“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
T1 mind map+188
1. 456
MIND MAPPING OF ENGLISH GRADE 1 - 6
All About Me
All About Me
Learning About Oneself
and Others
My family
Home
Personal information
My health
Parts of body
Different kind of prize
My school
My friends
มูลนิธิการศึกษาทางไกลผ่านดาวเทียม สงวนลิขสิทธิ์
2. 457
MIND MAPPING OF ENGLISH GRADE 4 - 6
All About Me
Learning About Oneself
and Others
Home
Personal information
Different kind of prize
Parts of body
My family
My school
My health
My friends
มูลนิธิการศึกษาทางไกลผ่านดาวเทียม สงวนลิขสิทธิ์
4. 459
2. Hua Hin
3. Efficiency / Current Events
ENGLISH GRADE 4-6
Childûs
Thinking About
Ideas,
Themes & Values
Language &
Community
& Globalization
LISTENING
Lauguage
for
Communication
READINGWRITING
Curriculum
Connection
Language &
Culture
SPEAKING
22. 477
ENGLISH GRADE 4 - 6
Current Events:-
- Daily Life
- Newspapers
- Magazines
- Radio
- Television
etc.
23. 478
MIND MAPPING OF
HUA HIN
OUR
COMMUNITY
Sub Topics :
- Welcome to Hua Hin
- Hua Hin Sightseeing
- Shopping at Hua Hin
- Occupations of Hua Hin
- Health and Safety in Hua Hin
- Season and Climate at Hua Hin
- Hua Hin, the Royal city
Materials :
- A handout an welcome to
Hua Hin
- Hua Hin Songs
- A map of Hua Hin
- Place of interest in Hua Hin
- Spelling activities
- Flash cards-words / phrases /
sentences
- Games
- Handouts and worksheets
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24. 479
Values and Ideas :
- Pupils realise the importance of English as
international language
- Getting to know more about Hua Hin
through English and being proud of their
own native town
- Introducing Hua Hin to foreigners
- Keeping Hua Hin clean and green
- Part-time jobs
Skills :
- Listening, speaking, reading and
writing skills
- Exchanging languages
(English, Thai and culture)
- Learning more vocabularies
- Group working
- Activities
ENGLISH GRADE 1 - 6
ON SEA
25. 480
MIND MAPPING OF E
SUFFICIENCY E
SUFFICIENCY
ECONOMY
IDEAS AND VALUES
çSufficiency Economy leading people to be happy having
enough Sufficiency Economy is the most difficult concept
to practice.....é
Questions :1. Do you believe in çSufficiency Economyé?
2. Do you think çSufficiency Economyé to be
good for Thais, now?
3. What does the Sufficiency Economy lead
the people?
4. Why is çSufficiency Economyé the most
MATERIALS DIFFICULT CONCEPT TO PRACTICE?
- The Chaipattana Foundation Journal, December, 2002.
- The Chaipattana Foundation Journal, April, 2003.
- The Chaipattana Foundation Journal, December, 2003.
- The Chaipattana Foundation Journal, April, 2004.
Books :
- çThe Books, the Baker, the Miller, and Moreé
- Walt Disneyûs : Donald Duckûs Toy Sailboat
- Nacy Buss : Ready Set Grow!
- Jo Anne Nelson : Backyard Bugs.
- Justine Korman : I Donût Want to Go!
- Walt Disneyûs : Winnie the Pooh.
- Walt Disneyûs : Dumbo.
- Sesame Street : Big Bird Brings Spring to Sesame Street.
- Joan L. Nodset : Who Took the Farmerûs Hat.
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26. 481
THEME
Sufficiency Economy means çto be economicalé not çstingyé : çto be adaptable and
reasonableé in all circumstance.
Questions : 1. What does çSufficiency Economyé mean?
2. What does çadaptableé mean?
3. What does çreasonableé mean?
4. What is the way of Thai life:
SKILLS
Vocabulary and Conepts :
- Sufficiency Economy
- Occupations
Word study skills :-
- Auditory discrimination and letter - sound relationships :
- Identify words
Speaking and listening skills :-
- oral reading ability.
