ONE POTATO, TWO POTATO - BBC - Home

One Potato, Two Potato is a series provided by theBBC at the request of the Educational BroadcastingCouncil for Northern Ireland.

Programmes

Each Day Different 19 September Herbie the Hairy Monster 26 September Bodies 3 October Allergies 10 October Georgie's Incredible Jumper 17 October Mole In A Bit of a Hole 24 October Stone Soup 7 NovemberThe Hairy Scary Castle 14 November Growly Bear 21 November Millennium Parties 28 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 amixture of story, song, rhyme, discussion, poetry and music, all locally based, the programmes aredesigned to encourage careful and constructive listening, to stimulate the imagination of youngchildren 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 weekto 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 andScience at Key Stage 1.

The series will also assist with History, Geography, Music and Cross-curicular themes. These willinclude cultural heritage, education for mutual understanding and health education.

Age 5 - 7 yearsKey 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 KhzEnniskillen 673 Khz

ONE POTATO,TWO POTATO


Tape Recording

Where possible, it would be an advantage to tape record the programmes. By using the pausebutton, 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 themagain.

After the ProgrammeEach programme will offer material for discussion. Some suggestions for further follow-up activitiesare given in the Teacher's Notes, or made during the broadcasts. Teachers might like to considercovering 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 welcomedand acknowledged.

Teacher's views too are very important, and we value your opinion on how theseries works in the classroom. Please send your comments, information,criticism, or suggestions to the Producer, One Potato,Two Potato to help usplan future programmes.


Author: Bernagh BrimsBroadcast Date : 19 September

Programme One Content

The programmes in the series are designed to become increasingly more demanding throughout theyear. This first broadcast provides a simple introduction to the series to enable new listeners toidentify with the two presenters and to become aware of the general format of the programmes. Itwill accustom the class to respond to direct questions from the presenters, and to think about and toanalyse 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 downand 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 calmbut the sun was paler than my arm.

Friday's frost that bit your earswas cold enough to freeze your tears.

Saturday's sky was ghostly grey;we smashed ice on the lake today.

Christmas Eve was Sunday andsnow fell like foam across the land.

by Wes Magee

Sneeze on MondaySneeze on Monday, sneeze for danger,Sneeze on Tuesday, kiss a stranger,Sneeze on Wednesday, get a letter,Sneeze on Thursday, something better,Sneeze on Friday, sneeze for sorrow,Sneeze on Saturday, see your sweetheart tomorrow.

Trad


SongChorus:

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.



High days, low days, sad days, happy days,

Good days, bad days, other days too,



Work days, rest days, wash-days, shopping days,

Birthdays, sports-days, holidays, too.




StorySeptember was a tall month with yellowy-orange hair and arms like the branches of atree, with the bare sticks poking out the end like fingers. September was dressed in athick woolly jumper and a pair of shorts. That was because sometimes in September theweather 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 avery noisy lot. And because they had never been to school, the days didn't know whichorder they were meant to come in. Saturday came after Monday and Wednesday was atthe 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, andcan 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 specialevents (both those which have happened or others to beanticipated).

• Most small children live almost exclusively in the present. Discussyesterday, today, and tomorrow. Give the children some paperfolded or ruled into three sections and ask them to draw what theyare doing today in the middle section. They can then draw whatthey did yesterday and something they will be doing tomorrow oneither side.

• Use the programme as a basis for number work, counting ormeasuring in the classroom as suggested in the story.

• Draw the months of the year (or the seasons) as figures wearingsuitable clothes for the time of year.

words for discussion:- traffic, stormy.



English

Talking and ListeningPupils should have opportunities to describe and talk about real and imaginary experiencesand about people, places, things and events.

ReadingPupils should have opportunities to listen to and understand stories, poems, songs, folktales, nursery rhymes and plays which are read aloud on tape, radio and television.

WritingPupils should be given opportunities to write in a variety of forms including simple recordsof observation, diaries, lists.

GeographyPupils should have opportunities to observe and record weather over a period of timeusing appropriate simple symbols.

ScienceLiving ThingsOurselvesChildren should observe seasonal changes and talk about how these affect themselves.

