playtime autumn 2006 - BBCdownloads.bbc.co.uk/schoolradio/pdfs/playtime_autumn_2006.pdf · Playtime...

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Playtime - Autumn 2006 Playtime Autumn 2006 Age: 3-5 These programmes are available to order (for UK schools only) on pre-recorded CDs or cassette from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand. www.bbc.co.uk/schoolradio © This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further permission.

Transcript of playtime autumn 2006 - BBCdownloads.bbc.co.uk/schoolradio/pdfs/playtime_autumn_2006.pdf · Playtime...

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s

Playtime

Autumn 2006

Age: 3-5 These programmes are available to order (for UK schools only) on pre-recorded CDs or cassette from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

www.bbc.co.uk/schoolradio

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further

permission.

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Playtime

Autumn 2006 These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available.

Introduction 3

1. Bath 6

AOD 19/09/2006

2. Cake 8

AOD 26/09/2006

3. Changing weather 10

AOD 03/10/2006

4. Ice cream 12

AOD 10/10/2006

5. Transport 14

AOD 17/10/2006

6. Baby 16

AOD 31/10/2006

7. Seasons 18

AOD 07/11/2006

8. Mouse 20

AOD 14/11/2006

9. Shaker 22

AOD 21/11/2006

10. Nest 24

AOD 28/11/2006

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Introduction

Aims of the series: Playtime is an interactive, classroom-based programme for pre-school and reception children. This term each programme has a science link.

Playtime aims to provide:

• a grounding in the creative arts, including dance, drama and music

• the opportunity to develop listening skills and concentration

• development of language skills

• lively interactive radio with multi-cultural elements

• specially-written, dramatised stories

• a range of songs, poems, and finger rhymes to learn and enjoy.

The presenter: The programmes are presented by Handy, the Playtime clock. He leads the children through the movement, listening and singing activities. Using the series: Playtime can be used in nurseries, playgroups and reception classes, as well as at home with a parent or carer. The programmes are designed to be used at a pace appropriate to you and your children. The programmes can be listened to straight through, or you can pause the programme and repeat sections or return to them on other occasions. Each programme is self contained. Each programme is based around a different object suitable for the age-range. Have an example of the object present while you listen to the programme. You may also wish to display an image (using the weblinks provided in these notes). The series is an interactive resource with a lively mixture of ‘doing’ and ‘listening’. There are sections in each programme where the movement theme is developed and the children are encouraged to join in. The activities are all suitable for classroom use in a story corner or small cleared space. Ideally, the children need sufficient space to be able to stand up, turn around and sit down with arms and legs fully extended, both forwards and to either side, without knocking other children.

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Because the programmes are designed to be used in a small space and are not wholly movement-based, there is no formal warm-up. The warm-up is incorporated into the movement itself by starting with small movements and progressing to larger, more extended movements. You may also like to warm up the children before the programme begins by inviting them to shake out body parts. Likewise, they could stretch and cool down after the programme. You are the link between the programmes and the children. Only you can interpret their particular needs. It is a good idea to use the programmes when the children are not too tired. They need to be alert enough to listen and do. If you like, you can follow up the programme straight away. Playtime and special needs: Playtime is designed to be used by children in various groupings. For children with special needs it may be preferable to use the programmes in small groups with a teacher or classroom assistant, and to use small sections of the programme at a time, moving on to the next activity in another session. Programme content: Each programme is self-contained and has a blend of activities, including stories, rhymes, poems, action songs, finger games and suitable accompanying music. There is also a movement activity where the children are encouraged to join in with Handy as he helps them to develop and explore a range of simple movements. As stated, the movements will be relatively small and will not require ‘travelling around’ or lots of space. Teacher's notes: The content of each programme is outlined in these notes, together with suggestions for discussion before the programme begins. The notes include a list of the key movement language used in each programme. They also tell you which parts of the body will be used in the main movement activity and give a clear description of the movements that the children will be asked to perform. The words of any songs or rhymes are printed where possible (subject to copyright), together with a brief synopsis of the programme's story. Finally, these notes include several suggestions for further reinforcement activities after the programme, together with a list of additional resources. Before the programme: Before each programme, it is suggested that you draw the children's attention to a ‘focus object’ (either an online picture or object) that will help the children to visualise the main subject of the programme, or that can be used as a stimulus for follow-up activities.

