Toga the Dancing Goat (First & Second Classes Programme)

Transcription

1 Toga the Dancing Goat (First & Second Classes Programme) Contents Page Integration & Curriculum Links Diagram 18 Extract from the SESE History Curriculum 18 Introduction & Summary of the Programme 19 Section One Subject: History Story: Toga the Dancing Goat (see page 3) Stories Section Two Direct Curriculum Links Subject: Science Extract from the SESE Science Curriculum 20 Living Things 21 Plants and animals Subject: Visual Arts Drawing 23 Making Drawings Paint and Colour 23 Painting Clay 23 Developing Form in Clay Subject: Music Listening and Responding 23 Listening and Responding to Music 17

2 Toga the Dancing Goat (First & Second Classes Programme) Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. This is the first and second classes version of the programme prepared for the Subjects, Strands (and Strand Units) below: Social, Environmental and Scientific Education (SESE) History Story (Stories) Science Living Things (Plants and Animals) Visual Arts Drawing (Making Drawings) Visual Arts Paint and Colour (Painting) Visual Arts Clay (Developing Form in Clay) Music Listening and Responding (Listening and Responding to Music) Integration & Curriculum Links Toga the Dancing Goat Science Strand Living Things Unit Plants and Animals (extract from the SESE History Curriculum) Story Stories [first and second classes] The child should be enabled to listen to, discuss, retell and record some simply told stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of ordinary as well as more famous people listen to local people telling stories about their past listen to, discuss, retell and record a range of myths and legends from different cultural, ethnic and religious backgrounds in Ireland and other countries distinguish between fictional accounts in stories, myths and legends and real people and events in the past discuss chronology of events (beginning, middle, end) in a story discuss the actions and feelings of characters express or record stories through simple writing, art work, drama, music, mime and movement and using information and communication technologies display storyline pictures showing episodes in sequence use appropriate timelines. Integration Music: Listening and responding; Performing Visual arts: Many stories may inspire artistic work. Drama: Drama to explore feelings, knowledge and ideas, leading to understanding 18

3 Introduction & Summary of the Junior Classes Programme The Story (see page 3) Why this story was chosen The opportunity for a cross-curriculum programme The Characters, elements: Ciaran the goat herder, the goats and the plant with the berries. Section One is on the Stories Strand Unit. Section Two is on the SESE subjects directly-related to this Strand Unit: Science, Visual Art and Music (Arts Education). Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. The directly-related cross-curricular subject links (Section 2) are Science (goats, plant with the berries), Visual Arts (clay) and Music (listening to music), (see the Curriculum Links diagram for strands and strand units). The programme takes the story as the starting point. Next, the characters (Toga the Goat, his cousins and Ciaran) are identified. Toga the Goat and his cousins would thus provide the first direct curriculum link: Science (Living Things strand, Plants and Animals / Plant and Animal Life unit). The plant would be the other item to be studied in the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science. The flute music Ciaran the herder would have played while watching over Toga and his cousins (when not taking a nap!) will come under the Listening and Responding to Music unit in Music. Comment and Note: If the class has seen the first part of the story in the infants classes and had undertaken the activities, the teacher could adapt the suggestions for the activities in this part and to expand on these following the curriculum guidelines for first and second classes. Adekunle Gomez African Cultural Project / Africa Institute education@africainstitute.eu 19

4 (extract from the SESE Science Curriculum) Living things first and second classes Strand unit Plants and animals The child should be enabled to Variety and characteristics of living things observe, identify and explore a variety of living things in local habitats and environments identify common trees and other plants common birds and other animals common insects and mini-beasts of habitats such as forest, waste ground, hedge, pond, rocks, stream, seashore develop some awareness of plants and animals from wider environments recognise and describe the par ts of some living things root, leaf, stem of plants trunk and branches of trees head, leg, wing, tail, skin covering of animal recognise that trees are plants group and sort living things into sets according to certain characteristics hibernation migration farm animals animals and plants that provide food Processes of life appreciate that living things have essential needs for growth explore, through the growing of seeds, the need of plants for water and heat design, make or adapt a suitable container for growing seeds investigate how plants respond to light understand that seasonal changes occur in living things and examine the changes in plant and animal life during the different seasons become familiar with the life cycles of common plants and animals. Integration Geography: Natural environments Section Two Direct Curriculum Links 20

5 Subject: Science Living Things Plants and animals / Green and Red Berries on a Plant Plants: Irish berries identify and name the different kinds of these you have seen or heard of. Pointing out that some berries are not safe to eat and that only berries adult give them are the ones to eat. Holly Berries Source: 21

6 Animals: Goat a member of the animal family. Children could find out what goats like to eat apart from red berries! What is a baby goat called? How many stories about goats do the children know? Many countries have stories about goats. Children may ask grown-ups about places which are famous for their stories with goat characters. For example, the Norse god, Thor the Thunderer, whose chariot is pulled by the two goats, Tanngniost the Tooth Gnasher and Tanngrisnir the Tooth Grinder. Former President of France Nicolas Sarkozy Source: 22

7 Subject: Visual Arts Drawing Making Drawings Paint and Colour Painting Clay Developing Form in Clay Drawing and / or Colouring of pictures of Goats. You may also like to draw some berries. Making sculptures of goats and berries using modelling clay. Subject: Music Listening and Responding Listening and Responding to Music As we heard from the story, when Ciaran the goat herder went out to the fields with his goats, he took with him the flute, his favourite musical instrument. Children could listen to some samples of recorded flute music. ProWhistlesC1 The Irish flute and other kinds of wind instruments such as the recorder and tin whistle could be introduced. 23