Pacemaker Pack: Cool Clothes (Junior) by Teacher Superstore

Forr Ages 6B -8 or e t s

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Cool Clothes

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Exploring clothes © ReadyEdthe Publ i cat i ons people wear for various •f orr ev i ew pur p ose sonl y• roles, occupations and environments. o c . che e r o t r s super

Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 571 3

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Contents Teachers’ Notes ................................................................................... Page 4 How Well Are You Doing? ...................................................................... Page 6 TODAY I AM WEARING ... ....................................................................... Page 7

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MY FAVOURITE CLOTHES ...................................................................... Page 8 WHAT TO WEAR? .................................................................................. Page 9 MATERIALS, MATERIALS ...................................................................... Page 10 WASHING DAY .................................................................................... Page 11

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YOU BE THE JUDGE ............................................................................ Page 12

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DRESS FOR THE SEASONS .................................................................. Page 13

SPECIAL CLOTHES 1 ........................................................................... Page 14 SPECIAL CLOTHES 2 .......................................................................... Page 15

DRESSED FOR SAFETY ........................................................................ Page 16

BRRR! ............................................................................................... Page 17 DRESSING UP FANCY ......................................................................... Page 18

THANKS AUNTY ................................................................................. Page 19 INTO THE FUTURE .............................................................................. Page 20

CLOTHES COMIC ................................................................................ Page 22 SHUFFLE YOUR SHOES ...................................................................... Page 23

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THE GREAT SHOE SURVEY ................................................................... Page 24

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TIME FOR A CHANGE .......................................................................... Page 25

WHO WILL BE THE WINNER? ............................................................... Page 26

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DO I HAVE TO WEAR THAT? .................................................................. Page 27

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EASY AS PIE ...................................................................................... Page 28 MAGAZINE HUNT ............................................................................... Page 29 DRAW IN THE DRAWERS ..................................................................... Page 30

THE BIG SALE! .................................................................................... Page 31 MAKING PUPPETS ............................................................................. Page 32 CATASTROPHE! ................................................................................. Page 33

TRY THESE ON FOR SIZE ................................................................ Page 34, 35 ANSWERS ......................................................................................... Page 36

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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines. Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities. The key to this approach, which we term the Appropriate Curriculum Model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes.The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.

r o e t s Bo r e p ok u Content SLevel 1

Below are the Content Levels and Indicators used in this book:

What it means

What the student does

Content Level 2 What it means

FINDING OUT: Recalling data, showing understanding through restating or extending ideas.

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Answers factual questions, interprets information, describes or illustrates events.

USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied. Problem solving based on knowledge gained. Making assumptions.

What the student does

CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information. Puts forward theories or original ideas and designs, forms and states opinions on theories.

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What the student does

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Moving Through the Content Levels

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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2. In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:

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Child Ability Level

Interpretation

M Above Average ____________ Emphasis on Level 2/3 M Average _________________ Emphasis on Level 2 M Below Average ____________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Teachers’ Notes Using the Pacemaker Packs in the Classroom > Promote interest in the theme — set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.

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> Decide on the approach to the theme that suits you and your students best: • Teacher-directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress). • Student-directed with students working through materials at their own pace at a specified time (student records progress). • As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded). • As supplementary materials to a unit of study.

You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:

Slots - for title.

Pockets for photocopied Pacemaker sheets.

Instructions for use.

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Relevant resource books for research.

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Relevant resource books for research.

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Before commencing, talk over the activities contained in the book with your class. Encourage students to broaden their thinking to suit the open-ended nature of the upper level activities, helping them to understand that there is not “one correct answer”. Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.) • How can students work on the contents? (Individually, in pairs, in small groups.) • From where can further research sources be obtained? • What people or organisations might be able to help? • How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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How Well Are You Doing?

Name::

.............................. What to do: Each time you finish a sheet, use your ........................ coloured pencils to colour in the balls or spots on the clown. Decide for yourself how well you did and colour the shapes like this: BLUE: For good work

GREEN: I could have done better

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RED: For excellent work

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Today I Am Wearing...

