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Content Language Integrated Learning

The Living World

1) Draw animals from activity on whiteboard eliciting their names. 2) Ask check questions e.g. who is good at sleeping, jumping etc. 3) Distribute Living World handout and ask pupils in pairs to read and predict true/false sentences. 4) Get some feedback try to get them to justify their opinions. 5) Get them out of their chairs to read the information cards and find the answers. 6) Feedback. 1) Make predictions about how much sugar is in the foods on the list. 2) Pairs must compromise and give one answer only. 3) Listen and check (use Vocaroo or Audioboo to make a free recording online). 4) Feedback. As with reading task, don’t grade too much as it becomes unrealistic. All they need to understand is chocolate biscuit and 2 spoonfuls.


Float or sink?

1) Elicit float/sink using duck and water. 2) Pupils take turns at taking an item from the envelope. Elicit its name, what it‟s made of, if it‟s heavy or light etc. Then get class predictions as to whether it will float or sink. Insist on full sentences “I think it floats/sinks”. Then put it in the bowl and test. Some items will sink when pushed. 3) Follow-up activities can be varied according to level e.g. drawing for young learners, completing a chart for older learners. 1) After pre-teaching vocabulary, divide pupils into groups of 3-6 depending on the size of your class. It doesn‟t matter if the group sizes are different. 2) Give each pupil in the group a number. 3) The teacher reads the first sentence twice. 4) All number 1s then repeat this sentence twice to their group. 5) The group then chorally repeats it back to participant 1, twice. 6) Repeat the process with participants 2 then 3 etc until all the sentences have been read. 7) Orally and whole class, elicit what information the group remembers about Honey Bees. 8) In groups, pupils reconstruct the text using worksheet. 9) Quick feedback on task. This needs careful setting up and modelling.

Honey Bees

Body Facts

1) Dictate sentences to class. In pairs / groups they discuss whether the statements are true or false. 2) If they think the information is true they write down the first letter of each word. For example, Miss Weller is a teacher. MWIAT 3) If they think the information is false they have to write a complete sentence using a negative structure or a sentence containing the right information. For example, Miss Weller isn‟t a doctor or Miss Weller is a teacher. 4) Read the sentences one at a time allowing pupils time to discuss the answers before they write. 5) After all the sentences have been read, ask the groups to look at the answers they have written in letters only (MWIAT). Can they remember what the original sentence was? 6) Quick feedback on task. 1) Elicit different types of weather to the board and then choose sun, rain, wind, snow and cloud (adjective or noun, doesn‟t matter) 2) Each pupil draws a picture/symbol to represent the different types of weather, 1 on each card. 3) Pupils check that their partners understand their drawings. 4) Find out if they know the game scissors, paper, stone. This weather game is basically the same. Main input – ask the pupils who would win if e.g. the sun and the clouds had a fight and try to get them to explain the reason for their answer. 5) Together make a grid; they can refer to this while playing. 6) To play the game 2 participants count 1 2 3 and then turn over one of their cards. If they have the same card there is no winner. If they have different cards they need to work out who would win. 1) Tell the story of a historical event using the Cuisenaire rods. 2) Pupils listen and complete follow-up worksheet. 3) In pairs, pupils think of other stories that could be told – feedback. E.g. battles, fairytales, journeys of great explorers. Other ways to use Cuisenaire rods. E.g. making maps/floor plans, making shapes to dictate (Lego), using them to mark parts of speech. See also many videos on you tube. There is a good one on it is tagged under stories. This is more appropriate for older or higher level pupils.


Historical Event

Peter and the Wolf

1) Introduce the characters from the story. Elicit whether their music will be fast/slow, high/low, loud/quiet. 2) Look at the instruments; try to predict which instrument will represent which character. 3) Listen to introduction and match character to instrument. 4) Play the first part again and get the pupils to move around the room as each character in the story (age appropriate). 5) Using the picture map and teacher‟s notes from the Cincinnati Orchestra, listen and follow. Carnival of the Animals by Charles-Camille Saint-Saëns is another useful piece for music and movement. Peter and the Wolf tape or (the David Bowie version part 1) and internet access to show the Cincinnati Orchestra materials at or access both through tagged under stories and music.

Making Rainbows

1) The teacher challenges the pupils to make a rainbow using the items on the list. 2) In pairs, the children plan how they are going to make a rainbow with the materials given. 3) The teacher takes feedback from the class before allowing the children to carry out the experiment. 4) After successful completion of the task, the experiment can be recorded either as a list of simple instructions or in pictures with key words to illustrate the meaning. Answer: Fill a glass bowl with water and put it in a sunny place. Put a mirror inside the bowl so that the sun can shine on it. Hold up a sheet of white paper so that the sun shining on the mirror reflects onto the paper. A rainbow!

Science fact: White light is made up of the different colours of the rainbow, this is called a spectrum!