Early language concepts and skills :-
- Following oral directions
- Rhyme
- Parts of a book
- Retelling the story
Comprehending / Thinking skills :-
- Predicting outcomes
- Details
- Sequence of events
- Main idea
Composing skills and activities :-
- Oral composition
- Written composition
ENGLISH GRADE 1 - 6
ECONOMY
27. 482
The Kingûs New Theory
➛
➛
➛
➛
MIND MAPPING OF E
SUFFICIENCY E
Philosophies for the uses
of Knowledge
Our Lost is Our Gain
Self-Sufficiency
Adaptable
and Reasonable
SUFFICIENCY
ECONOMY
The Philosoply of
Sufficiency Economy
Economical not stingy
Ideas + Values
çSufficiency Economy leading people to
be happy having enough. Sufficiency
Economy is the most difficult concept to
practice.....é
His Majesty the Kingûs Royal Speech
granted on December 4, 2000
(from Chaipattana Foundation Journal
April, 2003.)
➛
➛
➛
➛
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28. 483
➛
➛
➛
➛
Sustainable Development
The Farmers
and Organic Cultivation
Understand
the Environment
Most Difficult Concept
Practice
His Majesty the Kingûs
Royal Speech
To Be Happy Having
Enough
Theme :
Over and Over, I stressed on the words
çSufficiency Economyé çSufficiency
Economyé, as translated in to English is
our new word, ..... It means çto be
economicalé not çstingyé; to be flexible
and reasonable in all circumstance. This
is çSufficiency Economyé leading people
to be happy but having enough. Suffi-
ciency Economy is the most difficult
concept to practice .....é
His Majesty the Kingûs Royal Speech
granted on December 4, 2000
(from Chaipattana Foundation Journal
April 2003)
➛
➛
➛
ENGLISH GRADE 1 - 6
ECONOMY
29. 484
MIND MAPPING OF E
SUFFICIENCY E
Pupils explore
çSufficiency Economyé
Pupils focus on the Way of Thai Life
in village :-
Pupils discuss their ways of life at
home and the well-being of their fami-
lies. Group of pupils study the various
ways of life in their community and
share with the class (Life in Hua-Hin
town, Hin-Lek-Fai district or the Beach
front and the back-side of the Hills.
Pupils make posters and pictures to
show the different between the village
life and town life.
Pupils read books, newspapers and
collect the pictures about the villagers
and towners.
Pupils visit the library to find more
information and write the reports.
Pupils send letters to parents or
vistitors, inviting them to visit the
classroom to talk about the villagers
and towners.
Pupils brainstorm a list of different
activities jobs, entertainment, and
expenses of the villagers and towners
Write the mind mapping of them.
ë
Pupils develop their awareness of time
Group of pupils read books and study vocabularies,
Pupils make a wall chart with illustrations of the
activities at different hours of the day.
Pupils describe a process of cooking, cleaning up,
plating or getting ready for school.
Pupils talk about the different responsibilities that
people take on as they grow up.
Pupils write the diaries and record the expenses of
themselves and the family.
ë
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30. 485
Pupils discover the sufficiency Economy means :-
Pupils offer ideas for a chart çSufficiency Economyé such as simple
life, live with nature work with other people, help each other, the old
Thai way of life economical.....not stingy.
Pupils compare the results of their work individually and in a group.
Pupils listen to çThe Kingûs New Theoryé and Self Sufficient life at
Dong Na Tham Forest and Houp Krapong Project.
Pupils take the fiedstrip to observe the Kingûs Project, and work to-
gether to make a report.
ë
Pupils recognize to be flexible adaptable and reasonable in all circumstance
Pupils make a list of the Kingûs projects to understand how to work toward
accomplishing those goals.
Pupils describe their çdream plané and then act them out in the role-play or
the dramatic play area.
Pupils works in teams to do various classroom chores and then describe how
they worked together.
The class writes a story or rhyme about pupils teamwork doing classroom chores.
Pupils develop their work-plan to be adaptable and reasonable.
ë
ENGLISH GRADE 1 - 6
ECONOMY
31. 486
Step 1 Production : using simple methods
+ gradual steps, enough food.
