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LET’S MOVE
Summer 2009
Unit 1: Under the sun / Unit 2: Greedy Zebra
www.bbc.co.uk/schoolradio
Age: 4-6
These programmes are available to order (for UK schools only) on pre-recorded
CDs from:
BBC Schools’ Broadcast Recordings
Tel: 08701 272 272 Monday to Friday 0800 to 1800
Or for more information visit:
www.bbc.co.uk/schoolradio/howtoorder.shtml
Audio on demand. These programmes are also available as audio on demand
from the School Radio website for 7 days following the original date of
transmission. Refer to programme titles below to find out when programmes are
available as audio on demand.
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Let’s Move
Summer 2009
These programmes are available as audio on demand from the School Radio
website. Refer to dates below to find out when each one is available.
Introduction
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Unit 1: Under the sun
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1 Long days, short nights
AOD 29/04/2009
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2 Jumping in and splashing out
AOD 06/05/2009
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3 Sun hours make sunflowers
AOD 13/05/2009
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4 One sunny day
AOD 20/05/2009
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Further activities for Unit 1
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Unit 2: The Greedy Zebra
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5 Time for change
AOD 03/06/2009
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6 News travels fast
AOD 10/06/2009
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7 Spots, stripes and a stitch in time
AOD 17/06/2009
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8 Zebra’s lesson
AOD 24/06/2009
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Further activities for Unit 2
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Introduction
Using Let’s Move
Let’s Move needs plenty of space. The hall or a cleared and swept classroom or
similar large space is ideal.
Use the best equipment that the school has to offer for playback. Check that the
loudspeaker is facing the children to ensure the best possible listening
environment.
Make sure the children dance in gym shoes or bare feet. Bare feet give a good
sense of contact with the floor, if your floor is safe. The children should be in PE
kit to allow easy movement and to ensure that they do not become too hot.
Encourage the children to listen carefully right from the start – not just to the
presenter but also to the music.
Teaching points
Some tips to help you get the best out of these programmes…
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Always encourage careful listening
Reinforce the importance of safety – e.g. awareness of others to avoid
collisions, spacing, sensible landings (with the whole foot, flexing as it
comes down and knees bending).
Help the children to observe each other’s movement in a positive light and
to learn from their observations.
Give the children a sense of your own enthusiasm.
Using these programmes from CD
These programmes are available to UK schools on pre-recorded CDs (at cost
price).
It’s simple to mediate the use of the programmes by pausing the CD as directed
during the programmes and when you wish to do so yourself. To do this always
use the ‘pause’ button and not the ‘stop’ button (because the ‘stop’ button will
return the CD to the very beginning). When you’re ready to resume either press
‘play’ or press ‘pause’ again to cancel it (individual CD players vary).
Each programme on the CDs is made up of several ‘tracks’. This allows you to
navigate the programme and to replay complete sections by using the ‘skip’
button (marked <<). The tracks are organised to allow immediate replay of
complete sections of the programme. A full track listing can be found in the left
hand column of the content grids below.
The actual running time for each session is approximately 20 minutes and on the
whole runs through the programme with no need to stop or replay sections.
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Background reading and resources:
In some of the sessions the presenter indicates that a picture should be looked
at. This has been noted in the Resources section. Where programmes are based
on a book or poem this is also noted.
Let’s Move and the National Curriculum
Dance makes a distinctive contribution to the education of all pupils, in that it
uses the most fundamental mode of human expression – movement. Through its
use of non-verbal communication, pupils are able to participate in a way that
differs from any other area of learning. It provides aesthetic and cultural
education, opportunities for personal expression, and it also introduces students
to a wealth of traditional, social and theatrical forms. In a broad and balanced
curriculum, this important area of human experience should not be neglected.
(Dance in the School Curriculum, a paper by the National Dance Teacher’s
Association and others)
Dance is acknowledged as a vital ingredient of a child’s education in the National
Curriculum. The Expressive Arts documents for Scotland and Northern Ireland
encourage teachers to develop dance as part of the Arts and PE curriculum.
There is an emphasis on performance and clear indications that dance should be
taught in both a creative and a cultural context. The children should be taught to:
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develop control, coordination, balance, poise and elevation in the basic
actions of travelling, jumping, turning, gesture and stillness
perform movements or patterns, including some from existing dance
traditions
explore moods and feelings and to develop their response to music
through dances, by using rhythmic responses and contrasts of speed,
shape, direction and travel.
