ages 4 to 6 - phzh

1

Improve your self-esteem and play together

Ages 4 to 6Ages 4 to 6

FACE – Families and Children in Education is a project co-financed by the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the Community Fund of the Kanton of Zurich (Switzerland).

Workbook Face 1 Improve your self-esteem and play together. Ages 4 to 6 Workbook Face 1 Improve your self-esteem and play together. Ages 4 to 6 Workbook Face 2 Improve your self-esteem and celebrate together. Ages 7 to 9 Workbook Face 3 Improve your self-esteem and work together. Ages 10 to 12

Author: Wiltrud Weidinger Co-Authors: Sabrina Marruncheddu, Peter Holzwarth Illustrations and Layout: Nadine Hugi Editorial Office: Franziska Agosti

Published in 2016. Revised as of March 1, 2021. Zurich University of Teacher Education, International Projects in Education (IPE) phzh.ch/ipe ipe-textbooks.phzh.ch

http://phzh.ch/ipe

http://ipe-textbooks.phzh.ch

Wiltrud Weidinger

Ages 4 to 6Ages 4 to 6

Improve your self-esteem and play together

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Content

1 This is me page 7–20

1 – Task 1 This is me 101 – Task 2 I like animals 121 – Task 3 I am me – you are you 141 – Task 4 This makes me laugh 151 – Family Task 5 Funny animal masks 171 – Task 6 We practise our games 20

2 My class page 21–36

2 – Task 1 Who is in my class? 242 – Task 2 I like my class 272 – Task 3 Let’s play at kindergarten 302 – Task 4 We build our fantasy kindergarten 322 – Family Task 5 We’re all the same – we’re all different 342 – Task 6 It’s fun to play at kindergarten! 36

3 How to be friends page 37–50

3 – Task 1 Friends are important 403 – Task 2 How do you feel today? 433 – Task 3 I show my feelings 453 – Task 4 Let’s make peace 463 – Family Task 5 A token of friendship 483 – Task 6 Let’s play again 50

4 I am healthy page 51– 64

4 – Task 1 I say thank you to my body 544 – Task 2 My senses 564 – Task 3 Healthy and unhealthy 584 – Task 4 Drawing my favourite food 604 – Family Task 5 I like the taste of ... 624 – Task 6 Let’s play again 64

5 What I can do page 65 – 78

5 – Task 1 I can do many things 685 – Task 2 I can make music 715 – Task 3 My beautiful stones 735 – Task 4 I can solve a problem 755 – Family Task 5 We make a comet 775 – Task 6 We practise our games 78

FACE 1 – Families and Children in Education

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6 We play together page 79–92

6 – Task 1 Preparing the games party 826 – Task 2 The rehearsal 856 – Task 3 We prepare the invitation 87 6 – Task 4 We practise (1) 896 – Task 5 We practise (2) 916 – Family Task 6 The games party: We play together 92

7 What I have learned – what we have learned page 93–103

7 – Task 1 We like to move our body 947 – Task 2 Drawing a prize for our body 967 – Task 3 Our class painting 987 – Task 4 This is how Martians greet 997 – Family Task 5 My parent’s feedback 1007 – Task 6 What I liked and disliked 102

My teacher’s feedback 104


44

page

Animal sounds 17Be my mirror 14Blind circuit 40Clap your palms on the floor 56Clappy 73Don’t laugh 15Feelings fitness programme (3-Task 3) 45Fruit salad 58Greeting game 10Heads and shoulders (7-Task 1) 94Knocking down tins (2-Task 3) 30Making cookies 75Mama and kittens 12Mars greetings (7-Task 4) 99Robots and mechanics 48Rocket start 68Rotten egg 60Sculptor and sculptress 46Simon says 68Stone boccia (5-Task 3) 73The musical snake 32Throw balls into a box (2-Task 3) 30Throwing the comet 77Thunderstorm 34What is different? 27What is red? 30Who of you can? 71Who sits next to me? 10

Activating games, starting the class

Calming games, ending the class page

Back writing 14Car wash 32Goodbye-ball 58Guess how I feel 43I am an animal 17I am your shadow 27Secret message 48Silent whisper 75Sitting on each other’s lap 40Spider in the web 73Squeak piggy squeak 12Warm sun hands 56What has changed? 71What I learned 24Where is the treasure? 15Who is it? 34

Games

time

work alone

work in groups

work with one or two other children


55

Welcome to FACE – Families and Children in Education!

This book belongs to both children and teachers. It is a working book for children to improve their strengths and feelings about themselves and a planning and preparation book for teachers. Teachers will find 7 chapters dealing with different aspects of self-competences and life skills for children aged 4 to 6. One task in each chapter is dedicated to inviting the parents into the school and working together with the children.

Each task also includes games to be played or to be made in school. The list of all the games you find on page 4. At the end of the school year a game party will be organised together with the children and parents (chapter 6). The final chapter of FACE 1 is an opportunity to reflect on the learning processes and provides a space for feedback of parents and teachers. Tasks vary in their pedagogical methods and include task-based learning, co-operative learning or other participatory methods.

In the FACE 1 book there are two characters who will go through the book together with the children. They will sometimes point out something on a picture, sometimes they will just be there while the children work on an activity.

Here they are:

This book is written for boys and girls, for men and women. In the text children and teachers will be addressed either with “he” or “she” for a better way of reading. Both genders are meant.

Let’s start! Welcome to FACE – Families and Children in Education!

This is This is CatalinCatalin. . He is a boy and He is a boy and he is four years old.he is four years old.

How to work with this book

This is This is AncaAnca. . She is a girl and She is a girl and she is five years old.she is five years old.


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1

This is me 1

This is me

88

Notes

This is me 1

CatalinAnca

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This is me

This is me 1 Worksheet

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1 – Task 1This is me

This is me 1 - Task 1

1. The children are sitting at their desks. Hand out the worksheet and introduce Anca and Catalin. Let the children describe the picture. → page 9

2. Introduce the empty figure on the worksheet.

3. The children colour the picture and draw a face and clothes. When they have finished, they look at each other’s drawings and walk around the room.

4. The children come back into the circle of chairs. They present their drawings by saying two things about themselves: “This is me. My name is ... I have... (brown hair, blue eyes, a nice skirt etc.)”. The teacher makes them choose one thing to say. Then all children repeat: “This is ... She has... Well done, (name)!” All children clap, so every child receives an applause.

Steps

• Greeting game• Greeting game The children move around the

room. Music is playing. When the music stops, the children have to stop moving and greet each other by shaking hands, clapping both hands together, giving each other “high-fives”, using only the little finger, touching each other’s noses etc. They say: “My name is ...” The teacher tells the children which way to greet each other before the music starts.

•• Who sits next to me? Who sits next to me? All children sit in a circle on chairs.

One chair is empty. The child sitting to the left of the empty chair begins with the following phrase: “My right place is free, I want … to come to me”. The child who has been called comes and sits next to the first child. Then the child sitting to the left of the empty chair starts. The teacher must make sure that it isn’t always the same children who are chosen to change seats.

The task:You introduce yourself and play with others. You draw yourself. You know the names of your friends.

How you work:With the whole group, alone

Material: ▪ worksheet → page 11 ▪ coloured pencils

45 '

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This is me

This is me:

This is me 1 - Task 1 Worksheet

1212

1 – Task 2I like animals


• Squeak piggy squeak • Squeak piggy squeak The children sit in a circle again. The

teacher chooses one child to be the “farmer”. All the other children are the “piggies”. The farmer is blindfolded and stands in the middle. Then the farmer is spun around three times and walks blindly outwards. The farmer sits on the lap of a piggy and says "Squeak piggy squeak!” When the piggy squeaks, the farmer has to guess the name of the child. If the farmer guesses correctly, the piggy becomes the farmer in the next round. If not, the farmer is spun around again and sits on another piggy’s lap.

• Greeting game • Greeting game →→ page 10 page 10

• Who sits next to me? • Who sits next to me? →→ page 10 page 10

• Mama and kittens • Mama and kittens One child is the mama cat and waits

in the corner of the classroom. In the other corner the children (or the teacher) appoint(s) one child to be the kitten. All children move like cats through the room. Every now and again the kitten says “meow”. The mama has to find the kitten. She tells when she has found it. Then another child can be the mama.

The task:You tell others what you like. You understand that everybody is different.



