Relief Teachers' Survival Handbook Series: Book 1 - Ages 6-8 by Teacher Superstore

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relief teachers’ survival handbook © ReadyEdPubl i cat i ons

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By David J Cohen

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•f orr evi ew ur poses6 on • (Book 1:pAges -ly8)

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Illustrated by Terry Allen. © Ready-Ed Publications - 2002. Published by Ready-Ed Publications (2002) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 450 4

Relief TTeacher eacher Report Sheet Date: ____________________

Monday

Tuesday

Class: ___________________

Year level: _________

Wednesday

Thursday

Friday

School: _______________________

Relief teacher name: _______________________________________________________________ Hello ___________________________________________, I was assigned to your class during your absence. Here is a summary of the day:

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Lesson covered

Comment

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Time

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Children worthy of special note:

Additional comments:

Regards ________________________________________ Page 2

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Contents Living or Non-Living? ........................ 32

Introductory Notes .......................... 4, 5

Things That Move ............................. 33

Names ............................................... 6

Where Does Food Come From? .......... 34

Language Activities Three Billy Goats Gruff Story ............ 7, 8

How to Grow Plants .......................... 35

Pets

Three Billy Goats Gruff 1 ..................... 9

All About Dogs ................................. 37

Three Billy Goats Gruff 2 ................... 10

Dog Word Search .............................. 38

Three Billy Goats Gruff 3 ................... 11

Cats .............................................. 39

Detective McMorse ........................... 12

Society & Environment Activities

Alan the Alien .................................. 13

On the Island ................................... 40

Following Instructions ........................ 14

Colour in the Easter Bunny ................. 41

On the Farm ..................................... 15

Health Activities Healthy Eating and Drinking .............. 42

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Word Skills Activities Jumbled Sentences ........................... 16

.............................................. 36

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Relief Teacher Report Sheet ................ 2

Making Food .................................... 43

The Senses ...................................... 44 © R e a d y E d P u b l i c a t i o n s Word Search ..................................... 18 Brushing My Teeth ............................ 45 Animal Word .......................... •Search f or r evi ew19pur p oses onl y • T echnology & Design Activities Driving Around.................................. 17

Parts of a Book ................................. 20

Design Your Own Super Bed .............. 47

Maths Activities Colour In .......................................... 21

Art Activities Easy Art Lessons 1 ............................ 48

Mental Maths ................................... 22

Easy Art Lessons 2 ............................ 49

How Many Are Coloured In? .............. 23 Odd and Even................................... 24

Physical Education Activities Sport Match-Up ................................ 50

What Comes Next? ........................... 25

What Can You Do? ............................ 51

Shapes ............................................. 26

P.E. Games To Play 1-5 ................ 52-56

What Shape Is It? ............................. 27

Music Activities Guess This Sound 1 .......................... 57

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Computers ....................................... 46

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Librar Libraryy Skills

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Science Activities Mystery Object ................................. 28

Guess This Sound 2 .......................... 58

On the Beach ................................... 29

Classroom Activities & Games 1 ........ 59

What Is It Made Of? ......................... 30

Classroom Activities & Games 2 ........ 60

Count the Sea Creatures.................... 31

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The Relief Teachers’ Survival Handbook for 6 to 8 year olds Thank you for purchasing The Relief Teachers’ Survival Handbook for 6 to 8 year olds. This book is written for the teacher who needs an emergency lesson and for the relief teacher who has been asked to cover for an absent regular teacher. On many occasions, work may already be set for the relief teacher. However, there may be other occasions where not all of the day is accounted for. As the relief teacher, you may be expected to fill these times with your own lessons. This book covers every subject, so you can feel confident about meeting the expectations of the school or teacher you are relieving. The lessons require a minimum of preparation but are educationally meaningful, and can be adapted to suit particular lesson goals and abilities.

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r o e t s Bo r e p ok u S Teacher Notes for the Relief Being P ed Prr epar epared

The real motto of the consummate relief teacher is to be prepared. You can help yourself by:

y Arriving early. If you’re going to be late, phone ahead. There’s nothing worse from the school’s point of view than not knowing when, or indeed if, they have a relief teacher for the day. y Bringing your own materials. Items might include: red, blue and black biro, correction fluid, pencil, rubber, scissors, glue, ruler, permanent marker and whiteboard marker.

y It is also useful to have paper of various types available for emergency use.

y Last but not least, bring your copy of The Relief Teachers’ Survival Handbook!

your room, the toilets, the staff room, look over the lessons and make any necessary photocopies.

y Check in at the school office.

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y Introduce yourself to the principal/head teacher at some stage during the day.

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y Introduce yourself to your nearest teacher neighbour. They will usually fill you in on any missing information.

