B B C Northern Ireland Learning
Age 5 - 7
Key Stage 1
One Potato, Two Potato
RADIO
Autumn 2002 Teacher's Notes
The series provides a training ground for the
development of listening skills in P1-P3 pupils. Using
a mixture of story, song, rhyme, discussion, poetry and
music, all locally based, the programmes are designed
to encourage careful and constructive listening, to
stimulate the imagination of young children and to
extend their awareness of their own environment and
heritage.
The themes chosen for the term are linked to allow
a natural progression of ideas to ßow from week to
week. The topic for this term is food.
Presenters Michael McDowell and Libby Smyth
Programmes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The Apple Bough
What Will We Eat?
Food and Fitness
Food From Where?
Bread
Lake to Tap
Taste
Milking
Money
What a Weight!
17 September 2002
24 September 2002
1 October 2002
8 October 2002
15 October 2002
22 October 2002
5 November 2002
12 November 2002
19 November 2002
26 November 2002
*Please note no broadcast 29 October*
BBC Radio Ulster
Medium Wave 1341 kHz
North West 792 kHZ
Enniskillen 673 kHZ
Tuesday 1105 - 1120
From 17 September 26 November
Series Producer:
Bernagh Brims
Northern Ireland Curriculum
The series may be used to support the three main areas of study in English, Mathematics
and Science at Key Stage 1.
The series will also assist with music, history, geography and cross-curricular themes.
These will include cultural heritage, education for mutual understanding and health
education.
http://www.bbc.co.uk/northernireland/education
1
One Potato,Two Potato
Autumn 2002
Tape Recording
Where possible, it would be an advantage to tape-record programmes. By using the pause
button sections of the broadcast can be discussed leading to greater understanding or
appreciation. Many of the songs are very attractive and the children may well want to learn
them or hear them again.
After the Broadcast
Each programme will offer material for discussion. Some suggestions for further follow-up
activities are given in the Teacher’s Notes or are made during the broadcasts. Teachers might
like to consider covering some or all of the following aspects after the programme.
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Discussion and/or recall of broadcast.
Re-tell the story.
Art or craft work.
Topic or project work
Singing songs/repeating rhymes.
Number work.
Drama/acting the story/role play.
Written work.
Material from the children in the way of stories, songs, poems, drawings or letters will always be
welcomed and acknowledged.
Teacher’s views too are very important, and we value your opinion on how the series works in
the classroom.
To help us plan future programmes, please send your comments, information, criticism, or
suggestions to:
The Producer
One Potato, Two Potato
BBC Broadcasting House
Belfast
BT2 8HQ
Or e-mail us at: [email protected]
A series provided by the BBC at the request of the Educational Broadcasting Council for
Northern Ireland.
http://www.bbc.co.uk/northernireland/education
2
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
The Apple Bough
17 September
Programme 1
Story by: Sheila Quigley
Script: Bernagh Brims
In the Þrst programme of the school year the presenters, Libby and Michael, introduce
themselves and the series and accustom their young listeners to respond to direct questions
and to ‘answer back’ to the radio/tape.
They will be asking the children to think about where they live, what they like about it, and
what sort of house they live in.
Poem
I’ve Got a Basket of Apples
I’ve got a basket of apples,
Picked from a tree,
A rosy-red for you,
And a shiny green for me;
Some of them are big,
Some of them are small,
Some of them are oval,
Some are like a ball;
Some of them are sour….ugh!
Some of them are sweet….mmmm,
Lots of lovely apples
For you and me to eat
(hold up a pretend basket)
(reach up high)
(point to the person beside you)
(point to yourself)
(hands out wide)
(hands closed small)
(shape with Þnger and thumb)
(round shape with Þngers)
(sour face)
(sweet face)
(Þsts one on top of the other)
EMM et al
Story
An old story set in the townland of Moneymore.
One summer the sun shone every day and while it might have been very pleasant for those
rich enough to enjoy good weather, for Con and his mother it was nothing short of a calamity.
The well where they got all their water dried up and the vegetables wilted in the strong
sunlight. If they were poor before they were going to starve now……
Song
Are You Listening to Me?
Are you listening to me,
In a school by the sea,
Or a classroom in Larne or Dromore
In Belfast or Strabane.
Are you west of the Bann,
Or in Omagh, Broughshane, Moneymore?
You may be on top of a Mountain of Mourne
Or in Bangor or Donaghadee,
But wherever you are
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3
The Apple Bough
One Potato, Two Potato
Autumn 2002
When I play my guitar
I hope you are listening to me.
Margaret Tudor Evans
After the programme
words for discussion:- bough; a widow; Con’s cottage was ‘draughty and ramshackle’; a
calamity; a well; a withered apple; the old woman was ‘sprightly on her feet’; apple blossom.
- Talk about where you live. Do all the children in the class live in the same environment,
or do some live in the country/village/town etc. Compare and contrast.
- Do the children know the name of the road they live on, or their address? How about
the school?
- Talk about what the children like about their home area. What are the most popular
facilities e.g. a play ground, swimming pool, park, cinema, a particular shop etc.
- Talk about and list different types of housing. Make a chart of how many different sorts of
houses the class live in.
- Talk/write about favourite pastimes.
- Libby tells us she has a dog. Michael has a boat. Ask the children to describe, or mime,
something they own for the class to guess.
Story comprehension
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Were Con and his mother rich or poor? How do you know?
What was the weather like in the story? (very hot and dry)
Where did his mother send Con? (to the deep dark well in the forest)
Who did Con help? (an old woman)
How? (he Þlled her jug with water and carried it home for her)
What happened to the old woman?
What did she give Con? (an old knarled apple bough)
What did the poor widow do with it? (hurled it through the door into the garden)
What had happened by morning?