Name:

.............................. Draw a picture to show what you are wearing today. ........................

r o e • In the box draw and t s B r e ooyou in your label p clothesk today. u S

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• Finish labelling the clothes below.

• Use the right colours. ........................

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shirt

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........................ I am wearing these clothes today because _____________________ _______________________________________________________ Related Outcomes: Students will label clothing on others and themselves and identify why they are wearing particular clothes. Subject Area/s: Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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My Favourite Clothes Write about your favourite clothes: ___________

Name:

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

________________________________________ ________________________________________

r o e t s Bo r e pwhen I am ______________ok u I wear these clothes S _______________________________________________________ ________________________________________

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When I wear these clothes I feel ____________________________ _______________________________________________________ A picture of me in my favourite clothes

1] How can you make these clothes last longer?

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_________________________ _________________________ _________________________

o c . che e r _________________________ o t r s supe_________________________ r 2] What will you do when you get too big for these clothes?

_________________________ _________________________ _________________________ Related Outcomes: Students will identify clothes that they prefer to wear at the current stage of their lives. Subject Area/s: Health and Physical Education - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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What to Wear? Draw pictures to show what you wear ...

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

At a party

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At school

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At the beach or pool

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At bedtime

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1] Which clothes do you like wearing the best? ________________

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Why? ________________________________________________

3] What clothes would you wear if you went bush walking?

____________________________________________________ ____________________________________________________ Draw a picture of you in your bush walking clothes on the back of this page. Related Outcomes: Students will understand that different types of clothing are used for different purposes. Subject Area/s: Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Materials, Materials Clothes can be made from many different materials. Finish these material words:

Name:

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

cot __ t __o __ n

wo __ o __l

lea __ __ __ __

lin __ __

si __ __

poly __ __ __ __ __

nyl t __o __r e s Bo r e p — you may know by feelingok Be a clothes detective u your clothes what they are made of, or you might S find the information on the TAG. List the clothes that you are wearing today and the materials each item may be made from.

Clothes

Materials

e.g. socks

cotton

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den __ __

Most of my clothes are made from ___________

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Connect the descriptions to the parts on this jumper TAG:

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Winter Warmers

50% Cotton

50% Polyester

Country it was made in

Materials

makes the clothes)

Machine Wash Cold Water

Made in Australia Related Outcomes: Students will investigate the various materials that clothing is made from. Subject Area/s: Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Washing Day

Name:

.............................. You might know what washing instructions on clothing tags ........................ mean. If not, why don’t you INTERVIEW someone who does a lot of laundry. Write down how to wash clothes that have these tags: _________________________________

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r o e ____________________________________ t s Bo r e p ____________________________________ ok u S ____________________________________

er lyest o P 100% h Was d n a r H Wate Cold Dry Line

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_________________________________

___________________________________

Pure

Silk

Dry

Clea

Only

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n Cotto % 0 0 1 h Was e n i h ry Mac bleD y m u T r rip D or D

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o c . che ____________________________________ e r o t r s mean? up Whats does this symbol er

Iron Warm

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What MIGHT happen to clothes if you don’t follow the washing instructions? _______________________________________________________ Draw a funny picture of you wearing clothes that have been washed the wrong way. Related Outcomes: Students will investigate the care that needs to be taken with various clothing fabrics. Subject Area/s: Science - Natural and Processed Materials; Society and Environment - Investigation. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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You Be The Judge

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.............................. You are working for a clothes company and you have to look ......................... at how good the clothes are before they are sold. How will you judge them? Finish off this score-card by adding other things to test. Use the card to circle your score between one and ten for something you are wearing.

r o e t s Bo r e p o u Size: _______________ 1 2 3 4 5 6 7 8k 9 10 S

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Clothes Score-Card

Colour: _______________

1 2 3 4 5 6 7 8 9 10

_______________

1 2 3 4 5 6 7 8 9 10

______________ 1 2P 3u 4 5i 6a 7t 8o 9n 10 © ReadyEd bl c i s •f orr evi ew p ur posesonl y• ______________ 1 2 3 4 5 6 7 8 9 10

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Total Score

1 2 3 4 5 6 7 8 9 10

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o c How will you make sure the clothes will not . c e fall apart the first h time you wear them? r e o t r s up er Write some ideas down tos test them: • ______________________________________ • __________________________________ • __________________________________________

Related Outcomes: Students will look at how certain features of clothing improves their wearability. Subject Area/s: Science: Natural and Processed Materials, Investigating. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Dress For The Seasons In the spaces below, draw the perfect outfit for ...