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Managing your Day

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y Find out if you’re on duty. If there’s an incident in the playground and you’re not there when you should be, you can be held responsible. y Familiarise yourself with the classroom timetable and try to keep to it as much as possible to minimise disruptions. Alterations to routines can unsettle children’s learning patterns and are best avoided. y Calling the class roll usually takes place first thing in the morning, and perhaps again for the afternoon session. Use the correct marking key and check for any difficult names to pronounce. y Don’t leave a pile of unmarked work on the teacher’s desk, especially work you have set yourself. To ease your own workload, perhaps you may get the children to mark their own work during the day. At the very least you should see every child’s work and leave a tick with your initials on the work to say it has been seen. y Leave the teacher’s desk and the room as tidy as possible. Better still leave the room tidier than you found it. y Leave a note to the teacher on what work you covered. There is a photocopiable sheet on Page 2 of this book for this purpose. Page 4

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Managing the Lessons - Getting the Most out of the Children It can be difficult for a relief teacher to build rapport with children, given the limited time frame. Children will naturally feel you out to get an idea of the boundaries they can work to. Here are some points to help you manage the classroom effectively and get the most out of the children: y Stand at the class entrance, smile and say good morning to each student that enters the class. This creates a positive energy and builds the right atmosphere for learning right from the start. y Get to know children’s names - not the easiest of tasks since you are there for a short time. However, children respond better when they hear their name, so it’s worth the effort. Ask children to write their names on a name tag and tape it to their desk. Use the template on page 6.

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y Motivate children from the very start. Research shows that children’s interest is highest at the beginning of each lesson, so take full advantage of this and begin your lesson brightly and get straight to the point.

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y Write the learning objectives of each lesson on the board. Research shows a higher level of achievement if the object of the lesson is known before it starts. y Be polite. Ask children what you want them to do, e.g. “Could you please get your science books out?”; rather than giving them directions all the time. y Check how the classroom teacher normally expects work to be done and parrot the preferred way. This lessens confusion and provides a greater sense of continuity for the children. For example - how is the page set out, what coloured biro is allowed, what work books are to be used? etc.

y Given the above, be wary of allowing children to take over the class by telling you throughout the day how things usually operate. Remind children that it’s OK to do things a little differently sometimes, after all, you are the teacher. ‘get away’ with things they normally would not be permitted to do. One way to handle this is to preface the day by stating to the children you expect them to follow their normal classroom procedures and routines. If children ask you questions you don’t know the answer to, ask them in turn: “If your teacher was here today, would that be permitted?”

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y Find out what the school policy is on discipline. Excluding children from learning is detrimental to your own purpose and is not recommended. Usually subtle reminders to children can be effective, e.g. wait for students to be silent, make eye contact and engage children in conversation if they appear to be off task. You may also consider isolating and shifting some children who appear to be disruptive influences.

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y Don’t threaten children. It’s a sign you don’t really feel in control and children will pick up on this very quickly. Remain calm and remind children of the importance of completing tasks. Use positive reinforcement at least once every minute. y Children love stickers. Used as reward for task completion, they become extrinsic motivators. Instead use them as a surprise acknowledgement for a job well done. y Most importantly, keep your sense of humour!

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Names

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My first name is:

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Language

Three Billy Goats Gruff Story The story of the Three Billy Goats Gruff is about three billy goats wanting to cross a bridge to get to the other side of the river where there is more grass to feed on. But first, they have to get past the mean old troll who guards the bridge and wants to eat them. Read the story and answer the questions that follow.

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r o e t s B r e ooBilly Goat Gruff, Once upon a time,p there lived three goats - Little Middle Billy Goatu Gruff and Big Billy Goat Gruff. One day, they k S running out of grass to eat. noticed they were

“What shall we do?” asked Middle Billy Goat Gruff. “Let’s cross the bridge to the other side of the river where there’s lots of grass,” replied Little Billy Goat Gruff. “But there’s a mean old troll guarding the bridge,” said Big Billy Goat Gruff. “I am not afraid of the mean old troll, I will go first,” said Little Billy Goat Gruff. So, Little Billy Goat Gruff walked across the bridge.

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The mean old troll popped his head out from under the bridge. “Who’s that crossing my bridge?” roared the mean old troll. “It’s me, Little Billy Goat Gruff,” said the little goat in his little voice. “Then I am going to eat you,” said the mean old troll. “Oh no, I’m way too small to eat. Wait for my brother, Middle Billy Goat Gruff, he is bigger and much more tasty than me.” “Very well,” said the mean old troll, “I will wait for your bigger brother.” So, Little Billy Goat safely crossed the bridge to the other side of the river. Next, Middle Billy Goat Gruff crossed the bridge.

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Three Billy Goats Gruff Story cont.

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The mean old troll popped his head out from under the bridge. “Who’s that crossing my bridge?” roared the mean old troll. “It’s me, Middle Billy Goat Gruff,” said the middle goat in his middle sized voice. “Then I am going to eat you.” “Oh no, I’m too small to eat. Wait for my brother, Big Billy Goat Gruff. He is bigger and much more tasty than me.” “Very well,” said the mean old troll, “I will wait for your bigger brother.” So, Middle Billy Goat safely crossed the bridge to the other side of the river. Next, Big Billy Goat Gruff crossed the bridge.

