ONE POTATO,
TWO POTATO
One Potato, Two Potato is a series provided by the
BBC at the request of the Educational Broadcasting
Council for Northern Ireland.
Age 5 - 7 years
Key Stage I
Series Producer:
Bernagh Brims
Autumn/Spring/Summer 2000
Tuesday 11.05 -11.20 am.
from 19 Sept to 28 Nov.
BBC Radio Ulster 1341 MW
North West 792 Khz
Enniskillen 673 Khz
Programmes
Each Day Different
Herbie the Hairy Monster
Bodies
Allergies
Georgie's Incredible Jumper
Mole In A Bit of a Hole
Stone Soup
The Hairy Scary Castle
Growly Bear
Millennium Parties
19
26
3
10
17
24
7
14
21
28
September
September
October
October
October
October
November
November
November
November
•Please note no broadcast 31 October•
Aims of Series
The series is intended to provide a training ground for the development of listening skills. 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 to extend their awareness of their own environment and heritage.
Extended Topic Work
The topics chosen for the term are linked to allow a national progression of ideas to flow from week
to week. The themes for this term are:- the days of the week; ourselves/PSE; music; history;
Northern Ireland Curriculum
The series may be used to support the three main areas of study of English, Mathematics and
Science at Key Stage 1.
The series will also assist with History, Geography, Music and Cross-curicular themes. These will
include cultural heritage, education for mutual understanding and health education.
ONE POTATO,
TWO POTATO
Tape Recording
Where possible, it would be an advantage to tape record the 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 Programme
Each programme will offer material for discussion. Some suggestions for further follow-up activities
are given in the Teacher's Notes, or made during the broadcasts. Teachers might like to consider
covering some, or all, of the following after the programme.
•
•
•
•
•
•
•
•
Discuss and/or recall of broadcast
Retelling 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 for the children in the way of stories, songs, poems, drawings or letters will be welcomed
and acknowledged.
Teacher's views too are very important, and we value your opinion on how the
series works in the classroom. Please send your comments, information,
criticism, or suggestions to the Producer, One Potato,Two Potato to help us
plan future programmes.
ONE POTATO,
TWO POTATO
Author: Bernagh Brims
Broadcast Date : 19 September
Programme One Content
The programmes in the series are designed to become increasingly more demanding throughout the
year. This first broadcast provides a simple introduction to the series to enable new listeners to
identify with the two presenters and to become aware of the general format of the programmes. It
will accustom the class to respond to direct questions from the presenters, and to think about and to
analyse what they can hear.
The days of the week is the theme of today's broadcast.
Poems
Week of Winter Weather
On Monday icy rain poured down
and flooded drains all over town.
Tuesday's gales rent elm and ash;
dead branches came down with a crash.
On Wednesday bursts of hail and sleet;
no-one walked along our street.
Thursday stood out clear and calm
but the sun was paler than my arm.
Friday's frost that bit your ears
was cold enough to freeze your tears.
Saturday's sky was ghostly grey;
we smashed ice on the lake today.
Christmas Eve was Sunday and
snow fell like foam across the land.
by Wes Magee
Sneeze on Monday
Sneeze
Sneeze
Sneeze
Sneeze
Sneeze
Sneeze
Trad
on Monday, sneeze for danger,
on Tuesday, kiss a stranger,
on Wednesday, get a letter,
on Thursday, something better,
on Friday, sneeze for sorrow,
on Saturday, see your sweetheart tomorrow.
ONE POTATO,
TWO POTATO
Song
Chorus:
Sunday, Monday, Tuesday, Wednesday;
Thursday, Friday, Saturday, too.
One, two, three, four, five, six, seven days;
Each day diff'rent and ev'ry day new.
Wet days, dry days, bright days, cloudy days,
Hot days, cold days, windy days, too.
One, two, three, four, five, six, seven days;
Each day diff'rent and ev'ry day new.
High days, low days, sad days, happy days,
Good days, bad days, other days too,
One, two, three, four, five, six, seven days;
Each day diff'rent and ev'ry day new.
Work days, rest days, wash-days, shopping days,
Birthdays, sports-days, holidays, too.
One, two, three, four, five, six, seven days;
Each day diff'rent and ev'ry day new.
ONE POTATO,
TWO POTATO
Story
September was a tall month with yellowy-orange hair and arms like the branches of a
tree, with the bare sticks poking out the end like fingers. September was dressed in a
thick woolly jumper and a pair of shorts. That was because sometimes in September the
weather was quite hot like summer and sometimes it was nearly as cold as winter.
September was kept pretty busy, because he had thirty days to look after. They were a
very noisy lot. And because they had never been to school, the days didn't know which
order they were meant to come in. Saturday came after Monday and Wednesday was at
the weekend - They were all in a frightful muddle...
After the Programme
• The programme could be used as a starting point for any project on
the days of the week, the names of the months, or seasons, and
can be used at whatever level is appropriate for your class.
• Recite or learn the poems 'Thirty Days Hath September' and
'Monday's Child is Fair of Face.'
• Keep a class diary, recording the weather, birthdays, or special
events (both those which have happened or others to be
anticipated).
• Most small children live almost exclusively in the present. Discuss
yesterday, today, and tomorrow. Give the children some paper
folded or ruled into three sections and ask them to draw what they
are doing today in the middle section. They can then draw what
they did yesterday and something they will be doing tomorrow on
either side.