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

Winter

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Name:

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Which one would you rather wear and WHY? _______________________________________________________ _______________________________________________________ Related Outcomes: Students will select and draw appropriate clothing for different seasons. Subject Area/s: Science - Natural and Processed Materials; Earth and Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Special Clothes 1

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.............................. In each space, write WHO the person is, WHAT the ......................... person is wearing and WHY.

is wearing ________________ r o e t s B r e oo because ___________________ p u k S ___________________________

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This ______________________ diver

___________________________

This ______________________

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o c . che is wearing ________________ e r o t r s super because ___________________

This ______________________

___________________________ ___________________________ Related Outcomes: Students will understand that people wear special clothes or uniforms for certain occupations or situations. Subject Area/s: Society and Environment - Resources; Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Special Clothes 2 In each space, write WHO the person is, WHAT they are wearing and WHY.

Name:

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

This ______________________

r o e t s B r because ___________________ e oo p u k ___________________________ S

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is wearing a_______________

___________________________

This ______________________ is wearing a_______________

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___________________________ This ______________________

o c . che because ___________________ e r o t r s sup___________________________ er is wearing a_______________

___________________________ Many people who go to work or school wear the same outfit each day. This is called a U __ __ __ __ __ __. Draw some of these special outfits on the back of this page. Hint: police, school student, nurse, soldier. Related Outcomes: Students will understand that people wear special clothes or uniforms for certain occupations or situations. Subject Area/s: Society and Environment - Resources; Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Dressed For Safety

Name:

.............................. Many people work in dangerous jobs and need to wear ......................... SAFETY GEAR with their work clothes. Match these safety items to the right person by drawing a line to the right gear.

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Job:.......................................

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Write underneath what the person does for a job.

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Job:.......................................

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Job:....................................... On the back of this page, draw a skateboarder or roller-blader wearing all the right safety gear. Related Outcomes: Students will understand that people wear special clothes and accessories to keep them safe during work or leisure. Subject Area/s: Society and Environment - Resources; Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Brrr!

Name:

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.............................. Pretend that you are going to a VERY cold place for a holiday. ........................ What clothes would you take with you? Draw them here and write what each is.

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

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Related Outcomes: Students will understand that people wear special clothes and accessories to keep them warm or cool. Subject Area/s: Society and Environment - Resources; Science - Natural and Processed Materials, Earth and Beyond. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

Dressing Up Fancy This arrives in your mail box today!

Name:

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

Dear Friend You have been invited to Jason’s Fancy Dress Party

Wear a Fancy Dress Costume!

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At: Date: Time:

r o e t s Bo r 3 Smith Road, Silverdale e p ok Saturday, August 6 u 2.30 S - 5.30pm

Draw a great costume that you will wear to Jason’s party — there might even be a prize for the best one!

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I am going to the party dressed as a _________________________ Related Outcomes: Students will use imagination to create a fancy dress costume for a party. Subject Area/s: Science - Natural and Processed Materials. Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Thanks Aunty Aunty Sue sent you some new clothes for your birthday.

Name:

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

1] What did she send? _____________________ _____________________________________ 2] Did you like them? ______________________

r o e t s Bo r e p ok _____________________________________ u S Write a “thank you” letter to Aunty Sue: _____________________________________

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3] Were they the right size and colour? ________

_____________________________________________________ _______________________________________________________ _______________________________________________________

_______________________________________________________

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_______________________________________________________ _______________________________________________________ On the back of this page, draw a “photo” of you in your new clothes to send to Aunty Sue. Related Outcomes: Students will write an informal letter of thanks to a relative. Subject Area/s: Health and Physical Education - Human Relations; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Into the Future

Name:

.............................. How do you think clothes will look one hundred ......................... years from now?