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The mean old troll popped his head out from under the bridge. “Who’s that crossing my bridge?” roared the mean old troll. “It’s me, Big Billy Goat Gruff,” said the big goat in his big voice. “Then I’m going to eat you for crossing my bridge.” The mean old troll jumped up on the bridge. He licked his lips and was getting ready to eat Big Billy Goat Gruff up. But Big Billy Goat Gruff was having none of that. He lowered his head and charged at the mean old troll. He hit the mean old troll with his long sharp horns so hard that the troll went flying into the air and splashed into the river. The mean old troll was never seen again. The three Billy Goats Gruff lived happily ever after.

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Three Billy Goats Gruff 1

Answer these questions: 1.

How many Billy Goats were there altogether? ______________

Which Billy Goat crossed the bridge first? __________________

r o e t s Bo r e p ok _____________________________________________________ u S Why did the Billy Goats want to cross the bridge? ___________ ______________________________________________________

Which Billy Goat crossed the bridge last? __________________

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Why didn’t the Mean Old Troll eat the Little Billy Goat?

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Draw the three Billy Goats Gruff standing next to each other.

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Draw a picture of what you think the TROLL looks like.

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Three Billy Goats Gruff 2

Fill in the missing words.

Once upon a time, there lived three goats - Little Billy Goat Gruff, Middle Billy Goat Gruff and Big Billy Goat

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r o e t s Bo r e pand go to the other side ofo “Let’s cross the bridge the mountain u k S to eat,” said Little where there is lots of nice

day, they noticed they were running out of grass to

Billy Goat Gruff.

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“What shall we do?” asked Middle Billy Goat Gruff.

“But there is a mean old troll guarding the bridge,” said Big Billy Goat. “I am not afraid of the mean old said Little Billy Goat Gruff.

, I will go first,”

So, Little Billy Goat Gruff walked across the

True or False

Little Billy Goat charged at the mean old troll.

True or False

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Big Billy Goat went across the bridge first. The mean old troll chased the Middle Billy Goat away.

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The mean old troll wanted to eat the Billy Goats Gruff.

True or False True or False

True or False . te o c Write down what you think happened to the mean old troll . c e after he was pushed off the bridge by Big Billy Goat Gruff. he r o t r s super

The mean old troll was never seen again.

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Three Billy Goats Gruff 3

Draw the three parts of the story of The Three Billy Goats Gruff. Write a sentence for each picture.

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Middle

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Beginning

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End

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Detective McMorse - Who Lives Where? © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Jack lives in a house with two chimneys. Joyce lives on the third story of a block of flats. Dwayne lives in the smallest house in the street. David lives two doors from Dwayne. Sarah lives next to the Police Station.

y Janet lives in the narrowest house in the street.

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Help Detective McMorse find where everyone lives. Show where each person lives according to these clues.

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Alan The Alien and His Space Dog

Alan the Alien and his Space Dog have landed on planet Earth. Colour Alan and the Space Dog the right colours. Draw a lead for the Space Dog. Alan has green eyes Alan has purple arms Alan has orange feet

Alan has a red face Alan has blue legs

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r o e t s Bo r e ptail ok Space Dog has au blue Space Dog has a yellow body Space Dog has Space Dog has black legs Sgreen ears

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On the back of this paper, draw another space ship for Alan and Space Dog to fly home in. Ready-Ed Publications

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Language

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Following Instructions

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Kyle

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Basil

Colour the picture by following the instructions. Write the rest of the names under the picture. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Page 14

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o c . che JJ’s dog is brown. e r o Bobby is holding a plastic grocery bag. t r s super Basil and JJ have blue pants.

Draw a lead on JJ’s dog. Basil’s shirt is green. Kyle and Bobby both have orange shirts. Everyone has black shoes. Kyle’s pants are the same colour as JJ’s dog. JJ’s shirt is yellow. Bobby’s pants are the same colour as Basil’s shirt.

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Language

On the Farm

Look at this map. Complete the tasks and answer the questions. 1. Colour the barn red. 2. Draw two ducks in the pond. 3. What is next to the tree? __________________________________

r o e t s Bo r e p______________________________________ ok 5. Where is the tractor? u 6. How many S cows can you see? _____________________________ 7. Draw trees on top of the hills. 8. Draw a path from the house to the chicken coop.

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4. How many cars can you see on the farm? ___________________

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Word Skills

Jumbled Sentences

Unjumble these sentences so they make sense. 1.

We sandcastles made at beach the ____________________________________________________ .

r o e t s Bo r e p ok got Everyone u ice-creams swimming after S ____________________________________________________ .

The was sea very wavy

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Write three sentences about what you like to do at the beach.

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Draw a picture of you and your family at the beach.