• Use the programme as a basis for number work, counting or
measuring in the classroom as suggested in the story.
• Draw the months of the year (or the seasons) as figures wearing
suitable clothes for the time of year.
words for discussion:- traffic, stormy.
ONE POTATO,
TWO POTATO
Northern Ireland Curriculum
English
Talking and Listening
Pupils should have opportunities to describe and talk about real and imaginary experiences
and about people, places, things and events.
Reading
Pupils should have opportunities to listen to and understand stories, poems, songs, folk
tales, nursery rhymes and plays which are read aloud on tape, radio and television.
Writing
Pupils should be given opportunities to write in a variety of forms including simple records
of observation, diaries, lists.
Geography
Pupils should have opportunities to observe and record weather over a period of time
using appropriate simple symbols.
Science
Living Things
Ourselves
Children should observe seasonal changes and talk about how these affect themselves.
Mathematics
Pupils should have opportunities to: sequence everyday events eg. breakfast time, lunch
time, tea time; know the time within a day is comprised of morning, afternoon, evening
and night; know the days of the week, months of the year and seasons; explore calendar
patterns.
Cross-Curricular Links
ONE POTATO,
TWO POTATO
Author: Ann Burnett
Broadcast Date : 26 September
Programme Two Content
Poem
Struwelpeter
Just look at him! There he stands,
With his nasty hair and hands.
See! His nails are never cut;
They are grimed as black as soot;
And the sloven, I declare.
Never once has combed his hair,
Anything to me is sweeter
Than to see Shock-headed Peter.
Heinrich Hoffman
Songs
ONE POTATO,
TWO POTATO
Libby get your hands washed, hands washed, hands washed.
Libby get your hands washed, just like me.
Libby get your hands washed, hands washed,hands washed.
Libby get your hands washed, just like me.
Michael get your nails cleaned, nails cleaned, nails cleaned.
Michael get your nails cleaned, just like me.
Libby get your face washed, faced washed, face washed.
Libby get your face washed, just like me.
Hair can be Yellow. Hair can be brown,
Tied up in bunches, or hanging straight
down.
Hair can be black, or hair can be red,
Curled into ringlets all over your head.
Chorus
Tie it in ribbons. Tie it in bows.
Cut it off short and wait till it grows.
Wear it in dreadlocks. Wear it in plaits,
Or cover it over in different hats.
Chorus
Hair can be short. Hair can be long.
It can be fine or thick and strong.
It can be curly, framing your face,
It can be smooth, or all over the place.
Chorus
ONE POTATO,
TWO POTATO
After the Programme
• The programme could be linked to any project work on the
subject of personal hygiene eg.
(a) reasons for washing
(b) germs
(c) care of teeth, hair and nails
• Do a class survey on hair colour.
• Collect words to describe hair eg. curly, short, shiny, in bunches,
a fringe, plaits etc.
words for discussion:- a 'ragged' edge (nails);
tangled; a sparrow; haystack; pitch fork.
Northern Ireland Curriculum
Science
Living Things
Ourselves
Pupils should be given opportunities to: develop ideas about how to keep healthy, through
exercise, rest, diet and personal hygiene.
Cross-Curricular Links
ONE POTATO,
TWO POTATO
Author: Ann Burnett
Broadcast Date : 3 October
Programme Three Content
A programme about different parts of the body and a simple introduction to the function of some of
them.
Poems
Two Fat Gentlemen (an action rhyme)
Skin
Two fat gentlemen met in a lane,
Bowed most politely, bowed once again.
How do you do,
How do you do,
And how do you do again?
Skin is very useful,
It holds in all the bits,
It stops your tummy falling out,
And it always neatly fits.
Two thin ladies met in a lane,
Bowed most politely, bowed once again.
How do you do,
How do you do,
And how do you do again?
Two tall policemen met in a lane,
Bowed most politely, bowed once again.
How do you do,
How do you do,
And how do you do again?
Two little schoolboys met in a lane,
Bowed most politely, bowed once again.
How do you do,
How do you do,
And how do you again?
Skin comes in all colours,
Brown and pink and black,
It stretches all way down your front
And all way up your back.
Skin is old and wrinkly,
Or new and podgy pink,
It stretches as you grow up,
And shrivels if you shrink.
Ann Burnett
Tailpiece
Two little babies met in a lane,
Bowed most politely, bowed once again.
How do you do,
How do you do.
And how do you do again?
Tongues we use for talking,
Hands we clasp and link,
Feet are meant for walking,
Heads are where we think,
Toes are what we wiggle,
Knees are what we bend,
Then there's what we sit on,
And that's about the end.
Boyce & Bartlett
Max Fatchen
ONE POTATO,
TWO POTATO
Song
I've got a body,
A very busy body,
And it goes everywhere with me.
And on that body I've got a nose
And it goes everywhere with me.
And I sniff sniff here,
And I sniff sniff there,
Sniff sniff sniff sniff everywhere.
Chorus
I've got a body,
A very busy body,
And it goes everywhere with me.
And on that body
I've got some hands
And they go everywhere with me.
And I clap clap here,
Clap clap there,
Clap clap clap clap everywhere.
Sniff sniff here,
Sniff sniff there,
Sniff sniff sniff sniff everywhere.
I've got a body...
And on that body
I've got some feet
And they go everywhere with me.