Northern Ireland Curriculum
English
Talking and Listening:
Pupils should have opportunities to: express thoughts,
feelings and opinions in response to personal
experiences, literature and media; describe and talk
about real and imaginary experiences and about
people, places, things and events.
Geography
Homes and Buildings:
Pupils should have opportunities to: investigate the
main features of their own home and know their own
address, their school address and some of the street
names in the local area; learn about the variety of
different buildings in the local area and their purposes.
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4
The Apple Bough
One Potato, Two Potato
Autumn 2002
Cross-Curricular Links
English
-
discussion
story comprehension
place names
mime
Programme 1:
The Apple Bough
Geography
Music
- action song
http://www.bbc.co.uk/northernireland/education
- home environment
- housing
- local buildings and
facilities
5
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
What Will We Eat?
Programme 2
By Barbara Gray
24 September
Over the next few weeks Libby and Michael, will be looking at many different aspects of
FOOD. In this introductory programme they will be talking about favourite foods, types of
food, school dinners, messy food, picnics and barbecues.
Poems
What Sort of Things Do You Like to Eat?
Something crunchy, something sweet,
tasty snacks or chocolate treat.
Things in a packet, things in a tin,
things in slices, thick or thin.
Nuts and fruit and cereal bars,
honey and jam in pots and jars.
Things to eat cold, things to heat.
What sort of things do you like to eat?
Barbara Gray
Song of the Starving dinner Ladies
Green ßies, gulls’ beaks, gizzard of gnu,
Mix them well, Mrs Stodge,
We want a lovely sticky stew.
Rubber bands, bits of string, sprinkled with confetti,
Stir the pot well, Mrs Slop,
We’ll convince them it’s spaghetti.
Dollops of yellow Dulux paint, ßuff off a duster,
Simmer very gently, Mrs Sludge,
We don’t want lumpy custard!
John Rice
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6
One Potato, Two Potato
What Will We Eat?
Autumn 2002
Ice Cream
Ice cream in a cone
Ice cream on a stick.
Ice cream at the seaside,
Slurp! Slurp! Lick!
Ice cream in a dish,
Chocolate fudge on top.
Yum, yum, mmmmmm…
I’ve eaten it all up!
Barbara Gray
Story
“Well now, it’s great to see you again,” said Great Uncle Matthew, “And I’ll be no bother to
you staying, because I’ve learnt to cook. In fact I’m going to make dinner for us today……”
Songs
Jam for Tea
Barbara Gray
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7
One Potato, Two Potato
What Will We Eat?
Autumn 2002
Morning
Words Tony Bradman
Music Barbara Gray
After the programme
words for discussion:- elevenses; a snack; an ‘ice cream moustache’; a barbecue; the
spare room; stew.
- A discussion on food is an excellent route into the use of language.
- Everyone in the class will have an opinion on favourite foods, or ones they dislike.
Discuss.
- Make a chart of the Top Ten Favourite Foods in the class. (There will be more on this
theme in programme 7 on Taste).
- What time of the day do we eat, and have proper meals, or just snacks.
- What foods do the class like as a ‘snack’ at break, after school or before bed?
- Play the game as described on the programme, where Libby and Michael gave the Þrst
letter of the name of some food, and the other had to guess what it might be
(no ‘right’ answers here, but a list of possibles).
- Talk about school dinners.
- Read the Dinner Ladies poem again and discuss the ingredients they used. Can the
children think of any other horrible ideas? Talk about the dinner ladies names,
Mrs Stodge, Mrs Slop and Mrs Sludge.
- Foods that make a ‘mess’ - spaghetti, jam, honey etc.
- Messy babies. Anyone who has a baby will be glad to talk about the mess they get into.
Talk about why it is important for babies to try to feed themselves so they can learn.
- Talk about ‘special’ meals - birthday teas, Christmas dinner, Sunday lunch, treats.
- Talk about outdoor meals, picnics and barbecues.
- Read the song Morning again. Talk about foods that smell good.
- Please and thank you are often used in connection with food. Talk about this.
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8
One Potato, Two Potato
What Will We Eat?
Autumn 2002
Story Comprehension
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Where did Brian live? (Bushmills)
Who came to stay? ( Great Uncle Matthew)
What did Great Uncle Matthew make for dinner? (stew, with potatoes, onions, carrots
and leeks).
What else did he try to make? (chocolate crispies)
What did Brian and his mum bring for dessert? (ice cream)
What was Great Uncle Matthew good at? (telling stories)
Northern Ireland Curriculum
English
Talking and Listening:
Pupils should develop the ability to: express thoughts
and feelings; present ideas and opinions; discuss features of
language.
Writing:
Pupils should have opportunities to write in a variety
of forms, including: simple records of observation and
to experiment with words e.g. word games.
Science
Ourselves:
Pupils should be given opportunities to: develop ideas
about how to keep healthy through exercise, rest and
diet, e.g. sort food into healthy/unhealthy food.
Cross-Curricular Links
http://www.bbc.co.uk/northernireland/education
9
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Food and Fitness
1 October
Programme 3
by Ann Burnett
Following on from last week’s programme about food, this week’s looks at the relationship
between what we eat and the effect it has on our bodies.
Poems:
Starving
I’m starving, I’m starving,
What can I have to eat?
A doughnut, a banana,
A sandwich with cold meat.
I’ve been riding on my bicycle,
Pedalling round the park,
I’ve cycled up and down the hills,
I could almost eat a shark.
I’m starving, I’m starving,
What can I eat?
Bread and jam or corn ßakes,
A bag of sherbet sweets.
I’ve played hide and seek and rounders,
Climbed up the sycamore,
I’ve chased the cat and butterßies
I could eat a dinosaur.
I’m starving, I’m starving,
What can I eat?
There’s burgers and some French Þres
And ice-ream for a treat.