➛
➛
➛
➛
➛
MIND MAPPING OF E
HIS MAJESTY THE K
Cooperation among the temple, the school,
the government agencies.
The local wisdom of the villagers.
Principle and a model for agricultural
development at the household level.
Not a grand investment.
➛
The foundation is required to create a force
to accomplish the aims of the project.
➛Carry out with adaptability
His Majesty the Kingûs
New Theory
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32. 487
➛
➛
➛
Full cycle undertaking paddy farming or
rice field 5.5 rais highland orchard plant-
ing tree 3.8 rais household 3.7 rais water
pond 2.2 rais.
Step 3 Co-operation with financial and
energy sources: set up milling plant de-
velop the quality of life not just engage in
planting.
Prepared for a little loss.
Step 2 Delf Reinforcement Farmers form
themselves into groups or Co-operatives and
work jointly in the following activities :
1) production 2) marketing 3) daily living
4) welfare 5) education 6) religious and
social work.
➛
ENGLISH GRADE 1 - 6
KINGûS NEW THEORY
33. 488
MIND MAPPING OF E
HIS MAJESTY THE K
His Majesty the Kingûs
New Theory
Pupils expand their understanding
of The Kingûs New Theory
- Pupils being the newpapers and
the pictures for a wall display and
then identify them.
- Pupils paint pictures, compose
scrap books, report to the class
and then keep the books for study
in the classroom.
ë
Pupils develop an awareness of
the Kingûs New Theory
- Puplis observe and grow plants
and learn the way of the Kingûs
New Theory.
- Group of pupils rally the coop-
eration among the groups,
teachers and school and parents.
- Pupils decorate the classroom
with in door plants and then
care for them.
- Pupils sell and buy vegetables
and fruits which they grow at
home.
ë
Pupils experience the fun of
learning.
- Pupils compare their first day
of school to their present expe-
riences at school
- Pupils discribe the experience
of learning.
- Pupils invite visitors or the
parents to explain to the class
- Pupils make thank you cards
and send them to them.
- Pupils sing the song and role
play about the farmerûs life.
ë
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34. 489
Pupils learn about the Kingûs New Theory
- Pupils brainstorm and write the web.
- Pupils learn about the steps of working (Questions + Answers)
(1) Production - Using simple method
(2) Uniting of force
(3) Co-operation with financial and energy source.
- Pupils recall the experience of working at home
- Pupils roleplay about the Kingûs New Theory
ë
Pupils learn how things change and grow
- Pupils research about the Kingûs Project.
- Pupils work as a group outside the classroom.
- Pupils dramatize and narrate the growing of a seed into a plant.
- Pupils answer the questions çWhy are leaves green?é
çWhy do the plants change and grow?é by finding out how
plants make their own food.
- Pupils count sings on tree-trunk cross sections to determine
the treeûs age when it was cut down.
- Pupils find out how bees help flowers to grow, useful insects
and harmful insects.
- Pupils grow organic plants at school and at home.
ë
ENGLISH GRADE 1 - 6
KINGûS NEW THEORY
35. 490
MIND MAPPING OF E
HIS MAJESTY THE K
His Majesty the Kingûs
New Theory
IDEAS and VALUES
The Chaipattana Foundation is acquired to create a force to
accomplish the aims of the project.
Importantly, do not over invest.
Be prepared for a little loss.
Questions : 1) What is the important?
2) What is the meaning çDo as villagers doé?
3) How many steps shoul we do?
4) Plase explain the steps!
Materials Difficult Concept of Practice
The Chaipattana Foundation Journal.
December, 2002
April, 2003
December, 2003
April, 2004
Book :-
- Nancy Buss : Ready Set Grow!
- Jo Anne Nelson : Backyard Bugs
- Walt Disneyûs : Dumbo
- Sesame Street : Big Bird Brings Spring
- Joanne Ryder : Cats
- Sue Arengo : No Garden for George.
- Harry McNaught : The Truck Book.
etc.
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36. 491
THEME
Principle and a model for agricultural development at the
house-hold level
Carry out with adaptability
Co-operation among the Temple, the school, the government
agencies.
