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376
Mind Mapping of English Grade 1-6
Values & Ideas
All living things plants, animals,
people change as they grow, change
and growth are a natural
part of our lives.
Theme
All living things adapt to their
environments and change over time.
Ideas & Values
Exploring & Pretending to develop our creativity.
To role-play solutions to real life problems.
Theme
How does it differ?
The materials used, whether
centered around human or animal characters.
All Living
Things
Theme
Pupils develop and awareness of the plant world.
Values & Ideas
- Plants are a vital part of the world.
- We can take pleasure in the beauty and
usefulness of plants and pride in our ability
to grow and care for living things.
Seeds and
Plants
Make - Believe
Figures and
Situations

ชั้นประถมศึกษาปีที่ ๔ - ๖ เล่ม ๔
377
Central Goal :
The Environments
Central Goal :
The
Environments
Theme
Pupils consider how water and sun
shape the lands, create water and
sustain life on earth.
Values & Ideas
- Our world depends on water and
energy from the sun.
- Together, water and the sun help things
to grow and provide us with
sources of energy.
Theme
- Share the earth with us.
- How animals interact with their
environments.
Values & Ideas
- Animal life deserving of our respect.
- Animals are like us in a
number of ways but differ
from us in many special ways.
Animals
Water, Wind
and Sun

378
All Living
Things
Theme
All living things adapt to their
environments
and change over time.
Pupils explore the concepts of
growth and change.
Materials
“Memo’s Kitten”
“Bedtime for Frances” (B. & C.)
“You’ll Soon Grow into Them, Titch”
“Happy Birthday, Sam”
“Much Bigger Than Martin”
“Harry the Dirty Dog”
“I Used To”
“Pig Pig Grows Up”
“Letters I Know” (B. & C.)
“Now One Foot, Now the Other”
“When I Grow Up”
“Things We Like”
“Balloons”
“I Can Do It by Myself”
“Two Friends” (Poems)

379
All Living Things
Values and Ideas
All living things - plants, animals & people
Change as they grow. Change and growth are a natural
part of our lives, but sometimes we may have difficulty
adjusting to new conditions created by those processes.
Discussing changes and their effects and observing how
growth takes place can give us an appreciation of our
own place in the world.
Questions :
How do plants, animals and people change as they grow?
In what ways have I changed?
What are some problems that can be caused by
growing or changing?
What are some good results of growth and change?
Skills
Comprehending/thinking and composing/thinking skills :
- predicting outcomes
- details
- time sequence
- story elements
- problem solving strategies
- drawing conclusions
- classifying
- steps in a process
- interpreting pictures
- telling time
- oral composition
- print awareness
- skill assessment

380
Pupils experience the fun of learning
Pupils compare their first day of school to their present experiences at school.
Pupils grow plants at school and show the plants they grew at the first year.
Pupils describe the experience of learning to ride a bicycle or swim.
Pupils make thank you cards and send them to teachers,
parents who have taught them somethings special.
Pupils discuss their understanding of change and growth.
Pupils bring in baby pictures for a wall display
and then guess the identity of each person pictured.
Pupils hear about the childhoods of teachers, parents and famous people.
Pupils paint pictures about prehistoric times
and talk about how life has changed since then.
Pupils develop their awareness of time.
Pupils make a wall chart with pictures to the different hours of day.
Pupils describe a process such as setting up the
classroom cleaning up a room, taking care of the fish.
Pupils talk about the different responsibilities that people take
on as they grow up and draw a web.

381
All Living Things
All Living
Things
Pupils compare the concepts of independence and
cooperation.
Pupils make lists of things they do and don’t want to do.
Pupils share ideas for dealing with such situations as
crossing the street, using a library, or making new friends.
Pupils make booklets showing how children can help in
emergency situations and listing emergency telephone numbers.
Pupils practice giving directions.
Pupils learn how things change and grow.
Pupils recall the experience of moving a new home or having friend move away.
Pupils make a collect of foods that help us to grow.
Pupils role-play what they want to be when they grow up.
Pupils make lists of changes that they like and dislike.
Pupils role-play themselves as babies and grown ups.
Pupils draw a web of “how they grow up”
Pupils research the growth of an animal from birth to adulthood.
Pupils interview relatives, friends and others about their memories of childhood.
Pupils make a picture painting or a diary of oneday in their lives.

382
Seeds, Plants
&
Forest
Theme :
Pupils develop an awareness of the plant world.
Tell about different kinds of seeds and explain how they
grow into plants.
How to develop the forests and how to protect them.
Skills :
Comprehending/thinking and composing/thinking skills:
• predicting outcomes
• details • time sequence • story elements • realism/fantasy
• problem solving • classifying • drawing conclusions
• steps in a process • oral composition
• awareness • skill assessment.

383
Seeds, Plants & Forest
Materials :
Books :
“The carrot Seed”
“Grandma’s House”
“How My Garden Grew”
“The Rose in My Garden”
“Your First Garden Book”
“A Tree is a Planet”
“A Tree is Nice”
“Jack and the Beanstalk”
“Balloons”
“A Seed is a Baby Plant”
“April Rain Song”
Films:
Legend of the Bluebonnet,
A Tree is Nice.
Recordings:
Jack and the Beanstalk.
Values and Ideas :
Plants are living part of our world.
People can live with the forest without destroying it.
We can take pleasure in the beauty and usefulness of plants
and pride in our ability to grow and care for living things.
Seeds need a healthy environment in which to grow and people can help provide it.
Questions :-
- How many different kinds of plants do I know about?
- How do plants make the world a better place for people?
- What kinds of products come from plants?
- What kinds of plants can cause harm to people?
- What are some of the plants I can identify in our school/community?
- What kind of plants can be medicine?

384
Pupils study different kinds and sizes of seeds
Pupils collect many kinds of seeds and display them in the classroom, from very
small seeds, such as rice seeds, to large ones, such as coconut.
Pupils decorate the books and board with seeds.
Pupils make products such as dolls and objects from many kinds of seeds.
Pupils consider the variety within the plant world or
the Natural Park.
Pupils take a nature walk to identify different plants
in the community / the Natural Park or Suan Son.
Pupils look at unusual plants, such as elephant tree and stone plants.
Pupils learn about the poison plants and other dangerous plants.
Pupils consider that plants live in the communities just
as the men do.
Pupils note the plants with the appropriate environments such as
Rice : the middle part of Thailand (rainy plain)
Pineapple : Hua-Hin (not much water, on the hill)
Bamboo : near the water Karnchanaburi, etc.
Pupils collect and display the variety of leaves, seeds, flowers
found in their community.
Pupils work as a group to make a garden in school.