Ann Burnett
An apple a day
Keeps the doctor away,
Carrots are right
For seeing at night,
Milk is good
To drink with your food,
And lots of pasta
Helps you run faster.
Ann Burnett
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10
Food and Fitness
One Potato, Two Potato
Autumn 2002
Story
About Karen, who loved tomato sauce on everything - at least she thought she did until she met the
supermarket sprite……
Song
Running up the Hillside
words Douglas Coombes
melody German trad.
verse 2
Running up the hillside,
Up in the sky,
Running on the hillside
Birds ßashing by.
Chasing and racing the whole day long,
Singing and whistling the running song.
(whistle)
verse 3
Running down the hillside
Just like a deer.
Running down the hillside
Night time is near.
Soon we will come to our resting place,
Soon we will tell of our merry race,
Goodnight.
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11
Food and Fitness
One Potato, Two Potato
Autumn 2002
After the programme
words for discussion:- to be ‘puffed out’; a sprite (type of leprechaun); to have energy.
- Make a list of favourite and least favourite foods and compare.
- Reinforce the message that what we eat affects our bodies in different ways - gives
us energy, builds up healthy bones and teeth, helps against disease etc.
- Foods are not so much ‘good’ and ‘bad’ but rather should be included in a
varied diet. As a class, plan a menu and discuss the pros and cons of their choice for its
nutritional value.
- Foods can be listed into categories i.e. fruit and vegetables, cereals, meat, dairy.
Alternatively they can be listed under protein, vitamins, carbohydrates with
examples of beneÞts to the body e.g. protein, meat; vitamins, fruit; carbohydrates,
bread.
- Make a class survey of all the sweets eaten during the week. (A lot of sweets isn’t as
harmful to the teeth as frequent sweet eating).
- Draw a place setting for a table.
- Discuss the children’s attitudes to trying new foods.
- Try to describe taste e.g. sweet, sour, bitter, salty etc., (more about this in Programme 7).
- Many of the class will have a baby brother or sister at home. Discuss a baby’s changing
diet to explain the values of different types of food i.e. milk at Þrst, followed by cereals,
rusks, fruit and meat purees.
Story Comprehension
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What was Karen’s favourite food? (tomato sauce)
What did she wish? (everything tasted of tomato sauce)
Who did she meet (the supermarket sprite)
Did Karen like it when he granted her her wish? (she did at Þrst, later she hated it)
Northern Ireland Curriculum
Science
Living Things
Ourselves:
Pupils should be given opportunities to: develop ideas
about how to keep healthy, through exercise, rest and
diet; be introduced to the main stages of human
development; Þnd out about themselves including how
they grow, move and use their senses.
English
Reading
Pupils should have opportunities to: listen to and
understand a range of texts which are read aloud,
including those presented on tape or radio.
Writing
Pupils should develop the ability to: express thoughts,
feelings and imaginings; present ideas and information.
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12
Food and Fitness
One Potato, Two Potato
Autumn 2002
Cross Curricular Links
Science
Health Education
- the effect of food
- cleaning teeth
- fitness
- the effect of food
on our body
- fitness
Programme 3:
Food and Fitness
Maths
- list and categorise
types of food
- compare favourite
foods
http://www.bbc.co.uk/northernireland/education
Art
- food collage
- draw a place setting
13
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Food From Where?
8 October
Programme 4
By Pam Ramage
Continuing this term’s topic of FOOD, this week Libby and Michael will be looking at the
contents of a shopping bag and Þnding out the sources of some of our more popular food,
whether from home or further aÞeld.
Poem
Favourite Food
Peaches from Italy,
Juicy and sweet,
Apples from Armagh,
Delicious to eat.
Cereals and pasta,
Popcorn and bread,
Made from the grains
That the farmer harvested.
Milk from our cows,
Creamy butter and cheese,
Made here in Ireland
To eat when we please.
Cabbages and carrots,
From Ireland too,
Floury potatoes
To go with Irish stew.
Tea sent from India,
Fresh Þsh from the sea,
Now and then a treat
From the chocolate tree!
Pam Ramage
Story
King Frederick sent for the Royal Cook. “Could you make me a giant chocolate apple?” he
asked.
“A giant chocolate apple!” replied the cook.
“Well…we have chocolate eggs at Easter, so why not chocolate apples at Halloween? Yes, I
want a very large one. If you can’t make me one, Þnd someone who can……”
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14
Food From Where?
One Potato, Two Potato
Autumn 2002
Song
Yummy Food
(to the tune of “Oh Dear What Can the Matter Be”)
Chorus
Food, food, isn’t it yummy?
Food, food, Þll up our tummy…
Food, food, isn’t scrummy?
And all from our world so fair…
Verse 1
All sorts of bread, eggs, milk, butter and cheese…
Ham, meat, Þsh Þngers, and link sausage…es
Carrots and cabbage, potatoes and pea…s..
Your favourite’s bound to be there…
Chorus
Food, food, isn’t it yummy?….etc
Verse 2
Peaches and pears, apples green or red
Yoghurt…ice cream, or chocolate instead…
Pies, pizza, pasta…oh what a spread…
All for our family to share…
Chorus
Food, food, isn’t it yummy?…..etc
(words Pam Ramage)
After the programme
words for discussion:- a freezer; maize and wheat (cereals); packaging; cacao
(pro. kah-kah-oh)
- Bring in a shopping bag with a variety of foods. Check where they come from on the
labels.
- As a class activity, plan a meal and write out the shopping list. (Where might all the
foods on it come from?)
- Set up a role-play area as a shop, with posters, price lists etc.,
- As a homework, ask the children to Þnd four food products at home which come from
different countries.
- List some popular foods which are produced locally e.g. butter, cheese, milk, potatoes,
vegetables, apples etc.