45 '

1. The children sit on their chairs. The teacher asks “who likes cats and kittens?” The children raise their arms. The teacher finds other examples (dogs, elephants, tigers, whales, dolphins, horses etc.).

2. Introduce the worksheet: “What animals do Anca and Catalin like?” The children describe and name the animals.

3. The children colour the ones they like and work on their own.

4. When the children have finished they come into a circle with their sheets. The teacher asks: “Who likes...?” The children who coloured in this animal raise their hands. The teacher asks a few of these questions.

Steps

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I like animals


1414

1 – Task 3I am me – you are you


• Back writing• Back writing Two children play together. One

of them sits in front of the other. The first child starts to draw something on the back of the other child (e.g. a heart, circle, triangle etc.). The other child has to guess what she drew. Then they switch roles.

• Who sits next to me?• Who sits next to me? →→ page 10 page 10

• Be my mirror• Be my mirror Two children stand facing each

other. One child starts to make a move (e.g. claps her hands or stamps his feet). The other child has to be the mirror and does the same thing. Then the first child makes a different move. The mirror has to do the same. After a few turns, the teacher tells the children to switch roles. Now the other child is the mirror.

The task:You understand that you are unique and that your friends are unique.


Material: ▪ paints or inkpad ▪ white sheets of paper

45 '

1. The teacher introduces, e.g.: “Anca and Catalin are very special children. They can do a lot of things. They like animals, they like kindergarten, they like playing with other children. But they also want to be unique. Do you know what unique means?” A discussion about being unique is held. The teacher explains why fingerprints are unique.

2. The children sit in groups of four and make handprints in the middle of a white page.

3. When the sheets are dried, the children go back to their desks and create a flower out of their handprint.

4. The flowers are displayed in the room. Everyone looks at them. Do they look the same? Are they different? The teacher guides the discussion.

Steps

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1 – Task 4This makes me laugh


The task:You find out what makes you laugh. You make other people laugh. You understand that laughing together can create a good atmosphere.

How you work:Whole group, with a partner, alone


30 '

1. All children sit in a circle. The teacher starts a discussion about what makes them laugh. The teacher uses open and closed questions. The children answer and the teacher makes sure everybody has a turn.

2. Then the teacher asks questions: ▪ “Do you know different ways of laughing?” The children can try it out.

▪ “Do you know different funny walks?” The children can try it out.

▪ “Do you know a funny song?” One child or the whole class can sing it. The teacher has to make sure that the language is appropriate.

3. Then the teacher continues: “Can you really laugh about everything?” She listens to the children’s answers.

4. Then: “We will do an exercise together.” The children go to their desks and work on the sheet.

Steps

• Where is the treasure?• Where is the treasure? The children stand closely next

to each other in a circle. Their hands are behind their backs. One child is in the middle and closes his/her eyes. The teacher gives a treasure (keys, ball, etc.) to one of the children in the circle. The child in the middle opens her eyes. The other children pass the treasure behind their backs, one by the other, without making too much noise. The child in the middle has to guess and point to where the treasure is. When she is right the child who was pointed to gets a turn in the middle.

• Be my mirror • Be my mirror →→ page 14 page 14

• Don’t laugh• Don’t laugh Always two children sit opposite

each other. Who can stay the longest without laughing? It gets more difficult when both children start to make funny faces.

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This makes me laugh!


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1. The teacher explains the funny animal masks. He shows examples of these masks (next page) and lets the children name the animals. Then he encourages the children to decide which animal they want to make.

2. The teacher prepares paper plates or thick cardboard paper (round), water colours, glue and things to be stuck on the mask (feathers, coloured paper, wool etc.). He can also use the templates on the next page.

3. The children work in groups of four with the help of a parent.

4. The teacher gives the following instructions (the parents help): a) Cut out the mask (if you are using

the template)b) Draw a circle for the eye-holesc) Cut out the eyesd) Paint the mask e) Decorate the maskf) Make the holes for the string or the

rubber bandg) Write your name on the inside of

the mask

5. The children take the finished masks and sit in a circle together with the teacher and the parents.

6. Every child can put on his mask.

Steps

1 – Family Task 5Funny animal masks

This is me 1 - Family Task 5

• I am an animal• I am an animal The teacher throws a soft ball to one

child. The child introduces herself, e.g. “I am a funny tiger. My name is ...” (the children can invent names or say their own name). She can also make the sound. The children can move around the room and pretend to be the animal.

• Animal sounds• Animal sounds The children sit in a circle. One child

is in the middle of the circle and holds a ball. She throws the ball to a child and says the name of an animal. The child in the circle has to make the sound of the animal. If she cannot make the sound, she switches places and roles with the child in the middle.

The task:You make a funny animal mask.

How you work:Alone, in groups, together with the teacher and the parents

Material: ▪ paper ▪ paint

45 '

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Funny animal masks

This is me 1 - Family Task 5 Worksheet

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Funny animal masks

This is me 1 - Family Task 5 Worksheet

2020

1 – Task 6We practice our games


• Animal sounds • Animal sounds →→ page 17 page 17

• Be my mirror • Be my mirror →→ page 14 page 14

• Don’t laugh • Don’t laugh →→ page 15 page 15


• Mama and kittens • Mama and kittens →→ page 12 page 12

• Who sits next to me? • Who sits next to me? →→ page 10 page 10

The task:You practise the games you have played.

How you work:Alone, with the whole group, with a partner

Material:Depending on the game as described in the tasks: soft ball, “treasure”, masks

30 '

• Back writing • Back writing →→ page 14 page 14

• I am an animal • I am an animal →→ page 17 page 17

• Squeak piggy squeak • Squeak piggy squeak →→ page 12 page 12

• Where is the treasure? • Where is the treasure? →→ page 15 page 15

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2

My class 2

My class

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Notes

My class 2

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My class

My class 2 Worksheet

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2 – Task 1Who is in my class?

My class 2 - Task 1

• What I learned • What I learned The children stand in a circle.

The teacher holds a ball and says “You have found out different things about your friends. I want you to tell everybody what you have found out. If you get the ball, you have to tell something about yourself and something you found out about someone else, e.g. ‘I don’t like playing football’; ‘Elena likes singing’, ‘my grandmother and grand father live with us’; ‘Marian likes apples’ etc.”


1. The teacher introduces “Anca and Catalin at kindergarten”. The children describe the picture. → page 23

2. The teacher tells the story about Anca and Catalin. The text on the next page can be a guide.

3. The teacher asks follow-up questions like: ▪ What do you like to play? ▪ What do you know about the others in your class?

▪ Who are your friends at kindergarten?

4. The teacher hands out the sheet and goes through the pictures and questions with the children.

5. The children walk around the room and ask other children whether they like playing football, playing tag, singing or music etc. Every time the answer is “yes” they draw a little line underneath the picture.

6. They return to the circle again.

Steps

The task:You get to know each other better.

How you work:In pairs and with the whole class

Material: ▪ worksheet → page 26 ▪ coloured pencils ▪ ball

45 '

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Story:

Anca and Catalin Anca and Catalin at kindergartenat kindergarten

Anca and Catalin go to kindergarten. Anca is five and Catalin is four. They have a very nice teacher. Her name is Ana Ionesco. When the children arrive at school, each one of them shakes hands with the teacher and says “hello”. They then sit down at their places. Before they start the day, Mrs Ionesco asks them how they are. They all sit in a circle, so they can see each other well.

Usually, they start with a song or a game. Anca loves singing. Catalin likes music too, but prefers playing games. Sometimes, one or two children can bring something they like to class. They show their favourite things to the other children or tell what they do in their spare time.

Afterwards, the teacher often tells a story from a book, or sometimes they draw something. During the breaks, they can play whatever they like. If the weather is nice, they play outside in the schoolyard. Catalin likes playing football with his best friend Marian. Sometimes Anca plays football too, but she prefers playing hide-and-seek or tag. She is very good at it because she can run very fast. Her best friend Elena is taller than Anca and she can run a little faster. The two girls also often skip rope with other friends. They are very good at skipping together.

There are more than twenty children in Anca and Catalin’s class. They are all very nice, but sometimes they argue too. Usually, it is nothing serious and they are quite good at making peace. If they cannot make peace after a fight, the teacher tries to help them. Mrs Ionesco is very strict about this. She always says that all children fight but that it is very important to learn how to make peace.