385
Seeds, Plants & Forest
Seeds, Plants
&
Forest
Pupils develop and awareness
of the value of plants.
Pupils observe and grow flowers and
find out about the different products
made from flower seeds.
Pupils find out how the tradition of
Christmas trees began.
Pupils make a photo of products that
come from plants, including paper,
furniture, string, medecines and etc.
Pupils set the classroom with plant
and take care of them.
Pupils use some kinds of flowers
cook Thai cakes.
Pupils learn that plants are living things with their own ways of life.
Pupils compose the story of plants’ life from the real thing.
Pupils ask and answer the questions, such as:- Why do the plants grow up?
Why are leaves green? by finding out how plants make their own food.
Pupils collect mangoes’ seeds and then learn how mangoes’
seeds grow into mango trees.
Pupils count rings on tree trunk cross-sections to determine
the tree’s age when it was cut down.
Pupils find out how bees help flowers to grow.
Pupils learn many kinds of trees in the forest and how long they have been there.
How can we grow the trees in the forest and protect them.
Pupils grow plants from many kinds of seeds and record how long they grow up.
Pupils learn about “Little House in the Big Forest Project”
Her Majesty the Queen.

386
Make - Believe
Theme : Make-Believe
In this section, pupils discover the fun of
make-believe while considering how it
differs from what is real. The materials
used, whether centering around human or
animal characters, point out the often subtle
but important distinction between the two
concepts. The basal selections, trade books
and other media suggested here all relate to
this theme.
Skills
Management Materials Basal Recommended Books
Scott, Foresman Reading : - Where the Wild Things Are
An American Tradition - Each Peach Pear Plum
“The Three Wishes” - Close Your Eyes
“The Troll” - Time to Get Out of the Bath
“Corduroy” - Millions of Cats.
Big Books - Bimwili & the Zimwi
“The Bus Ride” - Max, the Bad Talking Parrot
“Ten Little Bears” - The Knight and the Dragon
“Is it Real or Make-Believe?” - One Monday Morning
“I asked my mother for fifty cents”

387
Make - Believe
Other Recommended Media
Films and Vedeotapes :
- Each Peach Pear Plum,
- Millions of Cats,
- One Monday Morning,
- Where the Wild Things Are
Recordings :
- The Three Wishes.
Values & Ideas
Exploring make-believe situations and pretending to be make-believe
characters are enjoyable ways to develop our creativity.
Make-believe also gives all of us the opportunity to role-play solutions
to real-life problems. It allows even the most withdrawn and self
concious to express themselves in a non-threatening environment.
Understanding make-believe is important to the development of our ability to
know the difference between things that can really happen and things
that cannot happen. There are a number of questions to consider when distinguishing
between what is make-believe and what is real:
- What are my favorite pretending games?
- Why do I enjoy pretending?
- How do make believe animals differ from real animals?
- Why is it fun to pretend that I am someone else?
- What important things can I learn from stories about make-believe characters?
- What important things can I learn from stories about real people?

388
Pupils develop awareness of their imagination
by examining ordinary objects.
Pupils find make-believe uses for ordinary objects.
Pupils give a puppet show using paper-bag puppets.
Pupils listen to stories about objects with special powers, such as
“Sylvester and the Magic Pebble or Harold and the Purple Crayon.”
Pupils consider real and make-believe animals.
Pupils look at picture books about dragons,
unicorns and other mythical animals.
Pupils learn about extinct and endangered animals.
Pupils imitate the way real animals move and sound and
then invent new animals and show how they move and sound.
Pupils discover a variety of way to explore make-believe
Pupils listen to stories like “The Three Wishes”, and then make up
tales of their own to explain something.
Pupils make custumes from fabric scraps, paper and old clothes
and then use their imaginations to present guided tours
of lands of make-believe.
Pupils and teachers go a field trip to the “Dream World.”

389
Make - Believe
Central Good :
Pupils take a closer
look at
make - believe figures
and situations
Pupils distinguish between real and make-believe.
Pupils attend a play and then go backstage to meet the actors.
Pupils make up and answer real and make-believe questions,
such as “Do flowers grow on trees?” and “Do fish swim?”
Pupils see how many pictures they can collect of one type of animal as it
appears in fiction and factual materials and post them on a bulletin board.
Pupils evaluate differences between real
and make-believe people.
Pupils discuss fictional heroes, such as Wonder woman and Superman
and then make list to distinguish between their magic powers
and their more realistic character traits.
Pupils play a game in which they each play the role of
their favorite story book character.
Pupils construct doll houses and other environments for make-believe people.
Pupils hear about children who lived in other times.
Pupils make a portrait gallery of real and make-believe people.
Pupils role-play interviews with make-believe characters like Peter Pan and Pinocchio.

390
Animals
Theme :
Pupils learn about the animals with
whom we share the earth.
The materials used describe real and
make-believe animals and show how
animal interact with the environments.
Materials
Books : “Over in the Meadow”
“Old Mac Donald Had a Farm”
“Senor Billy Goat”
“Ten Little Bear”
“Pets”
“Finely”
“The Tickle Rhyme”
“Plans”
“The Very Hungry Catterpillar”
“Have You Seen My Duckling?”
“Life in the Pond”
Films : Crow Boy, Weston Woods Filmstrip with Cassette.
Recordings : Over in the Meadow, cassette.

391
Animals
Skills
Comprehending/thinking and composing/thinking/skills :
• predicting outcomes • details • time sequence • story elements
• realism/fantasy • classifying patterns • steps in a process
• problem solving • oral composition • print composition
• print awareness • skill assessment.
Values & Ideas
There are many forms of animal life and each is deserving of our respect.
Many animals are like us in a number of ways - they live and breathe,
eat food, live in communities and care for their babies.
They differ from us in many special way, though.
Consider the questions :-
What are some of the biggest animals?
the smallest, the fastest?
the most dangerous?
Which animals live in the wild?
Which are kept by people as pets?
Which are kept for other reasons?
Why do people enjoy having pets?
In what ways do animals help people?
What kinds of people look for animals?
Who like to kill animals? Why?