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Draw a picture to show some clothes of the FUTURE.

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o c . Write down HOW each one will change and WHY. c e r CLOTHES Howh they will change Why they will change er o t s s uper Shoes _____________________ ______________________ Hats

_____________________

______________________

_____________________

______________________

_____________________

______________________

Related Outcomes: Students will predict what clothing will look like in the future and provide reasons for their decisions. Subject Area/s: Society and Environment - Time, Continuity and Change; Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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In Fashion

Name:

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

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On the girl and boy, draw some clothes that are IN FASHION at the moment.

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1] Why is it a GOOD idea to buy clothes that are IN FASHION?

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2] Why is it a BAD idea to buy clothes that are IN FASHION?

3] What piece of clothing do YOU think will stay IN FASHION for a LONG TIME? __________________________________________ 4] Why do you think this? __________________________________ ____________________________________________________ Related Outcomes: Students will understand that clothing fashions are transient and will change over time. Subject Area/s: Society and Environment - Time, Continuity and Change, Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Clothes Comic

Name:

.............................. Finish this comic by drawing yourself wearing THE ......................... RIGHT CLOTHES in each picture.

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For swimming lessons I wore a ...

Then for sport I put on ...

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I went to school wearing my ... For my art lesson I put on a ...

We went on an excursion so I wore ...

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Finally, I got home and changed into ...

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Whew! What a day! I wonder who has to wash all these clothes?

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Related Outcomes: Students will understand that children wear a range of clothing for different purposes. Subject Area/s: Society and Environment - Resources; Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Shuffle Your Shoes

Name:

.............................. Take your shoes off (hold your nose!!) and see how much ........................ you can find out about them just by looking. Size:

r o e t s Bo r e pare they made from? ______________________ ok What materials u WhatS country are they made in? __________________________

Colour: 1]

____________

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3] Do they have any special features?________________________ Draw your shoes here:

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o c . che e r o t r Write down as many different KINDS of shoes s as you can think of: super Sandals • _______________________

• ________________________

• _______________________

• ________________________

• _______________________

• ________________________

• _______________________

• ________________________

Related Outcomes: Students will report information on shoes that they know or can find out from their immediate environment. Subject Area/s: Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

Ready-Ed Publications

The Great Shoe Survey

Name:

.............................. Find out what sort of shoes the people in your class ......................... are wearing. Put a for each type of shoe. Total

Sneakers

Total r o e t s Bo Total r e Sandals p ok u Total No Shoes S

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School Shoes

Total

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Other Shoes

Most people are wearing ___________________________________ I think this is because______________________________________ Now put your results on a graph by colouring the squares.

10 9 8

5 4 3

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2 1 Sneakers

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School Shoes

Sandals

No Shoes

Other Shoes

Name a place that you think you might see very different results: _______________________________________________________ Why? ___________________________________________________ Related Outcomes: Students will investigate types of shoes by conducting a class survey, presenting findings in a graph. Subject Area/s: Maths - Chance and Data. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Time For A Change

Name:

.............................. The people at your school would like to have a new LOGO ........................ on the school T-shirt. Write some reasons why you think this is a GOOD IDEA. • ______________________________________________________

r o e t s Bo r e • ______________________________________________________ p ok u • ______________________________________________________ S

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• ______________________________________________________

Write a letter to the principal explaining the reasons for the new LOGO. ______________________

_______________________________________________________ _______________________________________________________

_______________________________________________________

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_______________________________________________________ _______________________________________________________

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o c . che _______________________________________________________ e r o t r s super _______________________________________________________ _______________________________________________________

_______________________________________________________ _______________________________________________________ ______________________ Related Outcomes: Students will investigate the uses of logos and symbols in uniforms and present their viewpoints in a formal letter. Subject Area/s: English - Reading and Viewing, Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Who Will Be The Winner?

