have learnt recently under each subject.- Play some skipping or counting rhymes (Jelly on a Plate, Sausages on the Pan, and One Potato are heard on the programme).- Can the class count to 100? (Did it ‘take a year’? – read the poem again!)- Apply maths to some practical uses e.g. how many stay for school dinners; a chart on various modes of transport to school; absenteeism.- Learn about your school in the past. Has it expanded; is there still evidence of an older type of schooling; when was it build; are the pupil numbers rising or falling, and why? Does it still retain any artefacts from the past – or old photographs on display?


Rooms in my School One Potato, Two Potato

PPROGRAMME 3

GEOGRAPHYschoolsjobs people do

HISTORYschoolslife in recent pastchanges this century

ENGLISHdiscussionexpressing thoughts & feelings

ARTdesign

SCIENCEtechnology

MATHSchartsgraphscalculationslists

PEskipping rhymes


Programme 45 October The narrow gauge railway line was fi rst in use in 1887 and was closed offi cially in 1942, although trains continued to run until 1944. There were thirty seven miles of track extending from Tynan in Country Armagh to Maguiresbridge. For the most part, the track followed the route of the main road, and ran down the middle of the road in many of the larger towns such as Fivemiletown, Aughnacloy and Caledon.

The thirty seven mile journey took three hours, as the train travelled at a maximum of twelve miles per hour. Its timetable was said to be based ‘more on folklore than fact’. In 1928 the trains became diesel and the journey was cut to two hours. The locomotives were famous for their huge lamps in front and the whole train gave an impression of the American ‘wild west’, with open vestibules and glass roofs. The introduction of cattle grids has been attributed to the Clogher Valley Railway, so perhaps the incident described in the story was not unusual!

Today’s story makes a journey with Bobby along the railway line from Tynan to Maguiresbridge.

Song

The Clogher Valley Tram

Come all ye local people and listen to my song It’s only forty verses and it won’t detain you long It’s all about the great express that runs along ram-stam The noble-hearted monster, The Clogher Valley Tram.

It starts out in the morning from the town of Augnacloy And if you happen to be late just do a sprint me boy And if you’re good at running, then it’s mighty sure I am It won’t be long till you’re safe inside the Clogher Valley Tram.

It runs along quite joyously so very bright and gay And then it’s all hands out me boys to shove her up the brae And then downhill full speed she goes and gambols like a lamb The Clogher Valley Tram.

By Egbert TrimbleSongs

Down At the Station

Down at the station Early in the morning See the little Puffer Trains all in a row


The Clogher Valley Railway

by Albert Crawford


See the engine driver pull the little handle Puff, puff, chou, chou, Off they go. Out in the country, early in the morning See the little Puffer Train’s great red nose See the engine driver pull the little handle Puff, puff, chou, chou, Off he goes.

(Trad)

The Train Is Carrying Coal

The children make a long train and ‘shunt’ round the room. At the end of each verse the previously agreed number of ‘trucks’ are left behind, and the train goes on again until only one child is left.

After the Programme

words for discussion:- diesel train; steam train; cow-catchers; railway ‘guard’; bluebells; fair day.

- Have any of the children been in a train? Where did they go?- Older children could plot the route of the old Clogher Valley Railway on a map.- Explain steam power and how the trains worked.- A project on old fair and market days – maybe in your area – which were once central to life in most towns.- Act out the story:

Characters: mother Bobby guard donkey passengers granny

The Clogher Valley Railway One Potato, Two Potato



The Clogher Valley Railway One Potato, Two Potato

PPROGRAMME 4

GEOGRAPHYrail routes in Northern Irelandjobs and transport

MUSICassociated with trains

SCIENCEsteam powerevaporationand condensationpush powersound of trainsold and new

HISTORYfair and market daysevidence and artefactsfrom the pasttransport


Programme 512 October A programme all about people who help us.

Poems

Freddie the Fire Engine

Freddie the fi re engine raced down the street, With his siren blaring to tell cars he’d meet To move out of his way. Without delay. For there was a fi re to put out.

Freddie the fi re engine fl ashed his blue light, To let people know everything was all right. He was on his way Without delay, For there was a fi re to put out.