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Further ideas for helping the children to concentrate are suggested in these notes. You may also like to introduce vocabulary that will be used in the programme. Broadcasts and School Radio CDs Programmes are available to order (for UK schools and other academic institutions only) on pre-recorded CDs. Further information is available at this page of the School Radio website: http://www.bbc.co.uk/schoolradio/howtoorder.shtml Programmes are also available as audio on demand from the School Radio website for 7 days following transmission (check the contents table above for dates). The audio on demand is a reliable service – especially on broadband - that allows you to listen to the programme ‘streamed’ over the internet. This means that you can play the programme to your class either:

• direct from a computer • from a hifi by connecting the output of the computer into a suitable

input on the amplifier (which offers enhanced sound quality) • by connecting the computer to an interactive white-board

To listen to the audio files you will need to have installed ‘Realplayer’ on your computer. This commonly-used software is easy to download from the internet if you do not already have it. There are instructions on how to do so at the BBC School Radio website: http://www.bbc.co.uk/schoolradio/help.shtml Using the audio on demand service is just as flexible as using a pre-recorded CD of the programmes. You are able to pause the programme whenever you wish and also scroll forwards and backwards through a programme to locate other sections or to listen to sections again. Feedback: We are always delighted to receive feedback from teachers and children about all the series. Please send your comments to: The Producer Playtime BBC School Radio Room 340 Henry Wood House London W1A 1AA

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1. Bath

Focus object: A picture of a bathroom or a picture/display of bathroom objects such as a sponge, flannel, bath toys, etc. Focus image: You can display a picture of some bath toys be clicking on the link below: http://static.flickr.com/41/81319311_c923e3f359.jpg Before the programme:

• Discuss how we make ourselves clean by having a bath. • Talk about bath taps, the plug and chain and possibly the shower

attachment. • What do the children have in the bath with them? Maybe a

sponge/flannel, soap and a plastic duck/boat to play with. • Will these things float or sink?

Programme content: MOVEMENT LANGUAGE rub, wash, squeeze, drip, turn, float, sink BODY PARTS USED fingers, hands, arms, shoulders, back, head MOVEMENT The children will need enough space to pretend to be sitting in a bath with their legs outstretched. They will be asked to pretend to wash their hands, their face and under their arms. They will lift their legs off the floor to wash them too. SONG The children will be asked to join in with the sound-effects words. ‘Get in the bath’ – words and music: Jane Sebba STORY Lester doesn't like having a bath. But one day, on a visit to his granddad, he discovers how much fun bath-time can be.

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Further activities:

• Ask the children to make the movements associated with trying to sink the duck or boat by pushing it under the water - it will pop up again - and losing the soap in the bottom of the bath as it slips out of their hands and sinks.

• The children pretend to be birds having a bath. They dip their heads into

the water and shake. Flap wings (arms) and shake water off feathers.

• Talk about other ways of keeping clean if you can't have a bath - taking a shower, washing in a basin. How do cats clean themselves?

• Can the children name other objects that will float or sink? Let them test

their theories by experimenting in a water tray. Can they find more that float or more that sink? Encourage them to think of everyday experiences (e.g. ice in drinks and buckets with holes in).

