learning age 5-7 one potato, two potato - bbc · words for discussion:- bough; a widow; con™s...

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B B C Northern Ireland Learning

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

Autumn 2002 Teacher's Notes

Key Stage 1

RADIO

BBC Radio UlsterMedium Wave 1341 kHz

North West 792 kHZEnniskillen 673 kHZ

Tuesday 1105 - 1120From 17 September -

26 November

Series Producer: Bernagh Brims

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 themes chosen for the term are linked to allow a natural progression of ideas to ß ow from week to

week. The topic for this term is food.

Programmes

1. The Apple Bough 17 September 20022. What Will We Eat? 24 September 20023. Food and Fitness 1 October 20024. Food From Where? 8 October 20025. Bread 15 October 20026. Lake to Tap 22 October 20027. Taste 5 November 20028. Milking 12 November 2002 9. Money 19 November 200210. What a Weight! 26 November 2002

*Please note no broadcast 29 October*

Presenters Michael McDowell and Libby Smyth

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.


One Potato,Two Potato Autumn 2002

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 covering 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 Producer One Potato, Two Potato BBC Broadcasting House 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.


B B C Northern Ireland Learning One Potato,Two Potato Autumn 2002

TheApple Bough

Programme 1Story by: Sheila QuigleyScript: Bernagh Brims

In the Þ rst programme of the school year the presenters, Libby and Michael, introduce themselves and the series and accustom their young listeners to respond to direct questions and to �answer back� to the radio/tape. They will be asking the children to think about where they live, what they like about it, and what sort of house they live in.

Poem I’ve Got a Basket of Apples

I�ve got a basket of apples, (hold up a pretend basket) Picked from a tree, (reach up high) A rosy-red for you, (point to the person beside you) And a shiny green for me; (point to yourself) Some of them are big, (hands out wide) Some of them are small, (hands closed small) Some of them are oval, (shape with Þ nger and thumb) Some are like a ball; (round shape with Þ ngers) Some of them are sour�.ugh! (sour face) Some of them are sweet�.mmmm, (sweet face) Lots of lovely apples (Þ sts one on top of the other)

EMM et al Story

An old story set in the townland of Moneymore.

One summer the sun shone every day and while it might have been very pleasant for those rich enough to enjoy good weather, for Con and his mother it was nothing short of a calamity. The well where they got all their water dried up and the vegetables wilted in the strong sunlight. If they were poor before they were going to starve now��

Song Are You Listening to Me?

Are you listening to me, In a school by the sea, Or a classroom in Larne or Dromore In Belfast or Strabane. Are you west of the Bann, Or in Omagh, Broughshane, Moneymore? You may be on top of a Mountain of Mourne Or in Bangor or Donaghadee, But wherever you are

17 September

For you and me to eat


TheApple Bough OnePotato, TwoPotato Autumn2002

When I play my guitar I hope you are listening to me.

Margaret Tudor EvansAfter the programme

words for discussion:- bough; a widow; Con�s cottage was �draughty and ramshackle�; a calamity; a well; a withered apple; the old woman was �sprightly on her feet�; apple blossom. - Talk about where you live. Do all the children in the class live in the same environment, or do some live in the country/village/town etc. Compare and contrast. - Do the children know the name of the road they live on, or their address? How about the school? - Talk about what the children like about their home area. What are the most popular facilities e.g. a play ground, swimming pool, park, cinema, a particular shop etc. - Talk about and list different types of housing. Make a chart of how many different sorts of houses the class live in. - Talk/write about favourite pastimes. - Libby tells us she has a dog. Michael has a boat. Ask the children to describe, or mime, something they own for the class to guess.

Story comprehension

• Were Con and his mother rich or poor? How do you know? • What was the weather like in the story? (very hot and dry) • Where did his mother send Con? (to the deep dark well in the forest) • Who did Con help? (an old woman) • How? (he Þ lled her jug with water and carried it home for her) • What happened to the old woman? • What did she give Con? (an old knarled apple bough) • What did the poor widow do with it? (hurled it through the door into the garden) • What had happened by morning?


English Talking and Listening: Pupils should have opportunities to: express thoughts, feelings and opinions in response to personal experiences, literature and media; describe and talk about real and imaginary experiences and about people, places, things and events.

Geography Homes and Buildings: Pupils should have opportunities to: investigate the main features of their own home and know their own address, their school address and some of the street names in the local area; learn about the variety of different buildings in the local area and their purposes.


TheApple Bough OnePotato, TwoPotato Autumn2002

Cross-Curricular Links

English

Geography

- discussion- story comprehension- place names- mime

- home environment- housing- local buildings andfacilities

- action song

Programme 1:

The Apple Bough

Music



WhatWillWe Eat?

Programme 2 By Barbara Gray

Over the next few weeks Libby and Michael, will be looking at many different aspects of FOOD. In this introductory programme they will be talking about favourite foods, types of food, school dinners, messy food, picnics and barbecues.

Poems

What Sort of Things Do You Like to Eat?

Something crunchy, something sweet, tasty snacks or chocolate treat.