MathematicsPupils should have opportunities to: sequence everyday events eg. breakfast time, lunchtime, tea time; know the time within a day is comprised of morning, afternoon, eveningand night; know the days of the week, months of the year and seasons; explore calendarpatterns.

Cross-Curricular Links


Author: Ann BurnettBroadcast 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 sweeterThan to see Shock-headed Peter.

Heinrich Hoffman

Songs


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 straightdown.

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


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.


Science

Living Things

OurselvesPupils should be given opportunities to: develop ideas about how to keep healthy, through exercise, rest, diet and personal hygiene.



Author: Ann BurnettBroadcast Date : 3 October

Programme Three ContentA programme about different parts of the body and a simple introduction to the function of some ofthem.

PoemsTwo Fat Gentlemen (an action rhyme)

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?

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?

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?

Boyce & Bartlett

SkinSkin is very useful,It holds in all the bits,It stops your tummy falling out,And it always neatly fits.

Skin comes in all colours,Brown and pink and black,It stretches all way down your frontAnd 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

TailpieceTongues 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.

Max Fatchen


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 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 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...


StorySydney Squirrel opened his eyes and listened for a moment. "There's something in mynest," he thought. "I wonder what it can be? No, even worse, it seems to be coming frominside 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 isjoined 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 ofpaper 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. Comparesizes and heights.

words for discussion:- dray (squirrel's nest); heartbeat; Sydney had an 'afternoon snooze; 'bushy' tail.


Science

Living Things

OurselvesPupils should be given opportunities to recognise and name the main external parts ofthe human body; explore similarities and differences between themselves and otherchildren; find out about themselves including how they grow, move and use their senses.

EnglishTalking and ListeningPupils should be given opportunities to: listen to, talk and retell stories; based on personalexperiences, imagination, pictures and literature.


Physical EducationHealth Related PETo promote physical activity and healthy life styles, pupils should: recognise the effects of activity onthe body, including sweating, faster heartbeat and being out of breath.

Cross Curricular Links


Author: Rhoda WatsonBroadcast Date : 10 October

Programme Four ContentThis term Libby and Michael are looking at various aspects of the body, and this week they will betalking about allergies - and asthma in particular - and through the medium of the story will beexplaining what happens when someone is allergic to something.

Many children will have experience themselves, or will have seen classmates using an asthmainhaler. This week's programme will explain what happens. As many as one in seven children inthe 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 Inever 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 breathin and the air moves from our noses down little tubes inside us and down into our lungs all on itsown."

Its only when something goes wrong with our breathing that we notice it at all. But something aboutcats fur, and other things too, that gives me asthma and then I go all wheezy. My tubes tighten upso that hardly any air can pass into my lungs. I always keep my inhaler with me because I neverknow when I'll need it. Quite a few things make my breathing go all wheezy, like dust, or grassthat's been cut - or even someone's perfume."

Some FactsAn 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 thelungs. 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 asthmatrigger.

Every school will have a policy on caring for children with asthma, and it is important every teacheris aware of how to react if the situation arises. Many, even quite young children are accustomed totheir own condition and are reasonably competent in dealing with it. Teachers must be carefulneither to overreact or on the other hand to ignore potentially dangerous situations if they, develop.


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 toconsult the school nurse and doctor or the child's own GP.

• Allow the child easy access to their medication: do not lock itaway in the school office. Even the slightest delay in takingmedication can cause unnecessary distress and can bedangerous.

• Let the school doctor or nurse know if a child is absent a lot withchest problems.

• Some children need a discreet reminder to take medication(especially before exercise): it is worth remembering that somechildren 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 toteachers but their medicine should never be locked away and must be always readily available ifneeded. These inhalers are commonly known as relievers and are often blue in colour. Asthmaticchildren are encouraged to take part in exercises and games. If they become wheezy, teacher willhelp 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 doso, let them explain their condition and how it feels.

• There might be an older child in school, or a teacher, who couldtalk about their allergies. (It is important to make the point thatthey are not 'ill' - it is just the way their body reacts to a certainsituation).

• Talk about inhalers (also called 'puffers', or relievers). Themedicine goes into it enclosed in a capsule and then is breathedstraight 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 puffercontains medicine and it is extremely dangerous to takesomeone else's).

