Extr project ide s

Unit 1 Myths and legends from our region Unit 2 The planets in the solar system
Note: Ideally this should be a joint project with the Literature Note: Ideally this should be a joint project with the Physics
teacher. teacher.

You will need: You will need:

Reference books, the internet, collected myths and Reference books, the internet, large sheets of paper,
legends from your region (in English or in L1), large paper, card, paints, glue, scissors.
sheets of paper.

For this project, pupils work in pairs or small groups to find out
For this project, pupils work in pairs or small groups to find out about one of the planets in the solar system. They produce a
about myths and legends from their region or country. They focus poster or 3D model of their planet which they display as they
their research either on one myth or legend which has different make their class presentation.
versions, or on one character who appears in different myths or
legends. They present their findings on a poster and then use this Tell pupils what the focus of the project is (one of the planets in
to make an oral presentation to the class. the solar system). Write the steps of the project on the board
for pupils to copy into their notebooks:
Tell pupils what the focus of the project is (researching myths and
legends from their country / region). Brainstorm myths and legends Step 1: Make eight groups (one for each planet). Your teacher
from the country / region with the class. If necessary, add others will give you the name of the planet you are going to research.
to make sure the list is comprehensive. Include at least one myth Step 2: Plan the steps of your project as a group (what to do
or legend which has different versions and one character who runs first, what next, etc.). Think about how you want to display the
through more than one myth or legend. Write the steps of the information: as a poster or a 3D model.
project on the board for pupils to copy into their notebooks: Step 3: Research your planet, finding out as much information as you
can about it. Make notes about what you find out.
Step 1: Make pairs / small groups. Step 4: Share the information and decide what to include in / leave
Step 2: Research the myths and legends from your region using the out from the final presentation. Decide if you are going to make a
reference materials and choose EITHER one myth or one legend which 3D model or a poster. Divide up the tasks.
has different versions OR one character who appears in different myths Step 5: Each person gets on with their task(s). Those who are writing
or legends. swap their texts with each other to check content and grammar.
Step 3: Decide which stories you need to research / re-read and divide Step 6: Make final preparations of the poster or the 3D model. Then
the research and reading amongst the group. Each person reads and prepare the oral presentation, making sure everyone in the group
makes notes. takes a turn talking to the class. Make notes to help you with the
Step 4: Share what you have found out and decide what to include in the presentation.
final poster / presentation. Decide who is going to write what. Step 7: Present your project to the class.
Step 5: Each person writes their information for the poster. This could
be a summary of a story, a description of the main character, etc. Swap Monitor and guide pupils as they are working, making sure they
texts in your group and check for content and grammar. all keep on task, don’t take too long on any one step and don’t
Step 6: As a group, prepare the poster. Then prepare the oral try to be too ambitious, especially with any 3D models. Help
presentation, making sure everyone in the group takes a turn talking to pupils with their drafts. Provide models for texts on the board
the class. Make notes to help you with the presentation. or on paper as appropriate. Encourage pupils to swap their
Step 7: Present your project to the class. work for peer correction at Step 5.
Each group should have time to make their presentation to
Remind pupils that they need to keep the project focused and the rest of the class. Leave the posters / models on display in
quite small in scope. They can’t include too many myths and the classroom. If possible, display them around the school for
legends. Ideally they should focus on something they / the class other pupils, teachers and parents to see.
don’t already know. Monitor and guide pupils as they are working,
making sure they all keep on task, don’t take too long on any If appropriate, groups write up their projects for the class ezine.
one step and don’t try to be too ambitious. Help pupils with
their drafts. Provide models for texts on the board or on paper
as appropriate. Encourage pupils to swap their work for peer
correction at Step 5.
Each group should have time to make their presentation to
the rest of the class. Leave the posters on display in the classroom.
If possible, display them around the school for other pupils,
teachers and parents to see.

If appropriate, groups write up their projects for the class ezine.