Things in a packet, things in a tin, things in slices, thick or thin.

Nuts and fruit and cereal bars, honey and jam in pots and jars.

Things to eat cold, things to heat. What sort of things do you like to eat?

Barbara Gray

Song of the Starving dinner Ladies

Green ß ies, gulls� beaks, gizzard of gnu, Mix them well, Mrs Stodge, We want a lovely sticky stew.

Rubber bands, bits of string, sprinkled with confetti, Stir the pot well, Mrs Slop, We�ll convince them it�s spaghetti.

Dollops of yellow Dulux paint, ß uff off a duster, Simmer very gently, Mrs Sludge, We don�t want lumpy custard!

John Rice

24 September


WhatWillWe Eat? One Potato, TwoPotato Autumn2002

Ice Cream

Ice cream in a cone Ice cream on a stick. Ice cream at the seaside, Slurp! Slurp! Lick!

Ice cream in a dish, Chocolate fudge on top. Yum, yum, mmmmmm� I�ve eaten it all up!

Barbara Gray

Story

�Well now, it�s great to see you again,� said Great Uncle Matthew, �And I�ll be no bother to you staying, because I�ve learnt to cook. In fact I�m going to make dinner for us today��

Songs

Jam for Tea Barbara Gray



Morning Words Tony Bradman Music Barbara Gray

After the programme

words for discussion:- elevenses; a snack; an �ice cream moustache�; a barbecue; the spare room; stew.

- A discussion on food is an excellent route into the use of language. - Everyone in the class will have an opinion on favourite foods, or ones they dislike. Discuss. - Make a chart of the Top Ten Favourite Foods in the class. (There will be more on this theme in programme 7 on Taste). - What time of the day do we eat, and have proper meals, or just snacks. - What foods do the class like as a �snack� at break, after school or before bed? - Play the game as described on the programme, where Libby and Michael gave the Þ rst letter of the name of some food, and the other had to guess what it might be (no �right� answers here, but a list of possibles). - Talk about school dinners. - Read the Dinner Ladies poem again and discuss the ingredients they used. Can the children think of any other horrible ideas? Talk about the dinner ladies names, Mrs Stodge, Mrs Slop and Mrs Sludge. - Foods that make a �mess� - spaghetti, jam, honey etc. - Messy babies. Anyone who has a baby will be glad to talk about the mess they get into. Talk about why it is important for babies to try to feed themselves so they can learn. - Talk about �special� meals - birthday teas, Christmas dinner, Sunday lunch, treats. - Talk about outdoor meals, picnics and barbecues. - Read the song Morning again. Talk about foods that smell good. - Please and thank you are often used in connection with food. Talk about this.



Story Comprehension

• Where did Brian live? (Bushmills) • Who came to stay? ( Great Uncle Matthew) • What did Great Uncle Matthew make for dinner? (stew, with potatoes, onions, carrots and leeks). • What else did he try to make? (chocolate crispies) • What did Brian and his mum bring for dessert? (ice cream) • What was Great Uncle Matthew good at? (telling stories)


English Talking and Listening: Pupils should develop the ability to: express thoughts and feelings; present ideas and opinions; discuss features of language.

Writing: Pupils should have opportunities to write in a variety of forms, including: simple records of observation and to experiment with words e.g. word games.

Science Ourselves: Pupils should be given opportunities to: develop ideas about how to keep healthy through exercise, rest and diet, e.g. sort food into healthy/unhealthy food.




Food and Fitness

Programme 3by Ann Burnett

Following on from last week�s programme about food, this week�s looks at the relationship between what we eat and the effect it has on our bodies.

Poems: Starving I�m starving, I�m starving, What can I have to eat? A doughnut, a banana, A sandwich with cold meat.

I�ve been riding on my bicycle, Pedalling round the park, I�ve cycled up and down the hills, I could almost eat a shark.

I�m starving, I�m starving, What can I eat? Bread and jam or corn ß akes, A bag of sherbet sweets.

I�ve played hide and seek and rounders, Climbed up the sycamore, I�ve chased the cat and butterß ies I could eat a dinosaur.

I�m starving, I�m starving, What can I eat? There�s burgers and some French Þ res And ice-ream for a treat.

Ann Burnett

An apple a day Keeps the doctor away, Carrots are right For seeing at night, Milk is good To drink with your food, And lots of pasta Helps you run faster. Ann Burnett

1 October


Food and Fitness One Potato, TwoPotato Autumn2002Food and Fitness One Potato, TwoPotato Autumn2002Food and Fitness One Potato, TwoPotato Autumn2002

Story

About Karen, who loved tomato sauce on everything - at least she thought she did until she met the supermarket sprite��

Song

Running up the Hillside words Douglas Coombes melody German trad.

verse 2 Running up the hillside, Up in the sky, Running on the hillside Birds ß ashing by. Chasing and racing the whole day long, Singing and whistling the running song. (whistle)

verse 3 Running down the hillside Just like a deer. Running down the hillside Night time is near. Soon we will come to our resting place, Soon we will tell of our merry race, Goodnight.