Questions : 1) What is about the Kingûs New Theory?
2) How should we carry it out?
3) How do we co-operate?
Skills
Vocabulary and Concepts :-
- Kingûs New Theory
- a model for agricultural Development
Word study skills :-
- Auditory discrimination and letter-sound relationships
- Identify words
Speaking and listening skills :-
- Oral reading ability
Easy language concepts and skills :-
- Follwing oral directions
- Rhyme
- Parts of a book
- Retelling the story
Comprehendtion / thinking skills :-
- Reading outcomes + Details
- Sequence of events + Main idea
Composing skills and activities :-
- Oral composition
- Written composition
ENGLISH GRADE 1 - 6
KINGûS NEW THEORY
37. 492
Values+Ideas
In the past, knowledge was
compared to double edged sword
which can do good or harm.
The use of proper knowledge
brings benefits. Abuse of
knowledge creates harm
from Chipattana Foundation
Journal
MIND MAPPING OF E
PHILOSOPHIES FOR T
First, it is necessary to have knowledge
the right.
Third, Learn in complete
detail the whole characteristics
of the work.
Philosophies
for the Uses of Knowledge
Royal Speech granted
on August 8, 1984
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38. 493
Theme
Knowledge of every field and level is very
important because it serves as a work tool.
from Chaipattana Foundation Journal
Second, have the wisdom to select
the work that is productive.
Fourth, possess firm determination
and perseverance.
ENGLISH GRADE 1 - 6
THE USES OF KNOWLEDGE
39. 494
Pupils explore
çSufficiency
Economyé
PUPILS FOCUS ON THE WAY OF
THAI LIFE IN VILLAGE :-
ë Pupils discuss their ways of life
at home and the well-being of their
families. Group of pupils study the
various ways of life in their community
and share with the class (Life in
Hua-Hin town, Hin-Lek-Fai district or
the Beach front and the back-side of
the Hills). Pupils make posters and
pictures to show the different between
the village life and town life.
ë Pupils read books, newpapers and
collect the pictures about the villagers
and towners.
ë Pupils visit the library to find
more information and write the reports.
ë Pupils send letters to parents or
visitors, inviting them to visit the class-
room to talk about the villagers and
towners.
ë Pupils brainstorm a list of dif-
ferent activities jobs, entertainment, and
ex-penses of the villagers and towners
Write the mind mapping of them.
PUPILS RECOGNIZE TO BE FLEXIBLE
ADAPTABLE AND REASONABLE IN
ALL CIRCUMSTANCE
ë Pupils make a list of the Kingûs projects
to understand how to work toward accom-
plishing those goals.
ë Pupils describe their çdream plané and
then act them out in the role-play or the
dramatic play area.
ë Pupils work in teams to do various
classroom chores and then describe how they
worked together.
The class writes a story or rhyme about pupils
teamwork doing clasroom chores.
ë Pupils develop their work-plan to be
adaptable and reasonable.
➮
➮
MIND MAPPING OF E
SUFFICIENCY E
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40. 495
➮
➮
PUPILS DEVELOP THEIR AWARENESS OF
TIME
Group of pupils read books and study vocabularies,
ë Pupils make a wall chart with illustrations of
the activites at different hours of the day.
ë Pupils describe a process of cooking, cleaning
up, planting and getting ready for school.
ë Pupils talk about the different responsibilities
that people take on as they grow up.
ë Pupils write the diaries and record the expenses
of themselves and the family.
PUPILS DISCOVER THE SUFFI-
CIENCY ECONOMY MEANS :-
ë Pupils offer ideas for a chart çSuffi-
ciency Economyé such as simple life, live
with nature, work with other people, help
each other, the old Thai way of life
economical............not stingy.
ë Pupils compare the results of their
work individually and in a group.
ë Pupils listen to çThe Kingûs New
Theoryé and Self Sufficient life at Dong
Na Tham Forest and Houp Krapong Project.
ë Pupils take the fieldstrip to observe
the Kingûs Project, and work together to
make a report.