392
Pupils consider the connection between animals and people.
Pupils make an album of photographs of things that we
get from animals such as eggs, bone and wool.
Pupils find out about animals that live with people and help
us such as guide dogs and goose.
Pupils brainstorm ways that animals differ from men.
Pupils create projects that
focus on animals.
Pupils make animal book and masks
from many materials.
Pupils construct animal models from clay,
paper and many materials.
Pupils create a card animal lives and pictures.
Pupils make birds and animals to
display in the school hall.
Pupils learn about animals and their needs.
Pupils take a survey of their group, class or
school to see what kinds of pets pupils own.
Pupils make a picture book of pets and
their owners and story life.
Pupils make posters to illustrate the theme
“Be Kind to Animals”.
Pupils consider what things endanger animals
and how animals can be protected & takecare.

393
Animals
Animals
Pupils observe animals in their environments.
Pupils construct a model of a farm.
Pupils find out about how animals adapt to their environments.
Pupils go to visit a zoo, a Sunday market (J.J.),
a pet store, a science museum, a natural history museum or the National Park.
(Khao Samroi Yot Park at Pranburi)
Pupils set up and maintain fish pond or chicken farm.
(Not for eating)
Pupils sing a song “A Farmer in the Dell”
and play game to imitate the sound of animal.
Pupils consider how animal sounds can be represented in
music by listening to such records as “Peter and the Wolf”.
Pupils explore animals
Pupils make puppets of different kinds of animals.
Pupils collect newspaper and magazine photos of
animal friendships a dog, a cat etc.
Pupils use shadow play of animals.
Pupils read about dinosaurs in Thailand.
Pupils find out about animals that play and
read about imaginary animals.

394
Theme :
– Pupils consider how water, wind
and sun shape the lands, create weather
and sustain life on earth.
– Pupils describe water in all its forms
and explain the effects of the sun on life
on our world, used the materials.
Materials :
“Umbrella”
“Goodnight, Moon” (B. & C.)
“Happy Birthday, Moon” (Book & Cassette)
“Giberto and the Wind” (C.)
“Night’s Nice”
“The Year at Maple Hill Farm”
“I Like Weather”
“Mouse Days”
“Why the Sun and the Moon Live
in the Sky” (Recordings)
“Springtime”
“April Rain Song”
“Mice at the Beach”
“Friends”
“The Sun” & “What Makes Day & Night”
“I’m Glad the Sky is Painted Blue”
(Books, Films & Recordings)

395
The Water, Wind & Sun
Water,
Wind
& Sun
Values & Ideas :
– Our world depends on water and energy from the sun.
– Together, water and the sun help things to grow and provide us
with sources of energy.
– The earth’s revolving around the sun gives us daytime and nighttime
and takes us through the changes of the seasons.
Consider the questions :-
– What would our world be like without water, wind & the sun?
– How do water, wind & the sun help things to grow?
– In what way can water, wind & the sun be dangerous?
– How does weather change with the seasons?
Skills :
Comprehending/thinking skills :
– Predicting outcomes
– details
– time sequence
– story elements
– realism/fantasy
– problem solving strategies
– drawing conclusions
– cause and effect relationships
– oral composition
– print awareness
– skill assessment

396
Pupils focus on seasonal changes.
Pupils make an illustrated calendar, suggesting activities appropriate to the seasons.
Pupils listen to the story about “The sun and the planets”,
and then share their impressions of it or create interpretive movements for it.
Pupils make a poster of “Do’s and Don’ts for Fun in the Sun”.
Pupils learn about day and night.
Pupils read books about day and night.
Pupils sing lullabies and morning songs. “Lullaby & Goodnight”
and “The Bright Sun Comes Up”
Pupils make posters of the themes “The Daytime World”
and “The Nighttime World”
Pupils discover how weather affects the environment.
Pupils make a weather station and record a daily weather report.
They report in front of the class, everyday. (In English)
Pupils make up rhymes the describe the qualities of
various weather conditions.
Pupils set the bulletin board about pictures of clothing and accessories
to appropriate weather conditions and put them in the books.
Pupils report to the class.

397
The Sun, Water & Wind
The Sun,
Water & Wind
Pupils recognize the importance of water, wind and light.
Pupils work as a group to make and use a pinhole camera.
Pupils draw a web of “the useful of water to us” “The wind is useful and
dangerous” and explain to the class.
Pupils paint pictures of rainbow, stormy sky and making stained glass
windows from black constraction paper and colored tissue paper.
Pupils experiment by growing beans in sunlight and in the darkness.
Pupils make a sun dial works.
Pupils make a drama showing a river, lake, or bay in your region.
Pupils develop an awareness of the solar system.
Pupils find out that the sun is a star.
Pupils make a star map.
Pupils look at the moon and stars through a telescope.
Pupils hear myths associated with the stars.
Pupils role play the orbiting of the earth and moon around the sun.
Pupils make a mobile of the different planets in the solar system.
Pupils look at picture books about the stars.

398
Unseen in
Thailand
Theme :
The Tourism Authority of Thailand (TAT) has
compiled some attractions of interest which
might not be well-known enough or already be
famous but have not been visited at the right
time or season and as a consequence, visitors
have missed their beauty. In order for Thai and
foreign travellers to gain a different experience
of Thailand from a different point of view, TAT
is now launching a new campaign known as
“Unseen in Thailand”
Materials :
“Thailand Executive Diary 2004”
“A Day in the Park”
“Dumbo”
“ I Think That It is Wonderful”
“Lian’s Mixed-Up Friends”
“ABC Rhymes”
“The Picnic”

399
Unseen in Thailand
Skills :
Comprehending/thinking
and composing/thinking Skill :
– predicting outcomes
– details
– time sequence
– story elements
fantasy / realism
– problem solving
– dictating
– print awareness skill assessment
Values & Ideas :
Sometimes travelling can be particullarly more worth while and memorable if it is
done in the right place and at the right time with the right information.
The North : A region with moutainous landscape, as well as cultural heritage.
The Northeast plateau of Thailand bears traces of ancient
civilizations as old as the pre-historic through to the historic periods.
The Central Region, the plains of water and food for the
country, which include the country’s unique arts and culture.
The South, a peninsula of beaches, seas and sands, the
region is reknown for its marine attraction ranging form
sandy beaches, crystal clear seas and islands to diving spots.
Suggest questions : Why do you like to travel? When? How?
Which part of Thailand, do you prefer to travel best? Why?