Freddie the fi re engine arrived at the site, The men pulled out hoses with all their might. They turned on the spray Without delay And soon had the fi re put out.

By Morag Oag

Troubles

When you’re feeling rather poorly With a cold, ‘fl u or sore head, The doctor comes to see you And tells you, “Stay in bed.”

When you fi nd your sums are diffi cult And your letters don’t look right, Just go and ask the teacher Who will help you in your plight.

When troubles make you want to cry Or someone’s being bad, Or maybe you’ve just hurt yourself Then tell your mum or dad.

If there are no grown up around And you’re feeling sad and blue, Then go and asked your best friend


Billy and the Firemen

by: Morag Oag


To sit and talk to you.

Remember there could come a time When there’s nothing much to do, Then look around for someone else Who might need help from you.

By Morag Oag Story

Billy shot out of his house, ran down the garden path and stood at the gate listening.

“Yes! he shouted. “Here it comes!”

Rushing round the corner came a big, red, fi re engine with its siren blaring and lights fl ashing. Billy felt the wind in his face as it passed by at great speed.

Song

Something’s Burning (Trad tune)

Something’s burning Something’s burning Leave the building Leave the building Find your teacher Find your teacher Stay together Stay together

Something’s burning Something’s burning Call the fi remen Call the fi remen Hear the siren Hear the siren They are coming They are coming

Something’s burning Something’s burning Bring the hoses Bring the hoses Pour on water Pour on water Put the fi re out Put the fi re out

Billy and the Fireman One Potato, Two Potato


After the programme

- Have a brain-storming session with the class thinking of all the people whohelp us – and how e.g. fi remen, ambulance, neighbours, friends, family, police, doctor, lollipop man or lady, teacher, librarian etc.

- Talk about saying thank you, and different ways of showing gratitude.- Ask the children to choose one person who has helped them today, and write or draw a

picture about what happened.- Talk about the 999 service and how and when it should be used.- Talk through the fi re procedures in your school – do the children know what the fi re alarm

sounds like, and what to do if they hear it?- Write a thank you letter to someone who has helped you – or write a class letter to someone

in the school e.g. the lollipop man or lady

Story Comprehension

• Where was Mrs Johnston? (stuck up a tree)• Why? (she was trying to rescue her cat, Cuddles)• How had she got stuck? (her ladder fell over once she was up the tree)• What did Mrs Johnston say she would do if the cat needed rescued again? (she would

come for Billy)• How had she called for help? (on her mobile)• What number do you dial for the fi re brigade?• Who else can you ask for on that number? (police and ambulance)


Billy and the Fireman One Potato, Two Potato

PPROGRAMME 5

GEOGRAPHYjobs and transportemergency services

ENGLISHcomprehensiondiscussiondescribing events

PSHEpeople who help uscaring for othersbeing kind/thoughtful999 callsfriendshipsignificant adults


Programme 619 October

Following the last programme about people who help us, this week’s programme encourages the young listeners to think about ways they can help others – how can they help out at home and school, and who might need their help? Are they a Lazy Larry, or a Helpful Harry?

Poem

Helping

You can make your bed. Tidy your room. Wash the dishes. Sweep the fl oor with a broom.

Give out books in the class. Keep your table all neat. Pick up things off the fl oor Or from under your seat.

Hang your jackets on pegs. Put your rubbish in bins. Remember the neatest group Always wins.

Then it’s home for tea. The table to set. Wash dishes again. You’re not fi nished yet.

Put your toys in the cupboard. The books on the shelf. And the rest of the night You can have to yourself.

By Morag Oag

Story

“I’ll run down the hill with the string,” said Rory Rabbit. “When I start to run throw the kite into the air.” Rory Rabbit started running down the hill with the string.Penny Piglet, Charlie Chicken and Tommy Tortoise lifted the kite and threw it into the air. The wind caught it. Up, up, up it went but oh dear, so did Rory Rabbit as he hung on to the string. The wind was so strong it lifted him off the ground….