And I stamp stamp here,
Stamp stamp there,
Stamp stamp stamp stamp everywhere.
Clap clap here...
Sniff sniff there...
I've got a body...
ONE POTATO,
TWO POTATO
Story
Sydney Squirrel opened his eyes and listened for a moment. "There's something in my
nest," he thought. "I wonder what it can be? No, even worse, it seems to be coming from
inside me.. it sounds as if I've swallowed a clock!"....
After the Programme
• List/draw as many parts of the body as possible, seen and unseen. Discuss the function
of some of them.
• Discuss the function of the major organs ie. heart, lungs, brain.
• Learn names of some less well-known parts ie. calf, ear lobe, shin, wrist.
• Play Libby and Michael's guessing game: which part do you sniff with; which part is
joined to your neck; how many parts do we have two of etc?
• Discuss the lines in the poem 'Skin' - skin comes in all colours,
brown and pink and black...
• Learn the name of the individual fingers while saying the poem 'Two Fat Gentlemen'.
• An enjoyable activity for the class is for each child to lie on the floor on a large sheet of
paper while a friend draws round them. Cut out each shape and arrange a line of them.
Can you guess who is who? Use the figures to identify and label body parts. Compare
sizes and heights.
words for discussion:- dray (squirrel's nest); heartbeat;
Sydney had an 'afternoon snooze; 'bushy' tail.
Northern Ireland Curriculum
Science
Living Things
Ourselves
Pupils should be given opportunities to recognise and name the main external parts of
the human body; explore similarities and differences between themselves and other
children; find out about themselves including how they grow, move and use their senses.
English
Talking and Listening
Pupils should be given opportunities to: listen to, talk and retell stories; based on personal
experiences, imagination, pictures and literature.
ONE POTATO,
TWO POTATO
Physical Education
Health Related PE
To promote physical activity and healthy life styles, pupils should: recognise the effects of activity on
the body, including sweating, faster heartbeat and being out of breath.
Cross Curricular Links
ONE POTATO,
TWO POTATO
Author: Rhoda Watson
Broadcast Date : 10 October
Programme Four Content
This term Libby and Michael are looking at various aspects of the body, and this week they will be
talking about allergies - and asthma in particular - and through the medium of the story will be
explaining what happens when someone is allergic to something.
Many children will have experience themselves, or will have seen classmates using an asthma
inhaler. This week's programme will explain what happens. As many as one in seven children in
the United Kingdom have asthma.
Story
"I've always liked cats," explained Mum "and when I was a wee girl, I would have loved a pet but I
never could have one because of my allergy. Cats always trouble my breathing."
"Breathing?" said Bryan. "How can a cat have anything to do with breathing?"
"You see, usually nobody thinks about breathing," said Mum. "We just do it all the time. We breath
in and the air moves from our noses down little tubes inside us and down into our lungs all on its
own."
Its only when something goes wrong with our breathing that we notice it at all. But something about
cats fur, and other things too, that gives me asthma and then I go all wheezy. My tubes tighten up
so that hardly any air can pass into my lungs. I always keep my inhaler with me because I never
know when I'll need it. Quite a few things make my breathing go all wheezy, like dust, or grass
that's been cut - or even someone's perfume."
Some Facts
An Allergy: an abnormal reaction of the body to substances normally harmless
(Chambers Dictionary).
There are many common 'triggers' of an allergic reaction and there will probably be a child in
every class who could be affected. There are many food allergies - peanut allergy is one of the
most severe.
Asthma: is a condition that affects the airways - the small tubes that carry air in and out of the
lungs. People with asthma have airways that are almost always red and sensitive (inflamed).
These airways can react badly when the person has a cold or comes into contact with an asthma
trigger.
Every school will have a policy on caring for children with asthma, and it is important every teacher
is aware of how to react if the situation arises. Many, even quite young children are accustomed to
their own condition and are reasonably competent in dealing with it. Teachers must be careful
neither to overreact or on the other hand to ignore potentially dangerous situations if they, develop.
ONE POTATO,
TWO POTATO
When a child with asthma joins your class:
• Ask the parents about their child's asthma and current treatment.
If the child has severe asthma it may be helpful for teachers to
consult the school nurse and doctor or the child's own GP.
• Allow the child easy access to their medication: do not lock it
away in the school office. Even the slightest delay in taking
medication can cause unnecessary distress and can be
dangerous.
• Let the school doctor or nurse know if a child is absent a lot with
chest problems.
• Some children need a discreet reminder to take medication
(especially before exercise): it is worth remembering that some
children are shy of taking medication in front of others.
• Remind the child to carry his or her medication on school trips.
ref: National Asthma Campaign
Children often refer to their inhalers as puffers. Small children would normally hand their inhalers to
teachers but their medicine should never be locked away and must be always readily available if
needed. These inhalers are commonly known as relievers and are often blue in colour. Asthmatic
children are encouraged to take part in exercises and games. If they become wheezy, teacher will
help them with their medicine. Swimming is a particularly good exercise.
A wide range of items can cause a reaction in people who are susceptible to asthma eg. pollen,
dust, pollution, some furry or feathery animals, colds,. cigarette smoke, perfume.
After the Programme
• If there is an asthmatic child in class who would be happy to do
so, let them explain their condition and how it feels.
• There might be an older child in school, or a teacher, who could
talk about their allergies. (It is important to make the point that
they are not 'ill' - it is just the way their body reacts to a certain
situation).
