Bentley kay primary curriculum box part 1

Bộ giáo trình tiếng anh cho học sinh của trường Cambridge. Tài liệu trình bày phương pháp dạy và truyền đạt tiếng Anh cho học sinh từ tiểu học tới đại học. Các bạn có thể thấy phương pháp dạy của cambridge rất chú trọng vào các đối tượng học, phát huy tính sáng tạo của người học một cách tích cực nhất.

Kay Bentley _Co_ft_t_e_ft_t_s • O Map of the book Thanks and acknowledgements Introduction Science 1.6 1.7 Our bodies 1 1.2 1.3 25 Helping hands Level 47 Sound story Level 49 Level Materials Inside us Level Animal movement games Levell Grouping Level 1.8 1.9 1 1.11 animals 2.6 2.7 keys What's it like? Magnetic or not? Is plastic fantastic? Materials game Rubbish and recycling Levell Places game Level 2/3 Around our world Reading maps Level Where can we build? Level 2.8 2.9 2.10 Around our local area 2.5 23 Level Body bingo Around our school 2.1 2.2 2.3 2.4 Level Identification Levell Animals 1.4 1.5 Animals hexagon game Our senses Habitats around the world Levell 51 Would you like to be ? Level 2/3 53 Endangered animal leaflets Level 56 Water we use ~ M_a_th_s 3.6 3.7 Numbers 3.1 3.2 3.3 3.4 Level Shape symmetry Level Levell Maths bingo Level Numbers and shapes Number dance Level 1/2 Three in a row: fractions Level 2/3 3.8 3.9 3.10 3.11 Shapes 3.5 Shape maze Show me Shape dance O~ What's my number? Levell What's the 2-D shape? Level Dice decisions Level Shape dominoes Level Th_e_A_r_ts Art 4.1 4.2 4.3 4.4 4.5 Symmetry in the natural world Levell 88 Making bookmarks Level 91 4.6 4.7 Designing mouse mats Level 94 Drama Children's Day cards Levell 96 Animal patterns Level 4.8 4.9 100 A city scene Level 2/3 100 What's in the garden? Levell 102 Drama at the zoo Level 2/3 104 Acting out a comic Level 106 o~ 5.1 5.2 5.3 5.4 5.5 5.6 A flower story Postcards A day out 0 Reading poems Visit the sports centre Poems for maths @ Levell 108 Levell 110 Levell 112 Levell 114 Level 116 Level 118 @ = Maths e= 5.7 5.8 5.9 5.10 5.11 5.12 Recipe for a healthy sandwich Art facts and opinions Making a spider's web Writing acrostic poems e Arts Game templates 133 Wordlists 140 CD track listing 144 o Level 0 Alternative energy fact files Reading drama Literacy 120 Level 2/3 123 Level 125 Level 127 Level 129 Level 131 Our senses (O!l~"f:ii\j\'f iFOCUS Before class learning about sense organs Photocopy worksheet and senses each pupil identifying living and nonliving things In class fa' ~~O,.•lMUN~(A'fmON! I Finding out Ask pupils to say six parts of the body (e.g head, arm, leg, neck, foot, hand) As they say the words tell the rest of the class to point to that part of their own body Then stating facts ask the pupils to stand up and the actions Say comparing with a partner times, Shake your head, Stand on one leg eCOGNlTlON q- 1.1, one per pupil Bring blue and red coloured pencils to class for Wave your arms, Clap your hands three Wave your head!, Clap your feet! and Then say ask the pupils to make more crazy suggestions identifying Say eyes, ears, nose, tongue, skin and point to them on your own body Say the words grouping again and this time the pupils point to their eyes, ears, nose, tongue and skin Draw an eye, matching classifying an ear, a nose, a tongue and a hand on the board Point to the pictures as you say We see with our eyes, we hear with our ears, we smell with our noses, we taste with our tongues and we feel with our skin Tell them these are the five senses ~EV~fi.'Ii j~GJ~ rlii~rl\JI~~~ Tell pupils to look around the classroom and say something they can see, hear, smell, taste or feel Write the suggestions on the board in a chart: 6-8 'ii'I'Ji.i 45 minutes 1l,!iiJiR!i\Il ArtllOlJil' SCIEt.,JCIE All humans have five senses and five sense organs They help us to be aware of our environment Give out worksheet 1.1 to each pupil Say taste Read the first word, G)m ear, eye, nose, sense, skin, tongue hear, feel, see, smell, taste living, non-living SENTENCE BOX We We We We We feel with our skin hear with our ears see with our eyes smell with our noses taste with our tongues Look at the five senses; see, hear, smell, feel and and tell pupils to point to the senses they use Ask for their ideas Tell them they are all correct Continue with some more examples, then tell pupils to