ENGLISH GRADE 1 - 6
ECONOMY
41. 496
Pupils discover that some food comes from
plants.
ë Pupils listen to çhow to make soft-
drink from Thai fruits and vegetables.
ë Pupils discover how many plants can
be grown from a single item by planting
a potato in an indoor or outdoor garden.
ë Pupils try to make their soft-drink
from pineapple and carrot or others and tell
their friends etc.
Pupils get involved in food preparation.
ë Pupils make pictures of and tell about
their foods for good health.
ë Pupils compile their ideas into a group
recipe book or cookbook.
ë Pupils work as group to make Thai
salad çSomtumé or Seafood salad for lunch.
ë Pupils create menus for a healthy
breakfast, lunch and dinner, (not so expen-
sive)
Pupils learn about food:
Study food in various contexts involving
human and animal characters
- Where food comes from.
- How foods are produced, sold and
prepared.
- Illustrate the importance of healthy
eating habits.
➮
➮
➮ ➮
MIND MAPPING OF E
SUFFICIENCY E
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42. 497
Pupils find immaginative ways to develop an awareness of kinds of foods.
ë Pupils draw pictures of make-believe characters and their favorite foods, such as Winnie-
the-Pooh and honey.
ë Pupils dramatize stories involving food such as çThe Little Red Hen and Stone Soupé and
talk about them afterward.
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Pupils consider where food is produced prepared and sold.
ë Pupils visit a farm, restaurant, market school canteen or other place
where-food is produced.
ë Pupils brainstorm and illustrate different places where food can be
obtained.
ë Pupils look at books to find out aboutfood production and preparation.
ë Pupils create a menu for their breakfast, lunch and dinner and then list
the places where the can obtain foods to make the dishes on the menu.
ë Pupils design packages for different foods.
ë Pupils play grocery store and set up merchandise displays.
Pupils study the relationship between food and health.
ë Pupils discuss the effects of eating too much junk food. Pupils share ideas for healthy snack
foods and prepare some for the class.
ë Pupils make mobiles to illustrate vitamins, their sources, and their benefits. They make up
commercials to advertise a nutritious food. Pupils sort and display toy food to identify healthful
foods. They talk about the way machines need fuel, and then learn how food supplies energy to the
body.
➮
ENGLISH GRADE 1 - 6
ECONOMY
43. 498
Pupils consider their own roles in the com-
munity.
ë Pupils talk about the kinds of careers
that they might choose some day.
ë Papils share examples from literature,
movies, television programs, and other
media, showing the ways children interact
with their community.
ë Pupils dictate stories about their town
experiences exploring the community.
Pupils explore the different kinds of com-
munities that exist.
ë Pupils make pictures and other
models of their community.
ë Pupils find out about plant, animal
and insect communities.
ë Pupils look at picture books about
communities around the world.
Our Community
Pupils explore different aspects
of communities.
- pupils develop an awareness of social
groups.
- different ways in which individuals live.
- various jobs they perform.
- how members of social groups can work
together to meet the needs of their
communities etc.
➮
➮
MIND MAPPING OF E
SUFFICIENCY E
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44. 499
Pupils learn about different rules and laws that help us
get along together.
ë They brainstorm a list of school rules and discuss
why each rule is important to school community.
ë Pupils play games in team.
Act out stories such as çThree Little Pigs.é
Pupils find out about the different things that people do
in a comman.
ë Interview relatives or other adults about the work
that they do in the community.
ë As a class, pupils identify jobs done by adults in
their community.
Visit places where people work to provide a service,
etc.
Pupils think about the ways people in their community help each other.
ë Pupils create posters that show situations and professions in which
people serve the community.
ë Pupils sing songs that identify jobs that people perform in the
community.
ë Pupils tells about people in the community who helps animals, and
make a chart that gives their addresses and telephone numbers.
ë Pupils plan and carry out a project like designing or cleaning
a playground recycling in school.
➮
➮
➮
ENGLISH GRADE 1 - 6
ECONOMY
45. 500
Pupils consider that sharing and giving
involves others.
ë Pupils talk about the effects that
a new body, a visiting relative, or a pet may
have on their lives.