Rory Rabbit Flies his Kite

by: Morag Oag


Song

If You Help Around the House (To the tune of ‘If Your Happy and You Know It Clap Your Hands’)

If you help around the house clap your hands. If you help around the house clap your hands. If you help to wash the dishes, set the table, tidy up. If you help around the house clap your hands.

If you help around the classroom clap your hands. If you help around the classroom clap your hands. If you help to pass out jotters, clean the blackboard, gather books. If you help around the classroom clap your hands.

If you help around the playground clap your hands. If you help around the playground clap your hands. If you help putting litter in the bins where it should be. If you help around the playground clap your hands.

If you help a friend in need clap your hands. If you help a friend in need clap your hands. If you help a friend who’s sick, lost a toy or feeling sad. If you help a friend in need clap your hands.

(words) Morag Oag

After the programme

- Encourage the children to talk about people they have, or could help. What did they do? How did it benefi t the other person?- Where appropriate, emphasise the safety aspects of interacting with other people – stranger danger, going into people’s houses etc.

- Write the words of the song and/or the poem on the board, and talk through the different ‘helping’ suggestions. Make up some new verses of your own.- Listen to the Helpful Harry and Lazy Larry poem again. Suggest a range of different behaviour and let the children work out if the person is a ‘Helpful Harry or a ‘Lazy Larry’. Think of some other things Harry or Larry might do or not do.- Do the children ever think they are ‘too young to help’?- Talk about being lazy.- How did Michael and Libby help each other on the programme? (Michael got a knot out of Libby’s shoelace, and she posted a letter for him).

Story Comprehension

• What colour was Rory Rabbit’s kite? (red and yellow)• Who did he meet? (Charlie Chicken, Penny Piglet and Tommy Tortoise)• How did Tommy Tortoise get up Cavehill? (on Penny Piglet’s back)

Rory Rabbitt Flies his Kite One Potato, Two Potato


• Who managed to rescue Tommy Tortoise and Penny Piglet? (a horse and a cow)• Who saved Charlie Chicken? (a cockerel)• How did Rory Rabbit get down? (the kite blew into the branches of an oak tree and owl helped

him down)• Who wanted to do it again? (Penny Piglet)


Rory Rabbitt Flies his Kite One Potato, Two Potato

PPROGRAMME 6

PSHEhelping othersfriendshipsafety issues

SCIENCEflight

ENGLISHdiscussioncomprehensionexpressing personal opinionsrelating experiences


Programme 72 November

A programme about what to expect if a child ends up in hospital in ‘accident and emergencies’.

Story

“Mum?” said Jack, “I think I need to go to casualty, again.”

“What?” Mum nearly fell off the ladder as she hurried down. She held Jack’s shoulders and studied him carefully. “Well, you’re not bleeding, and your arms and legs look all in one piece. Why do you need to go to casualty this time?”

Jack shuffl ed his feet and stared at the ground. Then he sighed and said, “I stuck something up my nose.”…..

Song

The Play Safe Song

verse 2 Don’t pour petrol in a jam jar Don’t heat paint upon the gas Never stick your nose where a light bulb goes Never run about on broken glass


A Visit to Casualty

by Janice Johnston


chorus We can play We can play But if we want to play well, play safe PLAY WHAT? If we want to play well play safe.

verse 3 Don’t go hanging out the window Don’t strike matches on your bed Never stick your nose where a light bulb goes Never put a hoover on your head

chorus By Chris Ward

After the programme

words for discussion:- disinfectant; accident and emergency department; receptionist; injection; stitches (on a wound); numb; triage nurse; x-ray; tweezers; radiographer;.

- Talk about all the people you can think of who work in a hospital.- Many children will have experience of an outpatient’s clinic. Talk about the system, and the many reasons they are held e.g. for eyes, ears, dentistry, asthma, allergies, tests of all sorts.- Let some of the children describe their visit to a clinic, A & E department or as an in-patient (if they can be trusted not to make it sound scary!)- Jack saw the receptionist triage nurse (who prioritises patients in casualty) doctor The little girl was going to the radiographer and probably to the plaster unit Talk about what each of these people do.- Analyse the words casualty, emergency and accident. - Ask the children to think of something they did that ‘seemed a good idea at the time’. What happened, and was it?- Choose several safety issues and discuss e.g. care around cookers; using sharp implements; safety near roads and water; matches; safe places to play.