draw lines matching the words and the senses Tell them more than one sense is possible When they finish, put the pupils into pairs and tell them to compare their answers Ask Are they the WORD BOX plant, same? What's different? Check answers with the class Key see, smell, feel see, feel, taste see, hear, feel (smell also possible) see, feel possible) see, feel, taste, smell see, feel, taste, smell hear, feel, smell see, hear, feel (smell also possible) lOsee, 12 see, feel, taste 15 see, feel, taste, smell hear (feel and taste also possible) 13 see, feel, taste, smell see see (feel also 11 see, 14 see, hear, feel, taste 16 see, feel Ask Which are living things? (plant, tree, baby, cat, dog, butterfly, fish, bird) Tell pupils to draw a red circle round them Then ask the sun, apple, bread, eggs, onion) Which are non-living things? (water, cheese, stars, Tell pupils to draw a blue circle round them Round up Ask pupils to say more examples of living and non-living objects for each sense _G) _o_u_r_s_e_n_se_s Match the pictures with the senses Draw lines plant apple flsh bab~ ~ ~~ ~ « bread -' ~ ~'" ~~ ~ water cheese I \ the sun Circle the living things in red Circle the non-living things in blue " Body bingo CONTENT Before class FOCUS learning and writing body words playing a classification bingo game •• Photocopy worksheet 1.2, one per pupil Bring coloured pencils to class for each pupil In class Finding out Play an association game Ask pupils to make a circle Start by saying a head) COMMUNICA'l!'1I0N body word (e.g comparing answers, spelling words body, then says another body word (e.g • COGNITION - identifying Explain that the next pupil in the circle points to that part of their foot) Continue round the circle and see how many words the pupils can remember in English Draw three mind maps on the board classifying LEVEL AGIE RANGE 8-10 TIME 30 minutes LEARN ABOUT SCIENCE The body has joints to help it move These include wrists, elbows, knees and ankles Ask pupils to say words they know associated with the head (e.g mouth, face, neck) Write the words on the board and Teach or elicit elbow, knee, ankle and wrist Tell pupils the second diagram 8m WORDBOX head: eye, ear, neck, hair, mouth, nose joints: knee, wrist, elbow, ankle senses: eye, skin, tongue, nose, ear SENTENCE It's different It's the same What's this? eye, ear, hair, nose, add any the pupils not say ioints these are called Add these to Next, ask pupils what parts of the body are associated with our five (eye, ear, nose, tongue, skin) Add on two diagrams? (eye, ear and nose) senses these to the third diagram Ask Which words are Give out worksheet 1.2 and tell pupils to complete the words When they finish, ask pupils to compare their answers Say Are they the same? What's different? Check spelling Key eye ear neck hair mouth nose knee 11 eye 12 skin 13 tongue 14 nose 15 ear wrist Which number Which number is the circle? (1), Which number is the triangle? (3) 10 ankle Draw a circle, square and triangle on the board and number them 1-3 Say the words as you point to the shapes Do this a few times, then ask BOX elbow is the square? (2), Tell the class they are going to play bingo Explain that first the pupils need to personalise their bingo card Ask them to colour in four of the boxes on their bingo card Tell the pupils that you will call out some words and they need to listen carefully If it's a word associated with the head, pupils can write it in a blank box in the circle row If it's a joint, pupils can write it in a box in the square row If it's a word associated with senses, pupils can write it in a box in the triangle row Remind pupils that some words can go into two rows (ear, eye, nose), but explain that the pupils can only write the word once The winner is the first player who completes their bingo card with words They shout Bingo! Play the game by calling out words from worksheet until the majority of pupils have completed their· cards Round up Tell pupils you will say a shape (circle, square or triangle) They look at their bingo cards and find a word in the shape row Ask some pupils to read out their words ~ bing_o ~ Complete the words e r Ci) i) t - Play bingo Colour in four boxes • n.gu_ e - - ow Inside us CO Vi • r Before class (US learning