• Talk about inhalers (also called 'puffers', or relievers). The
medicine goes into it enclosed in a capsule and then is breathed
straight into the lungs to relieve a 'wheeze' or shortage of breath.
(Some children will think they look tempting make sure the message is strongly emphasised that a puffer
contains medicine and it is extremely dangerous to take
someone else's).
• Repeat the story quote and discuss and explain the sequence of
events.
ONE POTATO,
TWO POTATO
• If the sun is shining, look at the 'dust dancing' - making the point
that the air is full of things we can't see.
• Have the children ever badly wanted something eg. a pet, like
Bryan and Kevin in the story? Was it possible to have one if not,
why not, and did the children think this was reasonable?
(Reasons could be lack of space, house empty all day, holidays,
allergies - or some people just don't like animals in the house).
words for discussion:- allergy; hay fever;
supermarket check-out; to wheeze; lungs; inhaler (puffer);
Northern Ireland Curriculum
Science
Living Things
Ourselves
Pupils should be given opportunities to: explore similarities and differences between themselves and
other children; develop ideas about how to keep healthy, through exercise, rest, diet, personal
hygiene and safety.
English
Talking and Listening
Pupils should have opportunities to: express thoughts, feelings and opinions in response to personal
experiences, literature, and media eg. respond to an educational broadcasting; describe and talk
about real and imaginary experiences and about people, places. things and events.
ONE POTATO,
TWO POTATO
Author: Helena Sheridan
Broadcast Date : 17 October
Programme Five Content
A programme all about clothes.
Poem
What Shall I Wear?
Every morning I have a problem,
Deciding what to wear,
I open my wardrobe and look,
At the clothes hanging there,
Should I wear a woolly jumper?
It might be cold today,
Or should I wear a T-shirt
In case its a sunny day?
Should I wear my old jeans
So I can play outside?
I really can't decide,
So I stand there in my pyjamas,
With my wardrobe all messed,
Then Mum comes in and says,
"Why aren't you dressed?"
Karen King
Song
I had some woolly socks
I wore them on my hands
But they tangled in the sea shells
When I played in the sand.
I had two leather gloves
I wore them on my feet
But they tangled up my toes
When I was walking down the street.
Chorus
Put you clothes on properly
My mother often says
But I like to wear my clothes
In many different ways.
My friends said I was silly
They showed me what to do
And though it seems quite strange to me
Now I dress like you.
My legs are in my trousers
My body's in my shirt
Feet in socks and hands in gloves
It really doesn't hurt.
Chorus
Its such a good idea I find
To put on proper clothes
And so my mummy's knitting me...
A waistcoat for my nose.
ONE POTATO,
TWO POTATO
Story
"There's going to be a storm!" Mr Kelly called. The lightening flashed and cracked about them.
Then the rain came tumbling down. George was very frightened. He snuggled deep inside his
giant jumper. It was lovely and warm just like Gran had said. But then....
With a mighty roar the river burst its banks. "What shall we do?" the Beavers yelled as the camp
was flooded.
Suddenly Mr Kelly saw an old tree trunk. It looked just like a boat. "Climb on board the trunk!" Mr
Kelly called to the other Beavers. "We can use it as a boat!"
After the Programme
• The subject of clothes is an excellent one for encouraging class
discussions, particularly for the shyer child, as everyone will have
a point of view. There are numerous topics of conversation eg.
choosing appropriate clothes, favourite clothes, buying clothes,
seasonal clothes, 'special' clothes for sport, dancing, Beavers and
Brownies, Boys Brigade and Girls Brigade. (English)
• Make a 'feely' bag containing silk, wool, corduroy, lace, leather,
felt, rubber, towelling, tweed, net, cotton etc. Make 'feely' labels
to describe the children's' reaction eg. warm, rough, smooth,
cosy, cold etc.
• Look at the properties of some material and decide if and why
they are waterproof, keep in the warmth, suitable for a hot day
etc. (Science)
• Look at fastenings - why are some more suitable than others for
particular types of clothing. Which are fast or slower to 'do up'?
(zippers, buttons, ties, velcro, pop fasteners, hooks and eyes)
• Uniforms - they show people are part of a group and have a
particular job. Why is this useful? What type of person do they
know who wears a uniform?
• Do they have a school uniform on? Is this a good idea? Design
their ideal new uniform after discussion what would be practical.
• Talk about caring for clothing eg. folding and hanging.
• Times change. Look at some clothes for babies and toddlers.
Look at 'age-tags' in their own clothes. Explain they are only a
rough guide and people grow at different rates. If possible, ask
them to bring in a photograph of a parent or grand parent and
study changing fashions. (History)
• What do we wear at night. Lead them to discover night wear is
usually 'loose baggy, floaty' etc. Why is this?
ONE POTATO,
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• Find out about clothes from different parts of the world. Relate
this to different climates, lifestyles and raw materials.
(Geography)
• Provide two sets of clothes (three items) in the same colour eg.
a set of blue clothes and a set of red (hat, top and trousers). ask
the children if they can estimate how many different outfits the
owner of these clothes can make. Begin with an all blue outfit
and an all red outfit and let them have a go at finding all the
possible colour combinations. It will be easier if they can
experiment with their own sets of clothes cut out from coloured
paper. (Maths)
• Discuss the story. Have the children ever received a present they
didn't like/felt embarrassed by, like Georgie and his enormous
jumper his Gran knitted. What happened? Discuss thanking
people, whether you feel like it or not! How would his Gran have
felt if Georgie refused to take his jumper to Beaver Camp?
words for discussion: Beavers; to knit; to knit the 'wrong size';
the camp 'was flooded'; an old tree trunk;
to make a 'sail'; to follow a trail.