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Word Skills

car

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driver

headlights

This is a __ __ __.

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Driving Around

night

The headlights are turned on to help drive at n __ __ __ __.

It has 4 w __ __ __ __ __.

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Draw a picture of a car you have been in.

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Word Skills

Word Search

Find as many words as you can.

y cat y car

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y two y rat

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Words to find:

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I have

The

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pets. is in the cage.

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Write your own sentence using a word from the word search.

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o c . Draw a picture to c illustrate your sentence. e her r o t s super

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Word Skills

Animal Word Search

Find the animals. Tick them when you find them. Words to find: y cat y deer y dog y fox

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y hen

y monkey

d o g

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y fish

y rat

2. 3. 4. 5.

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Complete these sentences using the animal words. The ________________ laid an egg every day.

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A bushy tail.

looks like a dog with a big

o c . . “Oink, oink, c oink,” said the e hersleeps in thest r o kennel. The super live in the ocean.

“Hissssssssssss,” said the

Our family saw a

. at the zoo.

On the back of this page, draw pictures of the animals you found in this word search. Ready-Ed Publications

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Library Skills

Parts of a Book

Label the parts of this book. Use these words:

spine

front cover

back

author

illustrator

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title

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On the back of this page, draw a front cover for The Three Billy Goats Gruff or another story. Page 20

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Maths

Colour In

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r o e t s Bo r e p ok u ColourS in 5 apples. Colour in 2 flowers.

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Colour in 4 umbrellas. Ready-Ed Publications

Colour in 8 beach balls. Page 21

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Mental Maths

Score:

10 + 8 =

What is 5 more than 10?

What is 6 more than 10?

r o e t s Bo r e p5, 10, 15 ok u What comes next? S Double 10.

Double 5.

What is half of 40?

What is 10 more than 1?

What comes next? 1, 2, 3, 4

10. What is half of 10? 11. 10 - 5 =

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12. 13.

14. What is 2 x 2?

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15. If 2 people owned 5 toys, how many did they own altogether? 16. If 4 people owned 2 pets each, how many did they own

o c . c e he r 17. What is the number between 1 and 3? t o r s super 18. What is the number between 15 and 17? 19. How many days in a week? 20. How many weeks in a year?

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How Many Are Coloured In?

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Write how many items in each box are coloured in.

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Odd and Even

Circle all the EVEN numbers to 20. 5

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10 11 17 r o e t s B r e o 4 9p 12 18o 20 u k S How many EVEN numbers did you find? _______________________

Circle all the ODD numbers to 20. 5

16 4

13 19

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How many ODD numbers did you find? _______________________

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Write down all the ODD numbers from 30 to 40.

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Write down all the EVEN numbers from 30 to 40.

o c . Circle the EVENc numbers. e her r o t s up 21 22 23 24 s 25 26 27 28 29 er 61

Circle the ODD numbers. 45

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Maths

What Comes Next?

Look at these numbers. What comes next? 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 2,

r o e t s Bo r e p ok u S , 4, 5, 6,

2, 4, 6, 8,

12, 13, 14, 15, 7, 8, 9, 10, 16, 17, 18,

20, 19, 18,17,

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10, 8, 6, 4,

, 8, 9

29 7

3 5 4 8 6 o c 1 . e r o t s

0, 5, 10,

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20, 15, 10, 3, 6, 9,

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Make up some number patterns of your own. Swap with a partner. 1.

_____________________________________________________

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Maths

Shapes

Count and colour each shape. Shape circle

How many?

Colour in blue

red r o e t s B r e oo green rectangle p u kyellow triangle S

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square

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What Shape Is It?

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Look at these pictures. Put these objects into the correct columns.

orange © ReadyEddice Publ i cat i onssail

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•f orr evi ew pur posesonl y•

basketball

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box

On the back of this page, draw different things that are small, round and large. Ready-Ed Publications

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Maths

On the Beach

Here is the Smith family on holiday on the beach. Count how many you can see of each object. children buckets

sunglasses

hats umbrella r o e t s B r e oo p u k drinks towels S

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shoes

sharks

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Draw a picture of you with your family on holiday having fun. Page 28

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Science

Mystery Object

The teacher will pass around a mystery object in a bag. Place your hand in the bag and feel it.

Answer these questions: 1.

What does it feel like? Describe it. ________________________

r o e t s Bo r e p ok _____________________________________________________ u S _____________________________________________________

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_____________________________________________________

What do you think it is made of? _________________________ _____________________________________________________

Have a guess at what colour you think it is. ________________

_____________________________________________________

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_____________________________________________________ _____________________________________________________

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Draw a picture of the mystery object.

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Science

What Is It Made Of?

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What are these things made of? Tick the box.

Beach ball

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Butter tub

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Can of drink Car

Chair Door

Lunch box

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Aeroplane

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Pencil Saucepan Table Toothbrush Page 30

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Science

Count the Sea Creatures

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Help Jim catch and count all the fish and sea creatures.