about different bones Photocopy worksheet describing where bones are found in the body each group of four pupils ~~I\,rUill,U!l'~U::ATlOIWll suggesting ideas 1.3, one per pair of pupils Bring sheets of plain paper to class for In class Finding out Put the class into groups of four and give each group a sheet of paper Tell pupils to write or draw as many body words as they can After five minutes say guessing bones Stop! Find out which group can say the most body words in English comparing words and sentences Give out worksheet 1.3 and ask pupils what the drawing is (a skeleton) Translate if necessary Point to the skull, spine, ribs, pelvis, elbows, wrists, knees and ankles on recalling information worksheet 1.3 and say the words Tell pupils to repeat the words and point to the bones in describing where bones are stating true facts their bodies Say These are bones Playa memory game Divide the class into two teams (A and B) Two pupils from each tOGNITU)N team go outside the classroom Choose six pupils from team A to come to the front and " point to different bones in their bodies (e.g skull, pelvis, knee, wrist, elbow, ankle) and six identifying pupils from team B to come to the front and say the corresponding reasoning bone words Tell them to remember their bone or their word Ask the four pupils to come inside In turn, they point to one pupil at the front from team A, and one from team B The pupils at the front either point GE RANGE 10-12 to the bone or say the bone word Ask Do they match? If the bone and the word match, the pupil whose turn it was gets a point for their team Continue until all six bone words are matched with their body parts Ask Which team has the most points? Repeat the process, choosing different pupils to go outside Ask pupils to look at the worksheet and draw lines to match the labels to the bones on the LIAllU\Il AiliOll\,llY skeleton SCIIENCt: Key d f a g b e h c The skeleton is inside the body It protects body parts, supports the body and allows the body to move Ask What does 'protect' mean? Mime protecting your head with your hands Write protect on the board Say that some bones protect our body parts Tell pupils to read the sentences on the worksheet and decide if they are true or false Key true true false false true false true false Pupils write true sentences for 3, 4, and Round up Ask pupils to say eight true body facts Follow up Do a class quiz Write the numbers 24, 26, 27, 28, 206 and 350 on the board Put the pupils into pairs and tell them to match the words and the number of bones Dictate foot, hand and skull Key ribs - 24 foot - 26 hand - 27 skull- 28 adult - 206 WORD BOX em ankle, brain, elbow, knee, pelvis, rib, skeleton, skull, spine, wrist join, protect SENTENCE BOX Your ankles join your feet to your legs Your elbows are in the centre of your arms Your knees are in the centre of your legs Your pelvis joins your legs to your spine Your ribs protect your heart and lungs Your skeleton is inside your body Your skull protects your brain Your spine goes down the centre of your back Your wrists join your hands to your arms baby - 350 baby, adult, ribs, o elbow f) e wrist e spine o ankle o pelvis " Read the sentences Say 'true' or 'false' Your skull protects ~our brain (True ~ Your wrist joins ~our hand to ~our arm Your pelvis goes down the centre of ~our back Your elbow is in the centre of ~our leg S Your ribs protect ~our heart and lungs Your ankle joins ~our legs to ~our spine Your ankle joins ~our foot to ~our leg Your kneecap is in the centre of ~our arm knee ribs skull Animal movement games CONTENT !FOCUS Before class learning about ways animals Photocopy worksheet move for the class recognising animal words in context In class COMMUNICATION 1.4(A), one per pair of pupils Copy and cut up worksheet 1.4(8) Finding out Write animals on the board and ask pupils to say the names of different animals When they suggest an animal, say making statements Stand up Show me how they move Say swim, fly, hop, iump and slither Mime the actions and ask the pupils to copy you asking questions Tellme an animal that can swim (e.g a fish), Tellme an animal that can fly (e.g a bird), Tellme an animal that can hop and iump (e.g a kangaroo), Tellme an animal that can slither (e.g a