Northern Ireland Curriculum
Science
Materials
Properties:
Pupils should be given opportunities to: explore the properties of materials including shape, colour,
texture and behaviours; investigate similarities and differences in materials and objects and sort
them according to their properties eg. soft fabrics into those which absorb water and those which
are waterproof.
Living Things
Ourselves:
Pupils should be given opportunities to: find out about themselves, including how they grow, move
and use their senses.
Carrying Out and Making
Pupils should be given opportunities to: make observations using their senses eg. describe objects
in a 'feely' box using terms such as bumpy, soft, hard.
ONE POTATO,
TWO POTATO
History
Personal History Pupils should have opportunities to explore and build up time lines of: my life
then and now eg. making a comparison of 'myself' now and as a baby, such as clothes, size etc;
my family and school eg. memories of older people I know.
Maths
Numbers
Pupils should have opportunities to: make a sensible estimate of a small number of objects and talk
about the reasons for sorting; select criteria for sorting; represent the results of classifying.
English
Talking and Listening
Pupils should have opportunities to: become involved in talk in every curricular area.
Reading
Pupils should have opportunities to: listen to and understand a range of texts which are read aloud,
including those presented on tape, radio or television.
Cross-Curricular Links
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Author: Isobel Gamble
Broadcast Date : 24 October
Programme Six Content
A programme about friendship. Why do we need friends, what happens when one moves away,
how do we make-and keep -friends? The story features Mole, who was in 'a bit of a hole' when his
best friend Mouse seemed to be neglecting him. But who really needed whom?
Poems
Chase Me
Postman's Knock
Chase me, Mother,
Chase me, Dad,
Whether I'm good
Or whether I'm bad.
Rattat! Rattat!
There's the postman at the door,
He always knocks like that,
No matter who its for.
It may be a letter
And it might be a box,
So I'm always very glad
When the postman knocks.
Chase me, chase me,
Round the chairs,
Round the hall
And up the stairs.
Chase me, chase me,
Here and there,
Round the house
And anywhere.
Chase me once,
And chase me twice,
Being chased
Its really nice!
Tony Bradman
Rattat! Rattat!
Shall I run along to see
If he is on the mat!
With something meant for me?
It may be just a postcard,
But it might be a box,
So I always run to look
When the postman knocks.
Rodney Bennett
Song
I went to visit a friend one day
She only lived across the way;
She said she couldn't come out to play
Because it was her cleaning day.
I went to visit a friend one day
She only lived across the way;
She said she couldn't come out to play
Because it was her baking day.
ONE POTATO,
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Story
Mole was so sad. Mouse had not visited him for days and days. What was Mouse doing? What
could be more important than visiting him? Mole needed his friend.
How he longed to have a chat with Mouse. "I'll go to the garden," said Mole. "That will help pass
the time." Just as he was weeding the carrots, he heard footsteps and looked up. It was Mouse
hurrying past. AND Mouse was carrying a small parcel.
"Hello, Mole, old chap. Sorry I can't stop. I'm in a bit of a hurry. Maybe, see you later," said Mouse.
Mole looked after Mouse. "Wait, wait," cried Mole but Mouse had no time for him.
After the Programme
There are obviously numerous directions in which a project on friendship could go, according to the
level of the class understanding.
Some ideas for discussion:
• What makes a friend. How or why do you choose a particular person. (Same
interests maybe? or because you live nearby, your parents are friends or you
belong to the same group activity?)
• Making friends when you are 'new' at school, or move house.
• How can you be a good friend?
• What happens when friends fight or argue? (How do you feel? How do you 'make up'?)
• Does a friend have to be the same age/sex? (What about grannies, neighbours, pets,
dinner ladies etc.)
• Playing games with friends. Keeping rules.
• Recognising people who may not really be friends.
• Imaginary friends.
• Sharing friends.
• Write a letter to someone in the class who has left.
• Ask the class to write or draw three things they like doing with their friends. Write/draw
these things they like doing by themselves.
• Write down some things they like about a friend.
• Write down some of their own good points (attributes they give to friendship).
ONE POTATO,
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Story Comprehension
• Who was sad because he missed his friend? (Mole)
• Who kept saying "Sorry I can't stop. I'm in a bit of a hurry. Maybe see you later." (Mouse)
• What different things went wrong in Mole's house? (A picture fell off the wall. There
was a leak in the ceiling. A leg fell off the table. He lost his cuddly Mole toy, squirrel's
nose got stuck in the floor boards).
• What happened to Mouse's house? (It was flooded).
• What had mouse in his various parcels? (nails, a hammer, a saw, a ladder).
• Where did Mouse go to stay when he lost his house? (with Mole).
words for discussion:- to huff; to have the same 'interests'; to
weed the carrots; to be glum; a rocking chair; floor boards; to keep
in touch.
Northern Ireland Curriculum
English
Talking and Listening
Pupils should have opportunities to: listen to and say poems; express thoughts, feelings and
opinions in response to personal experiences, literature media and curricular topics or activities.