Warm up
Your class will benefit from a warm up before the programme begins (if you have
time). Yawning, stretching, jogging on the spot and pretending to wash the face
and neck are all examples of ways of warming up. Each programme ends with a
‘cool down’ to prepare them for the return to the classroom.
Feedback
Feedback is vital to the series and is always welcome. Please visit the ‘Contact us’
page of the School Radio website at: www.bbc.co.uk/schoolradio/contact.shtml
Or you can write to us at:
Let’s Move
MC3 D5 Media Centre
201 Wood Lane
W12 7TS
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Unit 1 – Under the sun
1: Long days, short nights
Summary of programme content:
Warm up: active, lively movement - preparing for the day
Movement phrases: sunshine and shadows; slow, gentle movement - tracing
sunbeams and rainbows
Relax
This programme focuses on:
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action - what am I doing?
dynamics - time: how fast can I move?
body parts - which parts am I using?
space - where am I moving?
distance - close and far away.
Programme content:
WARM UP- RISE AND SHINE!
The children use the rhythm and excitement of a countdown as they think about
time running out and action starting. Alarm bells and buzzers help to get things
started. Hurry and rush as you prepare for the day ahead.
 Make sure the children listen right from the start.
SUNSHINE AND SHADOWS
The children develop a short phrase of movement about sunshine and shadows as
a day goes by, focusing on an imaginary sun and moving gently and calmly, in
contrast to the warm-up.
 Help the children to appreciate the difference in the way they are moving.
SHAPES AND SPACES
There should be an awareness of shapes and spaces all around, as the children
concentrate on which body parts can create different shapes. As the sunshine
moves and the rays fall in a different way, where do the shadows go?
 This is a difficult activity: help the children to decide where the sun is in the
room. Stop to talk through the shadow ideas, if necessary.
RAYS INTO RAINBOWS
As the sun begins to set, the children think about rays of light shining through
raindrops to make rainbows. The shafts of sunlight are straight and direct, while
the rainbows sweep and bend to make colourful curves in space. The children
trace the lines and curves, thinking about where they start and stop.
 Point out the differences in the direction of the lines.
FINAL THOUGHTS
The children sleep in a chosen spot at the end of a rainbow. They think back over
the activities of the lesson. Would there be any shadows without a sun?
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2: Jumping in and splashing out
Summary of programme content:
Warm up
Energetic fun: splashing, swimming, dancing
Pair work: patterns of waves in the sea; slow motion diving
Relax
Ring-a-ring-o'roses:
Ring-a-ring-o'-roses
A pocket full of posies
Atishoo, Atishoo
We all fall down...
With tubes in mouths and pinched noses
We all dive down...
Down to the bottom of the
Deep blue sea
Catching fishes!
How many can we see?
This programme focuses on:
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action - how am I moving?
relationships - with whom am I moving?
listening - to poetry and music
dynamics - how am I moving?
Programme content:
WARM UP
Stretch and shake, ready for the session.
WET, WET, WET
The children explore movement ideas related to watery places. They splash in
puddles, swim in the baths and, finally, dance in the shower.
 Remind the children to be careful at all times. Make sure the children have
enough space around them for the more energetic activities.
WAVES IN THE WATER
Working with a partner, the children imagine the movement patterns of waves on
the seashore. They move to and fro, crash and fall, race and reverse along the
beach.
 Help the children to visualise this activity by showing some pictures.
A MOVEMENT PHRASE
The children develop a simple movement phrase with their partner, with a
beginning, a middle and an end: a starting shape, movement and an ending
shape.
 Encourage the children to work together, discussing their ideas and watching
each other as they move.
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DIVING DEEP
Still working with their partner, the children prepare for a deep-sea dive,
wriggling into a wetsuit and putting on weights. The energy and tension of
dressing is contrasted with the slow, underwater movement.
 Make sure the children understand what they're doing.
RING-A-RING-O'ROSES
A slow-motion under-the-sea game leads the children off to search slowly for fish
under the sea.
WATCH EACH OTHER
The children watch each other through glass masks as they move carefully under
the sea. They use hand gestures to signal to their partner.
 Help the children to react to the words and music, and point out differences in
the music used.
FINAL THOUGHTS
Relax and think about favourite watery places and learning to swim.