Resources: Jill Murphy, Five minutes peace (Walker Books, 1986) L. D. Guruswamy, Bathtime with duck (Michael O'Mara, 1998) Rod Hunt, Floppy's bath (Oxford Reading Tree, Oxford University Press, 1989) K. V. Johansen, Pippin takes a bath (Kids Can Press Ltd, 1999) Karen Bryant-Mole, History from objects: keeping clean (Wayland, 1996) Dorothea Ackroyd and Gisela Fischer, Bathtime (Baby's World, Quadrillon, 1999) Shana Corey, Babe's bathtime (Random House, 1999)

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2. Cake

Focus object: A picture of a birthday cake, or display a mixing bowl and spoon, along with any other cake-making items. Focus image: You can display an image of a lavish cake by clicking on the link below: http://static.flickr.com/90/225488507_30ec5d78c3_o.jpg Before the programme:

• Have any of the children have helped to make a cake? • What is their favourite birthday cake? • Do they know what has to go into a cake? • Talk about measuring, stirring, mixing and baking. • When making their cake, they will be using things made from different

materials - plastic spoons and jugs for measuring, a wooden spoon to mix with and a metal tin to bake the cake in.

Programme content: MOVEMENT LANGUAGE stir, pour, mix, smell, crack BODY PARTS USED arms, hands, back, shoulders, nose, fingers MOVEMENT The children will need enough space to stand up and turn around and to lift their arms upwards and outwards. The children will be asked to pretend to make a cake, measuring out ingredients and carefully cracking eggs into the mixture. They will then stand up and pretend to be a wooden spoon, stirring and mixing all the ingredients as the cake is formed. SONG ‘Polly puts the pizza in’ - words Helen MacGregor, from Bingo Lingo (A & C Black, 1999); tune traditional STORY Peggy McCuddlish is a very funny lady and she tries a most peculiar way to make a cake!

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Further activities:

• Encourage the children to count accurately by asking them to measure out a certain number of ‘spoonfuls’.

• Discuss how the various cake ingredients change as they are mixed

together. Mention liquids and solids and thick and thin mixtures.

• Talk about why different materials are used for different jobs. A strong

spoon is needed for mixing. Light plastic might easily break, so wood is usually used. Cake tins need to be made of metal as they are going to go into a hot oven. Plastic would melt and wood would burn.

• How do we know when a cake is cooked? Talk about its appearance and

smell and how firm it is to touch. Pretend to be the cake cooking. Gradually get bigger as you cook.

Resources: Rod Hunt, Kipper's birthday (Oxford Reading Tree, Oxford University Press, 1989) Helena Oakley, Baking (Ginn Reading Programme 360, Ginn and Co, 1988) Eric Hill, Spot bakes a cake (Frederick Warne, 1994) Cynthia Rylant, Mr Putter and Tabby bake the cake (Harcourt Trade Publishers, 1994) Joe Lodge, Patch bakes a cake (Campbell Books, 1996) Karen Magnuson Beil, A cake all for me (Holiday House Inc, 1998)

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3. Changing weather

Focus object: Winter gloves and hat, T-shirt and sunglasses Focus images: You can display an image of a young child bundled up in winter clothing by clicking on the links below: http://static.flickr.com/36/91074975_750721b43f.jpg You can display an image of two youngsters enjoying summer sunshine by clicking on the link below: http://static.flickr.com/44/181693269_9b0ed242eb.jpg Before the programme:

• Talk about wearing different clothes on hot and cold days. • Why do we do this? • Can the children name other clothes they might wear on either hot or

cold days? • When we feel hot/cold, what happens to our bodies?

Programme content: MOVEMENT LANGUAGE shiver, pant, rub, wrap, pull, push (sunglasses, suncream, hat, scarf, gloves, boots) BODY PARTS USED arms, legs, shoulders, back, hands MOVEMENT The children will need enough space to stand up and move their arms and legs freely. At first, the children will be asked to imagine that it is very cold outside. They will cross their arms tightly and pretend to be shivering and then jump up and down to keep warm. Next, they will pretend it is very hot. They will rub suncream onto their arms, put on sunglasses and a hat and pant to keep cool. SONG ‘Weather song’ - words and music: Harriet Powell and John WesleyBarker, from Prof. Dogg's Troupe (A & C Black, 1983) STORY We visit a pretend country where the weather keeps changing all through the day.

