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4. Play
Learn about toys in the past and compare them with the toys of today. Next, explore the work of a toy maker and find out more about different toys around the world. Finally, use a toy car to investigate slopes and friction.
|Notes |
|Encourage children to bring in some old toys, perhaps belonging to an older relative, ahead of History Lesson 2. They might also bring in some |
|of their own (modern) toys for History Lesson 3. |
|A printable Design and Make template is available on FolensOnline. |
|Friction is a force that slows down the movement of a sliding object. |
|Slopes are useful because gravitational force makes the car roll down the slope. |
|Materials |Books |
|Old toys, e.g. teddies, dolls, spinning tops |Materials for science investigations: kitchen roll, scissors, |Toys (Popcorn: In the Past) by |
|and yo-yos |thick books, Blu-tack, toy cars, stopwatch and materials to |Dereen Taylor |
|Modern toys |test (e.g. cloth, sandpaper, bubble wrap and clingfilm) |Ways Into History: Toys and Games|
|Materials to design and make |Materials to design and make a race track |by Sally Hewitt |
|a toy | | |
|Useful Links |
|Teacher Links |
|1. 2. .uk/discover/2012/05/21/toy-timeline |
|Student Links |
|genius/time/toy-timeline.aspx |
|YouTube: 100 Years of Toys by Glam, Inc. |
|Key Vocabulary |
|History |Geography |Science |
|spinning top |doll’s house |remote-control car |Lego |Russian dolls |slopes |
|doll |marbles |drone |Denmark |Russia |ramp |
|rocking horse |Care Bear |Amstrad computer |Rubik’s cube |invented |stopwatch |
|Etch A Sketch |teddy bear |Xbox |Hungary |toy maker |friction |
|teapot |talking bear |Game Boy |diabolo |gadgets |fastest |
|yo-yo |toy car | |China |materials |slowest |
|Integration |Home/Parental Involvement |
|Maths: Compare the weight of different toys. Practise recognising, exchanging and receiving|Your child will interview a grandparent or older |
|money in the classroom ‘toy shop’. |person about toys they played with when they were |
|Visual Arts: Draw or paint a (futuristic) toy, make a collage or catalogue using pictures |young. |
|of different toys, and design and construct a new toy using household materials. |If there are any toys at home that are unusual or |
|Drama: Hot-seat: The teacher plays a toy maker and the children ask questions. |from another country, your child could share these |
| |with the class. |
|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: Interview with a grandparent |Focus: Exploring old toys |Focus: Comparing old and new toys |
|RY | | | |
| |P What did children play with in the past? p.|D Letter to Santa: Read and Explore |Children present their favourite (modern) |
| |28 |Read and explore a child’s letter to Santa |toys. How are they different from the old |
| |Talk to a grandparent or older person about |from the 1950s. |toys? |
| |the toys they played with when they were |Circle time: Pass around old toys. Describe |P How have toys changed? p. 29 |
| |young. |each toy and say how they would play with it.|Sequence each set of toys from oldest to |
| |Tick the toys they played with. |Use some of the Useful Links to research old |newest. Discuss reasons: consider what it is |
| |Write about other toys they played with and |toys. |made of, what it can do, etc. |
| |the best Christmas present they got as a |Create a toy museum, displaying old toys. Add|Discuss and write which toys have changed the|
| |child. |a card for each toy and include a label or |most/least. |
| | |sentence about it. Pictures or drawings could|Predict how toys might change in the future. |
| | |also be included. |Challenge: Draw a toy from the future. |
|GEOGR|Focus: Toys around the world |Focus: Working as a toy maker |Focus: Design and make a toy |
|APHY | | | |
| |D Toys Around the World: Flashcards |P What is it like to be a toy maker? p. 31 |Design and make a toy. |
| |Discuss the toys from around the world. Which|(Activity A) |Explore what kind of toy you would like to |
| |toys do the children find most interesting? |Read about the toy maker. |make. What will it look like? What will it |
| |P What do children play with in other places?|Hot-seat: The teacher plays the toy maker and|do? How will you play with it? |
| |p. 30 |the children ask questions. |Plan what materials you will use and draw a |
| |Read about the toys and answer the questions.|P What is it like to be a toy maker? p. 31 |diagram. |
| |Find Denmark, China, Russia and Hungary on a |(Activity B) |Make a model of the toy and then evaluate how|
| |globe or Google Maps. |Sequence the steps in a toy’s journey. |well it works. Would you change anything? |
| | | |Make a sizzle for one of the toys the |
| | | |children designed or for an existing toy. |
|SCIEN|Focus: Slopes |Focus: Friction |Focus: Design and make a race track |
|CE | | | |
| |P Investigate: Slopes p. 32 |D Friction: Discuss |Design and make a race track. |
| |Set up the experiment. |Discuss the concept cartoon. |Explore how you will make a race track for a |
| |Work in small groups to time the car moving |P Investigate: Friction p. 33 |toy car. What materials would be best to use?|
| |down the slope. Record how long it takes. |Work in small groups to time the car moving |Plan and draw a diagram. |
| |Predict whether adding another book to the |down the covered slope. Record how long it |Make the track and then evaluate how well |
| |ramp will make the car go faster or slower. |takes. |cars move around the track. |
| |Record predictions, test and record the time |Predict whether covering the ramp with each | |
| |it takes. |of the materials will make the car go faster | |
| |Repeat the above steps, using three, four and|or slower. Record predictions, test and | |
| |five books. |record the time it takes with each material. | |
| |Discuss findings. |Discuss 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 |Time and chronology |
|young |Change and continuity |
|Listen to adults talking about their own past |Cause and effect |
|Collect and/or examine simple evidence in school or in a local museum |Using evidence |
|Compare lives of people in the past with the lives of people today, noting |Synthesis and communication |
|differences and similarities |Empathy |
|Myself and my family: Games in the past | |
|Handle, collect or reconstruct articles used when playing games in the past | |
|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 of children |A sense of place |
|in 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 |
|Human environments: Living in the local community |Questioning |
|People at work |Observing |
|Become aware of the work of people in other areas who supply food and other products|Predicting |
|to us |Investigating and experimenting |
| |Estimating and measuring |
| |Analysing |
| |Recording and communicating |
|Science |
|Strand and Strand Unit |Skills |
|Energy and forces: Forces |Working scientifically |
|Observe and investigate the movement of objects such as toys on various materials |Questioning |
|and surfaces |Observing |
|Materials: Properties and characteristics of materials |Predicting |
|Identify and investigate a range of common materials used in the immediate |Investigating and experimenting |
|environment |Estimating and measuring |
|Describe and compare materials, noting the differences in colour, shape and texture |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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