Story Comprehension • Why did Jack need to go to casualty, again? (He’d stuck some cotton wool up his nose)

• What was his Mum doing when he told her? (up a ladder cleaning windows)• Who did they see fi rst at the hospital? (the receptionist)• What did David, the triage nurse do?• What was the little girl making a fuss about? (having an x-ray)• What was wrong with her? (she fell off a swing and hurt her wrist)• What did Jack say an x-ray machine was like? (a big camera that takes a photo of the inside

of you)• What is the name of the person who takes an x-ray? (a radiographer)• Why had Jack - and the doctor! – stuck something up their noses?

(they wondered what if would feel like – and it seemed a good idea at the time!)

A Visit to Casualty One Potato, Two Potato



A Visit to Casualty One Potato, Two Potato

PPROGRAMME 7

PSHEsafety issuestaking care of the bodyhygiene

ENGLISHdiscussioncomprehension

MUSIClearn the song

GEOGRAPHYjobs

SCIENCEourselvestaking care of the body



All about fi nding things out, asking questions, and not being afraid to try new things, illustrated by a selection of poems.

Poems

My Dolly

My dolly has to stay in bed, Tucked up warm and tight; She has some pains in her poor head, And spots came out last night. The doctor came to see her chest, It was red as red could be; He told me what I should have guessed, She’s got (measles), Just like me! New Sights

I like to see a thing I know Has not been seen before; That’s why I cut my apple through To look into the core.

It’s nice to think, though many an eye Has seen the ruddy skin, Mine is the very fi rst to spy The fi ve brown pips within.

Anon

How Many Peas?

How many peas… Fit into a thimble? How many acorns Fit into a matchbox? How many ping-pong balls Fit into a shoe box? How many baked beans Fit into you?

By Charles Thomson


Finding Out

by Isobel Gamble


Our Mother is a detective She is a great fi nder of clues. She found the mud and grass on the shoes, When we were told not to go in the park – Because it would be getting dark But come straight home.

She found the jam on our thumbs, And in our beds the tiniest crumbs, From the cakes we said we had not eaten. When we blamed the cat for breaking the fruit bowl – Because we did not want any fuss – She knew it was us.

By Alan Ahlberg

Story

Little duck jumped off the bank, down, down, down he went. Then up, up and up again until he popped out of the water.

“Whao,” said little duck, “I touched the bottom and bounced up again. Is this swimming?” asked little duck. “I love it.”

“No,” said cygnet. “That is sinking.”

After the Programme

words for discussion:- text message; stethoscope; temperature; magnifying glass; binoculars; telescope; ‘ruddy’ skin (of an apple); reeds; cygnet; heron; detective; clues; to be ‘nosey’.

The programme suggests numerous ways and reasons for fi nding things out.

- Asking questions – how, when, where, why, what if…. - Trying new experiences/skills (need to try something new to see if you will enjoy it).- Doctors and dentists ‘fi nd out’ what is wrong with you – how?- Talk about using microscopes, telescopes, binoculars to enlarge or bring closer.- Cut open fruit or vegetable as suggested in the programme to see what it is like inside -

ask the children to guess what an unusual one is like fi rst (e.g. kiwi, melon, sharon fruit, onion, tomato).

- Play ‘pass the parcel’ – fi nd out what is inside.- Wrap an unusual shaped object in material and see if the children can guess what it is by touch.- Read the poem ‘How Many Peas’ again, and make up some more lines.- Dogs use their noses much more than their eyes to fi nd things out. Look at a variety

of nose shapes. (N.B. police and security ‘sniffer dogs’).- Think of other animals and how they use their noses. (pigs, elephants, ant eaters, fox,

Finding Out One Potato, Two Potato


badger, mouse, cat….)- Look at the different ways we have of fi nding out information i.e. books, encyclopaedias,

library, computer, TV, radio, internet, dictionary, etc. - Find out about your favourite footballer or pop star.- Play the ‘knock, knock, who’s there?’ game.- Making friends – getting to know someone and fi nding out about them.- Write out a ‘description of me’ list for a new friend e.g. likes, dislikes, siblings, interests,

favourite possession etc.