Food and Fitness One Potato, TwoPotato Autumn2002

After the programme

words for discussion:- to be �puffed out�; a sprite (type of leprechaun); to have energy.

- Make a list of favourite and least favourite foods and compare. - Reinforce the message that what we eat affects our bodies in different ways - gives us energy, builds up healthy bones and teeth, helps against disease etc. - Foods are not so much �good� and �bad� but rather should be included in a varied diet. As a class, plan a menu and discuss the pros and cons of their choice for its nutritional value. - Foods can be listed into categories i.e. fruit and vegetables, cereals, meat, dairy. Alternatively they can be listed under protein, vitamins, carbohydrates with examples of beneÞ ts to the body e.g. protein, meat; vitamins, fruit; carbohydrates, bread. - Make a class survey of all the sweets eaten during the week. (A lot of sweets isn�t as harmful to the teeth as frequent sweet eating). - Draw a place setting for a table. - Discuss the children�s attitudes to trying new foods. - Try to describe taste e.g. sweet, sour, bitter, salty etc., (more about this in Programme 7). - Many of the class will have a baby brother or sister at home. Discuss a baby�s changing diet to explain the values of different types of food i.e. milk at Þ rst, followed by cereals, rusks, fruit and meat purees.

Story Comprehension • What was Karen�s favourite food? (tomato sauce) • What did she wish? (everything tasted of tomato sauce) • Who did she meet (the supermarket sprite) • Did Karen like it when he granted her her wish? (she did at Þ rst, later she hated it)


Science Living Things Ourselves: Pupils should be given opportunities to: develop ideas about how to keep healthy, through exercise, rest and diet; be introduced to the main stages of human development; Þ nd out about themselves including how they grow, move and use their senses.

English Reading Pupils should have opportunities to: listen to and understand a range of texts which are read aloud, including those presented on tape or radio.

Writing Pupils should develop the ability to: express thoughts, feelings and imaginings; present ideas and information.


Food and Fitness One Potato, TwoPotato Autumn2002

Cross Curricular Links

Health Education Science- the effect of food- cleaning teeth- fitness

- the effect of foodon our body- fitness

Programme 3:

Food and Fitness

- list and categorisetypes of food- compare favouritefoods

Maths

- food collage- draw a place setting

Art



Food FromWhere?

Programme 4By Pam Ramage

Continuing this term�s topic of FOOD, this week Libby and Michael will be looking at the contents of a shopping bag and Þ nding out the sources of some of our more popular food, whether from home or further aÞ eld.

Poem Favourite Food Peaches from Italy, Juicy and sweet, Apples from Armagh, Delicious to eat.

Cereals and pasta, Popcorn and bread, Made from the grains That the farmer harvested.

Milk from our cows, Creamy butter and cheese, Made here in Ireland To eat when we please.

Cabbages and carrots, From Ireland too, Floury potatoes To go with Irish stew.

Tea sent from India, Fresh Þ sh from the sea, Now and then a treat From the chocolate tree!

Pam Ramage

Story

King Frederick sent for the Royal Cook. �Could you make me a giant chocolate apple?� he asked. �A giant chocolate apple!� replied the cook.

�Well�we have chocolate eggs at Easter, so why not chocolate apples at Halloween? Yes, I want a very large one. If you can�t make me one, Þ nd someone who can��

8 October


Food FromWhere? OnePotato, TwoPotato Autumn2002

Song Yummy Food (to the tune of �Oh Dear What Can the Matter Be�)

Chorus Food, food, isn�t it yummy? Food, food, Þ ll up our tummy� Food, food, isn�t scrummy? And all from our world so fair�

Verse 1 All sorts of bread, eggs, milk, butter and cheese� Ham, meat, Þ sh Þ ngers, and link sausage�es Carrots and cabbage, potatoes and pea�s.. Your favourite�s bound to be there�

Chorus Food, food, isn�t it yummy?�.etc

Verse 2 Peaches and pears, apples green or red Yoghurt�ice cream, or chocolate instead� Pies, pizza, pasta�oh what a spread� All for our family to share�

Chorus Food, food, isn�t it yummy?�..etc (words Pam Ramage)

After the programme

words for discussion:- a freezer; maize and wheat (cereals); packaging; cacao (pro. kah-kah-oh)

- Bring in a shopping bag with a variety of foods. Check where they come from on the labels. - As a class activity, plan a meal and write out the shopping list. (Where might all the foods on it come from?) - Set up a role-play area as a shop, with posters, price lists etc., - As a homework, ask the children to Þ nd four food products at home which come from different countries. - List some popular foods which are produced locally e.g. butter, cheese, milk, potatoes, vegetables, apples etc. - Choose a food and Þ nd out how it is produced e.g. tea, butter, crisps. - Display a map of the world with arrows marking where different food stuffs have come from. - Talk about all the ways of eating potatoes. - Investigate breakfast foods - where do they come from and how are they changed in preparation e.g. toasting, cooking, mixing etc. - Discuss favourite pizza toppings. How many different countries might the ingredients come from. - Make a huge pizza as a wall display, noting the origins of the ingredients.