Reading
Pupils should have opportunities to read for a variety of purposes including reading; for their own
amusement and enjoyment; to learn about themselves and others.
Writing
Pupils should have opportunities to write for a purpose, including to: express their thoughts, feelings
and imaginings; and to write in a variety of forms including letters; descriptions of people, greetings
cards.
ONE POTATO,
TWO POTATO
Author: Norman Richardson
Broadcast Date : 7th November
Programme Seven Content
An adaptation of the old tale of how three woodcutters persuaded some villagers to be less selfish
and to co-operate in making some soup - from stones!
Song : Stone Soup
ONE POTATO,
TWO POTATO
ONE POTATO,
TWO POTATO
Song
Soup, soup, stone soup,
Soup, soup, stone soup
Now we've got stone soup, stone soup,
We have made enough of it to feed a whole troop.
And though the stone soup is really great,
Even better, when we make it we co-operate!
Yum, yum, its soup from a stone, soup from a stone,
Its tastier than all the soup we made on our own.
Its really good soup - it will warm your bones.
(I'll bet you never heard of soup made only from
stones!)
Soup, soup, stone soup
Soup, soup, stone soup
Spiced up with an onion;
Turnip, carrot and cabbage;
Try adding potatoes;
Meat makes it much nicer;
Salt gives it more flavour: Stone Soup!
(slower)
We made it together! Yum, yum!
Norman Richardson
(Performed in the programme by Belvoir Park Primary School, with Norman Richardson and
instrumentalists from Methodist College, Belfast. Catherine Bradley (flute), Katie Richardson (cello)
and Mark McGrath (keyboard)
ONE POTATO,
TWO POTATO
Story
"We are three hungry woodcutters, on our way home after much hard work. Please can you share
some food with us?"
"Food? Food!" cried an angry voice, without even opening the door, "If I share my food with you
there won't be enough for me. Go away and leave us alone! You'll find no food in this village."
After the Programme
•
•
Talk about being selfish. Discuss some specific examples eg. not sharing something,
not lending something; taking too much of something oneself.
Tim, Tam and Tom collected some stones for their soup. Read the following
conversation again and talk about it.
TAM:
"Mmmmm! Granite! It has real body! Its so filling!"
TIM:
"And here's some Sandstone. It gives a wonderful rich, gritty colour! Yum!"
TOM:
"And what about some Limestone - just to give it a little fizz, with an
exotic flavour?"
The story is very suitable for some classroom drama. Characters required: The
Woodcutters Tim, Tam, Tom and Selfish Villagers.
Scene
Scene
Scene
Scene
Scene
1:
2:
3:
4:
5:
The woodcutters knock at doors and are rejected.
They gather stones and put them in a pot.
The villagers begin to gather.
One by one, the villagers bring ingredients to add to the soup.
They all share the soup, 'yum, yum.'
Discuss each scene and let the children make up their own dialogue or actions and expressions.
words for discussion:- to be selfish' "asking you questions is like
getting blood from a stone"; a clearing; 'heavy' work; to be
starving; a recipe; the villagers danced 'into the small hours'; to cooperate.
ONE POTATO,
TWO POTATO
Northern Ireland Curriculum
Music
Performing
Pupils should have opportunities to: join in singing rhymes and simple songs, developing some
control of words, expression, breathing and singing in time.
English
Talking and Listening
Pupils should engage in talking and listening for a variety of purposes including: taking part in
conversations and discussions; telling stories and talking about events; asking and answering
questions and drawing conclusions; expressing thoughts, feelings and opinions.
Pupils should have opportunities to: take part in drama activities, including role play.
Cross-Curricular Links
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Author : Barbara Gray
Broadcast Date : 14 November
Programme Eight Content
In this week's music programme, Libby and Michael will be exploring 'hairy scary castle', and
encouraging the children to listen to all the sounds they find there and to join in the song with all
sorts of sounds of their own.
Song (to the tune of Glory, Glory, Hallelujah)
In the Hairy Scary Castle,
In the Hairy Scary Castle,
In the Hairy Scary Castle,
Where the wind goes WHOOSH,
And the doors go BANG!
Where the stairs go CREAK
And the clock goes TOCK!
Where the rats go SQUEAK,
And the bats go FLAP!
Where the skeletons RATTLE,
And the ghosts go BOO!
Song
The song is cumulative, with two new lines being added each verse until the above complete
version. The last two lines of the tune are repeated each time a verse is added.
After the Programme
Learn the song. Break it up into verses and sing each a few times together until the children are
confident with it.
In the Hairy Scary Castle,
In the Hairy Scary Castle,
In the Hairy Scary Castle,
Where the skeletons RATTLE,
And the ghosts go BOO!
In the Hairy Scary Castle,
In the Hairy Scary Castle,
In the Hairy Scary Castle,
Where the rats go SQUEAK,
And the bats go FLAP!
And the skeletons RATTLE,
And the ghosts go BOO!
ONE POTATO,
TWO POTATO
In the Hairy Scary Castle,
In the Hairy Scary Castle,
In the Hairy Scary Castle,
Where the stairs go CREAK
And the clock goes TOCK!
Where the rats go SQUEAK,
And the bats go FLAP!
Where the skeletons RATTLE,
And the ghosts go BOO!