• Repeat the story quote and discuss and explain the sequence ofevents.


• If the sun is shining, look at the 'dust dancing' - making the pointthat the air is full of things we can't see.

• Have the children ever badly wanted something eg. a pet, likeBryan 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);


ScienceLiving Things

Ourselves

Pupils should be given opportunities to: explore similarities and differences between themselves andother children; develop ideas about how to keep healthy, through exercise, rest, diet, personalhygiene and safety.

EnglishTalking and Listening

Pupils should have opportunities to: express thoughts, feelings and opinions in response to personalexperiences, literature, and media eg. respond to an educational broadcasting; describe and talkabout real and imaginary experiences and about people, places. things and events.


Author: Helena SheridanBroadcast Date : 17 October

Programme Five ContentA 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-shirtIn case its a sunny day?Should I wear my old jeansSo 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 socksI wore them on my handsBut they tangled in the sea shellsWhen I played in the sand.I had two leather glovesI wore them on my feetBut they tangled up my toesWhen I was walking down the street.

Chorus

Put you clothes on properlyMy mother often saysBut I like to wear my clothesIn many different ways.My friends said I was sillyThey showed me what to doAnd though it seems quite strange to meNow I dress like you.My legs are in my trousersMy body's in my shirtFeet in socks and hands in glovesIt really doesn't hurt.

Chorus

Its such a good idea I findTo put on proper clothesAnd so my mummy's knitting me...A waistcoat for my nose.


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 hisgiant 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 campwas flooded.

Suddenly Mr Kelly saw an old tree trunk. It looked just like a boat. "Climb on board the trunk!" MrKelly 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 havea 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 andBrownies, 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' labelsto describe the children's' reaction eg. warm, rough, smooth,cosy, cold etc.

• Look at the properties of some material and decide if and whythey are waterproof, keep in the warmth, suitable for a hot dayetc. (Science)

• Look at fastenings - why are some more suitable than others forparticular 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 aparticular job. Why is this useful? What type of person do theyknow who wears a uniform?

• Do they have a school uniform on? Is this a good idea? Designtheir 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 arough guide and people grow at different rates. If possible, askthem to bring in a photograph of a parent or grand parent andstudy changing fashions. (History)

• What do we wear at night. Lead them to discover night wear isusually 'loose baggy, floaty' etc. Why is this?


• Find out about clothes from different parts of the world. Relatethis 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). askthe children if they can estimate how many different outfits theowner of these clothes can make. Begin with an all blue outfitand an all red outfit and let them have a go at finding all thepossible colour combinations. It will be easier if they canexperiment with their own sets of clothes cut out from colouredpaper. (Maths)

• Discuss the story. Have the children ever received a present theydidn't like/felt embarrassed by, like Georgie and his enormousjumper his Gran knitted. What happened? Discuss thankingpeople, whether you feel like it or not! How would his Gran havefelt 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.


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 sortthem according to their properties eg. soft fabrics into those which absorb water and those whichare waterproof.

Living Things

Ourselves:

Pupils should be given opportunities to: find out about themselves, including how they grow, moveand use their senses.

Carrying Out and Making

Pupils should be given opportunities to: make observations using their senses eg. describe objectsin a 'feely' box using terms such as bumpy, soft, hard.


HistoryPersonal History Pupils should have opportunities to explore and build up time lines of: my lifethen 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.

MathsNumbers

Pupils should have opportunities to: make a sensible estimate of a small number of objects and talkabout the reasons for sorting; select criteria for sorting; represent the results of classifying.

EnglishTalking 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.


I went to visit a friend one dayShe only lived across the way;She said she couldn't come out to playBecause it was her cleaning day.

I went to visit a friend one dayShe only lived across the way;She said she couldn't come out to playBecause it was her baking day.


Author: Isobel GambleBroadcast Date : 24 October

Programme Six ContentA 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 hisbest friend Mouse seemed to be neglecting him. But who really needed whom?

PoemsChase Me

Chase me, Mother,Chase me, Dad,Whether I'm goodOr whether I'm bad.

Chase me, chase me,Round the chairs, Round the hallAnd up the stairs.

Chase me, chase me,Here and there,Round the houseAnd anywhere.