My class 2 - Task 1

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Who is in my class?

My class 2 - Task 1 Worksheet

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2 – Task 2I like my class

My class 2 - Task 2

•• I am your shadow I am your shadow The children work in pairs and

stand one behind the other. As long as the music plays, the child behind must be the shadow, i.e. imitate all the movements, of the child in front. The movements must be imitated as precisely as possible. After two minutes the children swap.

•• What is different? What is different? Two children stand facing each other.

They look at each other carefully. One child turns around. The other child changes something about his appearance, e.g. the hair style, clothes, expression etc. The other child has to guess what has changed. The teacher gives the command when the children can turn around etc. After two to three guesses, the children change partners.

The task:You realise that it is important to feel at ease in your class and that you can contribute to a good atmosphere.

How you work:On your own, in pairs, with the whole class

Material: ▪ worksheet → page 29 ▪ coloured pencils ▪ for the story: a fork, a pencil,

something to represent a tree

45 '

1. The teacher tells the story (text on the next page) of the sad little thumb and also enacts it with her hands.

2. The teacher encourages the children to work in pairs and do something without using their thumbs, e.g.: ▪ unzip or take off a jacket ▪ tie shoes ▪ draw or write something etc.

3. The teacher asks follow-up questions about the story: ▪ Why did the fingers not want to play with the thumb anymore?

▪ How did you feel when you saw the little thumb crying? Why?

▪ What do you think of the other fingers? ▪ What do you think the story tells us?

4. The children get the worksheet and coloured pencils. They draw little faces into the empty hand and colour it.

Steps

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The story The story of the sad little thumbof the sad little thumb

Once upon a time, a little thumb was walking down the road in the countryside. When suddenly it heard somebody cry. It was another little thumb sitting on a rock beside the road. It was so sad, that our little wandering thumb felt sorry for it and asked: “Hello, little thumb! Why are you crying?”

Still snivelling, the little thumb answered: “This morning, when I wanted to play with the other fingers, they said: ‘You’re fat and plump and you’re also too short. We don’t want to play with you anymore.’ I was very sad and decided to leave. At first, I hid in a pocket. The other fingers were very happy that I had left and they kept cheering and laughing. So I left for good and now, I am here, but I am so sad.” The little thumb started crying again.

Our little thumb thought for a while and then said: “Don’t worry, little thumb, I am sure that by now the other fingers have realised how important you are to them. Come with me! You’ll see.” The little sad thumb followed the other thumb, but was too afraid to go up to its fellow fingers, so he hid in the pocket again and peeped over the hem. What it saw was very funny. The fingers were trying to hold the fork at lunch, but it kept falling to the floor. They tried to write a letter to a friend, but the pencil kept falling to the floor.

So they decided to do something funny. “Let’s climb a tree!” they said. However, when they tried to grasp at the branches, they kept slipping away. They started blaming each other, because each one of them thought it was the other fingers’ fault. But then they realised that they simply missed the little thumb. They started calling the little thumb, pleading it to come back: “Please little thumb! Come back to us! We miss you very much and we won’t call you names anymore!”

Meanwhile, the little thumb had been observing these scenes from its cosy pocket. It was having a lot of fun watching how clumsy the other fingers were without it. This made it feel very important. So, when it heard that the fingers were calling its name, it scrambled out of the pocket. Everybody was cheering and laughing. From then on, the little thumb and its finger friends played happily together ever after.

Adapted from: PH FHNW (Hg.) (2014): Mutanfälle. Mutig sich selber, anderen und der Welt begegnen. II – 3, 3. Auflage. Beratungsstelle Gesundheitsbildung: Aarau.

My class 2 - Task 2

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The sad little thumb


glue

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1. The teacher tells the children that they will make their own games. For this you need to make the following:a) a ball out of newspaper b) “Paper tins” that you cut out and

colour (or toilet paper rolls)

2. The teacher divides the class into groups of four. Each group is given a cardboard box. The boxes are placed in different corners of the room. Two games are played:

▪ The tins (or the toilet paper rolls) are placed on a table. Each child tries to knock down the tins with a newspaper ball. The children can draw a line each time they win a game.

▪ The children try to throw the balls into the box. Each child gets all the group’s balls. The more balls you can throw into the box, the more points you get.

Steps

2 – Task 3Let’s play at kindergarten

My class 2 - Task 3


• • What is red? What is red? The children sit in a circle. One child

throws the ball to another child and asks: “What is red?” The child who caught the ball says, for example: “Tomatoes are red.” He asks about another colour, e.g. “What is blue?” and throws the ball to the next child who might say: “The sky is blue.” During the course of the game, the children can ask about the same colours, but the answers should be different.

The task:You produce some very simple toys with everyday material such as newspapers, paper and cardboard.

How you work:On your own, in groups and the whole group

Material: ▪ coloured pencils ▪ old newspapers ▪ adhesive or masking tape ▪ 3–5 cardboard boxes ▪ old toilet paper rolls

45 '

glue

3131

Let’s

play

at k

inde

rgar

ten


3232

2 – Task 4We build our fantasy kindergarten

My class 2 - Task 4

• Car wash • Car wash This game is played without talking,

very quietly. The class lines up, shoulder to shoulder. The child at the end of the line is the “car” that needs to be cleaned. She moves down the line with the back to the line. The other children are the brushes. They massage, stroke, pat etc. the back of the child. Hitting, tickling or any violent movements are not allowed. When the other end is reached, the “car” is clean and it is the next child’s turn.

• The musical snake• The musical snake All the children queue up to form a

long “snake”. As soon as the music starts, the snake starts moving. The child at the front of the snake makes movements such as hopping, crawling, tiptoeing etc. The other children all imitate the movements. When the music stops, the child in front goes to the rear of the snake and it is the next child’s turn.

The task:You “build” your fantasy kinder-garten by rearranging the tables and chairs. You play in the “new” kindergarten.

How you work:With the whole class and in groups

Material: ▪ music ▪ old bed sheets, blankets,

pegs etc. ▪ boxes

1. The children sit in a circle. The teacher shows the picture of the kindergarten again. He asks the children again to look at the picture and find out what they like in particular.

2. The teacher tells the children what Anca and Catalin are playing today. Find the story on the next page.

3. He explains that the children will “make” their own kindergarten. The children can play what they like. They are allowed to move the tables and chairs. Blankets and pegs can be used to build something. The teacher always assigns two or maximum four children to one spot.

Steps

60 '

3333

Story:

Anca and Catalin play at kindergarten

Today, after the big break the children at Anca and Catalin’s kindergarten can choose what they want to play. Anca is playing shop with her friends Elena, Jonela and Constantin. The shop counter is new. Some of the children at kindergarten made it out of old cardboard boxes. They are very proud of it because they made it all by themselves.

Elena is the shopkeeper and Anca is the client. She plays a mother who needs some baby food. Jonela is playing the baby daughter. She is crying all the time and Anca tries to calm her. This takes a lot of time and Constantin, who is playing another client in the shop, is getting impatient. He would like to pay and leave. They are all having great fun.

Catalin is building something with Daniela, Marian and Traian. They have not agreed yet on what they want to construct with the toy blocks. Daniela and Marian want to build a fortress and stage a battle with knights and horses. But Catalin and Traian would prefer to build a racing circuit for cars.

My class 2 - Task 4

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2 – Family Task 5We’re all the same – we’re all different

My class 2 - Family Task 5

• Who is it? • Who is it? Everybody is standing in a circle.

The teacher starts describing a child, e.g. “I see someone who has brown hair, is wearing a red pullover and white shoes”. The child who has been described is next and describes another child.

•• Thunderstorm Thunderstorm Everybody stands in a circle and

is quiet. The teacher makes sounds of an approaching thunderstorm. The child to her left must imitate the sound, which then wanders from child to child until it reaches the teacher again. The teacher accompanies the sounds with the description of an approaching thunderstorm. Rub your hands for the rushing of the wind, snap your fingers for raindrops falling, slap your thighs for pouring rain, stomp your feet for thunder and lightning. The thunderstorm has now reached its climax and is slowly fading. You do the sound sequence backwards until the sun shines again.

1. The teacher introduces the task of making the class out of paper. The children will produce a “paper people chain”. She shows how it is done.

2. The children make the “paper people chain” with their parents and colour it (always two or four children with one parent).