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3: Sun hours make sunflowers
Summary of programme content:
Warm up
Playing in the garden: travelling
Caterpillars and butterflies: contrasts in movement
In pairs: planting and growing; responding to words
Relax
A sunshine face:
One little seed
travelled around
then landed right here.
One little seed
stayed very still
in its own special space.
Water with care
shelter from the wind
watch - wait
for the sun... look!
The flower is growing
taller, taller
spreading its petals.
What a special flower
with a lovely sunshine face.
This programme focuses on:
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dynamics - how am I moving?
action - what am I moving?
relationships - with whom am I moving?
responding to words and music.
Programme content:
WARM UP
The children focus on different body parts as they warm up, stretching and
shaking.
GARDEN GAMES
Playing in wide open spaces. Running, jumping, hopping, stepping from stone to
stone.
 Make sure the children respond to the different actions (and watch out for the
ones who just want to run!).
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CRAZY CREATURES
On a leaf is a caterpillar, which will turn into a beautiful butterfly. The children's
movement reflects the contrasting energy levels and dynamics between the two
creatures.
 Encourage the children to think carefully about their movements.
TIME TO WORK
Still in the garden, and working with a partner, the children plan out some
gardening chores. Movement phrases might include digging, planting, mowing,
seeding and any more of their own ideas.
 Encourage the children to come up with some ideas of their own for the
movement phrases.
 The children should work hard, and with purpose.
WAITING FOR THE RAIN
Carrying heavy cans of water, aiming hosepipes carefully and dancing in the rain!
 Challenge the children to show each action really clearly.
A SUNSHINE FACE
Still in pairs, and using the simple word picture ‘A sunshine face’, the children
take turns to be the gardener and the flower. They are encouraged to listen to
the words carefully, and to respond to each other sensitively. Each time the
sunflower grows, it scatters its seeds to start the sequence again.
 Take your time over this activity, giving the children extra time if they need it.
Make sure they really understand what is required of them.
FINAL THOUGHTS
Relaxing together, the children think about a beautiful garden.
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4: One sunny day
Summary of programme content:
Warm up
Seaside activities: packing, running, jumping
Pair work: leading and following
Sunny day: expressive movement and spatial awareness
Relax
Try very hard:
Sun-hats and shades,
Buckets and spades,
We squash them into a big beach bag.
Here at the seaside
we run on the beach,
we jump the waves,
explore the rocks,
stumble through caves.
But
when we get lost,
we try very hard,
don't be afraid,
we must be…brave.
This programme focuses on:
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gesture - small and large
dynamics - how am I moving?
relationships - trust: working in pairs, leading and following
space - where am I going? (far away from and close to something)
Programme content:
WARM UP
The children are getting ready for a special visit to the seaside. They search, find
and pack items into an enormous suitcase. Extending ordinary actions in an
imaginary world, the children roll up massive towels and drag along huge
toothbrushes. Contrasts are made between enormous and tiny.
 Encourage the children to enter into the action with enthusiasm.
BESIDE THE SEASIDE
Using the word picture ‘Try very hard’, the children explore a variety of seaside
activities: packing, running, jumping and stumbling over rocks. The mood
changes at the end of the dance, as they imagine getting lost and trying to find
their way out of a dark cave.
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I KNOW THE WAY
In pairs, the children take turns to lead their partner out of the dark cave, holding
hands and staying really close. The leaders must be brave, using positive, strong
movement ideas, but the partners are brave too, demonstrating trust in their
friends.
DAYLIGHT AT LAST
As the children reach the cave entrance, their actions get faster, and they get
more excited - freedom!
 Make sure the children are well-spaced and careful, especially at the end of
this activity.
ONE SUNNY DAY
The whole class works together, enjoying a sunny day.
 Encourage them to show freedom, warmth and happiness as they move.
FINAL THOUGHTS
Relaxing in one big circle, the children are encouraged to think about what you
should do if you are lost. They are also about bravery.
Further activities for Unit 1:
LITERACY
 Movement and dance offer significant opportunities to extend vocabulary and
develop an awareness of the rhythm of language. The poems in Unit 1 are
helpful for word- and sentence-level work and can be enlarged for shared and
guided reading. Look for rhyming words, action verbs and punctuation. Talk
about moods and feelings. Can the children draw an illustration for each poem
or write an extra line or verse?
WAKING UP
 What wakes the children up: a clock, a member of the family, a noise?
