h e a lt h c a r e
hea lt hc a r e
educa t i o n
h e a lt h c a r e
hea lt hc a r e
educa t i o n
DRIVEN BY
A fantastic resource that uses a wide variety of differentiated tasks to improve literacy, while adopting a creative learning approach across the curriculum.
Cross-curricular Literacy Challenges is a new and exciting series of six books specifi cally designed to develop writing, reading and speaking and listening skills from Levels 1–6, across the 5 to 14 age range.
This is done through interactive, cross– curricular projects that will encourage learners to enjoy and develop English as a language and key skill, thus becoming confi dent communicators.
VIEW sample lessons online! Challenge 2 Starting again
Aim: To present the information you have collected in Challenge 1 in a class or school assembly. Work as a group. Look at the information you have about Diwali, the Chinese New Year, Christmas and the New Year in the United Kingdom or the way your family celebrate a new year.
Everyone: Work with a partner. Each pair decide which information they will be presenting in the assembly. Think about: • • •
The age of your audience
The organisation of your information Interesting ways of presenting
• Whether you could add pictures to the presentation • Getting a visitor to come and talk to the audience about the special celebration. Arrange your information under the following subheadings: a) Foods people eat b) Clothes that are worn c) The way in which homes are prepared for the celebration d) Special colours associated with the celebration e) Stories that are associated with the celebration f ) Different things that happen at this time for people to watch or take part in. Use the Record your information sheet to help you. As a group decide an order for the pairs to present their information. Have a practise before you show your work to your audience. Remember to speak loudly and clearly. Perform your assembly. Afterwards with your partner talk to people in the audience about the assembly and how much they learned about the special celebrations around the world. Did they learn what you wanted them to?
Challenge 2 Myself
Everyone: In your pairs report back what was said to you about your assembly and decide what went well and what might need improving.
46 LiteracyChallenges_BOOK
4.indd 46-47
Choice 1– work in pairs You are going to measure your hand. You are going to measure your partner’s hand. Get a large piece of plain white paper. Work together. Draw round your hand and cut the drawing out. Write your name on your drawing. Draw round your partner’s hand and cut the drawing out. Get your partner to write their name on their drawing of their hand. Look at your cutout hand and your partner’s cutout hand. Which one is the smallest? Which one is the largest? Measure them using Multilink.
Aim: To measure the heights, hand sizes and foot sizes of the children in your class. Everyone: Make a display wall with the word ‘smallest’ at one end and ‘largest’ at the other.
Cross-curricular Literacy Challenges – Book 4 Clothes that are worn.
Starting again – Challenge 2 Everyone
Name……………………………………………………………………. Record your information Remember to use only the information that you might want to use in your assembly
Name of festival: Foods people eat.
The way in which homes are prepared for the celebration.
Special colours associated with the celebration.
Stories that are associated with the celebration.
Challenge 2
Different things that happen at this time for people to watch or take part in.
Myself
Any other information that might be useful for the assembly.
Aim: To measure the heights, hand sizes and foot sizes of the children in your class. Everyone: Make a display wall with the word ‘smallest’ at one end and ‘largest’ at the other.
Cross-curricular Literacy Challenges – Book 4
Choice 2 – work in pairs You are going to measure your foot. You are going to measure your partner’s foot. Get a large piece of plain white paper. Work together. Draw round your foot and cut the drawing out. Write your name on your drawing. Draw round your partner’s foot and cut the drawing out. Get your partner to write their name on their drawing of their foot. Look at your cutout foot and your partner’s cutout foot. Which one is the smallest? Which one is the largest? Measure them using Multilink. What is the diff erence in the number of Multilink? Try another way of measuring your foot and your partner’s foot. Talk to the rest of your group about the best way you have found to measure your feet. Put your foot up on the display wall in your classroom. Think about where it will
go...is it smaller or larger than other people’s?
47 23/08/2012 09:54
Can you measure your hands another way? Try it out. Talk to the rest of your group about the best way you have found to measure your hand. Put your hand on the display wall in your classroom. Think about where it will go…is it smaller or larger than other people’s?
54 LiteracyChallenges_BOOK
1.indd 54-55 Cross-curricular Literacy Challenges – Book 1
Choice 3 – work with a friend You are going to measure your height. You need to have a very long strip of white paper attached to the wall. Stand beside the paper and get a friend to help you mark how tall you are on the strip of white paper. Mark how tall your friend is on the strip of white paper. Who is the tallest? Who is the shortest? Measure how tall you are using Multilink. Is this a good way to measure? Can you fi nd another way to measure how tall you are? Talk to the rest of the group about the best way you have found to measure how tall you are. Arrange your strip of paper on the wall next to the strips of paper made by other people in your group. Arrange it in order the shortest to the tallest.
Cross-curricular Literacy Challenges – Book 1 55 23/08/2012 09:57
Each book contains ‘Challenges’, or literacy projects, that include differentiated ‘Choices’ for children to select and to work on independently, in pairs or in small groups.
It introduces children aged 5 to 14 to a variety of challenging tasks that will develop key literacy Skills
It offers differentiated activities that will allow all learners to work on the same Challenge but at a level which is suitable to them.
