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4. Play

Learn about the games people played in the past and explore which ones are still played today. Discover games played in other parts of the world. Investigate how magnets work.

|Notes |

|Gather enough plastic bottle tops (e.g. from water bottles) for each child to have one in advance of Geography |

|Lesson 1. |

|Materials |Books |

|Chalk/beanbag for hopscotch |Bar magnets |Red Rover, Red Rover!: Games from an Irish Childhood|

|Skipping rope(s) |Paper clips |by Kunak Mc Gann |

|Cones for Four Corners |Materials for magnet art (optional – see Useful|Games Around the World |

| |Links) |by Clare Lewis |

| | |Magnetism by Louise Spilsbury |

|Useful Links |

|History |

|resources.teachnet.ie/jcarey/gp04_home1.html |

|Skipping rhymes: Skipping%20Rhymes.htm |

|Geography |

|YouTube: Nigerian Clapping Game by ibifunke |

|YouTube: Kho Kho Ring Game.mp4 by Gaurav Bhide (India) |

|YouTube: Kids Playing ‘Kabaddi’ at School by Sabbah Haji (Sri Lanka) |

|Science |

|YouTube: Fun with Magnets by SciShow Kids |

|Magnet art: five-minute-craft-magnet-painting |

|Magnet poems: Magnets/magnet_poems.htm |

|Key Vocabulary |

|History |Geography |Science |

|hopscotch |conkers |Sapo |Spain |attract |poles |

|skipping |marbles |coins |Kudoda |repel |magnets |

|clapping games |rings |Peru |Zimbabwe |north | |

|draughts |tag |Chapas |pebbles |south | |

|Integration |

|PE: Play Four Corners and some of the other games listed on p. 28 of the Student Book. |

|Visual Arts: Create magnet art (see Useful Links). |

|Language: Oral language – Present how to play a new game in groups. Write a report about a game. Listen and respond to magnet poems. As |

|Gaeilge, cover the theme of Imir cluiche. |

|Home/Parental Involvement |

|Your child will talk with a grandparent or older person about the games they played at school/home in the past. Play board games with your |

|child. Find and play with any magnets in the home. |

|Theme Overview |

|D indicates an Explorers Digital Resource on FolensOnline. |

|P indicates an Explorers Print Resource in the Explorers Student Book. |

|LESSON 1 |LESSON 2 |LESSON 3 |

|HISTO|Focus: Looking at games in the past |Focus: Games our grandparents played |Focus: Comparing games in the past with games |

|RY | | |today |

| |P What games did people play in the past? |P Are the games our grandparents played still |Discuss the information collected from |

| |p. 28 |played today? p. 29 |grandparents: Do you play any games that your |

| |Read about the games Annie and Pat played |Children tick the boxes if they have played |grandparents played? How have games changed? |

| |when they were young. |the games. |What has stayed the same? |

| |D Games Played in the Past: Rules and |Children should ask a grandparent or older |P Are the games our grandparents played still |

| |Rhymes |person at home to circle the games they played|played today? p. 29 |

| |Read about and discuss how to play these |and ask about their favourite game as a child.|Answer the questions in |

| |games. Practise the accompanying rhymes |Play a game from the past, |Activity C. |

| |(where applicable). |e.g. Tag or Stuck in the Mud. |Game: Children describe how you play a game and|

| | |Teach a skipping rhyme, e.g. Jelly on a Plate |the rest of their group has to guess what the |

| | |(see Useful Links). |game is. |

|GEOGR|Focus: Games around the world |Focus: Comparing games |Focus: A game I like to play |

|APHY | | | |

| |P What games are played in other |Ask children to recount how Sapo, Chapas and |P What games are played in other countries? p. |

| |countries? p. 30 |Kudoda are played. |31 |

| |Read about the games: Sapo, Chapas and |P What games are played in other countries? p.|Children choose a game they like to play and |

| |Kudoda. |31 |write about it. |

| |Find Peru, Spain and Zimbabwe on Google |Decide whether each statement is true or |Children present their chosen game to the |

| |Maps. |false. |class, explaining how it is played. |

| |D Games Around the World: Sort |Discuss and list similarities and differences |Class vote on which game the children would |

| |Read each statement. Decide which game it |between Chapas and Kudoda. |like to play. |

| |describes. | |Play the most popular game. |

| |Play Chapas in groups with plastic bottle | | |

| |caps. | | |

|SCIEN|Focus: Exploring magnets |Focus: Understanding how magnets attract and |Focus: Do magnets work through different |

|CE | |repel |materials? |

| |Brainstorm: magnets. |Listen and respond to a magnet poem (see |P Investigate: Do magnets work through |

| |Think, pair, share: Where might you find |Useful Links). |different materials? p. 33 |

| |magnets at home or at school? |P Investigate: How Magnets Work p. 32 |Use a magnet and a paper clip to investigate |

| |Distribute bar magnets and allow free |(Activity B) |whether a magnet will work through paper, |

| |exploration. What do children notice? |Indicate the North and South Poles on the |glass, plastic, fabric, wood, etc. Predict, |

| |P Investigate: How Magnets Work p. 32 |magnets. Introduce the words ‘attract’ and |test and record findings. |

| |Complete Activity A and record findings. |‘repel’ in terms of pulling and pushing. |Challenge: Take the paper clip out of a jar of |

| |D Magnets: True or False? |Predict, test and record what will happen in |water without getting your hands or the magnet |

| |Read each statement. Decide if it is true |each magnet combination. |wet. |

| |or false. |Complete the cloze activity to summarise | |

| | |findings. | |

|Curriculum Information |

|History |

|Strand and Strand Unit |Skills |

|Myself and my family: When my grandparents were young |Working as a historian |

|Explore and record aspects of the lives of people when his/her grandparents were young |Time and chronology |

|Listen to adults talking about their past |Change and continuity |

|Compare lives of people in the past with the lives of people today, noting differences |Cause and effect |

|and similarities |Using evidence |

|Myself and my family: Games in the past |Synthesis and communication |

|Explore traditional non-formal games, especially those common in the locality and those|Empathy |

|known to parents or grandparents | |

|Change and continuity: Continuity and change in the local environment | |

|Compare simple accounts of games played in the past with games played today. | |

|Geography |

|Strand and Strand Unit |Skills |

|Human environments: People and places in other areas |A sense of place and space |

|Become familiar with some aspects of the lives of people and especially children in |A sense of place |

|Ireland, Europe and other areas |A sense of space |

|Human environments: Living in the local community |Maps, globes and graphical skills |

|People at play |Using pictures, maps and globes |

|Appreciate the roles of people who help at play |Geographical investigation skills |

|Describe location and features of play spaces |Questioning |

| |Observing |

| |Predicting |

| |Investigating and experimenting |

| |Estimating and measuring |

| |Analysing |

| |Recording and communicating |

|Science |

|Strand and Strand Unit |Skills |

|Energy and forces: Magnetism and electricity |Working scientifically |

|Use magnets of different shapes and sizes in purposeful play to explore their effects |Questioning |

|on different materials |Observing |

|Investigate that magnets attract magnetic materials, such as iron and steel |Predicting |

|Investigate that magnets attract certain materials through other materials |Investigating and experimenting |

| |Estimating and measuring |

| |Analysing |

| |Recording and communicating |

| |Designing and making |

| |Exploring |

| |Planning |

| |Making |

| |Evaluating |

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1st and 2nd Class Teacher’s Guide

1st and 2nd Class Teacher’s Guide

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