- Choose a food and Þnd out how it is produced e.g. tea, butter, crisps.
- Display a map of the world with arrows marking where different food stuffs have come
from.
- Talk about all the ways of eating potatoes.
- Investigate breakfast foods - where do they come from and how are they changed in
preparation e.g. toasting, cooking, mixing etc.
- Discuss favourite pizza toppings. How many different countries might the ingredients
come from.
- Make a huge pizza as a wall display, noting the origins of the ingredients.
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15
Food From Where?
One Potato, Two Potato
Autumn 2002
Story Comprehension
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•
What did King Frederick like to eat? (chocolate)
Was he a small king? (no, very large)
What did the king order to be made for him? (a giant chocolate apple)
Why did the king decide to try and lose weight? (he couldn’t Þt into his Þne clothes for
the Royal Gala Dinner)
What did the king do with the giant chocolate apple (sent it to the children’s hospital to
be shared among the children)
Northern Ireland Curriculum
Geography
Jobs and Transport:
Pupils should be given opportunities to learn about some of
the goods people need e.g. choose an essential product and
Þnd out about the work involved in making and delivering it;
draw a simple picture diagram of the journey of the chosen
product.
Maths
Handling Data:
Pupils should have opportunities to: collect data and record
it; help to design an observation sheet.
English
Talking and Listening:
Pupils should have opportunities to: take part in drama
activities, including role play.
Writing:
Pupils should have opportunities to write in a variety of
forms including simple records of observations and lists.
Cross Curricular Links
English
Geography
- discussion
- story comprehension
- role play
-
essential products
transport of goods
local produce
maps
Programme 4:
Food from Where?
Maths
- lists
- charts
http://www.bbc.co.uk/northernireland/education
Art
- collage
- illustrated map
16
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Bread
Programme 5
by Ann Burnett
15 October
A programme about the process of bread-making, from the planting of the grain, through the
production of ßour, to the baking of the bread itself.
Poem
This is the tale of Barney Cox
Who carried his lunch in a red lunch box
A sandwich of brown bread Þlled with ham
And a white sliced one, just oozing with jam…
Story
Mr Mathieson, the village baker, always knew when his bread was ready by the smell. SNIFF
SNIFF SNIIIFFF! he would go.
“No, not quite ready yet, another Þve minutes,” he would say. SNIFF SNIFF SNIIIFFF!
“Ah, yes, that’s just perfect.”
“Ahhh!” the villagers would say as the smell wafted down the street, “Mr Mathieson’s bread is
ready.”
But one morning, instead of the usual smell of baking bread, a strong smell of burning drifted
through the village…
Song
Oats and Wheat and Barley Grow
chorus:
Oats and wheat and barley grow,
Oats and wheat and barley grow,
But not you nor I nor anyone know
How oats and wheat and barley grow.
Verse 1
First the farmer sows his seed,
Then he stands and takes his ease,
And he stamps his feet and clasps his hands,
While the sun shines on the land.
chorus:
Oats and wheat and barley grow,…..etc
verse 2
The seeds sprout up so green and tall,
The ears of corn grow ripe and gold,
And the farmer laughs and he rubs his hands,
And takes his harvester to the land.
chorus:
Oats and wheat and barley grow,…..etc
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17
Bread
One Potato, Two Potato
verse 3
The corn is cut and threshed to grain,
Put in sacks and sent by train,
And the miller grinds them all into ßour,
Sing a song with a mighty roar.
chorus:
Oats and wheat and barley grow,…..etc
Autumn 2002
(adapted from the traditional song, ‘Oats and Beans and Barley Grow’)
Action Song
Five currant buns in the baker’s shop,
Round and fat with a cherry on the top.
Along came a boy with a penny one day
Bought a currant bun and took it right away.
(hold up the appropriate number of Þngers)
After the Programme
words for discussion:- dough, bread, miller.
- Discuss how to make bread.
- List all the types of bread the class can think of (wholemeal, white, wheaten, soda, potato,
‘fancy bread’ like fruit loaf and barmbrack, baps, scones, farls, and special breads like
pizza, pitta and naan bread). What ingredients make them different from each other?
- Think of different shapes and consistency of breads i.e. soft, crusty, farls, plaited, cottage
loaf, etc.
- Bring in some wrappers from bread and compare the ingredients and nutritional value.
How many types of grain can be used?
- Make some play dough with ßour, water and salt and make pretend bread in different
shapes.
- Bring in some yeast and demonstrate how it ‘bubbles’ by adding the correct temperatures
of water. (Try putting equal quantities of yeast and sugar in three saucers and add cold,
warm and boiling water to it).
- Examine a piece of bread to see how the yeast has formed the holes.
- Discuss the process of growing grain - preparing the ground, planting, watering, weeding
and Þnally harvesting.
Compare harvesting in the ‘old days’ and today’s method.
- Investigate the ways ßour used to be milled, using wind or water power. Demonstrate the
system of cogs and wheels needed to drive the wheel using Lego. Demonstrate how the
grain was ground between two heavy stones.
- Arrange a visit to a bakery.
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18
Bread
One Potato, Two Potato
Autumn 2002
Northern Ireland Curriculum
Geography
Jobs and Transport:
Pupils should be given opportunities to learn about
some of the goods people need e.g. choose an essential
product and Þnd out about the work involved in making
and delivering it; draw a simple picture diagram of the
journey of the chosen product.
Maths
Handling Data:
Pupils should have opportunities to: collect data and
record it; help to design an observation sheet.
Science
Carrying Out and Making:
Pupils should be given opportunities to: make
observations using their senses and noting similarities
and differences.
Materials:
Pupils should be give the opportunity to: work with a
range of everyday materials in a variety of activities e.g.
with plasticine or dough; explore the properties of
materials; Þnd out about the effect of heating or cooling
on some everyday substances.