400
Pupils survey the different parts of Unseen in Thailand.
Pupils ask the foreigners and visitors in the community:-
Why do you come to Hua Hin?
Which place do you like best?
Why do you come to Thailand?
Which part of Thailand do you like to go? Why? and so on
Pupils illustrate a board display about many places
which is known as “Unseen in Thailand”
Pupils make or find illustrations of
people travelling around in Thailand.
Pupils focus on ”Unseen in Thailand“
Pupils draw the web of unseen in Thailand in the north,
the northeast, the central and the south.
Pupils study from different point of view, TAT is now
launching a new campaign known as “Unseen in Thailand.”
Approximately 50 attractions, though not all of them, have been
selected to be offered under the “Unseen in Thailand” campaign.
Pupils make a picture book with the short story about
the “Unseen in Thailand”
Pupils consider how to take care the environments.
Pupils make posters to illustrate the role of travel
and re-cycle the wasted objects and food.
Pupils make a poster to take care of the environments
at Hua Hin and the rule for sight-seeing in the community.

401
Unseen in Thailand
Unseen in
Thailand
Pupils learn about different places in the world.
Pupils read books in the library and find out the
beautiful places and cultural heritage of different countries in the world.
Each group of pupils make a book of pictures about
the Unseen in Thailand.
Pupils consider how the visitors and the
Thai people travel from place to place.
Pupil make illustrated time lines showing when the planes and trains to & from.
Pupils make collect from now and then, the bus service.
Pupils compare a trip by air, train and road.
Pupils learn about “Unseen in Thailand.”
The North : White Rhododendron Bushes, Doi Chiang Dao,
Chiangmai. Wiang Kum Kam, Upside Down Chedi Reflection, Lampang.
Dik Diam Tree, Nan, Phu Khion, Tham Plu Nam, Mae Hong Son and so on.

402
Travel
Theme :
Foreigners seeking entry into the Kingdom
of Thailand for tourism and so on.
– Airlines : travel in style with Thai.
– Rail
– Bangkok Mass Rapid Transit System.
– Highways
– International Highway Links.
– Water Transport.
– Community Travel.
Materials :
“Big Bird Brings Spring to Sesame Street.”
“Puss In Boots.”
“Winnie the Pooh and the Missing Bullhorn.”
“Donald Duck’s Toy Sailboat.”
“Jack and the Beanstalk.”
“The Picnic.”
“Games for Girl Scouts.”
“Scuffy the Tugboat.”
“Three Little Pigs.”
“I Don’t Want to Go.”

403
Travel
Skills :
Comprehending/thinking and
composing/thingking skills :
– details
– time sequence
– story elements
– fantasy/realism
– problem solving
– dictating
– print awareness
Values & Ideas :
Introduction of service innovation, new destinations and
network expansion have become part of THAI’s main goal of
bringing the world closer together through new and exciting experiences.
Thailand has five major international airports, Bangkok’s Don Muang
international Airport Chiangmai, Chiang Rai, Phuket and Hat Yai, in 2002,
they handled 246, 186 flights, 38.08 million passengers and 984,546
tons of cargo. There are 26 provincial
airports around the country, which have regular flights by
Thai Airways international and private airlines.
The rail system is now being upgrade to double track in suburban
areas, coving around 234 km.
The country has five major international ports, Bangkok Port,
Laem Chabang Port, Map Ta Put Port, Songkhla Port and
Phuket Port in 2002.
Thai highways are now being expended to four lanes,
faster and safer for the public.

404
Pupils focus on the Thai Airways
international and private airlines.
Suggested questions :
- How many flights, they handled. (246,186)
- How many passengers? (38.08 million)
- How many tons of cargo? (984,549)
- How many provincial airports around the country? (26)
- Where do the Thai Airways cover? (Bangkok-Chiangmai, ...)
- Tell the names of private airline :- (Bangkok Airways, Phuket Air, ...)
Pupils make a picture book about the travel by air.
Pupils consider how rules help keep
order and keep us safe as we travel.
Pupils make posters to illustrate the role of courtesy on various forms of travel.
Pupils learn the rules to, and then play games of the Air travel.
Pupils talk about safety rules for cars, planes, trains and boats/ships.
Pupils compose the rhyms and songs and sing the songs.
Pupils learn about the travel.
Pupils go to the library and study about the travel and transportation.
Pupils work with partners and teams to write about the travel in Thailand and
the foreigners from different countries.
Pupils write the web of the visitors from other provinces and other countries.

405
Travel
Travel
Pupils consider how the travellers tour around Thailand.
Pupils make illustrated map lines showing when various types
of vehicles began to be use. (Airlines, Railways, roads highways and water Transport)
Pupils discuss about the travel and write in books.
Suggested questions :
If you want to go to Chiangmai or Songkhla, how can you travel?
Do you want to travel by plane? Why?
Do you want to travel by car? Why?
Pupils look at Thailand map and discuss what means of travel.
Pupils visit the railway station, the bus station and learn about the travel.
Pupils survey the different kinds
of travel.
Pupils invite the officers/visitors to talk to
the class
about the travel in Thailand.
Pupils role-play a traveller, a pilot, a driver
or other persons
whose job centers on travel.
Pupils illustrate a board display about the
travellers and
Thai Transportation : airlines, airports, rail,
Bangkok Mass Rapid
Transit system, highway, international
highway links and Water Transport.
Pupils discuss and write about the “Travel”

406
Transportation
Theme :
Pupils examine different kinds of vehicles.
Materials :
“Freight Train”
“Coco Can’t Wait”
“Boats”
“I Read Signs”
“The Train”
“Stopping”
“City Trucks”
“Truck Song”
“Big Yellow Dump Truck” (B. & C.)
“Traffic Lights”
“Maggie’s Adventures”
“The Little Bears”
“Balloons”
“All the Way to School, To-day.” (C.)
“MR Gumpy’s Outing” (C.)
“Preferred Travel” (Poems)
“Stop-Go” (P.)