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Sea Creatures

How Many Did Y ou Count? You

Sharks

Starfish Sea Turtles

On the back of this page, draw a picture of some of your favourite sea creatures. Ready-Ed Publications

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Science

Living or Non-Living?

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Circle all the living things in green and the non-living things in red. Colour the pictures.

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How many living things did you find? _________________________ How many non-living things did you find?______________________

On the back of this page, draw three other living and three other non-living things. Page 32

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Science

Things That Move

Things need energy to move.

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What makes these things move? Match up the pictures with the right energy source. Colour the pictures.

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On the back of this page, draw some things that need energy to move. Ready-Ed Publications

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Science

Where Does Food Come From?

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Here is some food. Where does it come from? Tick the correct box.

Banana

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Carrot

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Cheese Eggs

Grapes Milk

Orange

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Bacon

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Potatoes Sausages Steak Tuna Page 34

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How To Grow Plants What you need:

Plants grow from seeds.

Plants need plenty of sunlight and water to grow.

p __ __ s __ __ __

We need plants for food and to help the environment.

Teac he r 1.

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r o e t s Bo r s __ __ e pDraw pictures in the boxeso u below to show the k s __ __ __ S steps for growing a plant.

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Get a p __ __. Fill it with

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s __ __ __.

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Give plenty of w __ __ __ __ and sunlight. Ready-Ed Publications

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Watch it g __ __ __. Page 35

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Science

Pets

Many people keep pets. Pets keep us company. They can also be good fun to look after and play with. Do you own a pet? If not, what pet would you like to own? _______ What type of animal is it? ___________________________________

r o e t s Bo r e ppet? _________________________________ ok What do you feed your u Spet sleep? __________________________________ Where does your

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What is your pet called? _____________________________________

Why do you like your pet? ___________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Do you own any other pets? What are they?____________________

Draw a picture of you playing with your pet.

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Science

All About Dogs

Here are some key words. Use them to complete the sentences below.

ears eyes nose

happy kennel bark

r o e t s Bo r e p ok u S _________________ are for listening.

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fur tail legs

_________________ are for seeing. _________________ is for smelling.

_________________ are for walking. _________________ is for wagging.

_________________ ist for © ReadyEdPubl i ca i okeeping ns warm. What you know about •dof o rr evi ew dogs? pur posesonl y•

What do dogs eat? _________________________________________

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_________________________________________________________ Where do dogs sleep? ______________________________________ Why do dogs wag their tails? _________________________________

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_________________________________________________________ _________________________________________________________ _________________________________________________________

On the back of this page, draw a picture of a dog. Ready-Ed Publications

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Science

Dog Word Search

Find as many words are you can. Words to find: y dog y bark y leg

r o e t s Bo r e p ok d a a u S

g z

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y ears

to hear with.

Dogs have four

to walk and run with.

Draw a picture of a dog.

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Dogs have two

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Name:

Science

Cats

Here are some key words. Choose five words and write a sentence for each one.

fur tail

ears eyes nose

meow legs

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r o e t s Bo r e p ok u S 1. ______________________________________________________ . 2. ______________________________________________________ . 3. ______________________________________________________ . 4. ______________________________________________________ . 5. ______________________________________________________ .

©you Re adabout yEcats? dPubl i cat i ons What do know

•f orr evi ew pur posesonl y•

What do cats eat?______________________________ _____________________________________________

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Society & Environment

r o e t s Bo r e p ok u S

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On the Island

What is behind the school? ______________________________

4. 5.

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What is next to the Post Office? __________________________

. te o _____________________________________________________ c . c e hyou r What animals can see on MacDonalds farm? ___________ er o t s super What two streets form a corner near the church?

_____________________________________________________

Who can you see playing in the park? _____________________

Do these: 8. Draw a pool next to the hotel. 9. Draw a ship in Smugglers Cove. 10. Draw some people on Surfy Beach. Page 40

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Society & Environment

Colour in the Easter Bunny

1. Colour in the ears green. 2. Colour in the eyes blue. 3. Colour in the tail red.

4. Colour in the basket brown.

r o e t s Bo r e p ok 6. Colour the eggs your favourite colours. u S

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5. Colour in the bow pink.

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Health

Healthy Eating and Drinking

What do you like to eat and drink? Many things we enjoy are not always good for us.

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Tick what you think is healthy and cross what you think is unhealthy.

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On this back of this paper, draw a picture of your favourite foods. Next to each item write “healthy” or “unhealthy”. Page 42

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Health

Making Food

Match up these foods with their ingredients. Colour in the pictures.

r o e t s Bo r e p ok u S potatoes, salt, oil

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apple, flour, sugar, butter

milk, ice cream, flavoured syrup

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minced meat, tomato sauce, pasta, parmesan cheese

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sausage, bread roll, onion, tomato sauce

What are your favourite foods? On the back of this page draw your favourite foods and then colour them in. Ready-Ed Publications

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Health

The Senses

We have five senses. The body uses these senses all the time.

sight

sound

smell

taste

touch

Match the sense with the body part used.

skin r o e t s B r e oeyes ok soundp u S smell ears

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sight

taste

nose

touch

tongue

Draw a picture showing a person using each sense named below.