History:
Pupils should have opportunities to: develop a sense of
the past by identifying obvious differences between past
and present.
Cross-Curricular Links
Geography
English
- growing grain
- farming
- discussion
- comprehension
Programme 5:
Science
- bread making
- senses: taste
smell
Bread
History
Maths
- bread making
- harvesting
- handling data
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19
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Lake to Tap
Programme 6
by Katy Clarke
22 October
Looking at how our water supply travels from the reservoir to our homes, and at some of the
many uses we have for water.
Poem
Pitter Patter
Pitter-patter
Splitter-splatter
Water splooshes, whooshes!
Gurgles round the plug-hole
And then it disappears!
Pitter-patter
Splitter-splatter
Water splooshes, whooshes!
Soapy water bubbling
I’ll wash my face and ears!
Pitter-patter
Splitter-splatter
Water splooshes, whooshes!
I LOVE to play splashy games
With water everywhere.
Katy Clarke
Story
Mandy was beginning to feel a bit fed-up…she was desperate to Þnd out what was happening
on her birthday. Emma, her best friend, had had a sleep-over at her place and all the girls
slept in sleeping bags in one room.
Everyone else had barbecues and parties with clowns. Someone had even gone to see
a show at the Waterfront Hall. Everyone else had known what they were doing on their
birthdays. Mandy felt as though she might burst from wanting to know.
Song
Lake To Tap
(to the tune of Here We Go Round The Mulberry Bush)
Water goes from lake to tap
Lake to tap, lake to tap
Water goes from lake to tap
And into a cup for drinking.
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20
Lake to Tap
One Potato, Two Potato
Autumn 2002
Water goes from lake to tap
Lake to tap, lake to tap
Water goes from lake to tap
And into the bath for washing
Water goes from lake to tap
Lake to tap, lake to tap
Water goes from lake to tap
And is there whenever we need it!
words by Katy Clarke
After the programme
words for discussion:- reservoir; bowling alley; wave machine.
- Listen carefully to the story and note all the uses of water mentioned (i.e. having a shower,
water for the dog, watering the plants, a drink of water, bathing the dog, washing the car,
swimming pool).
- Have a brain-storming session in class and note all the uses of water they can think of.
- Find out the name and location of the reservoir that supplies your water.
- Make a chart showing the journey of water from reservoir to tap.
- For homework, ask the children to keep a list of all the ways they personally used water
over a weekend or how many different places they saw water, in and outside the home
(e.g. a lake, the sea, a puddle, the bath etc.)
- Everyone in the class will be happy to discuss and describe a party - what sort of party have
they been to/would they like?
- Plan a party - what needs to be taken into consideration?
- Surprises. (Mandy ‘felt as though she might burst’ from waiting to know where her party
would be). Has something like this happened to any of the children’. What was their
nicest surprise?
- Have any of the children ever bathed a dog? or a baby? What was it like?
Northern Ireland Curriculum
English
Talking and Listening:
Pupils should have opportunities to: listen to, tell and
retell stories based on personal experiences, imagination
and literature and should develop the ability to: present
ideas and information, take turns at listening and talking
and share and co-operate in pairs or group activities.
Reading:
Pupils should have opportunities to: explore simple
texts with the teacher using drama, art and discussion to
focus on distinctive features.
Writing:
Pupils should have opportunities to: write in a variety
of forms, including simple records of observation,
invitations, lists.
http://www.bbc.co.uk/northernireland/education
21
Lake to Tap
One Potato, Two Potato
Autumn 2002
Geography
Jobs and Transport:
Pupils should have opportunities to: discuss the goods
and services we use every day; draw a simple picture
diagram of the journey of a chosen product.
The Natural Environment: Pupils should have opportunities to learn about:
materials in the natural environment and some common
landscape features.
Cross-Curricular Links
Geography
English
- discussion
- parties
- comprehension
- uses of water
- reservoirs
Programme 6:
Lake to Tap
Science
- water
http://www.bbc.co.uk/northernireland/education
22
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Taste
Programme 7
by Helena Sheridan
5 November
Continuing this term’s topic of food this week Libby and Michael are looking at the sense of
taste - how does it work, and how do our tongues identify sweet, salty or bitter ßavours?
Poem
Feeling Hungry
I’m feeling very hungry,
But I don’t know what to eat,
Maybe I’ll munch a chocolate bar,
Or chew a toffee treat?
I’d like a tangy lemon pie,
With swirls of cream on top,
Or should I have some salty crisps,
Washed down with fruity pop?
I could enjoy a curry,
All hot and Þlled with spice,
Or a wobbly, strawberry jelly,
That would be very nice.
I could peel a crunchy apple
Chomp on cheese of every kind,
But there are so many different tastes,
I can’t make up my mind.
Helena Sheridan
Story
Jimmy loved to eat hamburgers and hotdogs, sweet biscuits and sugary buns, there were so
many different tastes to try and Jimmy was always hungry.
But then one afternoon, while he was chewing on an enormous caramel a peculiar thing
happened…
Song
TASTE
T.A.S.T.E
I wonder what the taste will be?
Is it bitter, is it sweet?
Salty snack or tangy treat?
There’s lots of food I’d like to eat and….
T.A.S.T.E
http://www.bbc.co.uk/northernireland/education
23
One Potato, Two Potato
Taste
Autumn 2002
I like spicy hamburger
With pickles on the top,
But if I spread some mustard on,
It will taste very hot!
T.A.S.T.E
I wonder what the taste will be?
Smooth or creamy, crispy crunch?
For my dinner, tea or lunch?
There’s lots of food I’d like to munch and.…
T.A.S.T.E.
I like a tangy orange,
And apples are just great,
But juicy jelly makes me laugh,
It wobbles on my plate!