407
Transportation
Skills :
– Predicting outcomes
– details
– time sequence
– story elements
– realism/fantasy
– problem solving
– steps in a process
– print awareness
Values & Ideas :
We live in a mobile society.
– Transportation affects and benefits our daily lives in a variety of ways. As
new methods of transportation come into use, they influence
how we work, travel and view the world.
Rules help us to maintain order and safety amid all the changes.
Suggest questions :
– What kind of jobs, do they work about transportation?
– Which of jobs depend on transport vehicles?
– How many different ways can you think of to travel?
Which is your favorite?
– What would the world be like if there were no planes, ships,
cars or other modern forms of transportation?
– Why are traffic lights, laws and signs important?

408
Transportation
Pupils focus on the uses of transportation.
Pupils discuss what transportation vehicles do carry goods from factory
to store, carry people from home to work, to tour or school and so on.
Pupils study and discuss pictures of means of transportation
to the appropriate back drops of water, land and air.
Pupils make a picture book about a trip in a vehicle.
Pupils consider how rules help keep order
and keep us safe as we travel.
Pupils make posters to illustrate the role of courtesy on various forms of transportation.
Pupils learn the rules to, and then play, games such as
“Red Light”, “Green Light.”
Pupils talk about safety rules for cars, planes and trains.
Pupils practice to cross the street and wear the helmet
when they ride the motor-cycle or bicycle.

409
Transportation
Pupils consider how transportation has changed :
Pupils make illustrated time lines showing when various types
showing when various types of vehicles began to be used.
Pupils make collects from old and new automobile advertisements.
Pupils compare a trip by covered wagon with a trip, by train or plane.
Pupils visit an airport, bus stop, railway station or other transportation site.
Pupils look at books to see how transportation varies around the world.
Pupils learn about different kind of transportation.
Pupils experiment with toy vehicles, sailboats and balloon group of pupils
work together painting trains, bus tour vans, tri-cycles, pick-up and boats.
And tell about the useful of them and write in books.
Pupils read about unusual forms of transportations such as moving
side-walks, ships, hydrofoils and so on.
Pupils invent and design new types of transportation.

410
The Wisdom :
The Concept
of Creativity
Theme :
Pupils look at the ways in which creativity can have an impact on
people’s lives. Thai Wisdom is the origin of creativity.
Skills :
- predicting outcomes
- details
- sequence
- main idea
- written composition
- skill assessment
Materials :
“A Chair for My Mother.”
“Jennie’s Hat.”
“The Elves and the Shoemaker.”
“I Can Do It by Myself.”
“A Seed is a Baby Plant.”
“Things to Do If You are a Subway.”
(Poem)
“Most Beautiful Egg in the World.” (C.)
“Umbrella” (B. & C.)

411
Thai Wisdom :
The Concept of Creativity
Values & Ideas :
Thai people can create the beautiful products.
Creativity involves being inventive and resouceful in
solving problems and finding new ways to do things.
It also involves using your talents to create special things.
Often the basic materials available to work with are minimal,
but this can serve to make the challenge all the more exciting
for a creative person creativity sometimes demands that one
explore many different resorces of something special.
Suggest questions :-
– Do you believe in Thai Wisdom?
– What are some ways in which I am creative?
– How are some people I know creative?
– How do creative people find ways to solve problem?
– What are the most creative things you
have seen or heard about?

412
The Wisdom :
The Concept
of Creativity
Pupils consider how they are creative in their own lives.
Pupils bring in crafts or hobbies to share with the class.
Pupils experiment to see how many shapes they can make
from one sheet of construction paper.
Pupils bring various local materials and try to make products.
(OCOP = One Class One Product)
Group of pupils create stories by each adding a sentence
to a story begun by the teacher.
Pupils find out how creativity can be used to solve problems.
Pupils work together to find creative solutions to classroom problems.
Each groups of pupils read books that feature characters
using creativity to solve problems.
Pupils dictate their own short stories about how an individual
or a group solved a special problem.
Group of pupils compose rhymes & songs about
“Thai Wisdom : the concept of creativity.”
And then sing songs & action.

413
Thai Wisdom :
The Concept of Creativity
Pupils look at creativity to music and drama.
Pupils listen to different kinds of music ranging from the old day
to classical and devise different types of movement for each kind.
Pupils ceate their own musical instruments from items found in the classroom
or home, such as drums from boxes or clarinet from jars of beans or sand.
Pupils write the story and act, sing and dance of performance.
Pupils bring some objects from home and work together to
create a class play using only those props.
Pupils look for examples of creative efforts
in the world around them.
Pupils review news headlines about OTOP and arts with the teacher to find
articles about creativity in the arts, the products and in problem solving.
Pupils think about and discuss examples of creativity in
thier classroom school and local community (Hua-Hin)
Pupils create a mural of places where creative efforts are often evident.
Pupils explore creativity in the field of art.
Pupils select a favorite example of art (OTOP) to share
and tell why they feel it is special.Pupils take a field trip to the OTOP shop or the
province museum and compare examples of ancient and modern art.
Pupils invite the Woman Group to the classroom and talk about
the products and their special ways of creating art.
Pupils create their own works of art or products for
a classroom display and write the story about them.

414
Jobs
Theme :
Pupils consider different types of jobs
done by human and animal characters,
both real and imaginary.
Materials :
“Ox-Cart Man.” (B. & C.)
“The Little Red Hen”
“The Miller, The Boy and the Donkey”
“Bean Boy”
“The Boy, the Baker, the Miller and More”
“The Me I See” (Poems)
“Timothy goes to school” (Filmstrip & Cassette.)
“Hurry for Captain Jane and other liberated
stories for children.” (Cassette)

415
Jobs
Skills :
– details
– sequence
– main idea
– classifying
– written composition
Values & Ideas :
Job are things we do to accomplish specific goals.
Our daily lives are made up of both large and small job,
each important in its own way.
How we work to complete the jobs tell a great deal about us.
– Why are jobs important?
– What are some jobs that I do?
– Which jobs do I do by myself?
– Which one do I do with others?
– What jobs do others do that help me and my family?