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Taste

Sight

Touch

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Smell Ready-Ed Publications

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Health

Brushing My Teeth

How do you brush your teeth? Explain the different steps.

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_____________________

2. ______________________

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________________________

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_____________________

3. ______________________

_____________________

________________________

_____________________

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Technology & Design

Computers

Computers are very useful and can be used for many different things.

Label the parts of this computer. Talk about what they do.

keyboard r o e t s Bo r e p ok u S mouse

CPU

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monitor

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What do you use a computer for?

____________________________________________________ ____________________________________________________ ____________________________________________________ Draw a picture of your favourite computer game. Page 46

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Technology & Design

Design Your Own Super Bed

If you could design your very own super bed, what would it look like? What would you like to place on it? How about a: TV, mini-fridge full of chocolates, games table, extra pillows?

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In the space below draw and label your Super Bed!

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Art

Easy Art Lessons 1

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Outcome: Children extend a photograph to create a fanciful image. You will need: old magazines, glue, scissors, pencils or crayons, cartridge paper (approx. 20 x 20 cm) Lesson outline: 1. Cut out photographs of faces from magazines. Trim around pictures so all that is left is part of the face from the nose down to the chin. 2. Glue face part onto paper. 3. Draw around face to create an imaginary figure. Add any background details to help tell a story. Talking point: Which one do you like the most? Why? Try this at home and bring to school for show and tell. Teach your family how to do this fun art activity. Outcome: Children make a paint rubbing from plant foliage. You will need: plants, leaves and flowers, paint and plastic containers, paper, absorbent paper, rolling pin Lesson outline: 1. Collect a variety of flat leaves, plants and flowers. Make this a fun outside-walking activity. 2. Pour paint into plastic containers. 3. Dip foliage into paint and place paint side up, on top of absorbent paper. 4. Place clean paper over the top of foliage. Roll over paper with the rolling pin. Carefully lift paper to reveal print. Talking point: Using items found in nature can add a lot of fun to an art activity.

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Outcome: Children illustrate a reading passage. You will need: paper, coloured pencils or crayons, selected text passage Lesson outline: 1. Read out a short selected passage that describes a complete dramatic scene. For example; a fox hiding from hunters, a ship riding rough waves, an athlete attempting to win a race. 2. Children use imagination to help recreate the scene on paper. Remember that because people hear and see things differently, no two pieces of work will be the same, and so this is not an exercise in ‘listening accuracy’. It’s all about artistic interpretation based on own individual experience. 3. Colour in once completed. Select colours to reflect atmosphere of the passage. Talking point: Compare each others’ work. Are any two the same? Is anyone’s work ‘incorrect’? Page 48

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Art

Easy Art Lessons 2

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Outcome: Children draw a self-portrait depicting blowing the nose. You will need: paper, crayons, firm card, scissors, tissues, glue Lesson outline: 1. Children draw a facial portrait. Follow these basic rules: a) Draw an oval shape for the head outline; b) The eyes are about half way down the head; c) Ears are in line with the eyes; d) Draw in the hair. 2. Select colours that reflect life colours. Put to one side. 3. Place hand and part of the arm over firm card. Trace and cut out. 4. Glue a tissue over the nose of the completed self-portrait. 5. Then glue the cardboard hand and forearm out over in front of the tissue. Position so it looks like the nose is being blown.

Outcome: Children draw a picture with a shadow. You will need: paper, pencil, coloured pencils or crayons Lesson outline: 1. Discuss concepts of shadow. Shadows are shapes created by light. 2. Do this in partners or with one volunteer to stand in front of class. 3. Draw model as realistically as possible. Observe the lines carefully. Start with the outline, then fill in the finer details. Colour using life colours. 4. Once completed, draw a matching shadow to the body just drawn. This is done by drawing a mirror image. Start with the outline first, then colour in with a dark crayon or pencil. Talking point: Can you make shadow shapes just using your hands? Can you see a shadow at night?

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. te o Outcome: Children draw and label a picture to make a . c diagram. cpencil, e You will need: paper,h colouring pencils, rulerr er o st super Lesson outline:

1. Draw a line down the middle of the page. 2. On one side, children draw the outside of their own home. Colour in. 3. Label the important parts of the building such as: bedrooms, garage, gardens. 4. On the other side of the page, draw and label a floor plan of the inside of the home. Talking point: What is a ‘diagram’? How do labels help you understand the message? Why do people use diagrams instead of just writing about it?

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Physical Education

Sport Match-Up

Match up the sports with their equipment.