Food FromWhere? OnePotato, TwoPotato Autumn2002

Story Comprehension

• What did King Frederick like to eat? (chocolate) • Was he a small king? (no, very large) • What did the king order to be made for him? (a giant chocolate apple) • Why did the king decide to try and lose weight? (he couldn�t Þ t into his Þ ne clothes for the Royal Gala Dinner) • What did the king do with the giant chocolate apple (sent it to the children�s hospital to be shared among the children)

Northern Ireland Curriculum Geography Jobs and Transport: Pupils should be given opportunities to learn about some of the goods people need e.g. choose an essential product and Þ nd out about the work involved in making and delivering it; draw a simple picture diagram of the journey of the chosen product. Maths Handling Data: Pupils should have opportunities to: collect data and record it; help to design an observation sheet.

English Talking and Listening: Pupils should have opportunities to: take part in drama activities, including role play.

Writing: Pupils should have opportunities to write in a variety of forms including simple records of observations and lists.

Cross Curricular Links

Programme 4:

Food from Where?

- lists- charts

Maths - collage- illustrated map

Art

Geography- essential products- transport of goods- local produce- maps

English- discussion- story comprehension- role play



Bread

Programme 5by Ann Burnett

A programme about the process of bread-making, from the planting of the grain, through the production of ß our, to the baking of the bread itself. Poem This is the tale of Barney Cox Who carried his lunch in a red lunch box A sandwich of brown bread Þ lled with ham And a white sliced one, just oozing with jam�

Story

Mr Mathieson, the village baker, always knew when his bread was ready by the smell. SNIFF SNIFF SNIIIFFF! he would go. �No, not quite ready yet, another Þ ve minutes,� he would say. SNIFF SNIFF SNIIIFFF! �Ah, yes, that�s just perfect.� �Ahhh!� the villagers would say as the smell wafted down the street, �Mr Mathieson�s bread is ready.� But one morning, instead of the usual smell of baking bread, a strong smell of burning drifted through the village�

Song

Oats and Wheat and Barley Grow

chorus: Oats and wheat and barley grow, Oats and wheat and barley grow, But not you nor I nor anyone know How oats and wheat and barley grow.

Verse 1 First the farmer sows his seed, Then he stands and takes his ease, And he stamps his feet and clasps his hands, While the sun shines on the land.

chorus: Oats and wheat and barley grow,�..etc

verse 2 The seeds sprout up so green and tall, The ears of corn grow ripe and gold, And the farmer laughs and he rubs his hands, And takes his harvester to the land.


15 October


Bread OnePotato, TwoPotato Autumn2002

verse 3 The corn is cut and threshed to grain, Put in sacks and sent by train, And the miller grinds them all into ß our, Sing a song with a mighty roar.


(adapted from the traditional song, �Oats and Beans and Barley Grow�)

Action Song

Five currant buns in the baker�s shop, Round and fat with a cherry on the top. Along came a boy with a penny one day Bought a currant bun and took it right away.

(hold up the appropriate number of Þ ngers)

After the Programme

words for discussion:- dough, bread, miller.

- Discuss how to make bread. - List all the types of bread the class can think of (wholemeal, white, wheaten, soda, potato, �fancy bread� like fruit loaf and barmbrack, baps, scones, farls, and special breads like pizza, pitta and naan bread). What ingredients make them different from each other? - Think of different shapes and consistency of breads i.e. soft, crusty, farls, plaited, cottage loaf, etc. - Bring in some wrappers from bread and compare the ingredients and nutritional value. How many types of grain can be used? - Make some play dough with ß our, water and salt and make pretend bread in different shapes. - Bring in some yeast and demonstrate how it �bubbles� by adding the correct temperatures of water. (Try putting equal quantities of yeast and sugar in three saucers and add cold, warm and boiling water to it). - Examine a piece of bread to see how the yeast has formed the holes. - Discuss the process of growing grain - preparing the ground, planting, watering, weeding and Þ nally harvesting. Compare harvesting in the �old days� and today�s method. - Investigate the ways ß our used to be milled, using wind or water power. Demonstrate the system of cogs and wheels needed to drive the wheel using Lego. Demonstrate how the grain was ground between two heavy stones. - Arrange a visit to a bakery.


Bread OnePotato, TwoPotato Autumn2002


Geography Jobs and Transport: Pupils should be given opportunities to learn about some of the goods people need e.g. choose an essential product and Þ nd out about the work involved in making and delivering it; draw a simple picture diagram of the journey of the chosen product.

Maths Handling Data: Pupils should have opportunities to: collect data and record it; help to design an observation sheet.

Science Carrying Out and Making: Pupils should be given opportunities to: make observations using their senses and noting similarities and differences.

Materials: Pupils should be give the opportunity to: work with a range of everyday materials in a variety of activities e.g. with plasticine or dough; explore the properties of materials; Þ nd out about the effect of heating or cooling on some everyday substances.