Name:

.............................. Imagine your school is getting a new uniform and there is a ......................... competition to design the best T-shirt LOGO. A school logo needs to have:

The school’s NAME. A PICTURE of something close to the school area (such as an animal, a plant or the ocean). A MOTTO that shows the school spirit.

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r o e t s Bo r e p ok u Draw a largeS LOGO on the front of this shirt and colour it in your school colours.

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What do you think the prize should be for the winning entry? _______________________________________________________ Related Outcomes: Students will design their own logo / motto based on school information and local themes. Subject Area/s: English - Reading and Viewing; Technology - Information, Design. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Do I Have To Wear That?

Name:

.............................. Have you ever had to wear something you don’t like? ........................ Finish this story, then act it out: Sam:

I don’t want to wear it!

r o e t s Bo r e p ok ____________________ u S__________________________________________ Mum: Why not?

Sam:

____________________

Sam:

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Mum:

__________________________________________ __________________________________________ __________________________________________

__________________________________________

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o c . che e r o __________________________________________ t r s super __________________________________________ __________________________________________

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Who wins the argument? How? Draw pictures to make this script into a funny cartoon. Related Outcomes: Students will produce a script for a conversation that resolves a common family disagreement. Subject Area/s: English - Writing, Speaking and Listening; Health and Physical Education - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Easy As Pie

Name:

.............................. Make some instructions to help a six year old who ......................... can’t tie his or her shoelaces. Make the instructions easy to read and include nice, clear pictures. ____________________________ r o e t s Bo r e ____________________________ p ok u ____________________________ S ____________________________

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____________________________ ____________________________ ____________________________

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o c . che e r o ____________________________ t r s super ____________________________ ____________________________ ____________________________ ____________________________

Find someone who CAN’T tie their shoelaces. See if your instructions work! Related Outcomes: Students will write and draw a procedure of a simple task for a younger child. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Magazine Hunt

Name:

.............................. For this activity, you will need a large sheet of poster paper. ........................ Put headings on it like the ones shown below. Rule lines to divide each section.

r o e t s Bo At Home r At A Party e p ok u S Clothes That We Wear

On A Camping Trip

To Bed

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Playing Sport

In The Water

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• The strangest clothes.

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Look through some more magazines and cut out:

. te o • The warmest clothes. c . che e r o • Clothes that YOU would like to own. s t r super • The smallest clothes.

What kinds of clothes are shown the MOST in the magazines? _______________________________________________________ Why? ___________________________________________________ _______________________________________________________ Related Outcomes: Students will examine the type of clothing shown regularly in magazine articles and advertisements. Subject Area/s: English - Reading and Viewing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Draw In The Drawers Chris has muddled up all his clothes. Look at the clothes below and work out an EASY way to SORT THEM OUT.

Name:

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

Write a LABEL for each drawer to help Chris find the right clothes. Draw the clothes in each of the drawers below.

r o e t s Bo r e p ok u S

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jumper scarf jacket pyjamas gloves

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T-shirt shorts jeans slippers socks

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singlet boots sandals hat

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Top Dra w er Draw

underwear raincoat beach towel swimming costume

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• • • • •

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Did your friend have the same labels as you? Related Outcomes: Students will devise three categories that clothes can fall under and group clothes accordingly. Subject Area/s: Science - Natural and Processed Materials. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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The Big Sale!

Name:

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

A clothing store is having a SALE. They have asked you to help them advertise. First, you need to figure out: • The name of the shop: ____________________

SALE

r o e t s Bo r • When the sale ise on: _____________________ p ok u • Which S clothes will be on sale: ____________________________

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• The address: ____________________________

• How much will the sale prices be? ________________________ Make the advertisement colourful and interesting. Don’t forget pictures!

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Related Outcomes: Students will create a marketing plan for a clothing sale. Subject Area/s: English - Reading and Viewing, Writing; Technology - Information. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Making Puppets

Name:

Can you create some cool, colourful clothes?

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

1] Paste the shape below onto some card. 2] Cut around the shape and then cut out the finger holes. 3] Use pencils and scrap materials to DRESS your puppet.

r o e t s Bo r e p ok u S strands of wool

scrap pieces of material

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piece of paper

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Related Outcomes: Students will design and make clothing out of scrap materials for puppets. Subject Area/s: The Arts - Visual Art. Technology - Design Process. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Catastrophe!