Rainbow Spinner

Outlined below are the steps for making the spinner. This needs to be written out as a set of instructions (with pictures if required) or make a recording for a listening activity. 1) Place the cup on the cardboard and draw around it, then cut out the circle. 2) Draw 7 lines from the middle of the circle to the outside edge so that you have 7 equal sections. 3) Colour each section a different colour of the rainbow - red, yellow, orange, green, blue, indigo and purple. 4) Make 2 holes in the middle of the circle about 1cm apart. 5) Thread the string through one hole and then back through the other hole and tie a knot to make a big loop. 6) At this point the spinner is ready to use. Challenge the students to find out how they can make the rainbow appear white. Answer: Twist the spinner until it is really tight then pull the string to make it spin. As it turns the colours mix and you only see white.

Science fact: You can make white light by mixing together the different colours of the rainbow!
From: Crafty Ideas From Science by Myrna Daitz. 1993. Exley Publications Ltd.

Content Language Integrated Learning.

Content Aims The Living World Sugar Floating & sinking Rainbows Honey Bees Body Facts Weather game Peter and the Wolf 1066
To build on and extend knowledge of animals. To become aware of the quantity of added sugar in processed foods. To expand knowledge of the properties of materials To investigate refraction and the colours of the rainbow. To learn about bees. To develop understanding of the human body. To compare different types of weather. To explore and respond to a piece of music. To learn about a historical event.

Language Aims
Can/can‟t, present simple. Topic specific vocab. There is/ there are Language of giving opinions. Present simple. 3rd person „s‟. Number, colours and the verb to be. Topic specific vocab. Pron. intonation & rhythm. Topic specific vocab. Spelling. Weather words. Linking with because Listening to a narrative. Opposite adjectives. Narratives, linking.

Learning Skills
Justifying opinions, reading for specific information. Making reasonable predictions. Listening for specific information Predicting, agreeing/ disagreeing. To carry out a scientific experiment. Working collaboratively in speaking and writing. Listening and recording information. Making and agreeing rules. To follow instructions. Researching a historical event. Presenting information.

How much do you know about the living world?

Read the sentences and decide with your group if they are true or false.



1. Fish never sleep 2. Tigers can swim 3. Bats lay eggs 4. All animals have ears 5. Elephants can jump 6. Kangaroos can live for weeks without water 7. All mosquitoes bite 8. Frogs never drink water

I think fish never sleep is true.

Me too. Fish can’t sleep because they can’t close their eyes.

I don’t agree. I think fish never sleep is false. I think they sleep with their eyes open.

Adapted from: 500 Activities for the Primary Classroom by Carol Read. Macmillan, 2007.

The Living World
Information cards

Elephants are the only animals in the world that can‟t jump.

Tigers swim to cool down in very hot weather.

Only female mosquitoes bite. The blood they drink helps them to lay eggs.

Some frogs, insects and fish don‟t have ears. They use different parts of their bodies to identify sound.

Kangaroos can survive for months with no water as long as they eat plants.

Bats are not part of the bird family. They give birth to live babies.

Frogs are like other amphibians. They do not drink but take water in through their skin.

Fish sleep with their eyes open. Some fish sleep like humans; other fish just completely slow down their movements.

Adapt the texts and information according to your class level and topic.

Adapted from: 500 Activities for the Primary Classroom by Carol Read. Macmillan, 2007.

In countries like England, people eat about 38 kilos of sugar every year. That‟s about 20 teaspoons of sugar every day! A lot of this sugar is in the food we buy.

Can you guess how many teaspoons of sugar there are in each one?

Our guess
A chocolate biscuit Tomato Ketchup A fruit yoghurt A bowl of cereal A glass of coke

Correct answer

I think there is one teaspoon of sugar in a chocolate biscuit.

No. I think there are three.

Yes, me too.

Adapted from: 500 Activities for the Primary Classroom by Carol Read. Macmillan, 2007.

How much sugar do we need?

British people are sugar lovers! We eat about 38 kilos of sugar every year that is about twenty-two spoonfuls per person per day. A lot of this sugar is in the food we buy.

Some foods that don‟t taste sweet contain a lot of sugar, just because it helps things taste yummy. However, all this sugar is not good for us; it can make us fat and cause problems with our teeth. So it is a good idea to watch the amount of sugar that we eat.

So, let‟s see how much sugar there is in some of our favourite foods. Did you know that a chocolate biscuit with our tea contains 3 spoonfuls of sugar? That‟s why it tastes so nice! There are also 3 spoonfuls in a serving of tomato ketchup. Yuk! We put sugar on our chips!

Fruit yoghurt has about 2 teaspoons of sugar and so does a bowl of plain cereal. But the worst of them all is cola. Guess how many spoonfuls it contains? 6, can you believe it? Next time you feel like a drink, reach for the water instead.

You can simplify this text or make it more challenging.