3. When finished, the chains are all placed on a table or stuck to the blackboard for everybody to see. The teacher addresses the fact that all children are different but they belong together.

Steps

The task:You recreate your class by making a “paper people chain” and under-stand that you are all different but together in a community.

How you work:On your own, in pairs with a parent and the whole class

Material: ▪ coloured pencils ▪ scissors ▪ glue

45 '

3535

We’r

e all

the s

ame

we’re

all d

iffer

ent

My class 2 - Family Task 5 Worksheet

3636

2 – Task 6It’s fun to play at kindergarten!

My class 2 - Task 6

The task:You play some of the games you got to know. You also get some time to play freely with the toys you have created.

How you work:In pairs, in groups and with the whole class

Material: ▪ as described in the tasks mentioned

45 '

• I am your shadow • I am your shadow →→ page 27 page 27

• Knocking down tins • Knocking down tins →→ page 30 page 30


• The musical snake • The musical snake →→ page 32 page 32

• Throw balls into a box • Throw balls into a box →→ page 30 page 30

• Thunderstorm • Thunderstorm →→ page 34 page 34

• Who is it? • Who is it? →→ page 34 page 34

• Car wash • Car wash →→ page 32 page 32

• What I learned • What I learned →→ page 24 page 24

• What is different? • What is different? →→ page 27 page 27

• What is red? • What is red? →→ page 30 page 30

• Where is the treasure • Where is the treasure →→ page 15 page 15

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3

How to be friends 3

How to be friends

3838

Notes

How to be friends 3

3939

How to be friends

How to be friends 3 Worksheet

4040

3 – Task 1Friends are important

How to be friends 3 - Task 1

• Sitting on each other’s lap• Sitting on each other’s lap The whole class stands in a circle.

All the children turn to the right to look at the next child’s back. Then they get really close together and when the teacher counts to three they sit down on the knees of the child behind them. When everybody is sitting they can try to walk.• Blind circuit• Blind circuit

The teacher prepares a little circuit in the classroom. For example, slalom with chairs, crawl under the table, jump over a line, walk in a straight line etc. The children do the circuit in pairs. One child is blindfolded, the other one has to lead her through the circuit. You can also use the corridor. This game could also be played outside. After a while they change places.

1. The class is sitting in a circle. The children look at the picture of Anca and Catalin playing. They discuss the picture. → page 39

2. Then the teacher directs the attention to the scene with Catalin, Marian and Anca. The teacher plays the scene on the next page.

3. Discussion about friendship. Possible questions: ▪ What do you think of Marian’s behaviour? ▪ What about Catalin? What about Anca? ▪ What does a good friend do?

4. The teacher divides the characters equally among the class. The children cut them out. They can also colour them. The teacher helps them glue the characters to the sticks.

5. In groups of three they play the scene. The children can adapt the plot if they want.

6. Some of the groups may play the scene for the class (in the circle).

Steps

The task:You think about what friends mean to you and discuss what a good friend is for you.

How you work:Alone, in pairs and with the whole class

Material: ▪ coloured pencils ▪ scissors ▪ glue ▪ toothpicks or ice cream sticks ▪ cloths to blindfold half of the class

60 '

4141

Scene:

The more, the merrier ! The more, the merrier !

Catalin and Marian are playing with marbles, when Anca joins them. She stands there for a while, watching them.

Anca:Anca: Can I play with you? I am good with marbles.

Catalin:Catalin: Of course, here: I can give you some of my marbles.

Marian:Marian: I do not like playing with girls. Tell her to go away, Catalin!

Catalin:Catalin: Come on, Marian. Anca is my friend! I cannot tell her to go away.

Marian:Marian: Well, then I am not your friend anymore. I don’t play with girls. He sulks and turns his back on them.

Anca:Anca: Smiling Come on, Marian: Don’t be stupid! You can have Catalin all to yourself soon. I have to go home soon and help my mum in the house. Or are you afraid of losing against a girl?

Marian:Marian: I am not afraid! I just don’t like playing with girls. Still sulking

Catalin:Catalin: At least try! You’ll see: playing with Anca is good fun. He nudges Marian in the sides Do it for me, old friend!

Marian:Marian: Slowly relaxing with a hesitating smile Okay, all right. I’ll try. But if it’s no fun, I’ll stop playing.

Anca:Anca: Hurray, I can play! You’ll see: the more, the merrier. She slaps Marian on the shoulders and gives a high-five to Catalin


4242

Fr iends are important

How to be friends 3 - Task 1 Worksheet

4343

3 – Task 2How do you feel today?


1. The teacher shows the picture of a child comforting another child and discusses it with the children.

2. She introduces the clock of feelings (template). The children guess the feelings.

3. With the help of the clock, the teacher tells the children how she feels today. She includes a variety of feelings and moves the hand of the clock while talking: “Today I am happy because the weather is nice and because I can see you all today. I like my job and I like teaching you. I am a bit sad because my brother lives far away. He lives in Italy. This morning I was also a bit afraid, because I met a big dog in the street. He was barking at me and seemed very angry.”

4. Then the children go up to the teacher, move the hand of the clock and say how they feel.

5. The children work on their own: They make their clock and colour the different emotions with their preferred colours, e.g. yellow is happiness, grey is sadness, green is pride etc.

6. One child points to a feeling on the clock and the other one has to make a sentence with it.

Steps

• Guess how I feel• Guess how I feel The class is standing in a circle.

The teacher whispers a feeling into a child’s ear. The child mimes the feeling and the others have to guess what it is. Then it is another child’s turn to whisper a feeling into someone’s ear.

The task:You talk about your feelings and become aware of your classmates’ feelings too.

How you work:Alone, in pairs and with the whole class

Material: ▪ worksheet → page 44 ▪ coloured pencils ▪ scissors ▪ pins to fasten the hand to the clock

45 '

4444

How do you feel today?


Feeling

4545

Feeling Possible movements

I am strong Stand with both feet apart on the ground. Your arms are relaxed on the sides.

I am afraid Draw your shoulders up. Open your eyes wide. Open your mouth slightly. Put your arms in front of you, as if to defend yourself.

I am brave Stand with both feet apart on the ground. Your back is straight. Put your hands on your hips.

I am sad You are standing with slumping shoulders. Arms are hanging. You look to the ground.

I comfort myself You put your arms around you to comfort yourself.

I am happy You throw your arms in the air and scream “yippee”!

I am angry You stomp on the ground with your feet, clench your teeth and look angry. Make fists.

I am really happy Your throw your arms in the air, jump repeatedly and scream “yippee”!

I am proud of myself You pat yourself on the shoulder, because you have done something well. Your chest is out.

3 – Task 3I show my feelings

Adapted from Rytz, T. et al. (2010): Papperla Pep, Körper und Gefühle im Dialog. Materialien für den Unterricht mit Kindern von 4 bis 8 Jahren. Schulverlag plus: Bern.


1. The teacher and the children act, sing and dance to a song about feelings. The teacher discusses with the children how different feelings have an effect on how a person looks or moves.

2. The class stands in a circle. The teacher introduces a feelings fitness programme. He is the fitness trainer, the children imitate. First, the children comment on what they are doing, then they just do the movements.

3. In the circle, some of the children now do their own feelings fitness programme in front of the whole class.

Steps

The task:You express your feelings with your bodies and learn to recognise the feelings behind other children’s movements.

How you work:With the whole class

Material: ▪ song by Pharrell Williams “Happy” (computer, CD) or “If you’re happy – FACE 2” or any other song about happiness

45 '

4646

3 – Task 4Let’s make peace


• Back writing• Back writing →→ page 14page 14

• Sculptor and sculptress • Sculptor and sculptress One child is the raw marble block

that has to be formed. She stands without moving. The other child is the “sculptor”. The first step is to create the sculpture. First by touching the child and moving/bending her into the desired position. Then the children change roles.

1. The teacher introduces the worksheet and explains that there is a story of a fight but it is not in the correct order. The children cut the pictures and put them in the correct order (alone).

2. The teacher checks the work. The children can then stick the pictures onto a sheet of paper.

3. Questions the teacher could ask in a follow-up discussion: ▪ How does Anca feel? ▪ How does Catalin feel? ▪ Why is Anca angry? ▪ Why is Catalin angry?