Story Comprehension

• Where was Mama Duck taking Little Duck? (to visit a neighbour – Mrs Swan, for a good old natter).• What was the ‘green stuff’ they had to walk through? (grass)• Where did Little Duck get stuck fi rst? (under some brambles)• How did Mother Duck fi nd him? (she followed his tiny webbed footprints in the soft

mud)• Who did Little Duck meet on the ‘Big Water’? (Little Cygnet)• What did cygnet teach Little Duck to do? (to swim)• Who saved Little Duck when the big storm came? (Mother Heron)• Where did Little Duck fall asleep at night? (in his nest, tucked up under Mama Duck’s

wing)


Finding Out One Potato, Two Potato

PPROGRAMME 8

ENGLISHdiscussioncomprehensionpoetry

SCIENCEexperimentspresent findings

PSHEtrying new things

MATHSchartsgraphs



A re-telling of the traditional story, encouraging young listeners to join in making the sound effects (can be used for early musical experimentation, and classroom drama).

Billy Goats’ Rhymes

‘I am the smallest Billy Goat Gruff, Little and light as a powder puff. I am bony as can be, Wait for the next goat, don’t take me!’

‘I am the middle-sized Billy Goat Gruff, Bigger than the fi rst, but not big enough. I am bony as can be, Wait for the next goat, don’t take me.’

‘I am the great big Billy Goat Gruff, You will fi nd that I’m really tough. Doesn’t pay to mess with me, Up in the air now, one two three.’

By Kate Umansky

Joining in the Story

ROAR! (the Troll) (various speeds)

Trip trap footsteps :

• tap left right on the back of your hand (the smallest Billy goat)

• hit your hands left right on your knees(the middle Billy goat)

• Clap your hands slowly and loudly on your knees(the great big Billy goat)

U U U U U P! Swoop your voice up for the troll being tossed in the air.

SPLASH! Say the word and clap your hands once.


The Three Billy Goats Gruff

adapted by Barbara Gray


After the Programme

- Recite nursery rhymes. (The ones in the programme all relate to numbers i.e. Sing a Song of Sixpence, The Grand old Duke of York, Baa Baa Black Sheep, Old King Cole, Three Blind Mice).

- Using the Billy goat’s voices, experiment with high, medium and low sounds N.B. like the Billy goats the pitch of musical instruments relates to their size – the bigger the instrument, the lower the sound e.g. violin/cello; piccolo/bassoon.

- The story is ideal for classroom drama. Read the story again, and let everyone join in ‘Who’s that trapping over my bridge?’ etc. Vary the speed of the accompanying clapped footsteps to suit the size of the Billy goat, and what he is doing.

- Experiment with some percussion instruments to choose suitable sounds for the different footsteps (a higher pitched, lighter sound of the smallest Billy goat etc.)

- Start a marching left/right rhythm with clapping or an instrument and ask the children to keep in time with you as you vary the speeds. Later, clap softly, loudly etc. Allow different children to be the leader.


The Three Billy Goats Gruff One Potato, Two Potato

PPROGRAMME 9ENGLISHdramanursery rhymesjoining in

MATHSrhymes/storiesrelating to numbersnumber games

MUSICpitchrhythmpercussionexperimentationand composition


Programme 1023 November A seasonal programme, including ice and snow, hibernation and winter pastimes.

Poems Fluffy Snowfl akes

Fluffy snowfl akes falling, Laughing children calling, Catching, Crunching, Snowballing.

Moonlight, stars aglow, Glimmering lights below, Crispy sparkling snow.

By Pam Ramage

Crunching Through the Snow

Crunching through the snow I go, My footprints following me, Along the pavement, Through the park, They’re there for all to see.

Snowfl akes falling thick and fast, Cover the frozen river, I look behind, What do I fi nd, My footprints have vanished forever.

By Pam Ramage

Story

“Why are we gathering all this food?” asked wee Billy.