History: Pupils should have opportunities to: develop a sense of the past by identifying obvious differences between past and present. Cross-Curricular Links

English Geography

- discussion- comprehension

- growing grain- farming

Programme 5:

Bread

- handling data

Maths- bread making- harvesting

HistoryScience

- bread making- senses: taste

smell



Lake to Tap

Programme 6by Katy Clarke

Looking at how our water supply travels from the reservoir to our homes, and at some of the many uses we have for water. Poem Pitter Patter Pitter-patter Splitter-splatter Water splooshes, whooshes! Gurgles round the plug-hole And then it disappears!

Pitter-patter Splitter-splatter Water splooshes, whooshes! Soapy water bubbling I�ll wash my face and ears!

Pitter-patter Splitter-splatter Water splooshes, whooshes! I LOVE to play splashy games With water everywhere.

Katy Clarke

Story

Mandy was beginning to feel a bit fed-up�she was desperate to Þ nd out what was happening on her birthday. Emma, her best friend, had had a sleep-over at her place and all the girls slept in sleeping bags in one room.

Everyone else had barbecues and parties with clowns. Someone had even gone to see a show at the Waterfront Hall. Everyone else had known what they were doing on their birthdays. Mandy felt as though she might burst from wanting to know.

Song Lake To Tap (to the tune of Here We Go Round The Mulberry Bush)

Water goes from lake to tap Lake to tap, lake to tap Water goes from lake to tap And into a cup for drinking.

22 October


Lake to Tap OnePotato, TwoPotato Autumn2002

Water goes from lake to tap Lake to tap, lake to tap Water goes from lake to tap And into the bath for washing

Water goes from lake to tap Lake to tap, lake to tap Water goes from lake to tap And is there whenever we need it!

words by Katy Clarke

After the programme

words for discussion:- reservoir; bowling alley; wave machine.

- Listen carefully to the story and note all the uses of water mentioned (i.e. having a shower, water for the dog, watering the plants, a drink of water, bathing the dog, washing the car, swimming pool). - Have a brain-storming session in class and note all the uses of water they can think of. - Find out the name and location of the reservoir that supplies your water. - Make a chart showing the journey of water from reservoir to tap. - For homework, ask the children to keep a list of all the ways they personally used water over a weekend or how many different places they saw water, in and outside the home (e.g. a lake, the sea, a puddle, the bath etc.) - Everyone in the class will be happy to discuss and describe a party - what sort of party have they been to/would they like? - Plan a party - what needs to be taken into consideration? - Surprises. (Mandy �felt as though she might burst� from waiting to know where her party would be). Has something like this happened to any of the children�. What was their nicest surprise? - Have any of the children ever bathed a dog? or a baby? What was it like?


English Talking and Listening: Pupils should have opportunities to: listen to, tell and retell stories based on personal experiences, imagination and literature and should develop the ability to: present ideas and information, take turns at listening and talking and share and co-operate in pairs or group activities.

Reading: Pupils should have opportunities to: explore simple texts with the teacher using drama, art and discussion to focus on distinctive features.

Writing: Pupils should have opportunities to: write in a variety of forms, including simple records of observation, invitations, lists.


Lake to Tap OnePotato, TwoPotato Autumn2002

Geography Jobs and Transport: Pupils should have opportunities to: discuss the goods and services we use every day; draw a simple picture diagram of the journey of a chosen product.

The Natural Environment: Pupils should have opportunities to learn about: materials in the natural environment and some common landscape features.


English Geography

- discussion

- parties

- comprehension

- uses of water

- reservoirs

Programme 6:

Lake to Tap

Science

- water



Taste

Programme 7by Helena Sheridan

Continuing this term�s topic of food this week Libby and Michael are looking at the sense of taste - how does it work, and how do our tongues identify sweet, salty or bitter ß avours?

Poem Feeling Hungry I�m feeling very hungry, But I don�t know what to eat, Maybe I�ll munch a chocolate bar, Or chew a toffee treat? I�d like a tangy lemon pie, With swirls of cream on top, Or should I have some salty crisps, Washed down with fruity pop?

I could enjoy a curry, All hot and Þ lled with spice, Or a wobbly, strawberry jelly, That would be very nice. I could peel a crunchy apple Chomp on cheese of every kind, But there are so many different tastes, I can�t make up my mind.

Helena Sheridan

Story

Jimmy loved to eat hamburgers and hotdogs, sweet biscuits and sugary buns, there were so many different tastes to try and Jimmy was always hungry.

But then one afternoon, while he was chewing on an enormous caramel a peculiar thing happened�

Song TASTE

T.A.S.T.E I wonder what the taste will be? Is it bitter, is it sweet? Salty snack or tangy treat? There�s lots of food I�d like to eat and�. T.A.S.T.E

5 November


Taste One Potato, TwoPotato Autumn2002

I like spicy hamburger With pickles on the top, But if I spread some mustard on, It will taste very hot!

T.A.S.T.E I wonder what the taste will be? Smooth or creamy, crispy crunch? For my dinner, tea or lunch? There�s lots of food I�d like to munch and.� T.A.S.T.E. I like a tangy orange, And apples are just great, But juicy jelly makes me laugh, It wobbles on my plate!