4. Role play: In pairs, the children play the short scene with a different solution at the end.

5. Some children volunteer to play the scene in front of the class.

Steps

The task:You discuss why you have arguments and how you can solve them.

How you work:The whole class, in pairs and in groups

Material: ▪ worksheet → page 47 ▪ A4–sheets ▪ scissors

45 '

4747

Let’s make peace


50 cm

4848

3 – Family Task 5A token of friendship

How to be friends 3 - Family Task 5

• Secret message • Secret message The class is standing in a circle.

The teacher whispers a message into a child’s ear, which whispers it into the next child’s ear until it is passed through the whole class. The last child announces the message. Was it correct? After the first round, children invent a message. Play a couple of times.

• Robots and mechanics • Robots and mechanics The teacher divides the class

into many robots and only a few mechanics (e.g. 15 robots and 5 mechanics). The robots can only march straight ahead. When they hit an obstacle, they start to beep. Then the mechanics have to turn them around so they can march again. It is the mechanics’ task to keep all robots moving and none beeping.

1. The children sit in a circle. The teacher introduces the task. She demonstrates the children and the parents how to make a friendship bracelet (description on the next page).

2. The children work in pairs or in groups of four with one parent. Each child should end up with a bracelet.

3. The children can exchange their bracelet with a friend or keep it and make another one to give away.

Steps

The task:You make friendship bracelets to give away as a token of friendship.

How you work:In pairs, with parents and in groups

Material: ▪ worksheet → page 49 ▪ wool or cotton

60 '

50 cm

4949

1.

2.

3.

4.

5.

6.This is how you do it 1. Take two threads of wool

and cut them 50 cm long.

2. Let another child hold the other end.

3. Twist both threads as long as possible. Do not let go.

4. When it is very tight, put one finger in the middle and fold it.

5. The threads will curl up.

6. Make a knot at both ends. Your bracelet is ready!

A token of fr iendship

Friendship bracelets

How to be friends 3 - Family Task 5 Worksheet

5050

3 – Task 6Let’s play again

How to be friends 3-Task 6

The task:You play all the games again.

How you work:Alone, in pairs and groups, with the whole class

Material: ▪ as described in the tasks

45 '

• Blind circuit • Blind circuit →→ page 40 page 40

• feelings fitness • feelings fitness programme programme →→ page 45 page 45

• Robots and mechanics • Robots and mechanics →→ page 48 page 48

• Sculptor and sculptress • Sculptor and sculptress →→ page 46 page 46

• Back writing • Back writing →→ page 14 page 14

• Guess how I feel • Guess how I feel →→ page 43 page 43

• Secret message • Secret message →→ page 48 page 48

• Sitting on each other’s lap • Sitting on each other’s lap →→ page 40 page 40

5151

4

I am healthy 4

I am healthy

5252

Notes

I am healthy 4

5353

I am healthy

I am healthy 4 Worksheet

5454

4 – Task 1I say thank you to my body

I am healthy 4 - Task 1

1. The children stand in a circle. The teacher asks one child ▪ to move through the room using only one foot

▪ to clap using only one hand ▪ to close their eyes, turn their face in the direction of the blackboard and describe the wall opposite the black board

Other children can try too. Can you do it?

2. The teacher gives instructions: “Draw a part of your body you like especially and think about one of it’s qualities or abilities that you would like to thank for. Present your picture, caress your body part and say thank you to your body part.”

3. The children present. The other children join thanking that body part if they like, e.g. ▪ “Thank you tongue for being able to taste delicious food.”

▪ “Thank you hand for making me able to draw.”

The task:You learn to appreciate that your body enables you to do things.

How you work:With the whole group, then alone


45 '

Steps

5555

I say THANK YOU to my body

I am healthy 4 - Task 1 Worksheet

5656

4 – Task 2My senses


• Warm sun hands • Warm sun hands The children sit in a circle and

close their eyes. The teacher plays the warming sun and wakes up the children one after the other. She rubs her hands so they are warm and puts them on the backs of the children, one after the other. Whoever has been woken up by the sun stands up and goes to his desk.

• Clap your palms • Clap your palms on the flooron the floor

The children kneel on the floor and put the palms of their hands on the floor in order to form a circle. Each neighbour’s hand is between their own hands – a bit like a zipper. Then one hand starts to clap (on the floor), then the next one and the next one etc. The children have to watch their own hands and their neighbours’ hands and coordinate. After having practiced that for a longer period of time, a new aspect can be introduced: when a hand claps on the floor twice, the direction has to change.

1. The teacher introduces the senses: seeing, hearing, smelling, tasting and feeling. With our senses we get in contact with our world.

2. The children colour the senses and think about their favourite one.

3. They try out the different senses. The teacher tries out the senses together with the children: ▪ Seeing: trying to see a small drawing far away

▪ Hearing: hearing a very quiet bell ring ▪ Smelling: smelling a perfume or a flower ▪ Tasting: tasting salt or sugar ▪ Touching: touching something very soft (fur, teddy bear etc.)

4. The children discuss which one their favourite sense is.

5. They draw their favourite sense into the circle and under that another picture that shows something their favourite sense can either see, hear, smell, taste or feel.

6. They exchange with a partner.

The task:You become aware of the different senses and what they allow us to learn about the world.

How you work:Alone, then with a partner, then with the whole group

Material: ▪ worksheet → page 57 ▪ coloured pencils ▪ bell ▪ perfume or flower ▪ salt or sugar ▪ a piece of fur or a teddy-bear

45 '

Steps

5757

My senses


5858

4 – Task 3Healthy and unhealthy


• Goodbye-ball• Goodbye-ball All children stand in a circle. One

child has the ball. It winks at another child and throws the ball and says: “Goodbye, Catalin!” Catalin catches the ball, winks at another child and throws the ball saying “Goodbye, Anca!” Catalin leaves the circle. Then the children continue. The game ends when there is no child left in the circle.

• Fruit salad• Fruit salad The children sit in a circle. The

teacher assigns different fruits to groups of children (e.g. 5 are straw-berries, 5 are apples, 4 are bananas etc.). One child is chosen to go into the middle of the circle. His chair is removed from the circle. Now the teacher calls out the name of two fruits, e.g. strawberries and apples. The children of the two groups change places. During that time, the child in the middle has to try to get to an empty chair. The remaining child is the next one to go in the middle of the circle. If the teacher calls out “fruit salad” all children have to stand up and change their places again.

1. The teacher introduces: “Fruits are healthy. What is not healthy?” The children share their ideas. “Can you also think about things that you do that are healthy or unhealthy?” The children share their knowledge.

2. Then the teacher continues: “Take a look at the pictures on the worksheet. Make a cross at the smiling face next to the picture for a healthy activity, make a cross next to the sad face for an unhealthy activity.”

3. Then the children compare their charts with their neighbours.

Steps

The task:Some activities in daily life are healthy some are not. You become aware of this aspect.

How you work:Alone, together with parents, then with the whole group

Material: ▪ worksheet → page 59 ▪ coloured pencils ▪ ball

45 '

5959

Healthy and unhealthy

Doing sports Doing sports outside outside

Watching TV Watching TV for a long time for a long time

Taking Taking a shower a shower Eating French fries Eating French fries

Eating an apple Eating an apple


Cleaning teeth Cleaning teeth

6060

4 – Task 4Drawing my favourite food


• Goodbye-ball • Goodbye-ball →→ page 58 page 58

• Fruit salad • Fruit salad →→ page 58 page 58

•• Rotten egg Rotten egg All children stand in a circle.

One person (A) may leave their place and run outside along the circle and drop an object – the rotten egg – (in reality a handkerchief or a paper ball) behind someone (B). B has to react as quickly as possible and run after the person who dropped the object (A). If A is caught by B, A has to repeat. If A was able to run to the empty space that B left in the circle, B has to run and drop the object again.

1. The teacher discusses with the children their favourite food.

2. The children draw it on the plate on their worksheet. They work on their own.

3. They compare it with their colleagues and find out who has the same.

4. They discuss whether their food is healthy or not. They discuss it with their partners and choose where they make a tick.

Steps

The task:You become aware of your favourite food and learn about the favourite food of others.

How you work:Alone, in pairs, then with the whole group


45 '

6161

Drawing my favourite food

Very healthyVery healthy Not very healthy and Not very healthy and not very unhealthynot very unhealthy Not healthyNot healthy


6262

4 – Family task 5I like the taste of . . .