416
Pupils focus on jobs that people do to help others.
Pupils discuss jobs they do at home that contribute to the well-being of their families.
Pupils make books showing people in their community who work to help others.
Pupils develop and show the class about the jobs in which
people help each other and discuss how to do the jobs to help others.
Pupils exammine classroom jobs.
Pupils draw the web of classroom jobs
and discuss why each is important.
Pupils work in a group to do many classroom jobs
and then describe how they worked together.
Pupils work in a group writting poem or rhyme
about pupils doing classroom jobs.
Each group of pupils write slogan how to
work together in many classroom jobs.
Set the board of pictures and slogan.
Pupils consider the jobs they might like to do in the future.
Pupils make a list of skills they would like to develop
and then establish a plan of how to work toward accomplishing those goals.
Pupils describe their “dream job” and then act them out in the dramatic play area.

417
Jobs
Jobs
Pupils discover the variety
of jobs.
Pupils visit the library to find books
about different kinds of jobs
that people do and about ways that
animals help people do jobs.
Pupils asks the people in the families and
communities about the different jobs.
Pupils invite the visitors to come to the
class and talk about their jobs.
Pupils brainstorm a list of different
machines and the jobs they can do.
Pupils create and illustrate a job
alphaphet, in which each letter stand
for a name of a job.
Pupils learn about how people work alone or with others.
Pupils write the web about the jobs in which people work alone
such as painters, writers and etc.
Pupils write the web about the jobs in which people work together.
Pupils discuss about the jobs and write in books.
Pupils compare the result of their work in which they
have worked both alone and in a group.
Pupils listen to historical account of famous individuals
and group and the jobs they did.
Pupils listen to the King’s New Theory and OTOP in Thailand.
Pupils take a field trip, to observe a job that is of special
interest to the class and work together to make a class report on what they see.

418
Thai Custom
Theme :
Dress conservatively in temples and
government offices.
The head is considered the most important
part of the body and should not be touched.
Women should never touch monk at all.
Try never to show anger or strong
feelings in public.
The monarchy & religion are held
in the highest respect.
Materials :
“Thailand Executive Diary”
“A B C Rhymes.”
“I Think That It Is Wonderful.”
“Bunny’s New Shoes.”
“Three Little Pigs.”
“Lady and Tramp.”

419
Thai Custom
Values & Ideas :
Thais do not expect foreigners to know and understand
their culture, visitors can ensure a very pleasant stay by
remembering a few simple trips.
Thai people are very happy to welcome visitors but they
do not want the visitors who are rude to them or who is
not interested in their custom.
– Are you happy to welcome the visitors/the foriegners?
– Do you want the visitors should know the Thai custom?
– Do you think your head is more important than your body?
– Should you use foot instead of hand? Why?
Skills :
– details
– time sequence
– story elements
– realism/fantasy
– problem solving
– steps in a process
– oral comprehension
– print awareness

420
Pupils focus on Thai Custom in their community.
Pupils discuss what behavior they can do, Why?
Pupils note their families’ behaviors, friends’ behaviors and others.
Pupils collect the pictures and photographs of
Thai behaviors and discuss about Thai Custom.
Pupils consider how good behaviors make them happy.
Pupils make posters to illustrate the role of courtesy
and good manners.
Pupils learn the rules to and then play games such as :-
Pupils talk about the rules in the classroom,
in the school and at home.
Pupils learn about Thai people
and different foreigners.
Pupils go to the market & night braza observe
and talk to the visitors. Ask them some questions :
Do you like to come to Thailand/Hua-Hin? Why? etc.
What do you like to see?
Do you like Thai people? Why?
Pupils write the foreigner’s speech and then talking about them.
Pupils give the report of Thai custom is good or bad for them.

421
Thai Custom
Thai Custom
Pupils survey Thai Custom in the community.
Pupils invite the visitor to talk in the class about Thai Custom.
Pupils role-play the Thai Community as
Loy-Krathong or “Wan Song-Kran.”
Pupils illustrate a wall length display that show the
Thai people in different ways.
Pupils paint pictures & find pictures and make the picture books.
Pupils focus on many different ways of
lives in Thai country community.
Pupils consider how Thai custom has changed.
Pupils make illustrated time lines showing when
Thai custom from the ancient day to now.
Pupils brainstrom about Thai behaviors from generation.
Is it good or bad?
How many have they changed? Why?
Pupils look at the mind mapping of the old people,
teachers, monks and their hobbies in the community
and discuss which is good behavior.

422
Central Goal :
Amazing
Thailand
Their Majesties
Concern for people
His Majesty the King’s recognition of the
importance of water of life.
Thailand’s National Flag :
It is composed of five horizontal
bands of red, white and blue :
the nation, the religion and the monarchy.
This tri-colored flag, first introduced
by King Vajiravudh (Rama VI) in 1917.
Social Harmony :
– Putting their hearts into our hearts.
– Play at work and work at play.
– Mai Pen Rai.
– Language of the heart.
Travel :
Foreigners seeking entry into the kingdom of
Thailand for tourism and so on.
– Airlines : travel in style with Thai.
– Rail
– Bangkok Mass Rapid Transit System
– Highways
– International High Way Links.
– Water Transport
– Community travel

423
Amazing Thailand
One Tambon One Product : (OTOP)
Local link, global reach.This project was launched at the
beginning of 2001, aimed at bringing the unique
products of village industries to the marketplace,
there by expanding both the country’s domestic and international trade.
Custom :
Dress conservatively in temple and government offices.
Head is considered the most important part of the ?
body and should not be touched.
Women should never touch monk at all.
Try never to show anger or strong feelings in public.
The monarchy & religion are held in the highest respect.
History :
Successive kingdoms/city states since the 13rd
century include Sukhothai Ayutthaya,
Thon Buri and Bangkok, which was founded in 1239.
Unseen in Thailand :
The north : The Land of verdant
mountains and head waters.
The northeast : The plateau of cultural heritage.
The central region : The plains of water and food for the country.
The south : The peninsula of beaches, seas and islands.