In the Hairy Scary Castle,
In the Hairy Scary Castle,
In the Hairy Scary Castle,
Where the wind goes WHOOSH,
And the clock goes TOCK!
Where the rats go SQUEAK,
And the bats go FLAP!
Where the skeletons RATTLE,
And the ghosts go BOO!
- Discuss with the children ways of making vocal or body sounds to illustrate the song.
Using
their ideas as much as possible, sing the song again, including these sounds. Libby and Michael
decided on:door:
skeleton:
rat:
clock:
stairs:
banging doors:
wind:
vocal squeak ranging from low to high
rattling finger nails on table top
high pitched squeak
clicking tongue
deep creaking vocal sounds
stamping feet
whooshing sound
- For a longer project, substitute the vocal and body sounds with noises you can make with
classroom objects. Leave plenty of time for experimentation. Talk about which of the Hairy Scary
Castle sounds are loud. Which are quiet? Which are scariest?
Select a group of children for each sound. Practise them in individual groups. Appoint a conductor,
and practise responding promptly to him/her. Each sound needs to be very short, so as not to
interrupt the flow of the song too much.
ONE POTATO,
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Some suggestions for classroom sounds:skeleton:
bat:
rat:
clock:
stairs:
banging door:
wind:
rattling a box with jigsaw pieces inside, or shaking a box of drawing pins
flap the pages of a notebook
pair of scissors open and shut quickly
tap a pair of pencils together
a ruler twanged on the edge of a desk
heavy book slammed shut
blow across the top of a milk bottle
• Talk about castles. Is there one in your neighbourhood?
• Make some sounds to accompany other favourite songs, poems or stories.
• Listen carefully to the One Potato, Two Potato signature tune! It is composed of many of the
objects which can be found in a classroom eg. a bouncing ball, a ruler vibration and recorders.
words for discussion:- castle window 'like a narrow slit'; a
skeleton; a bat; a grandfather clock; a hurricane; an attic;
a heavy thud.
ONE POTATO,
TWO POTATO
Northern Ireland Curriculum
Music
Composing
Pupils should have opportunities to: explore and investigate way of making sounds; select sounds in
response to a stimulus; select sounds to express mood and atmosphere.
Performing
Pupils should have opportunities to: play simple instruments on their own and to accompany
singing; develop manipulative control in playing simple instruments.
Listening and Responding
Pupils should have opportunities to: think and talk about the features and effects of the music they
create, perform and listen to.
Science
Physical Processes
Sound
Pupils should be given opportunities to: explore ways of making sounds using familiar objects.
Cross-Curricular Links
ONE POTATO,
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Author : Sam McBratney
Broadcast Date : 21 November
Programme Nine Content
A programme about the passing of time, in which we follow the changing fortunes of a Teddy Bear,
and its adventures with different owners over fifty years.
Poem
Nanny Almost Never Runs
My Nanny almost never runs.
She's getting old, she says, and slow.
She reads me lots of stories though,
And gives me quiet cuddles.
I've never seen my Nanny skip.
She's getting old, she says, and slow.
But she loves to sing the songs we know
Before I fall asleep.
My Nanny never plays rough games.
She's getting old, she says, and slow.
But her fingers can stitch and mend and sew,
And make me clothes.
Nanny almost never runs.
She's getting old, she says, and slow.
But if she ever goes away, I know...
I know I'll miss her.
Sam McBratney
ONE POTATO,
TWO POTATO
Song
I get older every day
I get older every day.
Once I was five, but yesterday
I'm getting older a bit at a time,
I must have got older, my socks wouldn't fit,
When I'm really old, I'll stay up till nine.
I think I get older, bit by bit.
When I sleep and when I play,
My legs will be longer, my hair will grow
too,
I get older every day.
I think I'll soon be as old as you.
When I'm older, I'll turn out my light,
When I sleep and when I play,
I'll sleep in the top bunk every night,
I get older every day.
I'll brush my teeth and comb my own hair,
Chris Ward
I'll bath myself and decide what to wear.
When I sleep and when I play,
ONE POTATO,
TWO POTATO
Story
When Mary Rose was a little girl, she bought a teddy bear with all her pennies and the sixpences
she had saved up in her moneybox. Mary Rose loved the look in her teddy's big brown eyes and
the feel of his soft fur against her face....
Mary Rose's Mummy took a needle and thread, and she sewed a G on the bottom of one foot and a
B on the bottom of the other foot. G for Growly and B for Bear. "Now you'll know your Growly Bear
when you see him," she said to Mary Rose....
After the Programme
• Talk about the concept that things change over time - sometimes for the better, sometimes for
the worse.
• Talk about favourite toys. Are some of them old? What is the oldest toy the children own?
• Ask the class to find out if a parent or grandparent still has a toy from their childhood. How old
is it? Why did they keep it? How did it look when it was new?
• Michael says when he got a new bike he gave his old one to his brother. "Just because it was
old doesn't mean it wasn't any good." Talk about this.
• List name of baby animals ie. horse - foal, dog - puppy , cat - kitten, cow - calf
• List all the ways children know they are growing older eg. growing out of shoes and clothes,
being able to reach something higher up, being asked to mind a
younger sibling, being
allowed to stay up later etc.
Story Comprehension
• What did the young Mary Rose love about her teddy bear? (the look in his big brown eyes and
feel of his soft fur).
• Why did she call him Growly Bear?