A great way to show and assess the literacy and learning that has taken place.
To order call: 01722 716935 • email:
sales@hopscotchbooks.com visit:
www.hopscotchbooks.com
47 LC__.indd 1 0/09/2012 11:33 Price
£24.99 each
Covers ages 5 to 14 Includes CD with activities
Healthy eating Teachers’ notes
Skills opportunities in this Challenge
Literacy: The purpose of this unit is to help children understand that eating healthily is a good thing to do. The word ‘diet’ is not part of the vocabulary of this unit as the word diet has connotations that can lead to false ideas about healthy eating.
Healthy eating is about fi nding out about how diff erent foods sustain us and how we can make sure that we are eating healthily. Sweets and chocolates are not always bad and can be part of a healthy eating approach to food. The unit provides opportunities for diff erentiated work in English, Maths, Science, Geography and ICT.
Skills opportunities in this Challenge
Literacy: The children learn to scan indexes, dictionaries, and IT sources to locate information quickly and accurately. They can use IT to record their information if desired. They can organise and use information to inform their speaking and listening and writing.
For information The Collins Dictionary defi nitions are:
Protein – any of a large group of nitrogenous compounds that are essential constituents of all living organisms.
Carbohydrates – any of a large group of energy-producing compounds, including sugars and starches, that contain carbon, hydrogen and oxygen.
Vitamins – any of large group of substances that occur naturally in certain foods and are essential for the normal functioning of metabolism in the body.
Metabolism – the chemical processes that occur in living organisms, resulting in growth, production of energy, and elimination of waste.
English:
• Speaking and listening – The children show that they can use appropriate vocabulary and include relevant detail. They show through relevant comments and questions that they have listened carefully.
• Reading – The children show understanding of the main points and can obtain specifi c information through independent reading.
• Writing – Children can use appropriate and interesting vocabulary and also use the main features of diff erent forms of writing appropriately.
Maths:
The children show that they can collect and structure information, interpret their own data and others’ data, organise their work and refi ne ways of recording their results. The children show they can make links to other areas when problem solving or using data for a particular purpose.
Science:
The children show that they can make suggestions about how to collect data to answer questions. They can use simple texts to fi nd out information and record their observations in a variety of ways.
They understand the importance of adequate and varied food choices for the health of human beings. They can refl ect on and evaluate evidence when making personal choices or bringing about improvements in performance or behaviour. They have the opportunity to prepare and enjoy eating healthy food. They develop strategies to improve their personal well-being.
8 LiteracyChallenges_BOOK
3.indd 8-9 Cross-curricular Literacy Challenges – Book 3 Cross-curricular Literacy Challenges – Book 3 9 23/08/2012 09:56
Geography: The children can use a map and gather information to locate places that provide the food they have identifi ed in their Challenge. For extension they could fi nd out why these foods grow in the diff erent countries.
ICT: The children are able to use the survey to collect data and analyse it. They can use ICT to generate, amend, organise, record and present their work.
Guide to teaching Challenge 1
Preparation For this session it will be a good idea to carry out a food-tasting session, maybe inviting a local chef to come in and help. Introducing food and its diff erent tastes, colours and purposes will be a good introduction to the Challenge.
Introduction
Introduce Activity sheet 1 and explain that they are going to carry out an investigation into what people eat and which foods are healthy foods. Discuss with the class the ways they think this can be achieved. Explain what a survey is and that they will be carrying one out.
Main activities
Help the children into threes – you can do this by ability, as a mixed-ability group or let the children choose who they wish to work with. Ensure that those who need support have adult help where possible.
After the survey has been carried out there are three Choices that are available to the children according to their ability. Choice 1 is for those who need support with their work, Choice 2 for most children and Choice 3 for the more able. The results can be shared and displayed. A map is available on the CD.
Discussion
Encourage the children to look at their display and as a class discuss what they have learned from their investigation.
Conclusion Ask the children to think come up with a sentence that will remind them to eat healthily.
Guide to teaching Challenge 2
Preparation For this session, ensure that you have dictionaries and other research texts that will help the children to fi nd out the meanings of proteins, carbohydrates and vitamins. Part of their literacy work would be to learn these words so they can be pronounced properly and their meaning understood. The included defi nitions might help.
Introduction Hand out Challenge 2 and ask the children how they will fi nd out what proteins, carbohydrates and vitamins do. List their ideas and then set the fi rst Everyone task.
Main activities
Set the group task and if you wish, use the spreadsheet for the children to record their answers. You want them to identify that meat, fi sh and kidney beans have protein; bread, rice and potatoes are carbohydrates and fruit and vegetables contain vitamins.
Children can be given the Choices to work on as the teacher prefers to organise the class. Choice 1 is for those who will need support, Choice 2 is for most and Choice 3 is for the more able. For the Choices the generic Action plan sheet can be used to help the children plan their work.
Conclusion
Ask the children if they can tell you why it is important that they eat proteins, carbohydrates and vitamins to be healthy. If they wish they can carry out the extension task; a map is available on the CD.
Discussion
Ask the children how they think they can make sure that they eat healthily. Write up their ideas as a reminder for them.
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