“Winter’s about to pay us a visit,” replied his Ma.

“What does winter look like?”

But everyone had fallen fast asleep. Billy popped round to see his friend Herbie Hedgehog.

“Mr Winter is coming to visit us. Do you know him?” he asked.

“Too right, That’s why I’m busy collecting leaves – to keep me warm.”……


Wintertime

by Pam Ramage


Songs Put on Your Hat (to the tune of Here We Go Round the Mulberry Bush)

Put on your hat, your scarf and gloves scarf and gloves scarf and gloves Put on your hat, your scarf and gloves On a cold and snowy morning.

This is the way we make a snowman make a snowman make a snowman This is the way we make a snowman On a cold and snowy morning.

Here we go sledging in the snow in the snow in the snow Here we go sledging in the snow On a cold and snowy morning.

This is the way we make a snowball make a snowball make a snowball This is the way we make a snowball On a cold and snowy morning.

(words) By Pam Ramage

In the Bleak Mid-Winter (trad) In the bleak mid-winter Frosty wind made moan Earth stood hard as iron Water like a stone Snow had fallen, snow on snow In the bleak mid-winter Long ago.

After the programme

words for discussion:- migration; frozen; burrow; a hollow tree; footprints.

- A seasonal project- Migration- Hibernation- Animal - or other – tracks in the snow. Make hand or foot prints in damp sand and

compare.- Comparison of the seasons. List some differences between winter and summer.

Wintertime One Potato, Two Potato

- Talk about some of the descriptions used in the programme. i.e. After a big snowfall the countryside looks ‘just like a huge iced birthday cake’; thick swirling snowfl akes were covering the ground ‘like a white carpet’. Can the children make up some more descriptions of their own?

- Talk about activities you might do in winter, inside and out.- Even a quiet child should be able to contribute to a discussion on playing in the snow.- Make a winter or snow word bank and try writing a poem.- A project on freezing.- Investigate melting. Choose a variety of solids such as jelly, chocolate, ice and wax.- Discuss the clothes that are worn in winter weather – both for cold and for wet.- Investigate the insulating properties of fabrics by covering some hot water bottles with

different types – and leave one bottle exposed. Which material was the most or least effective?

- Make a list of the ways people keep warm in winter.- Discuss how to care for birds in cold weather.- Discuss the dangers of frozen ponds.- Make some snowfl akes (emphasise they all have six sides). Cut out paper circles, fold

in half. Then fold into thirds. Snip shapes in all the edges, and unfold. Display in the windows.

Story Comprehension

• Billy Brown and his family lived in a burrow. What were they? (rabbits)• Why was his Ma gathering food? (winter was coming)• What was Herbie Hedgehog collecting? (leaves to keep him warm)• Who did Billy meet in the wood? (Mr Fergus Fox)• What frightened the fox? (a dog)• Where did he get stuck? (half way into a hole in a hollow tree)• Where was Billy? (further in the tree)• How were they rescued? (Merry the wood mouse knawed the hole bigger)


Wintertime One Potato, Two Potato

PPROGRAMME 10

ENGLISHdiscussioncomprehensionrelating personal experiences

GEOGRAPHYplants and animalshibernation

ARTsnowflakes

SCIENCEfreezingmeltingseasonal changes

Acknowledgements

Wes Magee for poem Down by the School Gates from Child Education Published ScholasticEgbert Trimble for song The Clogher Valley Tram unpublishedAlbert Crawford for song Safe Journey unpublishedMargaret Gray and the Belfast Nursery School teachers for poem My Dolly Has to Stay in Bed from This Little Puffi n, compiled by Elizabeth Matterson, Published Penguin BooksPoem New Sites anon from Poems for Six Year Olds by Susie Gibbs Published Macmillan Charles Thomson for poem How Many Peas from One In a Million Published Puffi nAlan Ahlberg for poem Our Mother from Family Poems by Jennifer Curry Published Puffi nKaye Umanksy for the rhyme Three Billy Goats Gruff from Three Singing Pigs PublishedA & C BlackO’Flynn Consulting for song Counting to 100

One Potato,Two Potato Autumn 2004

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