What is their football made of? They mean almost the same. Help the children to understand that there are many countries that do not have a National Health Service and that in these countries children can be very ill and get no help at all to make them better; sometimes they die. It is August which means it is still winter and the temperature is freezing as they 28 Collins-Ch-01:Collins-Ch-01. Many of the activities in this book can take place in Circle Time. Remind them that, as citizens of this country, we are all equal and deserve the same treatment. I think that James was right to be friends to the local children.
Ask them to make a list of the fun things that we do that waste water, such as playing in paddling pools in gardens, having water fights. Do they know that flowers and plants lie sleeping under the winter snow and only begin to grow again when the snow has melted and the short summer brings new buds, flowers, seeds and fruits? Ask them to write a story about such a person. Remind them of the story of Meera and how children in some countries have to work for their parents even when they are very young. For example, birds of prey take eggs and small animals as food for their young; dormice nest in farm crops to take advantage of the cover, house martins make their nests in farm buildings. Why and at what age do they drop out of school? Want to get really involved? Some people have health conditions or disabilities. If your school has a predominance of one cultural or racial group, you could explore the possibility of finding a link to a school in this country where there are children of various races.
Look at your world map and try to identify the countries where people do not have enough money to make sure they have a warm home and warm clothes. Lessons in citizenship will help children to become better informed, to take part in discussions as they express their views and listen to the views of others. Would other parents want their children to exclude Madelizo from their play? Ask the children to think of all the things that protect us — at home, on the streets, in traffic and around the town. Help them to write their slogan down and pin these on a wallboard. Would they be able to find work that they could do? In these cases, teachers should organise flexible and various groups or pairs of children with differing abilities and backgrounds in each group. Learning at home Ask the children to find out the roles of men and women in other countries, for example, who carries the water, who carries the wood, who earns the money, who cooks the food? Can they think of what could be done about this? Ask the children to think about the different kinds of homes in this country; houses, bungalows, flats, mobile homes. Read through their lists and discuss whether we should restrict our foods to those that we can grow here.
Who cuts and tidies trees and clears up fallen leaves? In her class there are 75 children. Teachers will be able to use these activities to set further challenges, to help explore current situations and to help with understanding present concerns. Learning at home Remind the children that people have the right to be warm with warm clothes in this country but that not all people are so fortunate. Each section has several activity sheets which are listed on the introduction page of each section. How many secondary schools are there? Madelizo was very much loved by his parents; he was their child and they loved to care for him.
They look at all the things around them, they explore a rubbish tip nearby to see if there is anything there and find an old and broken down rusty bike left behind when one family moved to the city of Rio. Talk about the rules outside school; rules for the swimming pool, for the gym, for the football pitch. Ask the children how they feel about living in this country with all their basic needs met. They are often exploited and have to work for very little money, just to survive. Use these real-life cases for discussion, emphasising that all people are equal.
Ask the children to think about a time when they have not been allowed to do something for a very good reason. Ask the children to think of laws or rules that apply to them in the area where they live. Learning at home Ask the children to talk to parents and friends, use books and the Internet to find out which countries are short of water. Explain that sometimes old or unwanted clothes and objects are given to organisations to either give to other people or to be sold to make money to give to people in need in this or other countries. Have the children a part to play in keeping the outside environment clean and tidy and beautiful? Do some more on the other side. Discuss their lists in Circle Time. Encourage them to use books and the internet as their sources of data.
Back inside the school they, and many of the other older children, find it hard to concentrate towards midday as they are so hungry. There are still two hours to go before they can go home to have a slice of bread with their grandmother. Make sure that the children understand that all people are equal, that it is against human rights to discriminate against anyone because of their race. Ask them to think about what they can do when they are grown up to save this creature. Explain that many places can be hot in the daytime but at night, when the sun goes down, they can be very cold places. Ask them to tell you how they would feel if they broke that law, how other people would feel, what could happen if everybody broke that law.
Ask for suggestions and vote on which they think is the best. Talk about other things that are mainly done by men and ask them whether women can do these things too. A study of India is already embedded in the Geography curriculum for Year 5 and so the pages of the textbooks and the flat maps in the atlas begin to take on another dimension and acquire a new life which involves real people doing real things. Crops and animals need water too. Ask the children to choose one species, by voting, and organise a campaign to try to stop the eradication of that species. The houses are made of earth and they line each side of the one dirt road that goes through the village.
Where do you get them? The activities are also suitable for individual children with special needs to work through with a teaching assistant alongside to give help and discuss the meaning behind the activities. Have they missed out anything? Ask the children to discuss who keeps the streets, drains and common areas clean and who organises for this work to be done. Ask each group to put the cards in an order of their choice and to say why they have chosen this order. Some countries are still developing and their people may not have the advantages of a wellstructured system; some are poor countries, others have rich, city areas and poor, country areas. The Amazon rainforest is disappearing, together with its wildlife, because so many trees have been cut down.
Discuss the problems of grown-ups who need protection. If work is to be displayed or taken home it would be useful to make a photocopy for the folder so that a complete record of the global citizenship work is maintained. What could be done about this? Ask the children to decorate the front by drawing a picture of themselves in the centre and to add the title of the folder and to write their own name. Share their work, then cut each card in half with a distinctive cut so that it can be put together again. Explain that love is a basic need; we all need someone to love or care for us and someone to love in return. . Ask them to finish the sentence.