Tennis

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Soccer

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r o e t s Bo r e p ok u S Cricket

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o c . What sport do you c like to play? _______________________________ e her r o t s r u What equipment do you needs to play this sport? ________________ pe _________________________________________________________ _________________________________________________________ _________________________________________________________

On the back of this page, draw all the equipment you need to play your sport. Draw a picture of you playing this sport. Page 50

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Physical Education

What Can You Do?

Here are some activities to try. Tick what you can do: Activity

How many/ How long?

r o e t s Bo r e pon your ankles ok Walk with your u hands Shands on your head Walk with your Stand on your right leg

Hop on your right leg Hop on your left leg Walk backwards Walk sideways

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Walk with your hands on your knees

Slither like a snake

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Walk like an elephant Touch your toes

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Squat up and down

What did you enjoy the most? ________________________________ What are you best at? ______________________________________

On the back of this page, draw a picture of you doing some of these activities. Ready-Ed Publications

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Physical Education

P.E. Games To Play 1 Duck, Duck, Goose

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Comment: Favourite played the world over. Equipment: No equipment needed. How to play: y Sit children in a circle. y Children fold arms and sit up straight. y Select one child to start. y This child walks around the circle, gently tapping each child in turn on the head while calling out ‘duck’ with each tap. y At some point they then tap a selected child on the head and instead call out ‘goose’. y The ‘goose’ then chases the child around the circle, trying to touch them before they sit down in their spot. y If they are caught, they must start again and select another goose (they can remain caught for up to three attempts). y If they escape being caught, they then sit down and we now have a new child to select a goose. y Encourage children to select people other than their friends.

Indians and TTepees epees

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Comment: Good exercise to develop reaction and listening skills. Equipment: No equipment needed. How to play: y Children pair up and sit together in a circle. y One child becomes a tepee. They stand with their legs slightly ajar and their arms in the air with their hands touching to form a tepee shape. y The other child is the Indian. They sit at the base of the tepees’ legs with their legs crossed and arms folded. y Teacher calls out either Indians or tepees: a) The Indians crawl under the tepees’ legs and run around the circle and back to their exact original position. The last Indian to return is out, as well as their tepee partner. b) At the tepees’ turn, they run from their spot around the circle and back to their exact original position and stance. The last tepee back is out, as well as their Indian partner. y Indians and tepees that are out, sit in the middle of the circle. y The last pair remaining are the winners.

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Physical Education

P.E. Games To Play 2 Bean-O!

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Jelly Bean

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Comment: Good exercise to improve listening and responsiveness. Equipment: No equipment needed. How to play: y Children need individual space. y Call out a bean shape. Children respond by adopting that position. E.g. Broad Bean Runner Bean

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Split Bean

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Hot Bean

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Physical Education

P.E. Games To Play 3 Bean-Bags!

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Comment: Good to develop co-ordination. Equipment: Enough bean bags for the class. How to play: y Children need individual space. y Issue a bean bag per person. y Play bean bag activities: Throw bean bag up in air and catch with two hands and without dropping. Throw bean bag in air and catch with either right or left hand. Catch and throw standing on one foot. Catch and throw with one eye closed. Balance bean bag on the shoulder, head, back of neck, back of hand, palm - then walk around room without dropping it. Place bean bag between knees, feet, hands, elbows and try to walk. Throw bean bag to a partner.

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Equipment: Cones. How to play: y Children pair up. y In pairs stand next to a station. Each station is marked with a cone. y Children hold hands or stand one in front of the other holding the waist. y When teacher calls out ‘train’ children walk around defined area. y When teacher calls ‘station’ they come back to their station as quickly as they can.

o c . c e her r Squeeze o t s super Comment: Spatial exercise.

Equipment: Marked circle, perhaps with cones or even chalk. How to play: y Mark a smaller circle in the middle of the room. y Children walk around the circle without touching anyone. y When they are called to ‘squeeze’ they converge into the centre of the circle without touching anyone else. The object of the game is to see how tightly the class can squeeze into the circle. Page 54

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Physical Education

P.E. Games To Play 4 Walk This W ay Way

Comment: Stretching and exploring body movements. Equipment: No equipment needed. How to play: y Children find own space in a defined area. y Children walk: giant steps high knees tip toes backwards side steps change direction tiny mouse steps

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r o e t s Bo r e p ok u S Dead Tiger

Comment: Exercise in concentration. Equipment: No equipment needed. How to play: y Children find space and lie on the ground in a perfectly still position. y Children who move are out. y Who can last the longest without moving?

Train Stations

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Equipment: No equipment needed. How to play: y Children can play individually or in pairs. y Mark out four stations, e.g. Sydney, Melbourne, Perth, Brisbane. y Teacher calls out train. Children walk around until teacher calls out station. Children make their way to any of the stations. y Teacher turns back and calls out one of the stations, e.g. Melbourne. All the children who are standing in Melbourne are out. y Continue game until there is one person left.

o c . che e r o Fly t r s super Comment: Spatial exercise.

