Natural Sciences 1 ESO - Transparent CDN
Arts and Crafts Primary 1
Teacher’s guide – Unit 1
|Objectives: |
| |
|To review the colours of the rainbow |
|To learn to differentiate between hot and cold colours in the context of a story |
|To consolidate what has been learnt with a song |
|To practise the singular and plural forms of the verb to be in a sentence |
|Vocabulary |Materials: |
| | |
|Red, orange, yellow, green, blue, purple, rainbow, sky, crawl, sun, hot, |Story: Matty and the rainbow |
|sea, cold |Song: Red is hot like the Sun |
| |Interactive activity: Strings of beads |
|Main activities: |
| |
|Story: Matty and the rainbow |
| |
|Before showing the story to the students, ask them to read the title. Ask them if they know what the word ‘crawl’ means. Mime the word ‘crawl’ for them – |
|this can be done easily with a simple hand gesture. |
| |
|Then draw a rainbow on the blackboard. Ask the children if they know what it is and what colours it contains. |
| |
|Then it is time to read the story. Encourage the children to pay close attention to the different colours that are mentioned. The flipbook comes complete |
|with an audio recording of the story. |
| |
|Comment on the different pages of the story: |
| |
|Page 1 |
|What’s the weather like? It’s raining and sunny (that’s why there is a rainbow in the sky). |
|Where is Matty? She’s standing on a flower. |
|Page 2 |
|How many colours can you see? |
|What colours are they? Red, orange, yellow, green, blue and purple |
|Page 3 |
|Is the Sun hot or cold? |
|Is the sea hot or cold? |
|Page 4 |
|Without looking at the story, do you remember which colours are hot and which are cold? |
|What about orange and purple? Put your hand up if you think orange is a cold/hot colour. Put your hand up if you think purple is a cold/hot colour. |
| |
|Song: Red is hot like the Sun |
| |
|Listen to the song. When you hear the word ‘Sun’, mime the shape of the Sun with your hands, drawing a circle in the air. When you hear the word ‘sea’, |
|mime the motion of a wave with one or two hands. |
| |
|Interactive activity: Strings of beads |
| |
|To begin the activity, tell the children to look at the strings of beads. Ask them what colours they can see. Ask them if they can see any patterns in the |
|strings. Can they see lines? Can they see dots? |
| |
|Then, call a small of group of children (three or four) up to the board to take turns doing the activity. The rest of the class should guide the children |
|doing the activity. The activity is done by dragging the different-coloured dots from the box at the bottom of the slide to complete the pattern of the |
|strings of beads. |
|Closing activities: |
| |
|Sentence chain game |
| |
|Point to the rainbow and ask a child to repeat this sentence: red is a hot colour. Then, another child has to repeat the sentence adding a new colour |
|(remind them to use the plural form of the verb ‘to be’): red and orange are hot colours. Continue with the rest of the hot colours. Then, repeat the |
|activity with the cold colours: blue is a cold colour, etc. |
|Fast finishers: |Language assistant: |
| | |
|Draw a rainbow and write sentences using the structure: |They can help the teacher to tell the story. |
|Colour + is + hot/cold+ like the Sun/sea |They can mime the actions of the song. |
|For example: Green is cold like the sea. |They can guide the children doing the interactive activity. |
| |They explain the closing activities. |
| |They can help the children that have more difficulties understanding the speaking |
| |activities. |
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