snake) Say COGNITROiNi matching classifying Put pupils into pairs Give out worksheet 1.4(A) and tell the pairs to decide which animal LEVEL 'I they are going to mime Point to the animals on the worksheet Say AGE RANGE there are more than 24 pupils, put some in groups of three Then ask the pupils to stand 6-8 up and move around the classroom in their pairs miming the movement of their animal 1l'U'iIIJ~ 30 minutes other pupils and ioin Don't tell anyone (flying, swimming, hopping and jumping or slithering) After a few minutes say a group which moves like you If Stop! Look at The pupils find another pair doing the same movements Continue until the pupils have formed the four movement groups (flying, swimming, hopping and jumping, slithering) Ask pupils to say the names of their animals LEARN ABOUT SCIENCE and how they move They can show the rest of the class their movements Animals move in different ways They swim, crawl, slither, hop and jump, run or fly Tell pupils to sit down and match the animals to the movements on the worksheet Explain that some animals can more than one movement Key slither swim fly slither fly and hop/jump hop/jump 10 swim and swim fly 11 slither and swim hop/jump swim 12 hop/jump Put the pupils into nine groups Give out a card from worksheet 1.4(B) to each group WORD BOX 0m bee, butterfly, fish, frog, kangaroo, parrot, penguin, rabbit, snail, snake, whale, worm fly, hop, jump, slither, swim SENTENCE BOX Butterflies can fly Demonstrate with the group who have the parrot picture on their card Tell them to say what the animal is butterfly?) (We've got a parrot) Next, they ask the question at the bottom (Who's got a The group with the butterfly picture hold up their card, and repeat the process Continue until the last group asks Who's got a parrot? and the first group says We have! Round up Draw two Venn diagrams on the board Ask pupils to tell you animals to write in the different circles (e.g bees can fly, frogs can hop and iump, fish can swim, snails can slither) Some animals can more than one movement (e.g parrots can fly and hop/iump, snakes can swim and slither) Write these animals in the space where the circles overlap Fish can swim Kangaroos can hop and jump Worms can slither We've got a parrot Who's got a butterfly? Follow up Use the cards like dominoes Pupils can take turns to put them in a circle on the floor or stick them onto the board in order Animal movementg_a_m_e_s~~~~~~~~~_~~~~~~_~ o snail o whale o parrot e penguin fly e worm I hop and jump I o butterjl~ o frog " bee 4D snaRe o Rangaroo ~ rabbit Water we use Before class CONTENT FOCUS learning about how water is used in the home becoming aware of saving water •• Photocopy worksheet 2.5, one per pupil If possible, bring a glass of water to class In class Finding out If available, show pupils a glass of water and ask What's this? (water), Where does it come from? (rain, sea, rivers, lakes) What you use water for? (e.g drinking, washing, cleaning things) Ask pupils to copy while you mime and say Wash your hands (rubbing hands as though under a tap), Clean your teeth (making brushing movements by your mouth), Have a shower (holding one hand above your head as though spraying water), Have a bath (turning on two taps and stepping into a bath), Drink some water (mime drinking from a glass) COMMUNICATION talking about ways pupils use water • COGNITION •• linking recognising evaluating Ask pupils to listen as you call out more actions Tell them to mime the action if it uses water Wash your hands (pupils mime action), bike, Have a shower (pupils mime action), Get dressed, Have a bath (pupils mime action), Go swimming (pupils mime action), Clean your teeth (pupils mime action), Watch TV Wash your clothes (pupils mime action), Make dinner (if pupils mime the action, ask them why they need water e.g to wash food, to cook pasta) and nothing if the action doesn't use water Say Ride lEVEL AGE RANGE 6-8 TUIIUl 30 minutes a Give out worksheet 2.5 Tell pupils to read the speech bubbles and draw lines matching the Who has a shower at night? (Prem), Who has night? (Asef), Who drinks water at lunch time? (Jo) etc Key 1a 2d 3e 4b 5c children with the uses of water Ask LEARN ABOUT THE ENVIRONMENT We use water for many things in our daily