10 Body Facts
True YNNSG Your nose never stops growing. False The smallest bone in your body is in your foot. (in your ear = stirrup or stapes) True ABMTB Adults blink more than babies. (babies= twice per minute, adults=10-15 times per minute due to less sleep, more stress and attention). True EHADF Everyone has a different fingerprint. False Your chin never stops growing. (ears not chin) True TAA 206 BITHB There are about 206 bones in the human body. False Men have more ribs than women. (Both have 2 pairs of 12) True BHMBTA Babies have more bones than adults. (babies are born with about 350 bones and when they have all fused together by adulthood you are left with about 206 – depends on counting method) False Adults have about 22 teeth. (about 32 including wisdom teeth) True DMMYBS Drinking milk makes your bones strong.

Honey Bees

1. Bees are insects 2. so they have 6 legs. 3. They have 5 eyes and 4. 2 pairs of wings. 5. They fly at 25 kph 6. and when they sting they die. 7. The female bees are called worker bees. 8. The male bees are called drones. 9. The average beehive holds around 50,000 bees. 10. Bees have been around for about 30 million years.

Weather Game Sun Sun Snow The sun melts the snow Wind Rain Clouds

The wind The sun The clouds cools the sun dries up the cover the sun rain The snow cools the wind The rain melts the snow The wind blows the rain The wind blows the rain The wind blows away the clouds The rain shrinks the clouds The snow shrinks the clouds The wind blows away the clouds The rain shrinks the clouds

Snow The sun melts the snow Wind The wind The snow cools the sun cools the wind Rain The sun The rain dries up the melts the rain snow

Clouds The clouds The snow cover the sun shrinks the clouds

This is the game based on rock, paper, scissors.

© 2008 Cincinnati Symphony Orchestra

Teacher Guide: Listening Map for Peter and the Wolf
The following is the story of Peter and the Wolf. As you listen to the musical composition, read the “teacher prompts” which correspond to the numbered panels on the Listening Map. Visual cues on the map relate to concepts found in the music and/or narration. Where there are two choices, students should be asked to choose one and circle the picture representing their choice. A “pencil” in the panel means students should draw a line representing the shape of the musical idea they hear, such as a bird’s flight. The teacher should help students at each panel by using the “teacher prompt” to elicit a response; you may even want to stop the CD occasionally as needed or even listen to sections more than once and discuss as a class what is heard. (answers may vary in some cases) 1. Early one morning, Peter opened the gate and went out into a big green meadow. (Peter’s theme) Teacher Prompt: The music sounds like Peter is: skipping standing (circle one) 2. On the branch of a big tree sat a little bird, Peter’s friend… “All is quiet” chirped the bird happily. (bird theme) Teacher Prompt: The bird sounds like the: flute tuba (circle one) 3. Soon a duck came waddling around. She was glad that Peter had not closed the gate. She decided to take a nice swim in the deep pond in the meadow. (duck theme) Teacher Prompt: The duck sounds like the: violin oboe (circle one) 4. Seeing the duck, the little bird flew down upon the grass, settled next to the duck and shrugged her shoulders. “What kind of bird are you if you can’t fly?” said she. To this, the duck replied “What kind of bird are you if you can’t swim?” and dived into the pond. Teacher Prompt: Draw a line showing the movement of the duck. Draw another line showing the movement of the bird. 5. They argued and argued – the duck swimming in the pond, the bird hopping on the shore. Teacher Prompt: Draw lines showing the duck (oboe) and the bird (flute) having an argument. 6. Suddenly, something caught Peter’s attention. He noticed a cat crawling through the grass. Teacher Prompt: The cat sounds like the: string bass clarinet (circle one) 7. The cat thought, “The bird is busy arguing…I’ll just grab her.” Stealthily, she crept toward the bird on her velvet paws. Teacher Prompt: The sound of the creeping cat is: loud soft (circle one) 8. “Look out!” shouted Peter, and the bird immediately flew up into the tree. Teacher Prompt: Draw the bird flying up into the tree. 9. The duck quacked angrily from the middle of the pond. Teacher Prompt: Draw a quacking duck in the pond 10. The cat stalked around the tree and thought “Is it worth climbing up so high? By the time I get there, the bird will have flown away.” Teacher Prompt: I hear the: cat bird duck (circle two) 11. Grandpa came out. He was angry because Peter had gone to the meadow. “It is a dangerous place…If a wolf should come out of the forest, then what would you do?” Teacher Prompt: The Grandpa sounds like the: bassoon flute (circle one)

12. Peter paid no attention to Grandfather’s words. Boys like him are not afraid of wolves. Teacher Prompt: The music sounds like Peter is: afraid unafraid (circle one) 13. But Grandfather took Peter by the hand, led him home, and locked the gate. Teacher Prompt: Grandfather’s music sounds as if he is: walking running (circle one) 14. No sooner had Peter gone when a big, gray wolf came out of the forest. Teacher Prompt: The wolf sounds like a: French horn drum (circle one) 15. The cat climbed quickly up the tree. Teacher Prompt: Draw a line showing the cat climbing up the tree. 16. The duck quacked and in her excitement jumped out of the pond. Teacher Prompt: Draw the duck jumping out of the pond.

© 2008 Cincinnati Symphony Orchestra