ë Pupils hold hand one by one to form
a circle that includes everyone in the class.
ë Pupils share thoughts by telling
something that they like about themselves.
Pupils develop concepts of friendship.
ë Pupils make posters that show the
examples of sharing and giving.
ë Pupils complete the sentence çA
friend is somone who...é
ë Pupils interview relatives and other
adults about their best friends.
ë Pupils send letters to friends or a pen
pal.
Pupils explore different aspects
of sharing and giving.
- Consider what sharing and giving
mean.
- How those actions affect us in our
daily lives.
- the many ways in which someone
can share or give.
➮
➮
➮
➮
MIND MAPPING OF E
SUFFICIENCY E
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46. 501
Pupils consider how we share feelings in our day lives.
ë Pupils play a game in which some players make faces and others guess what emotions
they are imitating.
ë Pupils sing songs about sharing feeling, such as çIf Youûre Happy and You Know it.é
ë Pupils brainstorm positive ways to express negative emotions. Pupils dramatize situ-
ations to show how friends can resolve conflicts and disagreements.
ë Pupils make lists of things that make them fell happy, angry and so on.
Pupils think about the importance of sharing and giving.
ë Pupils invite community volunteers to talk about their work.
ë Pupils write an illustrate a message of friendship to pupils in another class or school.
ë Pupils pay a social visit to a residence for senior citizens.
ë Pupils compile an activity calendar on the theme of sharing.
Pupils consider ways that people share and give.
ë Pupils draw names from a hat, and then make and exchange small gifts.
ë Pupils make a çThank you Treeé consisting of pictures or messages on
construction paper leaves.
ë Pupils find out about holidays that focus on sharing and giving. (Wan
Phra)
ë Pupils devide oranges or Thai cakes among three or more people.
ë Pupils describe the experience of giving away or sharing something that
was special to them.
ë Pupils talk about ways in which they can give and share at home,
at school and in the community.
ë Pupils plan a party for the small children.
➮
ENGLISH GRADE 1 - 6
ECONOMY
47. 502
Pupils examine classroom jobs.
ë Pupils dictate a list of classroom jobs
and discuss why is important.
ë Pupils work in teams to do various
classroom jobs and then describe how they
worked together.
ë The class write a group poem about
pupils doing classroom jobs.
Pupils explore different aspects of jobs.
ë Pupils consider different types of jobs
done by human and animal characters, both
real and imaginary.
ë The materials used show how charac-
ters may work alone or together to get a job
done.
Pupils focus on jobs that people go to help
others.
ë Pupils discuss jobs they do at home
that contribute to the well-being of their
families.
ë Pupils make posters showing people
in their community who work to help
others.
ë Pupils develop and enact a class play
showing jobs in which people help each other.
ë Pupils write a job alphabet to which
each letter stands for the name of a job;
A for ambulance driver
B for restaurant boy and so on
➮
➮
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➮
MIND MAPPING OF E
SUFFICIENCY E
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48. 503
Pupils discover the variety of jobs that are done by people, animals and machines.
ë Pupils find books about different kinds of jobs that people do and about ways that
animals help people do jobs.
ë Pupils dictate letters to parents or visitors, inviting them to visit the classroom to talk
about their jobs.
ë Pupils brainstorm and write the mind-mapping of jobs, a different jobs which the
machines or men can do.
Pupils consider the jobs they might like to do in the future.
ë Pupils make a list of skills they would like to develop, and then establish a plan of how to
work toward according those goals.
ë Pupils describe their çdream-jobsé and then act them out in the dramatic play area.
Pupils learn about how people work alone or with others.
ë Pupils, offer ideas for a chart listing jobs in which people work alone,
such as artists, writers, painters or with the other people such as teachers,
farmers, sellens, firefighters and so on.
ë Pupils compare the results of their work on a particular activity in
which they have worked both individually and in a group, such a building
with blocks.
ë Pupils listen to historical account of famous individuals and groups
and the jobs they did.
ë 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.
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ENGLISH GRADE 1 - 6
ECONOMY
49. 504
Pupils explore the importance of pets in
peopleûs lives.