Chase me once,And chase me twice,Being chasedIts really nice!

Tony Bradman

Postman's Knock

Rattat! Rattat!There's the postman at the door,He always knocks like that,No matter who its for.It may be a letterAnd it might be a box,So I'm always very gladWhen the postman knocks.

Rattat! Rattat!Shall I run along to seeIf 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 lookWhen the postman knocks.

Rodney Bennett

Song


Story

Mole was so sad. Mouse had not visited him for days and days. What was Mouse doing? Whatcould 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 passthe time." Just as he was weeding the carrots, he heard footsteps and looked up. It was Mousehurrying 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 thelevel 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/drawthese 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).


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'; toweed the carrots; to be glum; a rocking chair; floor boards; to keepin touch.


English

Talking and ListeningPupils should have opportunities to: listen to and say poems; express thoughts, feelings andopinions in response to personal experiences, literature media and curricular topics or activities.

ReadingPupils should have opportunities to read for a variety of purposes including reading; for their ownamusement and enjoyment; to learn about themselves and others.

WritingPupils should have opportunities to write for a purpose, including to: express their thoughts, feelingsand imaginings; and to write in a variety of forms including letters; descriptions of people, greetingscards.


Author: Norman RichardsonBroadcast Date : 7th November

Programme Seven Content

An adaptation of the old tale of how three woodcutters persuaded some villagers to be less selfishand to co-operate in making some soup - from stones!

Song : Stone Soup



Song

Soup, soup, stone soup,Soup, soup, stone soupNow 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 fromstones!)

Norman Richardson (Performed in the programme by Belvoir Park Primary School, with Norman Richardson andinstrumentalists from Methodist College, Belfast. Catherine Bradley (flute), Katie Richardson (cello)and Mark McGrath (keyboard)

Soup, soup, stone soupSoup, soup, stone soupSpiced 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!


Story"We are three hungry woodcutters, on our way home after much hard work. Please can you sharesome food with us?"

"Food? Food!" cried an angry voice, without even opening the door, "If I share my food with youthere 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: TheWoodcutters Tim, Tam, Tom and Selfish Villagers.

Scene 1: The woodcutters knock at doors and are rejected.Scene 2: They gather stones and put them in a pot.Scene 3: The villagers begin to gather.Scene 4: One by one, the villagers bring ingredients to add to the soup.Scene 5: 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 likegetting blood from a stone"; a clearing; 'heavy' work; to bestarving; a recipe; the villagers danced 'into the small hours'; to co-operate.



Music

PerformingPupils should have opportunities to: join in singing rhymes and simple songs, developing somecontrol of words, expression, breathing and singing in time.

English

Talking and ListeningPupils should engage in talking and listening for a variety of purposes including: taking part inconversations and discussions; telling stories and talking about events; asking and answeringquestions and drawing conclusions; expressing thoughts, feelings and opinions.

Pupils should have opportunities to: take part in drama activities, including role play.



Author : Barbara GrayBroadcast Date : 14 November

Programme Eight Content

In this week's music programme, Libby and Michael will be exploring 'hairy scary castle', andencouraging the children to listen to all the sounds they find there and to join in the song with allsorts 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 CREAKAnd the clock goes TOCK!Where the rats go SQUEAK,And the bats go FLAP!Where the skeletons RATTLE,And the ghosts go BOO!

SongThe song is cumulative, with two new lines being added each verse until the above completeversion. The last two lines of the tune are repeated each time a verse is added.

After the ProgrammeLearn the song. Break it up into verses and sing each a few times together until the children areconfident 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!


In the Hairy Scary Castle,In the Hairy Scary Castle,In the Hairy Scary Castle,Where the stairs go CREAKAnd 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. Usingtheir ideas as much as possible, sing the song again, including these sounds. Libby and Michaeldecided on:-

door: vocal squeak ranging from low to highskeleton: rattling finger nails on table toprat: high pitched squeakclock: clicking tongue stairs: deep creaking vocal soundsbanging doors: stamping feet wind: whooshing sound

- For a longer project, substitute the vocal and body sounds with noises you can make withclassroom objects. Leave plenty of time for experimentation. Talk about which of the Hairy ScaryCastle 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 tointerrupt the flow of the song too much.