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Further activities:

• Discuss the different materials used for winter and summer clothing. Use words such as light, heavy, thick and thin.

• Talk about the safety issues of the sun burning skin and the dangers of

catching cold by not wearing enough clothes in cold weather.

• Get the children to think about the sounds made when they pant because they are hot - hhhhhhhhhhh - and when they shiver because they are cold - ch ch ch ch ch ch ch ch.

• The children pretend to be a bird, fluffing out its feathers to trap air to

keep warm, and a horse, swishing his tail to create a draught to keep cool.

• Can the children name some hot and cold objects (e.g. fires, ice, kettles,

fridges)? Should the children touch anything that is either very hot or very cold?

Resources: Rod Hunt, At the seaside (Oxford Reading Tree, Oxford University Press, 1989) Mick Inkpen, Kipper's book of weather (Hodder and Stoughton, 1994) Kay Davies, Starting science - weather (Wayland, 1993) Sally Morgan, Changing climate (Franklin Watts, 1999) Lionel Bender, Heat and drought (Wayland, 1997) Robin Kerrod, Learn about the weather (Lorenz Books, 1996) Philip Steele, Snow and ice (Wayland, 1997) Jillian Powell, Snow and us (Belitha Press, 2000) Jillian Powell, Sun and us (Belitha Press, 1998) Jillian Powel, Wind and us (Belitha Press, 1998) Jillian Powell, Rain and us (Belitha Press, 1998) Poems about weather (Wayland, 1998)

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4. Ice cream

Focus object: An ice-cream poster or advertisement showing a variety of different ice-creams and lollies Focus image: You can display an image of a tasty looking ice lolly by clicking on the link below: http://static.flickr.com/61/227626795_9ada90948c.jpg Before the programme:

• Do the children like ice-cream? • When do they eat it? What is their favourite kind? • What happens when they eat it too slowly? • If they have ice-cream at home, what is it like when it first comes out of

the freezer? Programme content: MOVEMENT LANGUAGE lick, wipe, scoop, drip (sticky, messy, melting, hard, soft) BODY PARTS USED hands, fingers, arms, tongues MOVEMENT The children will start by scooping out spoonfuls of ice-cream from a large deep-freezer and pretending to put it in a cone. Once the ice-cream is in the cone, the children will imitate the movement of licking it and catching the drips as it begins to melt. They will then be asked to make the shape of an ice-cream with their arms and body and pretend to melt to the floor. RHYME traditional I scream You scream We all scream For ice-cream! STORY Paulo loves ice-cream. One day he has a funny dream about a giant ice-cream.

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Further activities:

• Ice-cream changes from being very cold and hard to being soft and melting when it gets warm. What other things change in this way? Think about chocolate and butter.

• Let the children experiment with ice cubes. Leave the cubes on a saucer

in a warm room for a while. What happens? Think of rhyming words for ice - nice, mice, twice, dice, rice.

• With careful supervision, involve the children in simple cooking activities.

Eggs cooked in various ways and pasta change dramatically between the raw and cooked states.

• Encourage the children to be an ice-cream. Let them melt. Start by

standing up tall and end up in a heap on the floor. Resources: Greg McEvoy, The ice-cream king (Stoddart Kids, 1998) Pam Munoz Ryan and Tim Chi Ly, Doug counts down (Disney Press, 1998) Jez Alborough, Ice-cream bear (Walker Books, 1999) Kitty Richards and Barry Goldberg Rugrats, Ice-cream funday (Simon and Schuster, 1999) Brian Moses and Mike Gordon, Ice-cream (Wayland) ‘The Snowman’ by Roger McGough from First poems, compiled by Julia Eccleshare (Orchard Books, 1993)

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5. Transport

Focus object: Model cars and aeroplanes or photographs of different forms of transport Focus image: You can display an image of a toy car by clicking on the link below: http://static.flickr.com/9/17160083_e2243b2e99.jpg Before the programme:

• Have any of the children been in an aeroplane? • Who has been on a boat? • Can they ride a bicycle? What other forms of transport can the children

think of? • Talk about the sounds these make.

