Using The Big Bus Bo Bear Visits Friends to practise and consolidate the use of.comparative and superlative adjectives. Introduction
Join Bo Bear as she visits friends and helps Goldilocks bake a cake. Working with a full range of superlative adjectives, find the biggest, longest, thickest tools and materials for the job; also use their judgement in the use of.comparatives. This problem-solving lesson introduces the children to the correct mathematical vocabulary for considering measures.
In this lesson
The children are reminded of the key terminology concerned then introduced to the story. Having been shown how to use the program, they then work in small groups to mix and bake a cake of their own. Extra resources are provided for work away from the.computer.
Age Range:3 - 7 years Lesson Plan Learning objectives Having.completed this module most children will have developed their ability to:
Understand the language of.comparatives
Transform words by changing their endings
Install The Big Bus CD-ROM on to the.computer. After a short opening sequence select the button to visit Bo Bear’s World. Open the Information Booklet index and scroll through the available activities. Select Bo Bear Visits Friends. Additional resources
Sets of three or more items such as those used for baking to use for practical demonstration and reinforcement of language Comparative tables found included with this lesson plan.
If possible, during the time before this lesson, read the story of Goldilocks and the Three Bears with the children. Introduce them to the characters, and draw their attention to the.comparative sizes of the bears and objects such as the chairs and beds in the story.
Introducing the module
Gather the children around a large.computer monitor or interactive whiteboard.
Recap the key terminology the children will encounter in the module. Use a range of items that can be.compared using.comparative or superlative terms. These might be: longer and shorter, tallest and shortest, thicker and thinner. Ensure the children are familiar with these terms, and then, if it appropriate for the age group, extend their experience by asking them to formulate their own questions appropriate for each set of objects.Direct the children’s attention to the.computer monitor or whiteboard then select Start the activity. Introduce the children to the story, reminding them about the story of Goldilocks and the Three Bears. Work through the module once, show the children how to use the ear icon to repeat the narration should they need to. Demonstrate how to click on the item they wish to select to help Goldilocks. Involve the children in identifying the correct objects according to the task set.
After the initial demonstration, and if more than one.computer is available, the children could now break into working groups and undertake the module for themselves.
Allow the children about 15 minutes to.complete the module, and then gather them back together to discuss how they got on. Discuss the terms they came across during the module.
It will help to know the styles of question and terms they may have encountered:
Choose the thinnest bowl for Bo
Choose the thickest bowl for Bo
Choose a bowl for Bo which is thinner than this one. (middle-sized bowl picture shown)
Choose a bowl for Bo which is thicker than this one. (middle-sized bowl picture shown)
thinnest, thickest, thinner, thicker – bowl (ie above) and later a block of butter
shortest, longest, shorter, longer – spoon
shortest, tallest, shorter, taller – block of butter and later packet of flour
narrowest, widest, narrower, wider – jar of sugar
smallest, largest, smaller, larger – eggs
smallest, biggest, smaller, bigger – bowl
A single classroom.computer running The Big Bus, using a large monitor or interactive whiteboard, is an effective whole class teaching resource. Introduce the module to the whole class before pupils break into their groups.
If you have access to a.computer suite this module can be.completed as a whole class lesson. If you have access to only one or two.computers, pupils will need to.complete the module on a rotational basis.
Each group of children will require approximately 15 minutes of.computer time. The teacher introduction and follow-up time will take approximately 15 minutes and 10 minutes respectively.
This module can be differentiated to suit all pupils, irrespective of reading ability, as all text is fully narrated. The use of the Comparative Tables provided ensures children throughout the age range can be challenged.
Extending the module
With older children, use the Comparatives Tables provided below to reinforce the terms used. The sheet contains four sections, the simplest reinforcing the terms used in this program, and the others providing groups of words that require more.complex changes to create their.comparative or superlative form.
The National Curriculum in England for Mathematics (KS1)
Ma3: 1a, 1d, 1f, 4a.
The Scotland 5-14Guidelines for Mathematics
Number, money and measurement: Level A, B.
The Northern Ireland Curriculum for Mathematics (KS1)