I am healthy 4 - Family Task 5

• Secret message• Secret message →→ page 48 page 48

• Squeak piggy squeak• Squeak piggy squeak →→ page 12 page 12

• Rotten egg• Rotten egg →→ page 60 page 60

• Who sits next to me?• Who sits next to me? →→ page 10 page 10

1. The children sit in a circle. The teacher asks if they have ever tried to eat something with their eyes closed. The children share their thoughts.

2. The teacher introduces that they will taste different kinds of food with their eyes closed.

3. The teacher assigns parents to each group of four children. At their group the parents prepare little pieces of the different food to be tasted on a plate.

4. The class is split into groups of four. The children work in pairs. One of them closes their eyes with a blindfold and the other helps to taste different kinds of food, e.g. a piece of apple, a piece of nut, a piece of cookie or a grape. The children can also smell the food and guess what it is before they taste it.

5. The children record their experiences on the worksheet.

6. Finally, all children return to the circle again. The experience is shared in the group: ▪ Does food taste different when your eyes are closed?

▪ Is there any food you like to eat to feel good?

Steps

The task:You learn how to focus your senses on just one aspect and become aware of what you like and what you don’t like.

How you work:In pairs, alone, then with the whole group

Material: ▪ worksheet → page 63 ▪ coloured pencils ▪ prepared pieces of food on a plate

45 '

6363

I like the taste of . . .

What do you like?What do you like?

What is neutral for you?What is neutral for you?

What don’t you like?What don’t you like?

Adapted from: Rytz, T. (2010): Papperla PEP. Körper und Gefühle im Dialog. Materialien für den Unterricht mit Kindern von 4–8 Jahren. Schulverlag plus: Bern.

I am healthy 4 - Family Task 5 Worksheet

6464

4 – Task 6Let’s play again


The task:You play all the games again.

How you work:Alone, in pairs and groups, with the whole class


45 '

• Clap your palms • Clap your palms on the floor on the floor →→ page 56 page 56

• Fruit salad • Fruit salad →→ page 58 page 58

• Rotten egg • Rotten egg →→ page 60 page 60

• Who sits next to me • Who sits next to me →→ page 10 page 10




• Warm sun hands • Warm sun hands →→ page 56 page 56

6565

5

What I can do 5

What I can do

6666

Notes

What I can do 5

6767

What I can do

What I can do 5 Worksheet

1

2

3

4

5

6

1

10

1

2

3

4 6

78

9

5

2

3

4

5

6

789

6868

5 – Task 1I can do many things

What I can do 5 - Task 1


• Rocket start • Rocket start All children sit in a circle. They are

astronauts. The rocket is being launched (by clapping their hands on their thighs). The rocket is about to start (clapping gets faster). The rocket starts and rises into the sky (children jump up from their chairs and raise up their arms). Variation: Before the start the teacher can also count from 10 to 0 together with the children.

• Simon says• Simon says All children stand in a circle. The

teacher starts by saying: “Simon says clap your hands.” All children clap their hands. The teacher says: “Simon says, jump up and down.” The children jump up and down. The teacher says: “Sit down.” The children remain standing. They only do things when the teacher starts the sentence with “Simon says”. Then, several children can have a go.

1. The teacher introduces the picture and asks the children what they see. They discuss what Anca and Catalin can do. → page 67

2. Then the teacher introduces the work-sheets and says: “Now, you can show a lot of things you can do in your booklet.” He shows the following pages and explains them to the children.

3. The children work on their own and compare their results with their partners.

Steps

The task:You find out as many things as possible that you can do.

How you work:With the whole group, alone, then with a partner

Material: ▪ worksheet → page 69, 70 ▪ coloured pencils ▪ ball

45 '

1

2

3

4

5

6

1

10

1

2

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4 6

78

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5

2

3

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789

6969

I can do many things

What I can do 5 - Task 1 Worksheet

How many are there? Connect the r ight ones:

Make a picture:

7070

I can do many things

What I can do 5 - Task 1 Worksheet

What is hidden in the picture? Colour the fields with the dot:

Find 7 dif ferences:

7171

5 – Task 2I can make music


1. The teacher shows the big picture of Anca and Catalin and tells the children that they can make music with many different things. The children look at the picture and describe it.

2. Stations with different instruments are prepared. Not more than three children are at one station. They walk around and choose the order in which they want to complete the activities. They use the passport to tick what they have done. a) Water glasses: Fill in different levels

of water in different glasses and tap them with a pencil to make music.

b) Rubber bands: Use rubber bands wrapped around a box to play the rubber band guitar.

c) Drums: Take two sticks and find out what can be used as a good drum surface.

d) Comb and paper: Take a comb, wrap thin paper around it and blow on it.

e) Body percussion: With which part of your body can you make music? Mouth, fingers, hands, feet, tongue etc.?

f) Plastic bags: Find out how you can make music with a plastic bag.

g) Rice rattles: Fill in rice or little stones into a tin and make a rattle.

3. After a certain period of time (35') the teacher gets the children to sit in the circle again. They bring their passports with them and show stations they found easy, hard, interesting etc.

Steps

• Who of you can?• Who of you can? All children stand in a circle. The

teacher says statements like “I can play football”. All children who can play football go into the middle. When choosing the statements the teacher must come up with activities and skills for both boys and girls. Variation: The teacher could also use funny skills. As the last statement the teacher says: “I can make music with…my body/a glass of water, etc.”

• Simon says• Simon says →→ page 68 page 68

• What has changed?• What has changed? The children sit in a circle. All children

have to look around and memorise as best as they can the order in which they are sitting. The teacher chooses one child. He leaves the room. Now, two children change their position in the circle. Then the child is called inside the classroom again. He has to look around and find out who changed their seats. Then another child is chosen to leave the room and so on.

The task:You make instruments and music with unusual things.

How you work:With the whole group, in twos or threes

Material: ▪ worksheet → page 72 ▪ coloured pencils ▪ water glasses, rubber bands, drum sticks, combs, thin paper, plastic bags, boxes, yoghurt cups, rice, sand

45 '

7272 What I can do 5 - Task 2 Worksheet

I can make music

Water glasses

Rubber bands

Drums

Comb

Body

Plastic bags

Rice rattles

7373What I can do 5 - Task 3

5 – Task 3My beautiful stones

1. The teacher holds two stones in her hands and reads a poem to the children: My beautiful stones My beautiful stones I have three stones so nice and round They do not look the same They are my favourite ones I found With them we’ll play a game.

2. The teacher goes outside with the children to collect stones (three for one child). When they return, paint, water and brushes are being prepared. The children paint always two stones in the same colour. The third stone has a different colour. The teacher writes their names on the stones with a permanent marker.

3. They play the game “Boccia”. First, everybody plays on their own. The stone with the different colour is thrown in front of the child. Then, the two coloured stones are thrown as near as possible to the first one. The stones have to be thrown as close as possible to the first stone. The children play in pairs. Who wins? Rules are discussed: no throwing at other children, only throwing some metres away, not throwing too hard etc.

4. After playing for about 15 minutes the children sit in a circle with their stones. They hold them in their hands. The teacher recites the poem again. The children recite it with her.

Steps

• Who of you can?• Who of you can? →→ page 71 page 71

• Clappy• Clappy All children stand in a circle. The

teacher holds an invisible little animal in his hands: “Its name is ‘Clappy’. Clappy will go around the circle and we have to catch him”. The teacher starts with one clap. Then the child next to him claps, then the next one etc. The clap goes around the circle. Then the teacher claps twice. Clapping twice changes the direction of the clap. It is the goal of the game to let Clappy move as long as possible.

• Spider in the web• Spider in the web All children sit in a circle. They are

the spider’s web. A child is in the middle with her eyes blindfolded as the spider. Everybody is quiet. The teacher gives a small bell to one child. The child throws the bell into the circle. The spider has to crawl through the spider’s web and find the bell. Then another child is blindfolded. The game starts again.

The task:You find two stones that you like and paint them. You play a game together.

How you work:With the whole group, alone, then with a partner

Material: ▪ worksheet → page 74 ▪ paint, brushes, stones, permanent marker, small bell

60 '


My beautiful stones

“I have three stones so nice and round They do not look the same They are my favourite ones I found With them we’ll play a game.”