Programme content: MOVEMENT LANGUAGE fly, soar, high, low (rattle, whizz, purr, whine, splash, loud and quiet, plane, car, bicycle, boat) BODY PARTS USED arms, waist, back, head MOVEMENT The children will need enough room to stand up and spread their arms out wide. They will be asked to pretend to be an aeroplane flying in the sky. They will stretch out both arms while standing up and very gently move them along to suggest an aeroplane soaring high up in the sky. They will then be asked to point their head down with their arms outstretched to simulate the plane landing. SONG ‘Captain of the aeroplane’ - tune: traditional (‘John Brown's body’); words: Helen MacGregor, from Bingo Lingo (A & C Black, 1999) STORY Auntie Charleen takes Robert and Ainsley on a special trip on lots of different things.

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Further activities:

• Talk about the different noises when the plane is in flight and when it is coming in to land. Which is noisier? Do the children know why?

• Ask the children to imitate bicycle wheels turning. Stretch out the fingers

of each hand and move arms, bent at the elbow, in a circular movement, one slightly ahead of the other.

• Make two displays using pictures of `quiet' and `loud' forms of transport.

For example: loud tractors, lorries, buses quiet bicycles, boats.

• Think about letters with quiet sounds - 111, sss, hhh, fff, mmm - and those with louder sounds - ccc, ddd, ggg, rrr, ttt, yyy, zzz.

Resources: Anna Nielson, Drive your car (Walker, 1996) Jane Crebbin, The train ride (Walker Books, 1997) Richard Fowler, Mr Little's noisy plane (Little Mammoth, 1992) Philip Hawksley, Tractor treehouse (Children's Books Ltd, 1992) Bus, Fun cars, Motorcycle, Monster truck, Fire engine, Tug boat (Big Wheelie Books, Dorling Kindersley, 1999) Drive afire engine (Dorling Kindersley, 1999) Drive a tractor (Dorling Kindersley, 1999) Emilie Warren McLeod, The bear's bicycle (Little Brown & Co, 1986) Willabel L. Tong, Cars, boats, trains and planes (Orchard Books Inc, 1998) Betsy Maestro and Giulio Maestro, Ferryboat (Crowell, 1986) Cynthia Rylant, Mr Putter and Tabby take the train (Ilarcourt Trade Publishing, 1998) Chris L. Demarest, Train (Ilarcourt Trade Publishing, 1996) Anne Civardi and Stephen Cartwright, Going on a plane (Usborne, 1992) ‘I love my darling tractor’ by Charles Causley from First poems, compiled by Julia Eccleshare (Orchard Books, 1993)

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6. Baby

Focus object: A photograph of a young baby or a baby doll. Focus image: You can display an image of a baby doll by clicking on the link below: www.cyberparent.com/gran/images/toy-baby-annabell-doll-cauB0000669FE.jpeg

Before the programme:

• Do any of the children have young babies in their families? • Can they tell the group some of the things their babies do? • Can the babies look after themselves? • What has to be done for them?

Programme content: MOVEMENT LANGUAGE crawl, yawn, wriggle, cry, grab BODY PARTS USED legs, knees, mouths, back and torso, hands and fingers MOVEMENT The children will need room to kneel down in a crawling position. They will get into a kneeling position as if they are about to crawl. In this position, they will pretend to be a baby yawning, wriggling and grabbing at their imaginary mother's clothes. The children will pretend to walk a baby's first wobbly steps. POEM ‘My baby has a tiny nose’ by Sit Garnett SONG ‘Hush little baby, don't say a word’ – traditional Hush little baby, don't say a word, Mamma's gonna buy you a mockingbird. And if that mockingbird don't sing, Mamma's gonna buy you a diamond ring. And if that diamond ring won't last, Mamma's gonna buy you a looking glass. And if that looking glass gets broke, Mamma's gonna buy you a billy goat. And if that billy goat won't pull, Mamma's gonna buy you a cart and bull. And if that cart and bull fall down, You'll still be the sweetest little baby in town.