T.A.S.T.E I wonder what the taste will be? Is it soggy, is it dried? Frozen food or lightly fried? There�s so many foods I�ve tried to�. T.A.S.T.E.

words by Helena SheridanAfter the programme

words for discussion:- taste buds; tangy; ß avours; trampoline; luscious; bowler hat; bitter.

- Continue the discussion started earlier in the series about favourite foods, but ask for descriptions of the taste i.e. is it sweet, salty, bitter, sour? - Talk about the texture of foods i.e. creamy, hard, crunchy, juicy etc. - Talk about the effects of various foods i.e. are they delicious, sickly, horrible, bland etc. (in their opinion). - Provide samples of food which look the same to demonstrate how taste helps us to distinguish between them, e.g. ß our, bicarbonate of soda, salt, icing sugar, powered instant pudding mix. - Demonstrate the link between the taste and smell by getting the class to hold their noses while trying foods. - Draw the tongue and mark the areas which recognise different tastes, i.e. sweet at the tip, salty at the sides, sourness further back and bitterness right at the back. - Bring in some unusual fruit eg. kumquat or star fruit. Pass them round asking the children to consider its colour, weight, shape, texture and smell. Ask them to describe how they think it might taste. Cut it up and see what they think. - Make up liquid ß avours which demonstrate the four aspects of taste - sugar water, salt water, vinegar water and unsweetened grapefruit juice. - Provide toothpicks with tips of cotton wool and experiment with touching different parts of the tongue with different ß avours. - Make graphs of the class�s favourite foods. - Make collages of food pictures cut from magazines - Draw a place setting, or how to lay a table.



- Plan their ideal menus for school dinners (can be expanded to discussion on nutrition). - Draw a scene from the �Land of Chow� i.e. �There were Þ elds of candy cane and honey hedgerows and forests of enormous chocolate bars. Rivers of syrup trickled between marshmallow mountains. - The children would enjoy making up their own landscape made of sweets and other food.

Idoms: �eat your words�; �food for thought�; �eat humble pie�; �apple of your eye�; �bite off more than you can chew�; �cannot have your cake and eat it�.

Story Comprehension

• What did Greedy Jimmy wish? (he could eat forever) • Describe the Land of Chow. • What did it rain? (popcorn) • Where did Jimmy land when he fell out of the air? (on a lake of lemon jelly) • What was the elf called? (Chew-a-Lot) • What was the palace made of? (gingerbread) • What was the King�s throne made of? (coconut ice) • Did Jimmy still want to eat forever? • Why not?


English Talking and Listening: Pupils should have opportunities to: listen to, tell and retell stories based on personal experiences, imagination and literature and should develop the ability to: present ideas and information, take turns at listening and talking and share and co-operate in pairs or group activities.

Reading: Pupils should have opportunities to: explore simple texts with the teacher using drama, art and discussion to focus on distinctive features.

Science Carrying out and Making: Pupils should have opportunities to participate in practical activities which involve them in exploring familiar objects and materials and recording what they have done e.g. make observations using their senses and noting similarities and differences; record observations in a simple form.

Art Pupils should have opportunities to: explore and respond to direct sensory experiences and to memory and imagination; use resource and reference materials to develop ideas.




English

- discussion

- story comprehension

Programme 7:

Taste

Science

- taste

- smell

- graphs

Maths- drawing

- painting

- collage

- a place setting

Art



Milking

Programme 8by Janice Johnston

A visit to a modern milking parlour to see how today�s cows are milked.

Story

Follows Mr Wilson through his twice daily routine as he milks his cows, decides how much food and supplements each needs (programmed on a computer), sees his milk out for collection by tanker, and cleans the milking parlour and the dairy.

Mr Wilson switched on the lights in the milking parlour. It was almost like the inside of a space ship, with all the silver pipes and black tubes and glittering glass jars�..

Song

Mr Wilson Had a Farm (borrowed from Old McDonald)

Mr Wilson had a farm, ee-ii-ee-ii-o And on that farm there was a cow ee-ii-ee-ii-o With a moo moo here and a moo moo there Here a moo there a moo everywhere a moo moo And on that farm there was a power hose ee-ii-ee-ii-o With a skoosh skoosh here and a skoosh skoosh there Here a skoosh there a skoosh everywhere a skoosh skoosh Mr Wilson had a farm, ee-ii-ee-ii-o And on that farm her had a calf ee-ii-ee-ii-o With a maa maa here and a maa maa there Here a maa there a maa everywhere a maa maa Mr Wilson had a farm, ee-ii-ee-ii-o.

words by Janice JohnstonAfter the programme

words for discussion:- milking parlour; �cows need to be milked regularly�; milking machine; dial; udder; cow�s teat; power hose; dairy; heifer; bull calf.

- If you are lucky enough to have any child in the class who lives on a dairy farm, let them describe what it is like, and answer questions or if possible invite a dairy farmer into the classroom, or arrange a visit to a farm.

- Talk through Mr Wilson�s twice daily routine as he milks his cows.