Equipment: No equipment needed. How to play: y Half the class sit crossed-legged on the floor. They are the traps. y The other half roam around, flapping arms, pretending to be flies. y When teacher calls out ‘catch’, the flies stop. The traps reach out and try to touch the flies. If they do, the fly becomes a trap. y Continue until there is one fly remaining. Ready-Ed Publications

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Physical Education

P.E. Games To Play 5 What’s The TTime ime Mr W olf? Wolf?

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Busy Bee

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Comment: Traditional children’s game. Equipment: No equipment necessary. How to play: y Select one person to be a wolf. y Mark out boundaries. y Rest of class stands at one end of area and in unison call out: What’s the time Mr Wolf? y Wolf, with back turned to class, responds at random such as 1 o’clock, 6 o’clock, 10 o’clock. y Each time class asks the time, they can creep forward to get closer to the wolf. y The class continues to ask the time until the wolf responds with dinner time. y At this point, the wolf turns around and chases the class and if someone is caught, that person becomes the new wolf.

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Comment: Similar in concept to musical chairs. Equipment: Cones. How to play: y Children pair up. y One person stands in the middle of the room. He/she is the Bee. y The partners face each other in a circle around the Bee. y The Bee calls out instructions: shake hands crouch down stand back to back change place with your partner y At any stage the Bee calls out ‘Busy Bee’. The rest of the class must find a new partner, including the Bee. The person left out is the new Bee.

o c . Mouse TTrap rap c e hquickrgame. st r o Comment: Exciting and e s uper Equipment: No equipment needed.

How to play: y Half of the class hold hands in a circle, and raise their arms in the air. y The other half are mice. The mice run in and out between each person. y At some point, teacher calls out “Trap!”. The circle then drops arms. The mice trapped inside the circle are out. Those on the outside of the circle, remain in. y Repeat exercise until there is one mouse left. Page 56

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Music & Games

Guess this Sound 1

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Colour and cut out the pictures below. To play the game work in pairs with the pictures face down. Player 1 selects one picture and makes the noise the object or animal would make, while the other guesses what it is.

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Music & Games

Guess this Sound 2

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Music & Games

Classroom Activities & Games 1 Copy Cat

Comment: Simple activity, good for warm ups. How to play: y Make sure all children can see the teacher. y Teacher creates a pattern, which the rest of the class repeat, e.g. clap hands, tap knees, touch the floor, click fingers, combinations of these, etc.

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r o e t s Bo r e p ok u Chinese Whispers S Comment: Fun activity to play at intervals during the day.

How to play: y Sit children in a circle. y Teacher starts. Whisper a simple phrase in the ear of a child sitting next to you. E.g. Lunch or play time or home time. y The phrase is whispered to the next person, and so on all around the circle. y The last child says out allowed to the rest of the class what they hear. y If a player does not hear what is whispered into their ear, they are permitted to ask again to clarify. y Watch out for the children who try to spoil the game by calling the word out aloud!

It Feels Like ...

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Comment: Develop imagination and role play. How to play: y Pass around a bean bag or other appropriate object. Pretend it is: sharp - how would you handle it? hard - how would you handle it? soft - how would you handle it? fragile - how would you handle it? light - how would you handle it? heavy - how would you handle it? smelly - how would you handle it? fragrant - how would you handle it? big - how would you handle it? tiny - how would you handle it? hot - how would you handle it? cold - how would you handle it? unusual - how would you handle it? time bomb - how would you handle it?

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Music & Games

Classroom Activities & Games 2 News Time

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Simon Says or Do This, Do That

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Comment: Improves listening and oral speaking skills. How to play: y Sit children on the carpet. y Explain rules of news time. They are: a) Sit quietly and listen. b) News tellers tell their news (time limit may be necessary). c) Three questions by the audience are permitted at the end of the news. y To start news child says “Good Morning” to the class, and at the conclusion they thank the audience for listening.

Comment: All time classic and lots of fun. How to play: y Children face the teacher y Call out ‘Simon Says’, then follow with an instruction on what to do. E.g. “Simon Says ... stand up”. y At intervals drop the phrase “Simon Says” but continue with instruction or an action. This is the signal for the children to ignore the instruction. Any child that follows the instruction without the phrase “Simon Says” is eliminated. y Continue game until one person is left. y A variation of the game is to use the phrase “Do this” followed by the action. Children are eliminated if they follow instruction after the phrase “Do that” is uttered.

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o c . che e r o t Swap Seats r s s r u e p Comment: Helps increase concentration spans.

How to play: y Arrange seats in a circle. y Teacher calls out who is to swap seats, e.g. Swap seats if: your first name begins with A, B or C. your first name begins with A, B or C and you are wearing a jumper. your first name begins with A, B or C, you are wearing a jumper and you have blue eyes. Page 60

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