routines We should not waste it Children are recommended to drink Ask the pupils to think about how they use water at home Tell them to tick the sentences that How many pupils have showers? How many pupils have baths? How many pupils help to wash the car? Tell pupils to put their hands up S Explain that it's important to save water Tell pupils to look at the pictures in section Ask Is it good or bad? Key bad G)m bath, shower, tap, water hair, hands, car, clothes brush, clean, drink, wash bad,good SINTENCE BOX Clean your teeth Drink water Have a bath Have a shower The bath is full The tap is on The tap isn't off Wash your hands bath at are true for them When they finish, ask water regularly WORD BOX a Tell them to circle the right word good good bad bad bad Follow up Tell pupils to make a class bar chart to show how many glasses of water they drink every day Match the children with the pictures Read and draw lines o ~ I have a shower at night.~ ~/!~\ ~r~~~ l~.:::~~~~;-q I 'l\~~)~ ~I fJ ~"-= ~ I\~' J!dA~ t ~, , ~ v Draw the park at the end of the story Habitats around the world CONUNf Before class O(US learning that different animals live in different habitats understanding that animals are adapted to live in their habitats Photocopy worksheet 2.8, one per pupil Bring coloured pencils to class for groups of pupils to share In class I Finding out Play an animal word game Put the class in two groups four (greens and blues) CONU\lAU~~I"A'1i10N Start by saying giving reasons animal with four legs Next, a pupil from the blue team continues by saying another e.g comparing pictures tiger Explain that a pupil from the green team then says the name of an The teams take turns to say animal words Keep a tally on the board and at the end see how many animals they named Then say two Repeat the game with animals that (;fi,:ilJGiNl~'iI'~ON! have two legs e.g identifying matching Explain that the place where animals live is called a AG~ IIl1A~liGE 6-8 TliME 30 minutes TIlillii1 Animals live in different habitats They survive best in conditions where they can bring up their young safely em habitat: desert, jungle, sea, snow camel, fish, polar bear, tiger blue, brown, green, yellow, white cold, dry, hot, wet SENTENCE BOX Camels live in the desert Fish live in the sea Polar bears live in the snow The jungle is green The sea is blue The snow and ice are white Tigers live in the jungle Which habitat (the jungle), Which blue? (the sea), Which is white? (snow), Which is green and brown? brown and yellow? (the desert) Teach hot, cold, wet and dry through gestures Say the words and tell pupils to tell you the opposite e.g cold (hot) Ask Which habitat is hot? (jungle), Which habitat is cold? (snow), Which habitat is wet? (sea), Which habitat is dry? (desert) Ask is is Tell pupils to look at the pictures of the four animals and say their names bear, tiger) (camel, fish, polar Ask them to match the animals with their habitat pictures Key d b c a iNVIRONfJlENf WORDBOX Give out worksheet 2.8 to each pupil and ask them to look at the pictures of the habitats (jungle, sea, snow and desert) Say the words habitat Write the word on the board comparing MEARN ABOUT chicken Where does the tiger live? (jungle) Key 1c 2b 3c b Ask Ask What animals in Tell pupils to circle the correct words their habitat? (find food and make homes) Tell pupils to colour the habitats and the animals, then ask what they notice about the polar bear and the camel (they are the same colour as their habitat) Explain that many animals are the same colour as their habitat because they can hide better Round up Ask pupils to name other animals that live in the sea, the jungle, the desert and snow Follow up Put pupils into four groups and give them a large piece of plain paper Tell them to choose a habitat, then think of more animals which live there and paint or draw them ~ H_a_b_i_ta_t_s_a_r_ou_n_d_th_e_w_o_rl_d camel flsn D polar bear tiger Circle the right word (lU§lV Tne tiger lives in tne a sea b desert Tne polar bear lives in tne a jungle b snow c c desert Tne flsn lives in tne Tne camel lives in tne a desert b jungle c sea a sea b desert c jungle Would you like to be CO!l\llUNT FOCUS Before class expressing ideas about words related to the environment Photocopy