T.A.S.T.E
I wonder what the taste will be?
Is it soggy, is it dried?
Frozen food or lightly fried?
There’s so many foods I’ve tried to….
T.A.S.T.E.
words by Helena Sheridan
After the programme
words for discussion:- taste buds; tangy; ßavours; trampoline; luscious; bowler hat; bitter.
- Continue the discussion started earlier in the series about favourite foods, but ask for
descriptions of the taste i.e. is it sweet, salty, bitter, sour?
- Talk about the texture of foods i.e. creamy, hard, crunchy, juicy etc.
- Talk about the effects of various foods i.e. are they delicious, sickly, horrible, bland etc.
(in their opinion).
- Provide samples of food which look the same to demonstrate how taste helps us to
distinguish between them, e.g. ßour, bicarbonate of soda, salt, icing sugar, powered
instant pudding mix.
- Demonstrate the link between the taste and smell by getting the class to hold their noses
while trying foods.
- Draw the tongue and mark the areas which recognise different tastes, i.e. sweet at the tip,
salty at the sides, sourness further back and bitterness right at the back.
- Bring in some unusual fruit eg. kumquat or star fruit. Pass them round asking the children
to consider its colour, weight, shape, texture and smell. Ask them to describe how they
think it might taste. Cut it up and see what they think.
- Make up liquid ßavours which demonstrate the four aspects of taste - sugar water, salt
water, vinegar water and unsweetened grapefruit juice.
- Provide toothpicks with tips of cotton wool and experiment with touching different parts of
the tongue with different ßavours.
- Make graphs of the class’s favourite foods.
- Make collages of food pictures cut from magazines
- Draw a place setting, or how to lay a table.
http://www.bbc.co.uk/northernireland/education
24
One Potato, Two Potato
Taste
Autumn 2002
- Plan their ideal menus for school dinners (can be expanded to discussion on nutrition).
- Draw a scene from the ‘Land of Chow’ i.e. “There were Þelds of candy cane and honey
hedgerows and forests of enormous chocolate bars. Rivers of syrup trickled between
marshmallow mountains.
- The children would enjoy making up their own landscape made of sweets and other food.
Idoms: ‘eat your words’; ‘food for thought’; ‘eat humble pie’; ‘apple of your eye’; ‘bite off more
than you can chew’; ‘cannot have your cake and eat it’.
Story Comprehension
•
•
•
•
•
•
•
•
•
What did Greedy Jimmy wish? (he could eat forever)
Describe the Land of Chow.
What did it rain? (popcorn)
Where did Jimmy land when he fell out of the air? (on a lake of lemon jelly)
What was the elf called? (Chew-a-Lot)
What was the palace made of? (gingerbread)
What was the King’s throne made of? (coconut ice)
Did Jimmy still want to eat forever?
Why not?
Northern Ireland Curriculum
English
Talking and Listening:
Pupils should have opportunities to: listen to, tell and
retell stories based on personal experiences, imagination
and literature and should develop the ability to: present
ideas and information, take turns at listening and talking
and share and co-operate in pairs or group activities.
Reading:
Pupils should have opportunities to: explore simple
texts with the teacher using drama, art and discussion to
focus on distinctive features.
Science
Carrying out and Making:
Pupils should have opportunities to participate in
practical activities which involve them in exploring
familiar objects and materials and recording what they
have done e.g. make observations using their senses and
noting similarities and differences; record observations
in a simple form.
Art
Pupils should have opportunities to: explore and
respond to direct sensory experiences and to memory
and imagination; use resource and reference materials to
develop ideas.
http://www.bbc.co.uk/northernireland/education
25
One Potato, Two Potato
Taste
Autumn 2002
Cross-Curricular Links
English
Science
- discussion
- story comprehension
- taste
- smell
Programme 7:
Taste
Maths
- graphs
http://www.bbc.co.uk/northernireland/education
Art
-
drawing
painting
collage
a place setting
26
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Milking
Programme 8
by Janice Johnston
12 November
A visit to a modern milking parlour to see how today’s cows are milked.
Story
Follows Mr Wilson through his twice daily routine as he milks his cows, decides how much
food and supplements each needs (programmed on a computer), sees his milk out for
collection by tanker, and cleans the milking parlour and the dairy.
Mr Wilson switched on the lights in the milking parlour. It was almost like the inside of a space
ship, with all the silver pipes and black tubes and glittering glass jars…..
Song
Mr Wilson Had a Farm
(borrowed from Old McDonald)
Mr Wilson had a farm, ee-ii-ee-ii-o
And on that farm there was a cow
ee-ii-ee-ii-o
With a moo moo here and a moo moo there
Here a moo there a moo everywhere a moo moo
And on that farm there was a power hose
ee-ii-ee-ii-o
With a skoosh skoosh here and a skoosh skoosh there
Here a skoosh there a skoosh everywhere a skoosh skoosh
Mr Wilson had a farm, ee-ii-ee-ii-o
And on that farm her had a calf
ee-ii-ee-ii-o
With a maa maa here and a maa maa there
Here a maa there a maa everywhere a maa maa
Mr Wilson had a farm,
ee-ii-ee-ii-o.
words by Janice Johnston
After the programme
words for discussion:- milking parlour; ‘cows need to be milked regularly’; milking machine;
dial; udder; cow’s teat; power hose; dairy; heifer; bull calf.
- If you are lucky enough to have any child in the class who lives on a dairy farm, let them
describe what it is like, and answer questions
or
if possible invite a dairy farmer into the classroom, or arrange a visit to a farm.
- Talk through Mr Wilson’s twice daily routine as he milks his cows.
http://www.bbc.co.uk/northernireland/education
27
Milking
One Potato, Two Potato
Autumn 2002
- Visit a local shop that sells milk and Þnd out about the types of milk sold. Look at its
packaging and storage. (What other products need to be kept cold? Which of them
contain milk?)