12 November


Milking OnePotato, TwoPotato Autumn2002

- Visit a local shop that sells milk and Þ nd out about the types of milk sold. Look at its packaging and storage. (What other products need to be kept cold? Which of them contain milk?) - Discuss pasteurisation. (The milk is heat treated to destroy bacteria to a temperature of 72oC, and immediately cooled to 2oC). - List/discuss some of the foods produced from milk e.g. cream, butter, cheese, yoghurt, ice-cream, chocolate. - Collect wrappers and make a wall display. - Make a collage from magazine pictures of dairy products. - Discuss ß avours of milk, yoghurt and ice-cream � make charts of favourites. - Find out where the milk delivered to your home or school comes from.

Story Comprehension

• How often do cows need to be milked? (twice a day, every day) • Name two of Mr Wilson�s favourite cows (Claire, Hilly or Daisy) • Where did the milk go when it left the cows? (Into big glass jars and then along a pipe to the cooling tank in the dairy. Then it was sucked into the milk tanker). • What was the name of the tanker driver? (Nancy) • What did Mr Wilson do when the cows were milked? (cleaned everything) • What had he forgotten? (his favourite cow Daisy was due to calf) • What was he possibly going to call the calf (Buttercup) • Why? (it was lying in a bed of buttercups) • Why might he not call it that? (if it was a bull calf)


Geography Jobs and Transport: Pupils should have opportunities to learn about: some of the jobs people do; some of the goods and services people need e.g. choose an essential product such as milk and Þ nd out about the work involved in making and delivering it.

Science Materials: Pupils should have opportunities to: Þ nd out about the effect of heating and cooling some everyday substances. History Pupils should have opportunities to explore a history- related aspect of a topic in order to consider differences between the past and present and things which have changed over time e.g. in topics such as farming (life in the recent past).


Milking OnePotato, TwoPotato Autumn2002


English

- discussion- story comprehension- milk products

Programme 8:

Milking

Science

- pasteurisation- hygiene

- collage

ArtGeography

- farming

- milking in the past

History



Money

Programme 9by Maureen Donnelly

All about money, from the days when goods were exchanged and bartered in the village market, to the differences in our coins, right up to the euro in the present day.

Rhymes Hot cross buns Hot cross buns One a penny, two a penny Hot cross buns If you have no daughters Give them to your sons One a penny, two a penny Hot cross buns.

Simple Simon met a pie-man going to the fair, Said Simple Simon to the pie-man Let me taste your ware. Said the pie-man to Simple Simon Show me Þ rst your penny. Said Simple Simon to the pie-man Indeed I haven�t any.Story

About the Þ nding of the Girona Treasure on the North Coast.

Music CDs Money Money Money by Abba

Money Makes the World Go Around � Lisa Minelli (from Cabaret)

Song Sing a Song of Sixpence Sing a Song of Sixpence A pocket full of rye Four and twenty blackbirds baked in a pie. When the pie was opened the birds began to sing Wasn�t that a dainty dish to set before the king.

19 November


Money OnePotato, TwoPotato Autumn2002

The king was in his counting house counting out his money. The queen was in the parlour eating bread and honey. The maid was in the garden hanging out the clothes. When down came a blackbird and pecked off her nose.

After the programme

words for discussion:- sixpence, shilling, halfcrown, euro, lira, francs, marks; �to exchange�; swop; barter; the mint (money).

- Study our money � the denominations, size, type of metal, pictures on the coins and notes. (n.b. The £10 First Trust bank note has a picture of the Girona on it) - Look at some bank notes, and explain how the numbers on them relate to numbers of coins. - If possible, bring in some euros. - Set up a �shop� area and mark the �prices� of items � initially price then under 10p. Numerous counting games will result, with adding, subtraction, giving change etc. Leave paper and pencil handy for those who need to work it out on paper, but encourage mental calculations. Later the prices can be increased. - If you have a quantity of play coins, sit the children in a circle with a pile of coins in the middle. Give them a target amount and ask one child to take a coin. They pass this to the next child who chooses another coin to go towards the total. Continue with each child calculating how much they have and taking another coin or putting one back until the target is achieved. - Collect coins from different countries and compare them. - Talk about markets. (There may still be some in your area.) Talk about their importance in the past. - Bartering. Discuss the concept as described in the programme. Do the children swop or exchange anything? - Have an exchange market in class, everyone to bring something in. - The story of Jack and the Beanstalk is mentioned in the programme (where he exchanged a cow for a bag of beans). Retell the story (it will be featured as a music programme in a One Potato, Two Potato programme next Spring).


Maths Money: Pupils should have opportunities to: recognise and know how to use coins in simple contexts e.g. shop play; add and subtract money, progressing to work with money up to £10.

English Talking and Listening: Pupils should have opportunities to: take part in drama activities, including role-play.


Money OnePotato, TwoPotato Autumn2002

History EMU and Cultural Heritage: Pupils should be given opportunities to: explore how people co-operated and depended on each other in the past and how roles may have changed or remained the same over time; some of the historical inß uences upon their identity.


PSE

- bartering

- role play

Programme 9:

Money

- money- mental maths- adding- subtracting

Maths - markets

- the Girona treasure

History


Programme 10by Isobel Gamble

To conclude this term�s topic on food, this week�s Þ nal programme will be looking at weight and weighing things.