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STORY A story with rhymes about a new baby sister. Further activities:

• Let the children pretend to be a baby trying to pull him or herself up to a standing position. Work in twos. One of the pair stands up straight while the other pulls him or herself up using his or her partner as a support.

• When babies are very young, what do they have for food? As newborn

babies have no teeth, they cannot chew and have to suck. Their initial food is all liquid.

• Emphasise the similarities of the needs of human babies with those of

young animals - food, sleep, warmth, looking after.

• How do you keep a baby safe? Talk about cots, playpens and constant company.

• Young babies have to learn how to speak. Let the children be young

babies making their first attempts at communication. Resources: Janet and Allan Ahlberg, Bye bye baby (Mammoth, 1989) Anne Civardi and Stephen Cartwright, The new baby (Usborne, 1992) Jane Yorke, The book of babies (Dorling Kindersley, 1991) G. Fujikawa, Babies (Grosset/Putnam, 1977) Margaret Miller, Baby faces (Little Simon Books, 1998) Dorothea Ackroyd and Gisela Fischer, Eating and drinking (Baby's World, Quadrillon, 1999) Dorothea Ackroyd and Gisela Fischer, Bedtime (Baby's World, Quadrillon, 1999) Elizabeth Hathon, Baby's first meal (McClanahan Book Company, 1997) Tomie De Paola, The baby sister (PaperStar Book, 1999 - picture book)

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7. Seasons

Focus object: Pictures or postcards depicting the four seasons. Focus images: You can display some pictures of the changing seasons by clicking on the links below: Summer: http://static.flickr.com/95/229478667_76a7fa8d72.jpg Autumn: http://static.flickr.com/35/70805619_ad32fb401f.jpg Winter: http://static.flickr.com/55/124841331_3eef6c0689_o.jpg Spring: http://static.flickr.com/3/6073971_489459bfc2.jpg Before the programme:

• Can the children name the seasons? • How do we recognise each season? • Talk about the most obvious signs of each one. • Emphasise how we go from one to the other in a continuous cycle.

Programme content: MOVEMENT LANGUAGE rain, sun, snowflakes, growing, falling (shining, hibernation) BODY PARTS USED arms, shoulders, hands and fingers, knees, back, legs MOVEMENT The children will need enough room to stand up and bend down. They will be asked to perform various movements that suggest two of the seasons. At first, they will be flowers growing in the spring. They will start by rolling themselves into a ball, slowly stretching out and growing upwards as the plant grows. They will then be asked to sweep up fallen leaves as an autumn action. RHYME ‘Incy Wincy Spider’ – traditional Incy Wincy Spider Climbed up the water spout Down came the rain And washed the spider out Out came the sun And dried up all the rain So Incy Wincy Spider Climbed up the spout again.

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STORY Gemma and her dad visit their favourite tree in the park throughout the different seasons. Further activities:

• The children can pretend to be snowflakes by gently raising their arms and spreading and flexing their fingers as if tapping something in the air.

• How many seasons are there? What else has four things? Think about

four legs on chairs and tables, four sides on a square, four legs on animals, and so on.

• Can the children name any flowers? Talk about snowdrops and spring

blossom as one of the first signs of life after the winter.

• Collect objects in autumn colours to make a stunning display of reds, browns and greens.