- Discuss pasteurisation. (The milk is heat treated to destroy bacteria to a temperature of
72oC, and immediately cooled to 2oC).
- List/discuss some of the foods produced from milk e.g. cream, butter, cheese, yoghurt,
ice-cream, chocolate.
- Collect wrappers and make a wall display.
- Make a collage from magazine pictures of dairy products.
- Discuss ßavours of milk, yoghurt and ice-cream – make charts of favourites.
- Find out where the milk delivered to your home or school comes from.
Story Comprehension
•
•
•
•
•
•
•
•
•
How often do cows need to be milked? (twice a day, every day)
Name two of Mr Wilson’s favourite cows (Claire, Hilly or Daisy)
Where did the milk go when it left the cows? (Into big glass jars and then along a pipe
to the cooling tank in the dairy. Then it was sucked into the milk tanker).
What was the name of the tanker driver? (Nancy)
What did Mr Wilson do when the cows were milked? (cleaned everything)
What had he forgotten? (his favourite cow Daisy was due to calf)
What was he possibly going to call the calf (Buttercup)
Why? (it was lying in a bed of buttercups)
Why might he not call it that? (if it was a bull calf)
Northern Ireland Curriculum
Geography
Jobs and Transport:
Pupils should have opportunities to learn about: some of
the jobs people do; some of the goods and services
people need e.g. choose an essential product such as
milk and Þnd out about the work involved in making
and delivering it.
Science
Materials:
Pupils should have opportunities to: Þnd out about the
effect of heating and cooling some everyday substances.
History
Pupils should have opportunities to explore a historyrelated aspect of a topic in order to consider differences
between the past and present and things which have
changed over time e.g. in topics such as farming (life
in the recent past).
http://www.bbc.co.uk/northernireland/education
28
Milking
One Potato, Two Potato
Autumn 2002
Cross-Curricular Links
English
Science
- discussion
- story comprehension
- milk products
- pasteurisation
- hygiene
Programme 8:
Milking
Art
Geography
- farming
History
- collage
- milking in the past
http://www.bbc.co.uk/northernireland/education
29
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
Money
Programme 9
by Maureen Donnelly
19 November
All about money, from the days when goods were exchanged and bartered in the village
market, to the differences in our coins, right up to the euro in the present day.
Rhymes
Hot cross buns
Hot cross buns
One a penny, two a penny
Hot cross buns
If you have no daughters
Give them to your sons
One a penny, two a penny
Hot cross buns.
Simple Simon met a pie-man going to the fair,
Said Simple Simon to the pie-man
Let me taste your ware.
Said the pie-man to Simple Simon
Show me Þrst your penny.
Said Simple Simon to the pie-man
Indeed I haven’t any.
Story
About the Þnding of the Girona Treasure on the North Coast.
Music CDs
Money Money Money by Abba
Money Makes the World Go Around – Lisa Minelli (from Cabaret)
Song
Sing a Song of Sixpence
Sing a Song of Sixpence
A pocket full of rye
Four and twenty blackbirds
baked in a pie.
When the pie was opened
the birds began to sing
Wasn’t that a dainty dish
to set before the king.
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30
Money
One Potato, Two Potato
Autumn 2002
The king was in his counting house
counting out his money.
The queen was in the parlour
eating bread and honey.
The maid was in the garden
hanging out the clothes.
When down came a blackbird
and pecked off her nose.
After the programme
words for discussion:- sixpence, shilling, halfcrown, euro, lira, francs, marks; ‘to exchange’;
swop; barter; the mint (money).
- Study our money – the denominations, size, type of metal, pictures on the coins and
notes. (n.b. The £10 First Trust bank note has a picture of the Girona on it)
- Look at some bank notes, and explain how the numbers on them relate to numbers of
coins.
- If possible, bring in some euros.
- Set up a ‘shop’ area and mark the ‘prices’ of items – initially price then under 10p.
Numerous counting games will result, with adding, subtraction, giving change etc.
Leave paper and pencil handy for those who need to work it out on paper, but encourage
mental calculations. Later the prices can be increased.
- If you have a quantity of play coins, sit the children in a circle with a pile of coins in the
middle. Give them a target amount and ask one child to take a coin. They pass this to
the next child who chooses another coin to go towards the total. Continue with each child
calculating how much they have and taking another coin or putting one back until
the target is achieved.
- Collect coins from different countries and compare them.
- Talk about markets. (There may still be some in your area.) Talk about their
importance in the past.
- Bartering. Discuss the concept as described in the programme. Do the children swop
or exchange anything?
- Have an exchange market in class, everyone to bring something in.
- The story of Jack and the Beanstalk is mentioned in the programme (where he
exchanged a cow for a bag of beans). Retell the story (it will be featured as a music
programme in a One Potato, Two Potato programme next Spring).
Northern Ireland Curriculum
Maths
Money:
Pupils should have opportunities to: recognise and know
how to use coins in simple contexts e.g. shop play; add and
subtract money, progressing to work with money up to £10.
English
Talking and Listening:
http://www.bbc.co.uk/northernireland/education
Pupils should have opportunities to: take part in drama
activities, including role-play.
31
Money
One Potato, Two Potato
Autumn 2002
History
EMU and Cultural Heritage:
Pupils should be given opportunities to: explore how
people co-operated and depended on each other in the
past and how roles may have changed or remained the
same over time; some of the historical inßuences upon
their identity.
Cross-Curricular Links
PSE
- bartering
- role play
Programme 9:
Money
History
Maths
-
money
mental maths
adding
subtracting
http://www.bbc.co.uk/northernireland/education
- markets
- the Girona treasure
32
B B C Northern Ireland Learning
One Potato,Two Potato
Autumn 2002
What a Weight!