Poems The School Bag

Mum sat watching TV With a cup of tea on her knee. Jamie peeked in through the crack in the door. �Please Mum can I bring my racing car and track � I want to show Jack how far it will go.� �Don�t forget your lunch box, dear.� So Jamie grabbed a big bottle of coke. �I need the encyclopaedia, we�re doing a project on Tangier.� �And your pencil case, it�s behind the settee,� �AND my football boots, teacher said so.� CRASH��BANG��PLONK! �What�s wrong, dear?� �Nothing, Mum. Just bring the car at half past three.�

Isobel Gamble

How Heavy Are You?

How heavy are you? As light as a feather? As heavy as lead? The same as a blanket Thrown down on a bed? As heavy as a hippo, As light as a mouse? Or the same as an elephant Sitting on a house? As light as a tadpole? As heavy as a frog? The same as a crocodile Asleep on a log? How heavy are YOU?

Irene Yates

26 November


What aWeight!


I Don’t Know

When we make biscuits We weigh out the butter And sugar and ß our And cut with the cutter � But what would happen, I�d like to know, If��. Instead of weighing it all just so We helped the ß our to overß ow And let the sugar just fall like snow And gave the butter the old heave-ho And dripped in currants high and low And poured lots of milk into the dough And mixed it fast and mixed it slow And watched the mixture grow and grow What would happen I�d like to know � Would we still get biscuits?

Irene Yates

When the Giant Stayed for Breakfast

When the giant stays for breakfast He eats his cornß akes with a spade, Followed by a lorry-load Of toast and marmalade.

Next he takes a dustbin That�s Þ lled with tea, Drinks it all up in one gulp, And leaves the washing-up for me.

John ColdwellStory

Mum set her big bag of nuts on one end of the seesaw and then pointed to her baby squirrels Topsy and Turvey. �Put your two bag on the other end. If your two little bags together weigh as much as my one big bag, you will have enough nuts to last you through the winter�. After the programme

words for discussion:- encyclopaedia; weighing scales; ingredients; to be �perfectly balanced�; to starve.

- Begin a project on weight by making sure the children are familiar with the concept of heavy and light (many children confuse weight and size, and assume that large things will always be heavier). - See what the children carry in their schoolbags/lunch boxes. What makes them heavy?

What aWeight! One Potato, TwoPotato Autumn2002


Compare weights. - Talk about why goods need to be weighed in the shop. - Talk through the process of weighing your own fruit or vegetables in the supermarket. - Talk about our measuring system of weighing things accurately in grams and kilos. - Using a small seesaw compare weights � e.g. how many books does someone �weigh�. - Make up an observation table with objects of different weights to be lifted and handled. Encourage the use of the language of comparison i.e. heavier, lighter, heaviest, lightest. - Make up some mystery parcels for a pretend post ofÞ ce demonstrating that weight is not related to size. - Talk about why ingredients need to be weighed for baking or cooking. - Make sure the children understand the story i.e.



- Talk about other familiar places as well as shops where items need to be weighted, and why e.g. post ofÞ ces and airports. - Weighing babies � why is it important. - Talk about how some very heavy items are lifted e.g. by fork-lift truck, crane, hydraulic lifting gear, winches. some idioms:- as light as air; like a ton of bricks; light as a feather; as heavy as lead; featherweight; deadweight.




Maths Measures: Pupils should have opportunities to: compare and order objects, developing and using mathematical language associated with weight; use non-standard units in weight to measure a range of everyday objects; appreciate important ideas about measurement including the need for appropriate accuracy; recognise the need to use standard units; know the most commonly used units for weight; make estimates using arbitrary and standard units e.g. �heavier or lighter than a kilogram�.


English Maths- comparative language

- idioms- weight

Programme 10:

What a Weight!

Science

- weighing experiments



One Potato,Two Potato Autumn 2002

Acknowledgements

EMM et al for use of poem I�ve Got a Basket of Apples from This Little PufÞ n, Published by Penguin Books.John Rice for use of poem Song of The Starving Dinner Ladies from School Poems, Compiled by Jennifer Curry, Published by Scholastic Children�s Books, London.Tony Bradman for poem Morning, Published by Collins Educational, London.Frances Thomas for poem Jam for Tea, Published by Collins Educational, London.Irene Yates for poems How Heavy Are You? and I Don�t Know from Child Education February 1998, Published by Scholastic.John Coldwell for the poem When the Giant Stays for Breakfast from One In A Million by Moira Andrew, Published by PufÞ n Books.

Programmes Next Term

Spring 2003

Topic: Growth

1. Matilda�s Day in the Garden (growing things) 2. Plants 3. Baby Animals 4. Man Mountain (legend about a giant) 5. Growing Up (PSHE) 6. High Up 7. Low Down 8. Does it Stretch? (elasticity) 9. The Rabbit�s Tale 10. Jack and the Beanstalk (music � high and low)

learning age 5-7 one potato, two potato - bbc · words for discussion:- bough; a widow; con™s...

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