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Programme 1 - Which Way? - 14th September

SELB code: TE0907 Although the series has finished, you can still search for programme information, teacher notes and worksheets in website. Programmes are still available to borrow or purchase from the Audio Visual Recording service at SELB. Just quote the SELB number in your correspondence with the unit.

Image from the Series

Content:
Simple directions and an introduction to map reading. An exploration of positional and directional words i.e. beside, behind, near, right and left, north, south, east and west.
Story
"Helenís Birthday Present" by Sam McBratney

Song

Donít Forget Your Map   by Chris Ward

North, South, East, West,
Go the way that suits you best
Up, Down, Out and In,
Back to the startÖand start again

Front, Back, Underneath,
Straight Along and Turn
Over, Under and Beside
Thatís the way to learn

Donít forget your map
Donít forget your map
Keep it in your cap
But donít forget your map!

North, South, East, West,
Go the way that suits you best
Up, Down, Out and In,
Back to the startÖand start again

Through, Below and Just Across
Down the Middle too
Near the Edge and To the Side
Your map will hold a clue

Donít forget your map
Donít forget your map
Keep it in your cap
But donít forget your map!

North, South, East, West,
Go, the way that suits you best
Up, Down, Out and In,
Back to the startÖand start again

Before the Programme

In class or outside, describe the location of visible features, relative to each other, using appropriate language e.g. beside, in front of, behind, to the right of,...

Give each other directions which will take them on classroom journeys of increasing complexity e.g. from own seat to sink (a) the most direct route, (b) a route involving more turns.

Use prepared maps of the classroom and orientate or set these by (a) lining up map symbols (e.g. teacherís desk) with the real thing and (b) plot their journeys using a different colour for each one.

After the Programme

In groups, hide their own "treasure" in class, in the hall or in the school grounds and provide clues for other groups who try to locate it.

Design, individually or in pairs, treasure island maps which contain features discussed by class (e.g. forest, cliffs, bay, headland, river, swamp,...) and on which N,E,S & W can be used (see worksheet 1).

Find the route taken by children to school on the map: orientate map so that children are always looking straight down the road they are travelling: how many right and left turns does the postman make? (see worksheet 2).

Practice orientating simple maps by following a route set out in the hall/playground.

Programme Roamer to move certain distances in certain directions perhaps to collect clues about the location of buried treasure.

Take part in an observational walk in the school grounds or locality, putting the features they noticed into the correct sequence when they return to class.

Use playground compass rose to give them N,E,S & W and sketch one feature which they can see when they look in each direction.

Links with other curricular areas

English:

  • Discuss plans for hiding/hunting treasure with other pupils.
  • Listen to instructions given by other pupils.
  • Give instructions orally.
  • Read instructions.
  • Write instructions.
  • Describe experiences orally and in written form.
  • Make records of observations.
  • Use a cut away picture of a house to learn the basic parts.
  • Learn to spell new words.

Drama:

  • Act out a scene from "Helenís Birthday Party."
  • Create own versions of the scene.

Maths:

  • Use prepositions to indicate position, movement and direction.
  • Use Roamer to explore movement and direction.

History:

  • Put into correct sequence features noted on an observational walk.
  • Use pictures or a walk to compare old and modern buildings.
  • Study pictures of Normans and Celts.

Science :

  • Study and discuss pictures of animals referred to in programme - rabbit, mouse, pigeon.
  • Have jars of water to be warm, hot, hotter, boiling, colder and then use a thermometer to convert feeling to oC.
  • Experiment with materials in water to understand floating and sinking - use corks and corked bottle as main examples of floaters.
  • Simulate waves in a basin of water to make floaters move.

Geography:

  • Discuss how waves wash things up on a beach







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