• Make a bright summer sun from yellow and orange paint and collage

materials. Resources: Janet Fitzgerald, Autumn in the wood (Science Through the Seasons, Hamish Hamilton, 1987) Mike Ilerschell, Autumn is here! (Evans Bros, 1994) Helen Taylor and Stephen Sweet, Snowflakes can fall in summer and other facts about seasons (Copper Beach Books, 1998) Debbie Mackinnon and Anthea Sieveking, The seasons (Frances Lincoln, 1997) Brian Wildsmith, Animal seasons (Oxford University Press, 1991) John Burningham. Seasons (Red Fox, 1993) Jim Henson, Spring has sprung (Simon and Schuster, 2000) 'Summer' by Frank Asch, from First poems, compiled by Julia Eccleshare (Orchard Books, 1993)

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8. Mouse

Focus object: A detailed picture of a mouse. Focus image: You can display a picture of a mouse by clicking on the link below: http://www.bookmice.net/fleur/picalbum/fmouse.jpg Before the programme:

• Have any of the children had a mouse as a pet? • Look carefully at the picture. What features can they see? Look carefully

at the little feet, long whiskers, big ears and long tail. Programme content: MOVEMENT LANGUAGE creep, curl, climb, twitch, nibble, (fast / slow) BODY PARTS USED back, legs, arms, faces MOVEMENT The children will need plenty of room to twist and turn their bodies. They will be asked to imitate the various movements of mice. They will start by twitching their pretend whiskers and nibbling on a piece of cheese. They will then show how mice go to sleep by curling up tight. SONG ‘Hickory, dickory, dock’ - traditional Hickory dickory dock The mouse ran up the clock The clock struck one The mouse ran down Hickory dickory dock! STORY Sam-Sam the mouse has an exciting adventure.

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Further activities:

• Discuss how to look after pet mice. Let those who have had pets of this kind lead the discussion. They need food, drink and rest just as we do. What do the children think mice eat and drink? What will they use as a bed?

• Can the children make silent movements, just like mice? Try standing up

and sitting down without a sound.

• Which other animals have whiskers? How do the whiskers help animals to get around in the dark?

• Make simple finger puppets with small pieces of felt. Stick on long

whiskers and let the children pretend to be mice playing with their friends.

• Let the children draw several pictures of mice. Cut lengths of string for

their tails and stick these onto the drawings. Which mouse has the longest/shortest tail?

Resources: Judie Schrecker, The pet shop mouse (WinstonDerek Publishers, 1994) Moira Kemp, Lift-the-flap mouse (Lodestar [looks Dutton, 1998) Richard Fowler, There's a mouse about the house! (E.D.C. Publishing, 1984) D. M. Souza, It's a mouse (Carolhoda Books Inc, 1997) Allan Fowler, Of mice and rats (Children's Press Inc, 1999) Sara Swan Miller, Rodents: from mice to muskrats (Franklin Watts, 1999)

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9. Shaker

Focus object: Various shapes and sizes of shakers that make different sounds. Focus image: You can display an image of an African shaker by clicking on the link below: http://www.uniqueafricanarts.com/Ebay4/155%20052.jpg Before the programme:

• What do the children think might be inside the shakers? • Does it make a difference to the sound the shaker makes when the

children shake it quickly and slowly? • Demonstrate and then let them experiment.

Programme content: MOVEMENT LANGUAGE loud/quiet, high/low, heavy/light, fast/slow, clink/clank, slosh, swish, rattle BODY PARTS USED arms, shoulders MOVEMENT The children will need room to stand up and shake their arms vigorously. They will be encouraged to shake their imaginary shakers quickly and slowly, high up in the air and down low. The children will then become shakers, exercising as many different body parts as they can. SONG Words: Su Garnett (to the tune of ‘Three blind mice’) The song is about four different shakers. STORY Ben, Dad and Rachel have so much fun playing in the kitchen, they forget to make lunch! Further activities:

• Having played the guessing game about what is inside the shaker, provide the children with empty containers and let them put in their own fillings. Can you guess what they have put in?