424
Thailand
National
Flag
Theme :
Thailand national flag formally raised each
morning at 8 a.m. and lowered at 6 p.m. in
every town and village, is composed of five
horizontal bands of red white and blue. The outer
bands of red symbolize the nation enclosing equal
inner bands of white, representing religion. The
Blue band, occupying the central one-third of
the total area, symbolize the monarchy.
Materials :
“Thailand Executive Diary”
“The Bears’ New Baby”
“Bambi”
“Who took the Farmer’s Hat?”
“What Can You See?”
“The New Puppy”
“Dince Pauper”

425
Thailand National Flag
Values & Ideas :
The design expresses the complementary nature of
these three pillars of the Thai Nation.
This tri-coloured flag, first introduced by
King Rama VI, 1917.
Suggest questions :
– Why do we have the Thailand’s national flag?
– What does it mean?
– What do the three colors in Thai national flag mean?
Skills :
– details
– time sequence
– story elements
– fantasy/realism
– dictating
– print awareness

426
Thailand
National
Flag
Pupils focus on the uses of Thai National Flag.
Pupils discuss should the people decorate the “Thai National Flag”
for their houses, When? Where? How long?
Pupils make picture books of Thai National Flag.
Pupils consider how the Thai
National Flag important for Thai
people.
Pupils collect pictures and photographs from
the newspapers and magazines about “Thai-
land National Flag” in special occasion.
Each group of pupils draw Thailand Nation-
al Flag and paint and write rhyme or song,
sing the song together.
Pupils learn about different kinds of flags.
Pupils read many books around the world from the library.
Group of pupils write the books with many stories around
the world. Most of the stories say about the National Flag.

427
Thailand National Flag
Pupils survey the different flags in the community.
Pupils collect the pictures of flags and talk to the class about the meanings of flags.
Pupils role-play soldiers, scouts and people with the flags.
Pupils illustrate a board display the people with the Thai National Flag in many
ways such as :- Thai boxing in the foreign countries.
Pupils focus on the Thai National Flag in many places.
Pupils consider the meanings of Thailand National Flag.
Pupils learn about the history of Thailand National Flag, (the earlier
design that featured a white elephant on a red background) qeustions and
answers about the history and design.
Pupils compare the National Flags from many countries.
Pupils visit the National Museum to learn about the country and write the
story with painting pictures about Thailand National Flag.

428
Their Majesties’
Concern for
People
Ideas and Values :
His Majesty relizes that the majority of Thais are farmers who produce food for
the world and water is an essential factor for agriculture and for life, as reflected
in the royal speech that “Water Is Life” indeed, of the total of about 3,000 projects
at least one-third or 1,000 are royal-initiated water resorces development projects.
If water is lacking, it must be provided by constructing reservoirs, dams
and weirs in order to have water for agriculture and consumption.
If there is a serious flood, it must be alleviated constructing watergates
to drain and collect water for use when needed, or setting up a project like the
“Kaem Ling Project” to collect rain water for use.
Her Majesty, the Queen aims at instilling the people with a love of the forest
so that they may be able to plant a forest on their own
and know how to make correct use of it.
Materials :
“Thailand Executive 2004” (Diary)
“A Clearing in the Forest”
“His Majesty the King’s Projects” (Films)
“Why the Sun and the Moon
Live in the Sky” (Cassette)
“I Like Weather” (Poem)
“Planting Rice” (Phil F.song)

429
Their Majesties’s
Concern for People
Theme :
His Majesty has performed his duties beyond the
obligations of a constitutional monarch by supporting
the government in its effort to help the people,
especially in rural areas. He regularly visits people
in all the regions of the country. Each year, Their
Majesties spend more time at their provincial residences
than at the royal residence in Bangkok to learn about
the people’s problems and collect local information to provide
a basis for giving royal initiations to concerned agencies
to set up projects to improve the people’s well
being so that they may become self rellant.
Skills :
– details
– time sequence
– realism
– classifying
– past and present
– print awareness
– oral composition & class relational
– naming words

430
Pupils consider their own roles in the school.
Pupils talk about the school environments :-
water, soil, animals (pets), plants, garden and so on.
Pupils discuss how to manage them. Do they want better school environment?
How should they do, if they want more beautiful garden, clean water, green yard?
Pupils share examples from literature, books, movies, television programs
and other media, showing the ways children interact with their school.
Pupils dictate stories about their own experiences exploring the community.
Pupils explore the different kinds of communities
in many provinces in Thailand
Pupils collect pictures, photographs and others of the communities in provinces
Pupils find out about water, soil, forest, animals and insect communities.
Pupils look at picture books about communities in Thailand.
Pupils find out about the importance of water.
As for the environment, His Majesty deems it very important to manage
and develop the natural resources : water, soil,
and forests, towards a sustainable and worth while usage.
Pupils interview the people in the community, the teachers in school
and study many books in the library.
Pupils study the Golden Place farm and the products and the
useful of this project.

431
Their Majesties’s
Concern for People
Their Majesties’
Concern for
People
Pupils consider the importance of
Their Majesties’ projects.
Pupils share ideas about the ways in which Their Majesties’
concern for the people, about the water, planting rice, growing the forest,
constructing dams, constructing water gates, social welfare,
people’s education and so on.
Pupils brainstorm and draw the web of the King’s Projects.
Pupils write the reports of those projects and report to the class.
Pupils think about the ways people in the community can do.
Pupils create posters that show how the people can do in the community.
Pupils sing a song “The Hungry Man Blue.” and other songs that identify
“the ways people can do in the community”
Pupils tell about people in the community who help each others,
the woman groups who learn about the Thai Wisdom and can
have their own products. The farmers who try to do by the King’s New Theory
Plants rice and farming by Thai Wisdom and nature way.
Pupils set the bulletin board for display to the children and parents and visitor.

432
Thai Social
Harmony
Theme :
Thailand has, since prehistory, hosted
intraregional movements and hence, fostered
independence among different peoples.
Thais are flexible and compromising.
Harmony in Thai society is maintained
through the continued practice of festivals
and other cultural traditions, whether
they are national or regional,
religious and/or royal.
Materials :
“Lion’s Mixed-Up Friends.”
“Oh A-Hunting We Will Go.”
“Cats.”
“Winnie the Pooh and the Missing Bullhorn.”
“No Graden for George.”
“Little Monster’s Alphabet Book.”
“What’s Up in the Attic?”