worksheet COMMUNICATION giving reasons • COGNITION - creative thinking ? •••• 2.9(A), one per pupil, and 2.9(8), one per pair of pupils Photocopy the blank worksheet on page 139, one per pair or group of pupils Bring two dice to class for each pair In class Finding out Say You can be anything in the world What would you like to be? Ask the pupils to suggest ideas and translate if necessary reasoning Give out worksheet 2.9(A) and elicit the vocabulary justifying in the pictures Ask pupils which number is missing in the list ( I) Put the pupils into pairs and give each pair two dice Explain that the pupils choose which question to answer by throwing the dice and adding LEVEl 2/3 the two numbers together (e.g + = 7, the pupils look at question 7) Ask AGIlE RANGE two dice to equal 8-12 1? (no) They Can we add take turns to throw the dice and ask the question They have to decide which of the two things they would like to be, then circle the word Tell pupils to TIME throw the dice and play the game until all questions have been answered Alternatively 30 minutes time limit of ten minutes LEARN ABOUT THE ENVIRONMENT Words related to the environment often have different features e.g strong (animals and smells), smooth (animal skin and stones), cold (climate and materials) After they finish, ask pupils to feed back some of their ideas to the class e.g you like to be ~ bee, bird, butterfly, camel, desert, fish, flower, garden, honey, jungle, insect, moon, mountain, park, polar bear, reptile, river, sea, shell, sky, stone, sun, tree beautiful, big, bright, fast, hard, hot, quiet, shiny, smooth, strong because SENTIENCE BOX I'd like to be a bird because it can fly I'd like to be a butterfly because it has bright colours I'd like to be a mountain because it's beautiful I'd like to be a stone because it's smooth Why would etc) Give out worksheet 2.9(B) to each pair Explain that pupils are now going to tell their partner the reasons for their choices on worksheet 2.9(A) For each word they circled, ask them to say a reason S Round up Ask some pupils for the reasons they used from the worksheet, or for their own reasons Follow up Give out the blank WORDBOX bird? (because it can fly, because it sings a fix a Would you like to be game on page 134 worksheets on page 139 See the instructions for the G- W_O_U_ld_you like to be ? Look at the words Choose and circle WouLd you Like to be ? a bird or a flsh #-b~ a tree or a j10wer the sun or the moon a moun.tain or a river a garden or a park a ston.e or a shell a camel or a polar bear q the sk~ or the sea 10 a jun.gle or a desert ~ YtFfif 1 an in.sect or a reptile 12 a butterj1~ or a bee (~ ",, /~~- ~~ ~'O < ~ -v ,I" -y " .• Would you like to be ? Say your reasons Use the words in the box It's beaut~ul big fast hard hot quiet shin~ smooth strong It can j1~ maRe hone~ swim fast It has bright colours a good shape a nice smell I'd liRe to be a polar bear because it's strong Endangered animal leaflets CONTENT FOCUS Before class negotiating which animals to research Photocopy worksheets 2.1 O(A) and 2.1 O(C), one per pupil Copy and cut cards from 2.10(8) for every pair of pupils Bring a world map or globe to class if possible learning about endangered species around the world In class presenting information in a leaflet •• Finding out Ask pupils to name as many continents as they can (translating if necessary) Using worksheet 2.1 O(A) or a world map or globe, point to the continents and say the North America, South America, Africa, Asia, Antarctica, Australasia, Europe Ask pupils to suggest animals which live in each continent (e.g North America - bear, South America - parrot, Africa - zebra, Asia - monkey, Antarctica - penguin, Australasia - kangaroo, Europe - fox) names COMMUNICATION making suggestions giving reasons agreeing and disagreeing comparing pictures • COGNITION - comparing Give out worksheet 2.1 OIA) to each pupil Tell them to choose a colour for each continent and colour the world map Put the pupils into pairs and give out the cards from worksheet 2.1 O(B) to each pair Tell them to look at the pictures and ask What the animals have in common? (accept several making decisions answers) Explain that people are responsible for looking after the animals' habitats Say LEVEL