Name Name

7575What I can do 5 - Task 4

1. The teacher shows the children a piece of paper: “What can you do with a piece of paper?” The children come up with all kinds of ideas, also very original and not common ones. The teacher collects them in the circle.

2. The teacher introduces the problem of the kangaroo: Anca and Catalin saw this kangaroo in the zoo. It hurt its leg while hopping around. Now, it can’t move and has to be taken to the vet. A vet is a doctor for animals. How can they take it to the vet?

3. The children draw four different ways of moving the kangaroo.

4. When they have finished the teacher asks them to come to the circle again and they present their solutions.

Steps

• Clappy • Clappy →→ page 73 page 73

• Making cookies• Making cookies Two children play together. One child

sits, the other stands behind it. The teacher gives instructions for making cookies, e.g. “First the baker rolls out the dough.” The standing child has to roll out the dough with his hands on the other child’s back. “When the dough is flat, the baker makes the cookies. He uses forms for this.” The standing child draws forms on the other child’s back. The other child can guess which form it is. “Then the cookies are put in the oven”. The standing child puts both palms on the back of the other child and moves the cookies. “After some time the cookies are ready. The baker takes them out of the oven”. The child has to blow on them.

• Spider in the web• Spider in the web →→ page 73 or page 73 or What has changed?What has changed? →→ page 71 page 71

•• Silent whisper Silent whisper The children sit in a circle. The

teacher starts and whispers a short sentence into the ear of the child sitting next to her. The child has to turn the message to the next child sitting next to her by whispering. Thus, the message goes around the circle. The last child says the message out loud again. It will be funny to see how it has changed. Then the teacher appoints a child to start a silent whisper.

The task:You find a solution to a given problem and compare your solution with other children’s ideas.

How you work:With the whole group, then alone


45 '

5 – Task 4I can solve a problem


I can solve a problem

Adapted from: Shapiro, S. (2000): Thinking skills. A&C Black. London.

7777What I can do 5 - Family Task 5

5 – Family Task 5We make a comet

1. After the rocket game the teacher asks the children if they know what a comet is. They discuss and the teacher explains.

2. The children make a comet: They sit in groups of four. In each group there is one parent to help. ▪ Each child takes three layers of newspapers and scrunches them together to make a solid ball.

▪ A rope and sticky tape is put around the ball several times to fasten it.

▪ They cut out stripes of coloured paper, cloth or plastic bags.

▪ The stripes are stuck to the ball with sticky tape.

▪ Plastic (from old plastic bags) is put around the ball (ca. 30 cm × 30 cm).

▪ With a piece of string the plastic is fastened and tied at the “neck” of the comet. The overlapping plastic can be cut away.

▪ The parents help to write down the children’s names.

3. Throwing the comet: They all go outside the school building. The children stand in line and start to throw the comet after 1,2,3 – go!

Steps

• Rocket start• Rocket start →→ page 68 page 68

•• What is red? What is red? →→ page 30 page 30

•• Silent whisper Silent whisper →→ page 75 page 75

The task:You make a comet and play the game together with a partner.

How you work:Alone, with the whole group, in groups of four

Material: ▪ newspaper ▪ sticky tape ▪ string ▪ plastic bags ▪ old pieces of cloth ▪ coloured paper ▪ scissors ▪ black felt-tip pen

45 '

7878

5 – Task 6WE PRACTISE OUR GAMES


The task:You practise the games you have played.

How you work:Alone, with the whole group, with a partner


45 '

• Silent whisper • Silent whisper →→ page 75 page 75

• Spider in the web • Spider in the web →→ page 73 page 73

• What has changed? • What has changed? →→ page 71 page 71



• Making cookies • Making cookies →→ page 75 page 75

• Rocket start • Rocket start →→ page 68 page 68

• Simon says • Simon says →→ page 68 page 68

• Stone boccia • Stone boccia →→ page 73 page 73

• Throwing the comet • Throwing the comet →→ page 77 page 77

• Who of you can? • Who of you can? →→ page 71 page 71

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6We play together

We play together 6

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Notes

We play together 6

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We play together

We play together 6 Worksheet

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6 – Task 1Preparing the games party

We play together 6 - Task 1

• Secret message • Secret message →→ page 48 and/or page 48 and/or Where is the treasure? Where is the treasure? →→ page 15 page 15



1. The children sit in a circle and describe and discuss the picture of chapter 6.

2. The teacher introduces the task of organising a game party. They discuss rules together. She collects rules that the children know. Then she shows the rules on the worksheet (→ page 83) and explains them. The rules are displayed in the room.

3. The teacher explains that at the party there will be ten games to play together with the parents. All the games are listed on the chart. The children will wear the chart around their necks and tick off the games they have played.

4. The children cut out the charts and put a string around them. They work in pairs. The teacher writes the name of the child on the chart and collects them.

Steps

The task:You start preparing the games party with the teacher. You learn that you need rules to play together.

How you work:In pairs, in groups and the whole class

Material: ▪ scissors ▪ games chart ▪ pieces of string ▪ materials for the games you play

45 '

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1 2

3

5

4

RULES for working and playing together

Do not hurt others.

Do no break things.

Let others participate.

When you have finis hed playing or working, put everything back where it belongs.

S hare things.

We play together 6 - Task 1 Worksheet

1 2 3 4 5 6 7 8 9 10

Name

×

8484 We play together 6 - Task 1 Worksheet

1 2 3 4 5 6 7 8 9 10

Name

×

8585We play together 6 - Task 2

6 – Task 2The rehearsal



• The musical snake • The musical snake →→ page 32 page 32


1. The teacher explains to the children that they will rehearse games and songs for the games party.

2. The following are just a few ideas of what elements could be part of such a performance: ▪ “I like animals”, “Funny animal masks”, “Animal sounds”, “I am an animal” (→ chapter 1)

▪ Feelings fitness programme (→ chapter 3) ▪ Song, for example “Happy” or other songs about feelings (→ chapter 3)

▪ Role plays →“Themore,themerrier”, “Let’s make peace” (→ chapter 3) →“Funnyanimalmasks”(→ chapter 1)

3. Take time to practise and rehearse it several times. Make sure that every child has a role or something to perform.

4. The teacher reminds the children of the rules. He also goes through the checklist (→ page 86). Then the children practise.

Steps

The task:You rehearse the performance and learn what your role will be at the games party.


Material: ▪ according to the games and performance you choose

45 '


Speak loudly!

Speak clearly!

Look at the faces in the audience !

If you show something, make sure everybody can see it.

Don’t be shy!

Checklist for the performance


6 – Task 3We prepare the invitation



• Mars greetings • Mars greetings →→ page 99 page 99

• Fruit salad • Fruit salad →→ page 58 or page 58 or

Who of you can? Who of you can? →→ page 71 page 71

1. The teacher introduces the task of making an invitation. She also goes through the programme with the class:

a) WelcomeWelcome

b) Hand drawing of every guest:Hand drawing of every guest: The parents and the children put their hands on a large sheet of paper and trace them. Then they write their names into their printed hands. It will be a nice reminder of the party.

c) Welcome the parents and explain Welcome the parents and explain FACE:FACE: The teacher welcomes the parents and the children. The teacher explains what the children have done with FACE.

d) Children’s performance:Children’s performance: The children perform a song or role play, that they have rehearsed.

e) We play together:We play together: In the beginning the teacher, the children and the parents play together. Then each child goes through the play stations with his/her parent(s).

f) Goodbye to the parents:Goodbye to the parents: Before the parents leave, the children and the teacher thank the parents for coming. You play some games together and then say goodbye.

2. The children colour in their invitation.

Steps

The task:You colour the invitation. You get to know the programme of the games party.

How you work:On your own and with the whole class

Material: ▪ worksheet → page 88 ▪ coloured pencils ▪ material according to the games and performance

40 '


We invite you to come to school on

___________________(date)

from _____________ to _____________ (time).

Programme

Welcome

Performance by the children

We play together!

Goodbye

Invitation to the

Games Party

1

2

3

4


6 – Task 4We practise (1)

1. The teacher practises the games with the children. They play in pairs. They use the chart to tick what they have played.

2. Here is the list of games and suggestions:

Steps

The task:You practise all the games and go through the play stations in pairs.

How you work:In pairs and with the whole class

Material: ▪ the materials described for the games

45 'Throw balls

into a box (box and ten paper balls)

Be my mirror(no material)

3

2

Back writing (no material)

1

9090 We play together 6 - Task 4

How far does the comet fly?