 Gather a collection of clocks - travel clock, alarm clock, clock radio. Listen to
the noises they make. Some tick loudly, others may be silent. If they are
alarm clocks, listen to the sounds they make when they go off. Make a list of
words that these sounds suggest: tick, buzz, silence, etc.
 Talk about what happens from the moment the children wake in the morning
to leaving home to go to school. Make a picture sequence of these events.
Talk about what happens from when they leave school in the afternoon to
when they go to bed. What happens at the weekends? Does the routine alter?
SUNSHINE AND SHADOWS
 In the classroom or playground, note the progress of the sun and shadows
throughout the day.
 One sunny morning, take the children outside to a marked spot. Measure and
mark the length and position of one child's shadow. Will it alter at different
times of the day?
 In pairs, ask the children to draw around the outline of their shadows with
chalk, either directly onto the ground or onto black paper. These shapes can
be cut out and used for display.
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Make a theatre for shadow puppets. For the screen, use a stretched white
sheet with a strong light behind it, shining from above. Puppets can be very
effective as simple flat shapes attached to a stick or wire, or they can be
loosely jointed using butterfly pins. Children will enjoy performing simple
stories to each other - Chicken Licken, The Gingerbread Boy, etc. - or making
up their own.
Experiment with hand shapes behind the screen: butterflies, fish, spiders. If
you have an overhead projector, you can put paper on the wall and draw
round the silhouettes. Place objects on the projector - scissors, a hand whisk,
a colander - and draw their shadows too.
Could children bring a torch into school? Make the room as dark as possible,
and make patterns with the beams of light. Change the beams by putting
tissue, theatre gels or cellophane over them. Experiment with torches and
materials. Light passes through some, but not others.
RAINBOWS
 Some people use the mnemonic ‘Richard of York gave Battle in Vain’ to
remember the colours of the spectrum. Could the children make up their own
simpler version?
 Rainbow paintings are always popular. Mobiles could be made, consisting of
raindrops, sun, rainbows, umbrellas and puddles.
WET, WET, WET
 Look at paintings inspired by the sea. Listen to sea shanties and music
composed with a sea theme. Learn to dance a hornpipe.
 Listen to the sounds of the sea - recorded or real. Compare with the sounds
inside a sea shell. Create the sounds of the sea with instruments and voices.
Record your composition.
 Count, sort and weigh sea shells.
 Half fill two plastic pots with water. Add salt to one of them. Put both into a
freezer and compare results.
 Find an object that will float. Can it be weighted to make it sink?
 Half fill clear plastic containers with water and mark the water level. Put
objects in the water and measure and record the water levels.
 When children go swimming, what do they use to keep afloat? Talk about
water safety - garden ponds can be as dangerous as canals and rivers.
WIDE OPEN SPACES
 How long does it take to write a name or say a rhyme? Discuss ways in which
activities can be timed. Look at stop watches and sand timers. Time the
children walking, running and hopping over a measured distance. They could
keep a personal record. Other activities could be measured - the distance
jumped, the size of a stride. Display the data.
THE GARDEN
 Use the story of The Very Hungry Caterpillar by Eric Carle for a variety of
mathematical exercises. One apple on Monday, five oranges on Friday, how
much fruit altogether? Make a caterpillar number line. Draw caterpillars of
different length. Make an expanding caterpillar, by drawing one on a sheet of
paper, folding it and watching it grow.
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Use butterflies and moths to convey symmetry. Cut out the shape, fold it in
half and paint thickly on one side only. Fold and press. Divide your display
area in two: one half showing a garden in sunshine, the other the same
garden by moonlight, with the plants and flowers silhouetted by the moon.
Butterflies and moths could be placed accordingly.
Look at pictures and information on seed packets. Classify according to type.
Look at a selection of seeds. Some can be very small, ranging in size right up
to the horse chestnut. Grade them according to size.
Grow mustard and cress to show germinating seeds. Plant some cuttings.
What do plants need to grow and flourish? Experiment with three plants or
seeds. Put one into the dark, one in the light with no water, and one in the
light with water. Ask the children to predict what will happen. Monitor the
plants' progress.
Have a large picture of a plant and labels for the children to identify and name
the different parts.
SUNNY DAY HOLIDAYS
 Take a suitcase containing a selection of items needed for a summer holiday.
Ask the children to make a list of what it may contain. (They can work in
pairs.) Check against their lists to see if anything has been forgotten. (You
could leave out the suncream then talk about how important it is to protect
yourself from the sun.)
