Year+1+History

HISTORY Year 1 || =New and old toys=

Information ||

Objective
• To distinguish between old and new objects and describe their characteristics

Prior learning
To benefit from this lesson, children should know how to drag and drop images.

Vocabulary
words associated with the passing of time, e.g. before, after, old, new, modern, rusty, dirty, clean, broken, …

Resources
• interactive whiteboard • ICT suite or set of laptops • software that can display digital images and which allows the images to be dragged and dropped • images of toys (in this Example, //Three Toys Word file// and //New and Old Toys Word file//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a data projector; • drag and drop images.

Preparation for this lesson
Place //Three Toys Word file// on your demonstration computer. Save //New and Old Toys Word file// into a shared area or onto children’s computers. Open the children’s files in readiness for the start of the main activity. You may wish to add to or replace some of the pictures of toys to reflect the cultural diversity of the children in your class.

Lesson extract ||

Introduction
Working with the whole class, open and display //Three Toys Word file.// Explain to the class that they are going to look closely at pictures of toys and decide whether each toy is old or new. Display the first page of the document, which shows the wagon. Q What is this toy? Q Do you think this toy is old or new? Why? (e.g. it is broken, it is bent, it has metal wheels, it looks rusty or tatty) Show the next page, which is the cash register. Q What is this toy? Q Do you think this toy is old or new? Why? Show the next page, which shows a picture of some reproduction wooden tops. Ask again whether the children think these are old or new. Allow time for discussion and draw out that the tops are, in fact, modern reproductions of old toys.

Main activity
Tell the children that they are now going to sort some toys into old and new categories. Open //New and Old Toys Word file.// Demonstrate how to drag an image from the middle of the page into the appropriate box. Organise the children to complete the task in small groups at the computers. The activity could be extended by asking the children to represent these ideas in a Venn diagram.

Plenary
Draw the children back together and display an unsorted version of //New and Old Toys Word file// on the screen. Ask individual children to select a toy and tell the class why they think it is old or new. Ask others to provide additional reasons why the toy is old or new. Once the class has agreed, a child can then come and place the chosen toy in the correct box. If the children haven’t raised a query about the possibility of a toy being in both categories, ask the following question to prompt further discussion. Q Are there any toys which could be old and new? For example, the teddy is actually a modern toy, but teddy bears have been around for more than a hundred years.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 1: How are our toys different from those in the past?

Subject links
This lesson could link to reading and writing activities in the literacy hour, or to work in art.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT gives access to a wide range of images, in this case, of old and new toys, a far greater selection than a teacher could source from books or magazines. The ICT resource reduces teacher workload by removing the need to find, photocopy and cut up sets of toys for children to sort. These resources, once created, can be reused indefinitely. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later. • The interactivity of the software is motivating and stimulating.

HISTORY Year 1 || =Describing a toy=

Information ||

Objective
• To describe an artefact

Prior learning
To benefit from this lesson, children should have had experience of describing an object to their friend.

Vocabulary
artefact, material; a range of adjectives to describe toys.

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • microphones on computers • software which enables pupils to record oral descriptions and then play them back (in this Example, //Textease//) • feely bag (cloth bag with drawstring, large enough to hold any small toy) • collection of small toys (see Preparation for this lesson)

ICT skills needed by teachers
To teach this lesson, teachers need to know how to: • record and play back a sound file.

Preparation for this lesson
Ask children to bring a small toy from home for this lesson. Have a collection in the classroom for children who are unable to do so. You may also want to introduce some older toys with which children may not be familiar. Put one of the toys in the feely bag ready for the start of the lesson. Before the lesson, set up the software on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display. Check that all computers have a working microphone. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Introduction
Invite one or two children to come and put one hand in the feely bag and describe the toy without giving its name. Prompt them with questions: Q What is this toy made from? Is there more than one material? Q What does the toy do? Q Do any parts move? Ask the rest of the class: Q Do you think that you have been given enough information to decide what this toy might be? Take the toy out of the bag and ask the children for additional information to describe the toy without using its name. Explain to the children that they are going to create a game. Each pair of children is going to record a description of their toy, without saying what it is called. After this has been done, the whole class will listen to the recordings to see if they can guess which toy is being described.

Main activity
Organise the class to work in pairs at the computers. Make sure that each pair has at least one toy brought from home or from the classroom collection. Ask the pairs to discuss how they can describe their toy without giving its name. Demonstrate how to record a sound file in Textease. Open a new file. Select //Tools > Record a sound//. Click the red button to begin recording and the blue horizontal bar to stop recording. If children wish to re-record their description they should drag round the sound icon to select it and then press delete. Alternatively, they could just close the file without saving it and open a new one. Children may need several attempts before they are happy with their description. They should then save their file, with help if necessary. Some children may be able to write a short description of their toy on the same page as their sound recording.

Plenary
Display the toys that have been used in the main activity. Open one of the children’s files, play the sound recording and ask the class whether they can identify which toy is being described. Q Which were the most useful words in this description? Q Can you think of any other words that could have been used to describe this toy?

Notes ||

Links to QCA schemes of work
The lesson links to: QCA History Unit 1: How are our toys different from those in the past?

Subject links
Links can be made to work in design and technology and art and design.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows children to draft and present text, images and sound in an attractive format. Their work can be saved, and refined or added to later. • Speech facilities enable children to work more independently. • The interactivity of the software is motivating and stimulating.