All these animals are endangered Write endangered on the board and ask Why are these animals in danger? (e.g they have lost their habitat, they are threatened by pollution and hunting) AGE RANGIIi 10-12 Tell pupils they are going to a class project on the animals but that there is time to find TIME out about only four animals, not eight Ask pupils to write down four animals they want to 60 minutes find out about (without showing their partner) Give them three minutes Then say We have too many animals LEARN ABOUT THIE ENVIRONMENT still Ask pupils to decide with their partner which three animals to find out about together Write the speech bubbles on the board to help them: Animals become extinct if they have not been seen in the wild for 50 years Many animals are endangered because of human actions (e.g pollution, loss of habitat and hunting) WORD BOX G)rE Africa, Antarctica, Asia, Australasia, Europe, North America, South America continent, habitat, hunting, lifespan, power lines destroyed, endangered, polluted SENTENCE BOX Let'sfind out about the No, why don't we find out about the OK, I agree After five minutes, ask each pair to tell you their animals Tell pupils to use the information cards about their three animals to write the animal words in the right place on the map in worksheet 2.1 O(A) Give out worksheet 2.1 O(C) to each pupil Explain that they are going to make a leaflet hunting and destroyed by miming the words its lifespan Explain that polluted means dirty Teach lives Explain that we call how long an animal Then tell pupils to read the information cards and complete the leaflet for their animals They should draw a picture of each animal Next, they can cut out, fold and decorate their leaflets Round up Ask each pair of pupils to tell the class about something new they found out about one animal Follow up Make a class wall display with the endangered animal leaflets Endangered animal leaflets G I t;WhaLe Snowy owL t Chimpanzee t; Giraffe I I J I I J Continents: Africa, North America, South America, Asia, Antarctica, Australia, Europe Habitat: cold and warm water Food: flsh, mammals lifespan: 20-40 ~ears Continent: North America Habita.t: cool and warm climates Food: other birds lifespan: q ~ears Number of young: 3-5 Dangers: hunting, power lines I Number of young: Dangers: pollution, hunting Continent: Africa Habitat: tropical forests, : : : I woodlands Food: fruit, nuts, seeds, insects Lifespan: 50-60 ~ears Number of young: Dangers: habitat destro~ed) hunting I I Continent: Africa Habitat: savannas Food: leaves Lifespan: 25 ~ears Number of young: Dangers: habitat : : : : I : : destro~ed, hunting ~ - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - -~ I : Kangaroo Penguin Tiger I I J 11'1 I :I a a I • I J I Continent: Asia Habitat: evergreen forests Food: bamboo lifespan: 20-30 ~ears Number of young: 1-2 Dange,rs: habitat I destro~ed, I hunting I I I I I I I Continent: Australia Habitat: forests, Continent: Asia Habitat: tropical forests, woodlands Food: grass grasslands Food: deer, antelopes lifespan: 10-15 ~ears I I I I I I I I I I I lifespan: 6-8 ~ears Number of young: Dangers: sheep, cattle, hunting Number of young: 3-4 Dangers: habitat destro~ed, hunting I Continent: Antarctica Habitat: deep water, ice Food: flsh lifespan: 15-20 ~ears Number of young: 1-2 Dangers: melting ice, pollution :I CD CD •• a a :I - a -a •••• -.,.•• a CD CD Complete the leaflet about three animals Use the information cards r ~ - - - - - - - - - - - - - - - - - - - - - - - - - : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - CD a ••• -•• CD fit Cut out, fold and decorate your leaflet ... Visit the sports centre Poems for maths @ Levell 10 8 Levell 11 0 Levell 11 2 Levell 11 4 Level 11 6 Level 11 8 @ = Maths e= 5.7 5.8 5.9 5 .10 5 .11 5 .12 Recipe for a healthy sandwich Art facts and opinions... Science 1. 6 1. 7 Our bodies 1 1.2 1. 3 25 Helping hands Level 47 Sound story Level 49 Level Materials Inside us Level Animal movement games Levell Grouping Level 1. 8 1. 9 1 1 .11 animals 2.6... Arts Game templates 13 3 Wordlists 14 0 CD track listing 14 4 o Level 0 Alternative energy fact files Reading drama Literacy 12 0 Level 2/3 12 3 Level 12 5 Level 12 7 Level 12 9 Level 13 1 Our senses (O!l~"f:iij'f