Title and Cfe References / Key Teaching Points / Procedure / Assessment / Resources
Lesson Title:
A Day in the Life
Curriculum for Excellence Reference:
SOC 2-04a: I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. /
  • Life in the 17th century is very different from life nowadays.
  • Pastimes would have included cards, bowls, chess, draughts, tennis and shuttlecock.
  • The children would have been expected to work.
  • Food would have been different (no fast food or junk.)
  • Toys would have been different (no electrical games or TV.)
  • Methods of travel would have been different.
/ Introduction:
Class discussion: activities the children would usually take part in on a Saturday or Sunday (so as not to include school.)
As a class organise these into a categories for example, travel, food, leisure activities, objects etc.
Development:
The children create a brief outline of their day (example included as Appendix 1.)
Class discussion - go through all of the categories and activities and discuss whether or not these would have been possible in the 17th century.
In pairs - the children analyse their day outlines. The children decide whether or not these activities would have been available and select alternatives.
Individually - the children rewrite their day in the form of diary entry replacing all of the events with an alternative from the 17th century groups.
Conclusion:
Some of the children read their diary entry aloud to the class. The class use the thumbs up strategy to show decide whether or not they think the activities described could have taken place in the 17th century. /
  • Written diary entry contains 17th century activities.
  • Thumbs up assessment.
/
  • Whiteboard

Lesson Title:
Changes in Paisley
Curriculum for Excellence Reference:
SOC 2-14a: To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. /
  • A map will have a title, orientation, scale, longitude and latitude, a date, an author, an index grid and a symbols translator.
  • Whether or not these features help us to interpret a map depends on the content, for example, longitude and latitude will not be of use in the children’s map of the school and surrounding area.
  • The date of creation is useful in order to monitor how an area has changed over an extended period of time.
/ Introduction:
Show a map of Paisley on the interactive whiteboard. Allow the children to identify specific features of the map and discuss the uses for these. Look at when these features are not needed.
Development:
In small groups – the children create a basic map of the area surrounding their school incorporating some of these features.
Give each group a copy of a 17th century map of Paisley. The children in groups identify any information they can get from this map.
Ask the children to compare this map with a current map of Paisley (on interactive whiteboard.)
Conclusion:
The groups feed back how Paisley has changed between the 17th century and the present day. Discuss the size, facilities and layout of Paisley.
Look at maps from the 18th, 19th and 20th century. What do the children observe? /
  • Responses during discussions.
  • Observations of group work.
  • Group feedback.
/
  • Paper.
  • Interactive whiteboard.
  • 17th century map of Paisley.
  • Recent map of paisley.

Lesson Title:
Painting a scene/ Colour choice
Curriculum for Excellence Reference:
EXA 2-03a: I can create and present work that shows developing skill in using the visual elements and concepts. /
  • The colours chosen when creating a picture can have an impact on the emotion and feeling in the piece.
  • Small details can change the overall perception and meaning behind a picture.
/ Introduction:
Look at examples of pictures depicting rich and poor people in the 17th century. Ask the children how the pictures make them feel. Ask the children to identify what aspects of the picture make it clear that the picture shows rich/poor people. Discuss the choice of colours and how the clothes are depicted.
Development:
Show the children a basic outline of what the picture is to contain. For example, a lady standing, a man is sitting in a chair a boy and a girl sitting on the floor. The children decide whether they would like to create either a rich or poor picture.
The children create their picture using a limited palette. Bright for the rich people’s clothes and subdued colours for the poor clothes.
Conclusion:
In groups - Each of the children take it in turn to show their picture to the group, explain the choices they made and discuss how they picture makes the group feel. /
  • Use of colour in picture.
  • Explanation of choices in group.
/
  • Mixed palettes of pastels

Lesson Title:
Paisley Patterns
Curriculum for Excellence Reference:
SOC 2-22a: Through discovery and imagination, I can develop and use problem solving strategies to meet design challenges with a food or textile focus. /
  • Children often helped out in the weaving factories.
  • When sewing it is important to knot your thread to the fabric at the beginning and end of each section of sewing.
  • In order to know the thread to the fabric you sew a normal straight stitch and then go back over the same stitch again.
/ Introduction:
Give the children examples of patterns involving the ‘paisley pattern.’ Discuss what the pattern is and how children may have been involved in the mill where the patterns were produced.
Development:
The children create a design involving the paisley pattern.
The children are each given a piece of cloth. The children then cut out ‘paisley pattern’ teardrops and other shapes in coloured felt.
Teacher models –knotting the thread to the cloth and then simple stitch.
Children are given time to try sewing the pieces together.
Possibility for further demonstration depending on observations of pupil experience, perhaps demonstration of simple stitch.
Children create their designs.
Conclusion:
The children traffic light how they found the various stages of the lesson; design and trying to create the design. /
  • Observations.
  • