Blake s Topic Bank. Clothing by Peter Clutterbuck. Lessons on the Spot One Day Activity Pack. Unit L26.1 Clothing Middle Primary

Transcription

1 Unit L26.1 Middle Primary Blake s Topic Bank Lessons on the Spot One Day Activity Pack by Peter Clutterbuck This ready-to-use set of activities contains: 2 pages of teaching notes in an integrated teaching sequence 6 blackline masters with fun, practical activities an answer page for all activities

2 Teaching Notes General Overview Through the theme of, this one-day activity pack seeks to develop students skills across a range of learning areas. Teachers are advised to look at each activity with a view to setting the scene for the theme. For example, students may be able to bring articles of clothing that have a specific purpose or cultural relevance. Such contributions might form the basis of a classroom display. Teaching Notes Language Words (BLM 1) Discuss the types of clothes we wear throughout the year. Ask questions such as: Would we wear to a disco the same clothes we wear to school? Would we wear to bed the clothes we wear to school? Have students brainstorm the names of different pieces of clothing. You could also develop a discussion on clothes worn by people in different countries. Distribute and explain BLM 1. Early finishers could draw pictures of different pieces of clothing they wear. Skills: Word study, and recognition of clothing and its purposes School Uniforms (BLM 2) In this activity, students give their opinion as to whether school uniforms should be compulsory. Organise a short panel game. Select three students to speak in favour of school uniforms and three students to speak against. Allow one minute for each speech. Distribute BLM 2. Early finishers might like to survey student opinion on the wearing of uniforms. Skills: Argument and classification Mathematics Whose Shirt? (BLM 3) Distribute BLM 3. In this activity, students work out two number facts, then add them together. If their answers are correct, they will be able to match each child to a jumper. Skills: Number facts and addition 2 Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary).

3 Sequences (BLM 4) Write some jumbled numbers on the board. Ask the students to place them in a pattern. e.g Next, discuss ordinal numbers that is, first, second, third etc. Have students select ordinal numbers from lines of students. Distribute BLM 4. Skills: Number patterns and ordinal numbers Teaching Notes SOSE Traditional (BLM 5) Discuss the clothing worn by people in other countries. Explain that, although much modern clothing is similar the world over, there are distinctive clothes associated with different traditions and cultures (for example, kilts and kimonos). Have students give reasons why people in different countries wear different clothes, for example climate, customs. Distribute and explain BLM 5. Early finishers may design what they think a swagman might have worn in colonial Australia. Skills: Cultural and historical awareness; climatic and other geographic skills Cotton (BLM 6) Ask how many students are wearing something made of cotton. Some may need to look at the labels on their clothing. Explain that cotton is a natural fibre (as are wool and silk). It grows from a plant. The seeds of the plant are also used to make other products such as cooking oils. Distribute BLM 6. Jointly read the captions. Have the students cut out the pictures and paste them in order. Skills: Sequencing and manufacturing processes Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). 3

4 Language Words BLM 1 A. In the grid, find all the clothing words. Write three of them in sentences of your own. s i n g l e t t trousers scarf tie s d s h o e s i h r s o c k s e dress singlet coat i e j u m p e r r s c o a t s x shoes socks shirt t s s c a r f x t r o u s e r s jumper B. Look at the clothes in Sally s wardrobe. Write a sentence saying why she would wear each article. For example: 1. She would wear this if it was a cold day. 1. jumper 2. overcoat 3. sandals 4. pyjamas 5. gumboots Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses.

5 Language School Uniform BLM 2 A. Should students be required to wear uniform to school? Give your opinion. Draw a picture of your school uniform. B. Look carefully at the words in the box. Write them under the headings below. golf leotard thongs jodhpurs football tennis scarf pizza orange spaghetti hockey turkey Food Sport Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses. 5

6 Mathematics Whose Shirt? BLM 3 Under each person are two number facts. If you add the answers, you will find out which shirt belongs to each person. The first one has been done for you. Tom Jack Aaron Jun Aden 3 x 6 = 18 5 x 4 = 2 x 8 = 3 x 4 = 12 x 2 = 2 x 7 = 14 3 x 3 = 4 x 6 = 6 x 3 = 1 x 10 = = 32 = = = = Natasha Maria Joanna Barbara Rosie 4 x 8 = 7 x 4 = 6 x 5 = 4 x 8 = 7 x 4 = 3 x 5 = 5 x 2 = 2 x 7 = 5 x 6 = 9 x 1 = = = = = = Tom Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses.

7 Mathematics Sequences BLM 4 A. A number in each jumper is missing. Write what it is in the box below the jumper B. Colour the sock indicated. 5th 7th 9th 4th 8th 10th Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses. 7

8 SOSE BLM 5 Traditional Match the country to the traditional clothing. Scotland Saudi Arabia Canada Japan New Zealand India 8 Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses.

9 SOSE BLM 6 Cotton Cut the pictures out and paste them in the order they would come. The bolls are taken to the gin where the cotton is separated from the seed. The cotton seeds are planted and watered. After a time, the young cotton plants begin to grow. The flowers change into a fruit called the boll. The cotton then goes to a mill where it is made into thread, then woven into material. The land is ploughed and prepared for sowing. As the plants mature, flowers grow on them. When ripe, the bolls break open and are harvested. Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary). This page may be reproduced by the original purchaser for non-commercial classroom uses. 9

10 Answers Answer Page BLM 1 Words (Teacher-directed correction) BLM 2 School Uniform (a) (Teacher-directed correction and peer evaluation) (b) : leotard, thongs, jodhpurs, scarf Food: pizza, orange, spaghetti, turkey Sport: golf, football, tennis, hockey BLM 4 Sequences (a) (b) (Teacher-directed correction) BLM 5 Traditional (Teacher-directed correction) BLM 6 Cotton (Teacher-directed correction) BLM 3 Whose Shirt? Tom: 32 Jack: 29 Aaron: 40 Jun: 30 Aden: 34 Natasha: 47 Maria: 38 Joanna: 44 Barbara: 62 Rosie: Peter Clutterbuck & Blake Education P/L One Day Activity Pack (Middle Primary).