433
Thai Social Harmony
Values & Ideas :
There is a Thai phrase :
“putting their hearts into our hearts”
“fun-living, who play at work and work at play”
The phrase “Mai Pen Rai” meaning “Never mind”
“Language of the Heart (or Mind)” as :- “Chai”, “Chai-dee”
“Chai-yen” “Chai-ron” etc.
- What is the meaning of harmony?
- Some ones say Thai social as a lossen structured society?
Is it tree? And do you like it? Why?
- What is the meaning of “putting their hearts in our heart”
(meaning they like what we like and dislike what we dislike)
- How do you think about “fun-loving, who play at
work and work at play”
Skills :
– details
– time sequence
– story elements
– fantasy/realism
– problem solving
– dictating
– print awareness

434
Thai Social
Harmony
Pupils focus on the Thai history.
Pupils learn about the Thai history, Sukhuthai to Bangkok.
Pupils discuss about Thai are flexible and compromising but brave.
Pupils talk about the example of these and discuss.
Pupils make a picture book about the Thai history.
Pupils consider how rules help keep order
and keep us safe as we live together.
– Pupils make posters to illustrate the role we live together.
– Pupils write a rhyme or song and sing together.
– Pupils learn the rules to play together and to live together.
– Pupils talk about how do we live together happily,
 not poor and not rich so much.

435
Thai Social Harmony
Pupils survey the social harmony of Thai community.
Pupils role-play as people in “The King’s Birthday Celebrations.”
Pupils invite the old person to talk to the class about the Thai social harmony.”
Pupils help together to illustrate the board display that the
Thai social harmony and Songkran or New Year Festival.
Pupils make or find illustrations of people doing jobs and play football.
Pupils focus on the many diferrent games, works, playing to show
“how they work or how they play”
Pupils learn about “Thai Social Harmony”
and “The Western World.”
Pupils read many books about the western world
and how do the pople think.
Pupils look at the world pictures and discuss
about how the way to live and work.
Pupils visit the National Museum or the province museum.
(the chang wat Museum.)
Pupils read the history books and different books in the library.

436
One Tambon,
One Product
Theme :
Visitors to Thailand have long admired the
wonderful hand-made products created in
local communities.
The One Tambon - One Product (OTOP)
project was launched at the beginning of 2001,
aimed of bringing the unique products of village
industries to the market place, there by
expanding both the country’s domestic
and international trade.
Materials :
“Ready, Set, Grow!”
“Big Bird Brings Spring to Sesame Street.”
“Who Took the Farmer’s Hat?”
“Bunny’s New Shoes.”
“Mr. Pot The Painter.”
“I Don’t Want to Go.”
“The Truck Book.”

437
One Tambon, One Product
Values & Ideas :
OTOP’s guiding principles are to assist communities to make products unique to their
localities based on self-reliance and creativity, with the ultimate aim of establishing
on international niche market for products with unique local characteristics.
Equally important, the Thai government sees this as a means of developing
human resources and skill within each community.
– What is the meaning of OTOP?
– What are the principles of OTOP?
– What do the government desire for this project?
– What is the big problem for the project? (to market them)
– What are the products? (food, clothing, handicrafts and so on)
Skills :
– details
– time sequence
– story elements
– fantasy/realism
– problem solving
– dictating
– print awareness
One Tambon,
One Product

438
Pupils focus on the fine arts products of the Queen’s Project.
Pupils discuss about the products of the Queen’s Project, include : baskets : handi-
crafts woven from bamboo, rattan, Thai silk, silver and gold ware and so on.
Pupils collect the pictures and photographs of these products and brainstorm about
how to expand the group of women in Tambon and the market for the products.
(Chitralada Shops & Golden Place are very meaningful & useful for the farmers &
the women in the community)
Pupils consider how the state agencies
are utilized for maximum benefit.
Pupils learn about the National Committee works
through a network of subcommittees throughout the
country down to the district and tambon levels.
Their prime task is to identify the unique local products
for the OTOP list, classifying them according to quality,
design and status of readiness.
Pupils learn about many different products OTOP.
Pupils try to do handicrafts by themselves.
Each group of pupils try to do different products such as :-
Thai food, baskets, wood carvings, sewing, painting etc.
Pupils learn about OTOP in Japan.
How the people in the community think and help and work together
to take care of the community environments.

439
One Tambon, One Product
One Tambon,
One Product
Pupils survey the various kinds of OTOP.
Pupils role-play the school or the community display or fair of OCOP, OSOP, OTOP.
Pupils invite the women from community to explain a number of product group :-
food & beverages, textiles clothing, woven handicrafts, artistry items, gifts, house hold
and decorative items and herbal products (non food)
Pupils illustrate a board display of various products.
Pupils consider how the products have changed from time to
time and how it varies from place to place.
Pupils make illustrated time lines showing when various types of products
come from many districts.
Pupils collect pictures of products from old to new ones.
Pupils learn about the Thai government implement the national OTOP by
promotion and marketing these unique local products.
Protect local knowledge through establishing intellectual property rights and
create links between domestic and overseas markets.
Pupils visit the OTOP Center or Shop in the community or the Golden Place.
Pupils look at books to see how to do handicrafts from local materials.

440
Grade 4-6
Mind Mapping of English
Grade 4
✍ Sun, Trees, Water, Sky and Land
✍ Animals (wild animals, farm animals
pets and insects...)
✍ Seasons and Climate
✍ Nature - Beauty / Problems
Grade 5
✍ Health - Food and Drinks
✍ Plants / Flower / Fruits
✍ Animals’ Lives
✍ The Power of Nature
✍ Entertainment
Grade 6
✍ Health
✍ Food and Drinks
✍ The Beautiful World
✍ Animals’ Lives
✍ The Power of Nature
Unit 4
Environment

441
Grade 4-6
Mind Mapping of English
Grade 4
✍ Places of Interest
✍ Local Festival
✍ Local Wisdom
✍ Arts & Culture
✍ Royal Projects
✍ Shopping in thailand
Grade 5
✍ Tradition and Culture
✍ Thai Food and Drinks
✍ Thai Herb
✍ Thai Shopping
Grade 6
✍ Tradition and Culture
✍ Trevelling
✍ Hand Making
✍ Thai Shopping
Unit 5
Unseen Things
in Thailand

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