 Make a label for the suitcase with name, address and holiday resort. How
might you make the journey there?
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Unit 2 – Greedy Zebra
based on the book by Mwenye Hadithi, published by Picture Knight, Hodder &
Stoughton, 1984
5: A time for change
Summary of programme content:
Warm up
Introducing the story: travelling through the forest, up, down, over and under
The ground moves: balance and control; shaking and collapsing
Creating a new animal: how does it move?
Relax
The children are taken through the story, moving with the moods and feelings as
well as the action. This programme focuses on:
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introducing the story
moving to words and music
exploring space and levels
balance and off balance
body shapes and tensions
The children are introduced to the first section of the story, printed below.
Phrases to be used specifically in the dance are in italics.
‘Long, long ago, all the animals in the world were a dull, depressing colour; no
coats, no horns, no spots and no stripes. Just dull and dusty. Until...One stormy
day in the heart of the leafy forest of Africa, there was a great rumbling in the
earth, and all of a sudden a huge cave appeared in the ground. A few of the
animals crept cautiously up to this new and wonderful sight, and when the
bravest of them peered into the darkness, he saw something glittering amongst
the rocks. The cave was full of furs and skins, all glossy and new! Stepping
inside, he came across horns and tails of countless sizes and shapes, and needles
and threads of a thousand different colours. Trembling with excitement, he
rushed out to tell the other animals what he had seen.'
THROUGH THE LEAFY FOREST
Using the words and music as their stimulus, the children are guided through the
first part of the story. They begin by imagining moving through a leafy forest,
exploring the space up and down, over and around, and squeezing through
squashed places. The atmosphere is quiet and eerie, but nothing changes: the
sounds are always the same.
UNDER YOUR FEET
As the ground beneath them begins to rumble and move, the children experiment
with movement ideas based on balance, and losing your balance. This progresses
to being shaken and tossed about. They explore different body shapes and
tensions as they collapse and stretch.
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INSIDE THE CAVE
Discovering the beautiful skins and horns, the children show their excitement, as
they create their own animal, and think about how that animal might move. Then
they show each other what they have made.
FINAL THOUGHT
Relaxed, lying flat and looking up at the ceiling, the children imagine what their
animal might have looked like.
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6: News travels fast
Summary of programme content:
Warm up
The next part of the story
Travelling quickly and slowly: how long will it take?
Reaching and stretching: looking for more food
Growing bigger and bigger
Relax
This programme focuses on:
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contrasting movement
travelling
reaching and stretching
body shape
part two of the story
The children listen to the next part of the story, as the news travels about the
wonderful cave and all the animals rush to look - except one.
‘The news spread far and wide and soon all the animals were on their way to see
the cave, running, jumping and sliding, and swinging and slithering through the
trees. All that is, except one - Greedy Zebra. Greedy Zebra never, ever stopped
eating. He certainly wasn't going to give up a single mouthful for a silly old cave
of any sort. "Lots of time to go visiting caves," mumbled Greedy Zebra. "Plenty of
time," he said.'
OFF TO THE CAVE
Thinking about contrasting movement ideas, the children explore different ways
of travelling, quickly and very slowly. They are encouraged to think about the
time a journey takes at different speeds.
WHO GETS THERE FIRST?
The children try out all the different ways of travelling mentioned in the story.
They run, jump, and slide, and they swing and slither through the trees. Again,
the emphasis is on the speed at which they move, as well as the body parts they
use.
WHO GETS THERE LAST?
Greedy Zebra cannot resist the juicy grass he sees on his way to the cave. The
children experiment with the idea of eating as they travel, taking food from all
around, reaching, stretching, twisting and pulling, weaving in and reversing out of
spaces. They move more and more slowly as they imagine getting bigger and
bigger, fuller and fuller. Finally, they freeze in Greedy Zebra shapes.
Since this is all based on the narrative, you may need to remind the children of
the story sometimes.
FINAL THOUGHT
Melting down to the floor from their final position, the children think about the
story so far, and what might happen next.
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7: Spots, stripes and a stitch in time
Summary of programme content:
Warm up
Flicking and dabbing paint to make your own design
Cutting cloth: shapes on the floor
Sewing the cloth: following one finger
Parade: showing off their new skins
Relax
This programme focuses on:
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the next part of the story
gesture
pathways
body shape
travelling
Programme content:
Words and music together help the children to develop their movement ideas
related to the Greedy Zebra.