Name:

.............................. Oh, No! These poor people have some problems with ........................ their clothes! Help them out by writing a solution. Sally spilt sauce on her sweater at school. 1] What should she do? ___________________________________

r o e t s Bo r e p ok Betty’s buttons are a bit of a bother. u S 2] What should she do? _____________________

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Sam’s sweater makes him sneeze and scratch.

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____________________________________________________

3] What should he do? ____________________________________

Lucy is always losing her lovely socks.

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. te o What should he do? ____________________________________ c . c e her r ____________________________________________________ o t s s r u e p ____________________________________________________

Darren’s dog uses his dirty laundry as a bed. 5]

Can you think of a funny clothes dilemma? Write it below! _______________________________________________________ _______________________________________________________ Related Outcomes: Students will devise solutions for problems that people are having with their clothes. Subject Area/s: English - Reading, Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /

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Try These On For Size Fun filled classroom activities where “one size fits all”. FINDING OUT • With a partner and two identical brochures, cover up the prices of different clothes advertised. Take turns in guessing how much each item is and revealing the answers. Is it easier after a while?

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• Play a game where everyone takes their shoes off. One person leaves the room and three other students place their shoes at the front of the class. If the person guesses ANY correctly, they get to choose the next person to go outside and the next three students to place their shoes at the front. If none are correct, they have another turn.

• One student stands at the front of the room, and the rest of the class look closely at them. Then one other student is asked to step out of the room, where the first student makes a small change to their clothes, e.g. rolls a sleeve up, does one more button up or rolls a sock over. The returning student must guess what has changed.

• Read up information from some library books. Draw pictures of “Clothing Through the Ages”. Don’t forget to write the date underneath each picture. The same can be done for “Traditional Costumes From Around the World”.

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• Find out where materials such as wool and cotton come from. Draw a flow chart showing the story from field to clothing.

. te osleuth. c • Write a list of “clothing words”. Make a crossword or a. word che e r o • Measure foot size or tally shoe andr graph the results for the class. r st s usize pe

• Using magazine pictures, cut the heads off ten people. See if your partner can match the clothes in the leftover pictures to the heads.

• Look closely at some fabrics of the clothes that you wear. Draw some circles and sketch inside what these fabrics might look like under a microscope. • Be a tailor for a day. Measure all of your body parts and write up a plan using the measurements to make a special outfit.

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Try These On For Size USING (Cont.) • Secret sounds. Record some sounds made with clothing, such as zippers, press-studs, Velcro, etc. Play them back to the class and see if they can guess what they are.

r o e t s Bo r e p ok u S

CREATING / EVALUATING

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• In small groups, design and make clothes entirely out of newspaper and masking tape. Have a class fashion parade.

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• Create your own fashion label - draw a range of original clothes that you think would look good on “The Aussie Kid of Today”. Add colour and suggest materials if you can. • Invent some clothes for people who have problems moving their fingers to do up buttons, zips and ties. Think about alternatives such as Velcro. • Design a range of clothing for pets. Draw your ideas ON the animals to show how they would work.

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• There are many fairy tales involving the subject of clothing. One wellknown one is “The Emperor’s New Clothes” by Hans Christian Anderson. See if you can write your own fairy tale about clothes. • What if the world was made of chocolate? Design some clothes that would cope with this messy environment.

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Answers Page 30 - DRAW IN THE DRAWERS Warm clothes: jumper, jeans, raincoat, jacket, scarf, T-shirt, shorts Underwear and pjs: pyjamas, swimming costume, socks, singlet, underwear

r o e t s Bo r e OR p ok u Beach: beach Stowel, sandals, T-shirt, shorts, hat, swimming costume

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Feet and head: gloves, hat, slippers, boots, beach towel, sandals

Bed: pyjamas, slippers, underwear

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Rainy day: gloves, boots, jumper, jeans, raincoat, jacket, scarf, singlet, socks,

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