(two comets)

Stone boccia (coloured stones)

My senses (3 things to touch and 3 to smell and the solutions)

I can make music

(instruments made in chapter 5)

Role play “The more the

merrier”

Blind circuit(chairs, chalk etc.)

Healthy and unhealthy

(copy the questionnaire from 4 – Task 3)

9

7

5

6

8

10

4


1. The children should get enough time to practise their performance again.

2. The teacher decides which games need to be practised once more.

3. Give further instructions if necessary. You may also assign certain roles to your children, e.g. hand out the tables with the play stations or explain to the guests that they should put their coloured hand drawing on the paper at the beginning of the party etc.

Steps

The task:You rehearse the performance again and practise some games.


Material: ▪ everything you need for the rehearsal and the games you want to practise

45 '

6 – Task 5We practise (2)

9292 We play together 6 - Family Task 6

The programme could contain the following:

Make a hand drawing of every guest Make a hand drawing of every guest Each parent and each child who comes to the

party traces his/her hand on the paper and writes his/her name into that form.

Welcome the parentsWelcome the parents The teacher welcomes the parents together

with the children.

Performance by the childrenPerformance by the children The children sing and perform what they

have practised.

Children and parents play gamesChildren and parents play games Play some games to get to know each other.

The children could demonstrate first and then play together with the parents.

Present the play stations circuitPresent the play stations circuit Explain again how the play stations circuit works. Make sure everybody has a chart.

Goodbye to the parentsGoodbye to the parents Thank the parents for their participation.

Show the hand drawings as a symbol for this participation and play one final calming

game in the circle.

Steps

The task:The games party takes place.

How you work:In pairs and with all the guests

Material: ▪ as described in the various tasks

120 –180 '

6 – Family task 6The games party: We play together

1

2

3

4

5

6

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7

What I have learned – what we have learned 7

What I have learned – what we have learned

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7 – Task 1We like to move our body

What I have learned – what we have learned 7 - Task 1

1. Warming up song “Heads and shoulders”: Sing the song together with the children and make the movements (text and music on the following page).

2. The children stand in a circle.

3. The teacher starts to present body movements and the children follow the movements, e.g.: ▪ touching the feet with the hands (without bending the knee)

▪ touching the left shoulder with the right finger by putting the arm over the head

▪ stretching out ▪ standing on tip-toes and “reaching out for the stars”

▪ standing in a circle holding each other’s hands and moving in one direction. Trying to change directions.

4. The children continue and present movements for the others to follow.

5. Some children are asked how they feel after the movements.

6. Repeat the song again.

Steps

The task:You remember that moving the body playfully is fun.

How you work:With the whole group

Material: ▪ CD player or computer to play the song

15 '

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When you sing make this movments:

Head: Point to your headShoulders: Point to your shoulders

Knees: Point to your kneesToes: Point to your toes

Eyes: Point to your eyesEars: Point to your ears

Mouth: Point to your mouthNose: Point to your nose

Song:

Heads and shouldersHeads and shoulders

We like to move our body

What I have learned – what we have learned 7 - Task 1 Worksheet

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7 – Task 2Drawing a prize for our body


1. The teacher starts a discussion about why the children like their bodies. They talk about what it can do and discuss those questions with their neighbour.

2. “Afterwards they share their ideas. They are asked to draw inside the trophy (next page) the activity they like most they can do thanks to their body.”

Steps

The task:You become aware that a healthy body is priceless.

How you work:In the whole group, in pairs, alone


30 '

• Song: • Song: Heads and shoulders Heads and shoulders →→ page 95 page 95

• Warm sun hands • Warm sun hands →→ page 56 page 56

• Clap your palms • Clap your palms on the floor on the floor →→ page 56 page 56

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Drawing a pr ize for our body


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7 – Task 3Our class painting


1. The children sit in a circle. The teacher discusses a “mosaic” with the children. He may put small pieces of paper on the floor to demonstrate.

2. He introduces the task of making a class painting together. He points out that everybody will make one piece of this mosaic.

3. He shows a plain piece of paper and gives instructions: “You are free to do it just as you like. There is only one rule: You have to use colours and you place the colours the way you like on your painting. Do not draw any objects like a ball or a horse, etc.”

4. The children paint on their own. The teacher writes their names on the back of their paining.

5. The teacher and the children assemble all paintings into a big picture. (maybe on the floor). Together they discuss what the big picture looks like.

6. The teacher finds a space to hang up the big picture (if possible).

Steps

The task:You produce a class painting. You understand that you are part of a bigger group.


Material: ▪ white sheets of paper (A4 or smaller) for each child

▪ paints or coloured pencils

45 '


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7 – Task 4This is how Martians greet


1. The children sit in a circle. The teacher collects ideas about greeting styles from other countries of the world. If the children don`t know other forms, he can introduce the “Wai” greeting from Thailand: Pressing the palms of the hand together in front of the chest and lowering the head.

2. Then the teacher collects new forms of greetings from the children: “How else could you greet somebody? How do you think aliens would greet?”

3. Then the children are asked to get together in pairs und invent new forms of greetings by imagining being people from the planet Mars. Each pair can invent three new forms of greetings.

4. The children sit in the circle again. The pairs are invited to present their “Mars-greetings” in the middle of the circle. Each time two pair step into the middle and greet each other.

Steps

The task:You become aware that there are many different forms of greetings in the world.

How you work:In the group, in pairs

Material: ▪ none

30 '

• Where is the treasure? • Where is the treasure? →→ page 15 or page 15 or

What is different? What is different? →→ page 27 page 27

• Greeting game • Greeting game with handshakes, high-fives and hugswith handshakes, high-fives and hugs →→ page 10 page 10

100100

7 – Family Task 5My parent’s feedback

What I have learned – what we have learned 7 - Family Task 5

1. The teacher introduces the task to the children. She shows them the feedback sheet and explains why the parents are asked to do that, e.g.: “In this school year we have worked a lot together: you, your parents and myself. Some of your parents came into our class and made something together with us and some of your parents came to play games with us. Now, you can ask them if they liked it and what they liked best about it.”

2. The teacher shows the sheet to the children and hands it to them. “When you go home, give this sheet to your parents. You can fill it in together with them. The parents can choose ten statements they agree with.”

3. You bring the sheet back to school.

Steps

The task:Your parents give feedback to the FACE programme and their participation in school activities. They do this at home with you.

How you work:Alone with your parents


30 '

101101

My parents’ feedback

I found FACE interesting

FACE was motivating

I found FACE a lot of work

FACE was helpful for my child

I found the FACE lessons l ively

I enjoyed the FACE game party

I l iked be ing in school with my child

I l iked working with the teacher

FACE helped me to see what my child can do

FACE helped me to see the strengths of each child

My child enjoyed the FACE lessons

I heard a lot about FACE at home

My child knows more games and songs now

My child knows and rea l ises now what he/she is good at

FACE contributed to a good class atmosphere

FACE contributed to a good parents’ atmosphere

FACE contributed to a good relationship between teacher and parents

What I have learned – what we have learned 7 - Family Task 5 Worksheet

Choose 10 statements you agree with

Ars

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7 – Task 6What I liked and disliked


1. The teacher gives a small overview about all the activities that have been done.

2. She shows the worksheet to the children and explains the meanings of the pictures and the symbols for emotions.

3. The children look at the pictures and mark a laughing face for “I liked the activity”, a neutral face for “I liked the activity so-so” and a sad face for “I didn’t like the activity much”.

4. The teacher collects all the sheets. After the lesson, she takes time to give feedback to each child. Ideally, she calls one child after the other and talks shortly about the child’s achievements. The focus of this conversation should be on the strengths of the child and not on the weaknesses and mistakes. The teacher also fills in a positive feedback at the bottom of the page.

Steps

The task:You think about the activities you have made and express what you liked and disliked.

How you work:Alone


25 '

• The children choose a game from FACE they want to repeat. The teacher decides which ones are being played. A maximum of three games are played.

• The children choose one favourite game to play.

Ars

103103

What I liked and disliked


drawing

singing & music

playing games

discussing

making things

.. . . . . . . . . . . . . . . . . . . . . . . . . .

104104 My teacher’s feedback

My teacher’s feedback

ages 4 to 6 - phzh

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