ë Pupils discuss how pets are impor-
tant companions and help them to many
people.
ë Pupils listen to stories about the Kingûs
Dog (Kun Tong Deang) and her family.
Pets help people work at the farm and in the
forest.
ë Pets help people, like guide dogs,
tracking dogs and carier pigeons.
ë Pupils make picture books that show
how people and their pets live together.
Pupils learn about unusual pets
ë Pupils visit a petting zoo or the but-
terfly farm near the school. Write a class
report on what they see and learn.
ë Pupils invite a pet-shop on a pet-
farm owner to visit the classroom and talk
about the different types of pets available
and how to care for them.
ë Pupils watch movies about famous
pets and talk about what makes them so
special.
Pupils learn more about pets in their farm
or at home.
- Read about pets and the effect they have
on their lives.
- Pets are both endearing and demanding
- Sometimes create problems for their
owners.
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MIND MAPPING OF E
ECONOMY E
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50. 505
Pupils consider their own experiences with pets
ë Pupils design charts showing the things they do or would like to do for pets.
ë Pupils bring in their own pets for a class pet show,
ë Pupils dictate favorite stories about mischivous things their pets have done.
ë Pupils works in small groups, playing the roles of their pets, to act out the scene çA Petsû
Day at the Farm.é Pupils sings favorite songs about pets and other animals.
Pupils Compare the different kinds of pets.
ë Pupils visit the library to find books about pets that are popular in Thailand and other
countries,
ë Pupils dictate information to fill in a chart about fish, birds, and land animals and their
different needs as pets.
ë Pupils make and wear costumes representing their favorite kinds of pets and interview each
other about what life is like as that animal.
Pupils focus on pets in literature and art.
ë Pupils bring in favorite books about pets to share with the class.
ë Pupils create and dictate a group story about pets.
ë Pupils visit a museum or library and examine how artists depict people
and their pets.
ë Pupils observe and list places where pictures of pets commonly appear,
such as in magazine and television advertisements, on greeting cards, on
calendars, and on toys for young children.
ë Pupils paints pictures or make clay sculptures of pets.
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ENGLISH GRADE 1 - 6
EFFICIENCY
51. 506
Pupils consider how they are creative in
their own lives.
ë Pupils bring in crafts or hobbies to
share with the class.
ë Pupils experiment to see how many
shapes they can make from one sheet of
paper banana leaves, dry grass and small
branches of plant.
ë 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.
ë Pupils work together to find creative
solutions to classroom problems.
ë Pupils share books that feature char-
acters using creativity to solve problems.
ë Pupils dictate their own short stories
about how an individual or a group solved a
special problem.
Pupils expand their understanding of
the concept of creativity
ë Look at the way in which creativity can
have an impact on peopleûs lives.
ë Use their creativity to help solve
problems and to in vent new and different
things.
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MIND MAPPING OF E
ECONOMY E
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52. 507
Pupils explore creativity in the field of art and Thai Wisdown.
ë Pupils select a favorite example of art to share and tell why they feel it is special.
ë Pupils take to a field trip to an art museum (or the Thai Wisdom House), and compare
examples of old and modern art.
ë Pupils invite an artist or the Thai Wisdom person to visit the classroom and talk about his
or her special way of creating art.
ë Pupils create their own works of art for a classroom display and dictate sentences about
them.
Pupils look for examples of creative efforts in the world around them.
ë Pupils review news headliness with the teacher to find articles about creativity in the arts, in
the kingûs and the queenûs projects and in problem solving.
ë Pupils think about and discuss examples of creativity in their classroom, school and local
community.
ë Pupils create a mural places where creative efforts are often evident.
Pupils look at creativity in music and drama.
ë Pupils listen to different kinds of music ranging from very old to
classical and devise different types of movements for each kind.
ë Pupils create their own musical instruments from item found in the
classroom or home, such as drums from boxes or castanets from jars of beans
or sand.
ë Pupils view and example of pantomime or another type of performance
that does not rely on props or costumes.
ë Pupils bring in simple objects from home and work together to create
a class play using only those props.
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ENGLISH GRADE 1 - 6
EFFICIENCY