• Where did her mother sew on G.B? (a G on the bottom of one foot and a B on the other).
• Where did Mary Rose lose Growly Bear? (on a train)
• Where did he end up? (the Lost Property Office).
• Who bought him? (Ronnie).
• What did Ronnie call Growly Bear, and why? (Bargain Bear - he was very cheap).
• Who bought him next at the second hand shop? (twins Bob and Stephen).
• Were they gentle? (No- they played football with him).
• Who bought him in the Charity Shop?(Veronica).
• Was she kind to him?
• Who tore off one of his legs? (her brothers).
• Who mended him? (The man in the toy hospital).
• Then where did Growly Bear go? (to an antique shop).
• Who found him? (Mary Rose).
• After how long? (After fifty years).
Words for discussion:- sixpence, 'steam train; lost property
office; a charity shop; and antique shop.
ONE POTATO,
TWO POTATO
Northern Ireland Curriculum
History
Pupils should have opportunities to develop a sense of the past by identifying obvious differences
between past and present; talk about evidence and artefacts which give us information about the
past.
Personal History
Pupils should have opportunities to explore: 'myself' at different ages, a time line of photographs,
toys, clothes; memories of older people I know, using a timeline of their life, significant events they
can remember.
English
Talking and Listening
Pupils should have opportunities to describe and talk about real and imaginary experiences and
about people, places, things and events.
Cross-Curricular Links
ONE POTATO,
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Author : Maureen Donnelly
Broadcast Date : 28 November
Programme Ten Content
In this week's programme Libby and Michael will be going 'back in time' with the aid of a pretend
computer and having a look at some birthdays over the last 2000 years - one in the 1960s, a
chimney sweep's birthday 100 years ago, one 1000 years ago, and right back to Jesus' first birthday
and the sort of presents He might have expected.
Poem/Hymn
What Shall We Children Bring?
The wise may bring their learning,
The rich may bring their wealth,
And some may bring their greatness,
And some bring strength and health;
We, too, would bring our treasures
To offer to the King;
We have no wealth or learning:
What shall we children bring?
We'll bring the many duties
We have to do each day;
We'll try our best to please him,
At home; at school, at play;
And better are these treasures
To offer to the King
Than richest gifts without them;
Yet these we all may bring.
We'll bring him hearts that love him;
We'll bring him thankful praise,
And souls striving for ever
To follow in his ways;
And these shall be the treasures
We offer to the king;
And these are gifts that ever
Our grateful hearts may bring.
Edward John Hopkins
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After the Programme
• Michael said "everyone feels special on their birthday." Talk about this.
• Make a class chart of people's birthdays. Divide this into seasons ie. are there more
'summer' or 'winter' birthdays in the class?
• Design a birthday card for someone, with a rhyme.
• Libby remembered the toy shop she was given as a child. Ask the class to talk or write
about "I remember one birthday present I loved..."
• Suggest the children ask parents or grandparents about the birthdays and parties they
had in their childhood. How different were they from today's.
• Bring in some 60s rock and roll music. What do the class think of it?
• Discuss the four birthdays described in the programme.
1. A 21st birthday in the 60s.
2. A Victorian chimney sweep, 8 years old, who with other children lived with a Master
chimney sweep. His birthday 'treat' was a bath, and one penny, to buy sweets and a bun.
3. A builder celebrating his birthday 1000 years ago, when people were celebrating the first
'millennium'.
4. Jesus' first birthday, in Egypt. Maybe his father might have carved him wooden animals,
like camels to play with.
Words for discussion:- to type; rock and roll music; a chimney
sweep; a monk.
Northern Ireland Curriculum
History
Pupils should be given opportunities to explore: their personal and family history; how people cooperated and depended on each other in the past, and how roles may have changed or remained
the same over time; the way of life, health and hygiene of people in the past and how this has
changed or remained the same.
Cross-Curricular Links
ONE POTATO,
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Credits
Wes Magee for use of poem entitled Week of Winter Weather taken from Child Education published
by Scholastic Publications.
Pitman Publishing Ltd. for use of poem entitled Two Fat Gentlemen Met in A Lane by Boyce and
Bartlett taken from Nursery Rhymes and Finger plays by Clive Sansom.
Max Fetchen for use of poem entitled Tail Piece taken from Wry Rhymes from Troublesome
Rhymes published by Kestrel Books.
Inter Action Inprint for I've Got A Body.
Karen King for use of poem entitled What Shall I Wear? taken from Child Education 1996 Published
by Scholastic.
Chris Ward for use of songs entitled Proper Clothes unpublished.
I Get Older Every Day unpublished.
Tony Bradman for use of poem entitled Chase Me taken from Smile Please Published by Puffin.
Rodney Bennett for use of poem entitled Postman's Knock taken from A Book Of A Thousand
Poems Published by Evan Bros Ltd.
Penguin Group for use of song I Went To Visit A Friend One Day (anon) taken from This Little
Puffin.
A & C Black for the use of song The Hairy Scary Castle taken from Three Singing Pigs by Kaye
Umansky.
Programmes Later In The Year
Spring 2001
Topics: Literacy and Numeracy
1
Changing Stories ( and the Creative Writing Competition )
2
Billy's Dance
3
Big Words, Little Words
4
All You Need are Words
5
Millions of Fingers
6
The Fox who Liked Eggs
7
We're All Special
8
In the Middle
9
In Order
10
Competition Results