T113 Kid’s Box BE Updated 2nd Ed. TB6

Unit 3 Pictures by famous artists Unit 4 Looking at food through microscopes
Note: Ideally this should be a joint project with the Art teacher. Note: Ideally this should be a joint project with the Science
teacher.
You will need:
Reference books, the internet, a colour printer. You will need:
Microscopes, about six food samples, e.g. blue
cheese, live yoghurt, milk, plus other foods which
For this project, pupils work in pairs or small groups. They show evidence of micro-organisms.
choose a painting of a landscape by an artist and present its
history and content to the class. Ideally this picture should not
be by an artist mentioned in the unit. They display and talk For this project, pupils work in pairs or small groups to view
about the painting to the class. and document looking at different foods through microscopes.
They produce a table of their findings and then write a report
Tell pupils what the focus of the project is (a landscape in their notebooks. Pupils share their experiences informally as
painting). Write on the board suggestions of artists that pupils a class.
can research. Include ones from their country / region as well
as international ones. The artists don’t have to be famous and Tell pupils what the focus of the project is (looking at micro-
can be contemporary. Write the steps of the project on the organisms through microscopes). Write the steps of the project
board for pupils to copy into their notebooks: on the board for pupils to copy into their notebooks. Draw a
table for the recording of their findings on the board, e.g.
Step 1: Make pairs / small groups.
Step 2: Decide which artist to focus on. Food item What we observed
Step 3: Research the artist using the internet and reference books.
Make brief notes about his / her life and work. Choose one landscape
painting for your presentation.
Step 4: Print out a colour copy of the painting. Brainstorm a
description of the painting. Make it as detailed as you can and focus Step 1: Make small groups.
on all aspects of the picture. Step 2: Copy the table from the board into your notebooks.
Step 5: Divide up the tasks, e.g. writing the picture description / Step 3: Practise using the microscope before you collect the samples
about the life of the artist / the reasons why you chose that painting. of different foods from your teacher.
Each person completes their task(s). Those who are writing swap Step 4: Take turns to look at the sample of each food under the
their texts with each other to check content and grammar. microscope. Discuss what you can see and write notes in your table.
Step 6: Make final preparations for the presentation. Print a final Be as descriptive as you can.
copy of the landscape painting, arrange the text around the painting Step 5: When you have looked at all the samples, write a draft
and make sure everyone in the group takes a turn talking to the report as a group. Check the text carefully for content and grammar.
class. Make notes to help you with the presentation. Step 6: Write a final version of your report in your notebooks.
Step 7: Present your project to the class. Step 7: Discuss your experiences with the rest of the class.

Monitor and guide pupils as they are working, making sure they Prepare the lesson carefully, making sure that you have the food
all keep on task, don’t take too long on any one step and don’t items ready, that you have talked through the project with the
try to be too ambitious. Remind them of useful language to Science teacher and that you take time with Step 3. Monitor
describe their paintings. Help pupils with their drafts. Provide and supervise pupils as they are working, making sure they all
models for texts on the board or on paper as appropriate. keep on task and don’t get too excited (or disgusted). Help
Encourage pupils to swap their work for peer correction at pupils with their draft reports. Provide a model on the board or
Step 5. on paper as appropriate. Encourage pupils to check their work
Each group should have time to make their presentation to carefully at Step 5.
the rest of the class. Leave the paintings / texts on display in the There is no formal project presentation to the rest of the
classroom. If possible, display them around the school for other class. Instead, pupils discuss their experiences of doing the
pupils, teachers and parents to see. project and of using microscopes as a class.

If appropriate, groups write up their projects for the class ezine. If appropriate, groups write up their projects for the class ezine.

Extra project ideas T114

Unit 5 Food chains in the local environment Unit 6 Research a musician or a composer
Note: Ideally this should be a joint project with the Biology Note: Ideally this should be a joint project with the Music
teacher. teacher.

You will need: You will need:

A playground, park or local pond for research, one A CD player, the internet, paper, staples, coloured
clipboard for each group, a magnifying glass, a digital pencils.
camera, large sheets of paper.

For this project, pupils work in pairs or small groups to produce

Note: You will need to have visited the site before you take booklets about a musician or a composer. The books should
pupils there and checked what wildlife there is. include: a brief biography, information about the musical genre,
and famous works / songs.
For this project, pupils go out into the local environment to:
a) find out about the wildlife in a particular place, b) document Tell pupils what the focus of the project is (to produce booklets
their findings in the form of a food chain. about a musician or a composer). Write the steps of the project
on the board for pupils to copy into their notebooks.
Tell pupils what the focus of the project is (finding out about the
wildlife in a particular place and documenting their findings in Step 1: Make pairs / small groups.
the form of a food chain). Write the steps of the project on the Step 2: Decide which musician or composer you are going to find out
board for pupils to copy into their notebooks before they go more about. It should be someone / a musical genre you don’t know
out on the project: much about.
Step 3: Brainstorm the categories for your research and divide up the
Step 1: Make pairs / small groups. tasks according to the number of pages in your final booklet and / or
Step 2: Take your clipboard, paper and pencils and follow your the number of people in your group.
teacher to the site for the research. Step 4: Do your research individually and make notes. Share your
Step 3: Observe and carefully document the animals you find there: information with the rest of your group.
use the magnifying glass, and digital camera and sketches to help Step 5: Decide on the contents of each page of the booklet. Each
you remember. person writes a draft of text for one of the pages. Swap texts in your
Step 4: In the classroom, read through the information on your group and check content and grammar.
clipboards and sequence the animals into a food chain or chains. Step 6: Assemble the booklet, including pictures. Don’t forget about
Ask your teacher for help if you need it. the contents page and the cover. Make final preparations for the
Step 5: As a group, write a report of what you did and about the food presentation. Make sure everyone in the group takes a turn talking
chain(s) you identified. Draw the food chain(s) on the poster and add to the class. Make notes to help you with the presentation.
photos you took and / or drawings you made. Those who are writing Step 7: Present your project to the class.
swap their texts with each other to check content and grammar.
Step 6: Make final preparations for the presentation. Make sure Monitor and guide pupils as they are working, making sure they
everyone in the group takes a turn talking to the class. Make notes all keep on task, don’t take too long on any one step and don’t
to help you with the presentation. try to be too ambitious. Help pupils with their drafts.
Step 7: Present your project to the class. Each group should have time to make their presentation to the
rest of the class. Leave the booklets on display in the classroom.
Monitor and guide pupils as they are working, making sure If possible, display them around the school for other pupils,
they all keep on task, especially when you are outside doing teachers and parents to see.
the field work. Support pupils with creating their food chains if
necessary. Help pupils with their draft texts. Provide models for If appropriate, groups write up their projects for the class ezine.
texts on the board or on paper as appropriate.
Each group should have time to make their presentation
to the rest of the class. Leave the posters on display in the
classroom. If possible, display them around the school for other
pupils, teachers and parents to see.