Programme 10
by Isobel Gamble
26 November
To conclude this term’s topic on food, this week’s Þnal programme will be looking at weight and
weighing things.
Poems
The School Bag
Mum sat watching TV
With a cup of tea on her knee.
Jamie peeked in through the crack in the door.
“Please Mum can I bring my racing car and track –
I want to show Jack how far it will go.”
“Don’t forget your lunch box, dear.”
So Jamie grabbed a big bottle of coke.
“I need the encyclopaedia,
we’re doing a project on Tangier.”
“And your pencil case, it’s behind the settee,”
“AND my football boots, teacher said so.”
CRASH……BANG……PLONK!
“What’s wrong, dear?”
“Nothing, Mum. Just bring the car at half past three.”
Isobel Gamble
How Heavy Are You?
How heavy are you?
As light as a feather?
As heavy as lead?
The same as a blanket
Thrown down on a bed?
As heavy as a hippo,
As light as a mouse?
Or the same as an elephant
Sitting on a house?
As light as a tadpole?
As heavy as a frog?
The same as a crocodile
Asleep on a log?
How heavy are YOU?
Irene Yates
http://www.bbc.co.uk/northernireland/education
33
What a Weight!
One Potato, Two Potato
Autumn 2002
I Don’t Know
When we make biscuits
We weigh out the butter
And sugar and ßour
And cut with the cutter –
But what would happen,
I’d like to know,
If……….
Instead of weighing it all just so
We helped the ßour to overßow
And let the sugar just fall like snow
And gave the butter the old heave-ho
And dripped in currants high and low
And poured lots of milk into the dough
And mixed it fast and mixed it slow
And watched the mixture grow and grow
What would happen I’d like to know –
Would we still get biscuits?
Irene Yates
When the Giant Stayed for Breakfast
When the giant stays for breakfast
He eats his cornßakes with a spade,
Followed by a lorry-load
Of toast and marmalade.
Next he takes a dustbin
That’s Þlled with tea,
Drinks it all up in one gulp,
And leaves the washing-up for me.
John Coldwell
Story
Mum set her big bag of nuts on one end of the seesaw and then pointed to her baby squirrels
Topsy and Turvey. “Put your two bag on the other end. If your two little bags together weigh
as much as my one big bag, you will have enough nuts to last you through the winter….
After the programme
words for discussion:- encyclopaedia; weighing scales; ingredients; to be ‘perfectly
balanced’; to starve.
- Begin a project on weight by making sure the children are familiar with the concept of
heavy and light (many children confuse weight and size, and assume that large things will
always be heavier).
- See what the children carry in their schoolbags/lunch boxes. What makes them heavy?
http://www.bbc.co.uk/northernireland/education
34
What a Weight!
One Potato, Two Potato
Autumn 2002
Compare weights.
- Talk about why goods need to be weighed in the shop.
- Talk through the process of weighing your own fruit or vegetables in the supermarket.
- Talk about our measuring system of weighing things accurately in grams and kilos.
- Using a small seesaw compare weights – e.g. how many books does someone ‘weigh’.
- Make up an observation table with objects of different weights to be lifted and handled.
Encourage the use of the language of comparison i.e. heavier, lighter, heaviest, lightest.
- Make up some mystery parcels for a pretend post ofÞce demonstrating that weight is
not related to size.
- Talk about why ingredients need to be weighed for baking or cooking.
- Make sure the children understand the story i.e.
http://www.bbc.co.uk/northernireland/education
35
What a Weight!
One Potato, Two Potato
Autumn 2002
- Talk about other familiar places as well as shops where items need to be weighted,
and why e.g. post ofÞces and airports.
- Weighing babies – why is it important.
- Talk about how some very heavy items are lifted e.g. by fork-lift truck, crane,
hydraulic lifting gear, winches.
some idioms:- as light as air; like a ton of bricks; light as a feather; as heavy as lead;
featherweight; deadweight.
http://www.bbc.co.uk/northernireland/education
36
What a Weight!
One Potato, Two Potato
Autumn 2002
Northern Ireland Curriculum
Maths
Measures:
Pupils should have opportunities to: compare and order
objects, developing and using mathematical language
associated with weight; use non-standard units in
weight to measure a range of everyday objects; appreciate
important ideas about measurement including the need for
appropriate accuracy; recognise the need to use standard units;
know the most commonly used units for weight; make estimates
using arbitrary and standard units e.g. ‘heavier
or lighter than a kilogram’.
Cross-Curricular Links
English
Maths
- comparative language
- idioms
- weight
Programme 10:
What a Weight!
Science
- weighing experiments
http://www.bbc.co.uk/northernireland/education
37
One Potato,Two Potato
Autumn 2002
Acknowledgements
EMM et al for use of poem I’ve Got a Basket of Apples from This Little PufÞn, Published by Penguin
Books.
John Rice for use of poem Song of The Starving Dinner Ladies from School Poems, Compiled by
Jennifer Curry, Published by Scholastic Children’s Books, London.
Tony Bradman for poem Morning, Published by Collins Educational, London.
Frances Thomas for poem Jam for Tea, Published by Collins Educational, London.
Irene Yates for poems How Heavy Are You? and I Don’t Know from Child Education February 1998,
Published by Scholastic.
John Coldwell for the poem When the Giant Stays for Breakfast from One In A Million by Moira
Andrew, Published by PufÞn Books.
Programmes Next Term
Spring 2003
Topic: Growth
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Matilda’s Day in the Garden (growing things)
Plants
Baby Animals
Man Mountain (legend about a giant)
Growing Up (PSHE)
High Up
Low Down
Does it Stretch? (elasticity)
The Rabbit’s Tale
Jack and the Beanstalk (music – high and low)
http://www.bbc.co.uk/northernireland/education
38