• Compare musical shakers, the shakers the children have assembled and

babies' rattles. Let the children sort the shakers by the type of sound they make.

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• Talk about using our other senses - taste, smell and touch - to guess

what things are. Play guessing games involving smelling, tasting and feeling, with a child blindfolded.

• Let the children experiment with shaking various types of paper, listening

to the variety of noises created.

• Talk to the children about blind and deaf people using senses other than sight and sound to help them. Mention Braille and Sign Language.

Resources: Sally llewitt, Hearing sounds (Franklin Watts, 1998) Mandy Suhr, The senses - hearing (Wayland, 1994) Alexis O'Neill, Loud Emily (Simon and Schuster, 1999) Jane Yorke, My first look at noises (Dorling Kindersley, 1991) David McKee, Isabel's noisy tummy (Red Fox, 1996) Nicola Baxter, Noisy little truck (Ladybird, 1997) Eric Hill, Sound book: Spot's noisy walk (Frederick Warne, 1999) Jill Bennett and Nick Sharrat, Noisy poems (Oxford University press, 1989) ‘Splish’ from Michael Rosen's Book of Nonsense (Macdonald Young Books,1997) ‘On the Ning, Nang, Nong’ by Spike Milligan and ‘The Sound Collector’ by Roger McGough, from The Puffin hook of utterly brilliant poetry (Puffin, 1998)

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10. Nest

Focus object: A picture of a large bird's nest, together with twigs, feathers and moss, if possible Focus image: You can display an image of a bird’s nest by clicking on the link below: http://www.javajane.co.uk/misc/nature%20002.jpg Before the programme:

• Look carefully at the intricate bird's nest and talk about all the hard work involved in creating such a nest.

• See how the nest has a firm outer ring to keep it all together and a cosy lining to keep the eggs warm.

• Talk about how eggs are laid in the nest and then develop into baby birds that, in turn, grow into grown-up birds that then lay their own eggs.

• Emphasise the circular nature of the life cycle. Programme content: MOVEMENT LANGUAGE tapping, knocking, rolling, pushing, sitting, waddling BODY PARTS USED legs, arms, fingers, bottom, back MOVEMENT The children will need enough room to stand up and wiggle their bodies. They will pretend to be geese, developing from an egg to a tiny gosling. Start by tapping gently with fingertips on the inside of the egg. This tapping should gradually turn into knocking with knuckles as the gosling attempts to break out of the egg. Next, the children are the egg rolling around before it cracks open. The baby gosling then pushes out of the egg, using both arms and legs. The bird stands up and pretends to waddle along, waggling its bottom. RHYME ‘Goosey goosey gander’ – traditional Goosey goosey gander Where do you wander Upstairs and downstairs And in my lady's chamber. STORY Femi buys a goose at the market and Goosey turns out to be a very special goose.

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Further activities:

• The children pretend to be an aggressive goose, protecting her eggs. Stand up, stick chin and neck right out and hiss angrily.

• Talk about other life cycles (e.g. frog/frogspawn/tadpole/frog and

butterfly/eggs/caterpillar/ cocoon/butterfly).

• Give the children drawings of several nests. Let them draw in their own eggs and practise counting how many are in each nest. If there are five eggs in the nest and one hatches, how many are left? Practise counting backwards from 5 as more and more eggs hatch and you are left with no eggs.

• Think of words beginning with ‘g’ to describe your goose. For example,

gorgeous, golden, great, good, greedy, and so on. Resources: Millicent E. Selsam and Joyce Hunt, A first look at ducks, geese and swans (Walker, 1990) Allan Fowler, Quack and honk (Children's Press, 1993) Anthony Wharton, Discovering ducks, geese and swans (Wayland, 1987) Eileen Curran, Bird's nests (Troll Associates, 1987) Susan Canizares and Mary Reid, Nests, nests, nests (Scholastic, 1997) Robert McCloskey, Make way for ducklings (Picture Puffin, 1976)