Some suggestions for classroom sounds:-

skeleton: rattling a box with jigsaw pieces inside, or shaking a box of drawing pinsbat: flap the pages of a notebook rat: pair of scissors open and shut quicklyclock: tap a pair of pencils togetherstairs: a ruler twanged on the edge of a deskbanging door: heavy book slammed shutwind: 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 theobjects 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'; askeleton; a bat; a grandfather clock; a hurricane; an attic; a heavy thud.



Music

ComposingPupils should have opportunities to: explore and investigate way of making sounds; select sounds inresponse to a stimulus; select sounds to express mood and atmosphere.

PerformingPupils should have opportunities to: play simple instruments on their own and to accompanysinging; develop manipulative control in playing simple instruments.

Listening and RespondingPupils should have opportunities to: think and talk about the features and effects of the music theycreate, perform and listen to.

Science

Physical ProcessesSoundPupils should be given opportunities to: explore ways of making sounds using familiar objects.



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.


But she loves to sing the songs we know

Before I fall asleep.

My Nanny never plays rough games.


But her fingers can stitch and mend and sew,

And make me clothes.

Nanny almost never runs.


But if she ever goes away, I know...

I know I'll miss her.

Sam McBratney


Song

I get older every day

Once I was five, but yesterday

I must have got older, my socks wouldn't fit,

I think I get older, bit by bit.

When I sleep and when I play,

I get older every day.

When I'm older, I'll turn out my light,

I'll sleep in the top bunk every night,

I'll brush my teeth and comb my own hair,

I'll bath myself and decide what to wear.



I'm getting older a bit at a time,

When I'm really old, I'll stay up till nine.

My legs will be longer, my hair will growtoo,

I think I'll soon be as old as you.



Chris Ward


Story

When Mary Rose was a little girl, she bought a teddy bear with all her pennies and the sixpencesshe had saved up in her moneybox. Mary Rose loved the look in her teddy's big brown eyes andthe 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 aB on the bottom of the other foot. G for Growly and B for Bear. "Now you'll know your Growly Bearwhen 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 forthe 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, beingallowed 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 andfeel 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 propertyoffice; a charity shop; and antique shop.



History

Pupils should have opportunities to develop a sense of the past by identifying obvious differencesbetween past and present; talk about evidence and artefacts which give us information about thepast.

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 theycan remember.

English

Talking and Listening

Pupils should have opportunities to describe and talk about real and imaginary experiences andabout people, places, things and events.



Author : Maureen Donnelly

Broadcast Date : 28 November

Programme Ten ContentIn this week's programme Libby and Michael will be going 'back in time' with the aid of a pretendcomputer and having a look at some birthdays over the last 2000 years - one in the 1960s, achimney sweep's birthday 100 years ago, one 1000 years ago, and right back to Jesus' first birthdayand 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 dutiesWe 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 KingThan 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 everTo follow in his ways;And these shall be the treasuresWe offer to the king;And these are gifts that everOur grateful hearts may bring.

Edward John Hopkins


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 chimneysweep; a monk.Northern Ireland Curriculum

History

Pupils should be given opportunities to explore: their personal and family history; how people co-operated and depended on each other in the past, and how roles may have changed or remainedthe same over time; the way of life, health and hygiene of people in the past and how this haschanged or remained the same.



CreditsWes Magee for use of poem entitled Week of Winter Weather taken from Child Education publishedby Scholastic Publications.

Pitman Publishing Ltd. for use of poem entitled Two Fat Gentlemen Met in A Lane by Boyce andBartlett taken from Nursery Rhymes and Finger plays by Clive Sansom.

Max Fetchen for use of poem entitled Tail Piece taken from Wry Rhymes from TroublesomeRhymes 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 Publishedby 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 ThousandPoems Published by Evan Bros Ltd.

Penguin Group for use of song I Went To Visit A Friend One Day (anon) taken from This LittlePuffin.

A & C Black for the use of song The Hairy Scary Castle taken from Three Singing Pigs by KayeUmansky.

Programmes Later In The Year

Spring 2001Topics: 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

Documents

ONE POTATO, TWO POTATO - BBC - Home