If appropriate, groups write up their projects for the class ezine.

T115 Kid’s Box BE Updated 2nd Ed. TB6

Unit 7 Clothes from our country Unit 8 Learning with Kid’s Box 6
Note: Ideally this should be a joint project with the History
teacher. You will need:
Kid’s Box 6 Pupil’s Books and Activity Books, large
sheets of paper.
You will need:
Reference books, the internet, large sheets of paper,
glue, coloured pencils, dictionaries.
For this project, pupils review their year’s learning with Kid’s
Box 6 and, in pairs or small groups, select at least six aspects of
the book, e.g. listenings, the story, projects, content lessons,
For this project, pupils work in pairs or small groups to
which they think have been particularly interesting and useful,
research typical / traditional clothes and fabrics from their
and think about why. Each group produces a poster which they
country or region. Each group focuses on a different aspect of
display as they make their class presentation.
clothing / period of history. They produce a poster which they
display as they make their class presentation.
Tell pupils what the focus of the project is (a review of their
year’s learning with Kid’s Box 6). Write the steps of the project
Tell pupils what the focus of the project is (to research typical /
on the board for pupils to copy into their notebooks:
traditional clothes and fabrics from their country or region).
Brainstorm some typical / traditional clothes and fabrics from
Step 1: On your own, look back through Kid’s Box 6 Pupil’s Book and
their country or region before they start the project to give
Activity Book and choose at least six aspects which have helped you
them ideas. Write the steps of the project on the board for
improve your English this year, e.g. stories, CDs, readings, crosswords,
pupils to copy into their notebooks:
matching activities. Note them on a piece of paper. Be ready to talk
about why you chose them and how they helped you.
Step 1: Make small groups.
Step 2: Make pairs / small groups. Share your ideas with the others
Step 2: Decide what period of history / type of clothing you are going
in your group and tell them your reasons for choosing each one.
to research for your project.
Step 3: As a group, agree on about six aspects of Kid’s Box which
Step 3: Do the research using the internet and reference books.
have been particularly useful for you all in learning and improving
Don’t forget to find out about the materials and the dyes, e.g. Were
your English this year. Make sure you can say why you have chosen
they natural? How did people make them? Make notes about what
them.
you find out.
Step 4: Decide on and allocate the tasks for the poster. Think about
Step 4: Decide which information you are going to use for your
the design of the poster too.
poster. Allocate tasks. Each person finds out more about their
Step 5: Write up your texts for the poster. Swap your texts with each
particular area and draws / finds pictures to use as illustrations.
other to check content and grammar and make sure you agree with
Step 5: Share ideas and plan and prepare the poster. Those who are
what your friends have written.
writing swap their texts with each other to check for content and
Step 6: Make final preparations for the presentation. Make sure
grammar.
everyone in the group takes a turn talking to the class. Make notes
Step 6: Make final preparations for the presentation. Make sure
to help you with the presentation.
everyone in the group takes a turn talking to the class. Make notes
Step 7: Present your project to the class.
to help you with the presentation.
Step 7: Present your project to the class.
Monitor and guide pupils as they are working, making sure they
all keep on task, don’t take too long on any one step and don’t
Monitor and guide pupils as they are working, making sure they
try to be too ambitious. Help pupils with their drafts. Provide
all keep on task, don’t take too long on any one step and don’t
models for texts on the board or on paper as appropriate.
try to be too ambitious. Help pupils with their drafts. Provide
Encourage pupils to work together for peer correction at
models for texts on the board or on paper as appropriate.
Step 5.
Each group should have time to make their presentation
Each group should have time to make their presentation
to the rest of the class. Leave the posters on display in the
to the rest of the class. Leave the posters on display in the
classroom. If possible, display them around the school for other
classroom. If possible, display them around the school for other
pupils, teachers and parents to see.
pupils, teachers and parents to see.
If appropriate, groups write up their projects for the class ezine.
If appropriate, groups write up their projects for the class ezine.

Extra project ideas T116