"It's time for you all to have coats," said Elephant. "There are all kinds of
materials from which you may choose. You will be issued with needles by Rabbit,
but there is only one needle each, so take good care of it.”
'
MAKE IT YOURSELF
Working on their own, the children begin to design their own material. Imagining
the cloth to be laid out on the floor in front of them, they dip hands, feet and
gigantic brushes into bright colours, to flick, dab, spill, spot and create their own
patterns and pictures all across the material.
CUT IT OUT
Using feet as cutters, the children mark out and snip round the shapes
for their coats. With one chosen finger as the magic needle, they follow the
thread in and out, forwards and backwards, stitching their imaginary coat.
TRY IT ON
Once ready, they slip, wriggle and mould the coat to their shapes. Does it fit?
WHO ARE YOU NOW?
Moving as the new animals they now are, the whole class put their needles away
in a safe place, then set off to look for Greedy Zebra. They make a class circle,
imagining Greedy Zebra inside it. They parade round him, showing off their new
coats, to encourage him to have a go.
FINAL THOUGHT
Sitting on the floor in their circle, the children imagine how they might look in
their new skins, and how they could make them even better.
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8: Zebra’s lesson
Summary of programme content:
Warm up
Wandering journeys
Gestures: showing spots, stripes and mane
Squeezing into tight clothes
Show off the new skin in a parade
Relax
This programme focuses on:
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contrasts in travelling - wandering and purposeful
meeting and greeting
gesture
body shape
following
Programme content:
WARM UP
In the last part of the story, the children imagine themselves to be the Greedy
Zebra as he enters the cave. The picture on the cover of these notes shows
Greedy Zebra as he might imagine himself to be.
‘Just then, the Greedy Zebra trotted by with blades of grass bulging from his
mouth. "I'll have spots like Leopard," he was saying, "and horns like Kudu, a
mane like lion and a tail like Cheetah. I shall be the finest looking animal in the
forest." And at the risk of indigestion, he gave a short gallop into the cave. Then
he stopped aghast. There was nothing left! No horns, no fine cloth - nothing.
Frantically, he searched through the cave, but all he could find were a few strips
of black material.'
TAKE YOUR TIME
Working on their own, the children imagine going on a journey where they often
wander from the path. As they meet others, they greet them, then say goodbye
as they pass. Careful footwork and simple rhythmic steps help Zebra on his way.
SHOW WHAT YOU MEAN
With clear gestures, the children show the spots, stripes and horns that Zebra
decides to have. Help them to understand the requirements and to exaggerate
the movement to make it really clear.
SQUEEZE IN
Disappointment for Zebra as he arrives at the cave, then a squeeze and squash
into his new skin, made from the leftovers. Gesture with different body parts
shows how the skin splits and tears.
ZEBRA PROCESSION
This time, Zebra keeps to the path, not getting distracted. He shows everyone his
new stripes, which don't look so bad after all!
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FINAL THOUGHT
As the children relax, they consider: why did Greedy Zebra find the cave almost
empty? What did he do wrong?
Further activities for Unit 2
ENGLISH
 Think of an animal - any animal. Imagine that your animal is not happy with
the choice of skin and horns that it made in the cave. How will it change
itself? Tell someone, or maybe draw a picture.
 You're going on holiday and it's going to be very hot (or cold). Make a list of
what you will need to pack in your suitcase.
 Make a collection of stories that have animals in them. Ask the children to
write or tell a story themselves. In the same way, think of nursery rhymes or
poems that mention animals.
MATHEMATICS
 Let the children suggest words that describe size: tiny, wee, enormous,
massive. Make worksheets for the children to record the animals according to
size: for example, animals taller/smaller than me, animals taller / smaller
than my teacher.
 Categorize animals according to the number of legs they have.
PE
 Consider the way animals move: slither, jump, hop, run, leap, climb.
ENVIRONMENT / SCIENCE
 Talk about how animals have adapted to their environment. What happens if
their environment is destroyed or the animals are moved away?
 Look at and experiment with different materials. Think of them in terms of
suitability for heat, cold and waterproofing.
HEALTH
 Which foods should we eat to keep healthy? Which should we avoid? Use food
wrappers, labels and adverts to make a display of ‘good’ and ‘bad’ foods. Talk
about teeth and the importance of looking after them. Ask a dental hygienist
to come and talk to the children. Perhaps the children could visit a local
dentist as a class or in small groups. Show them x-rays of a jaw.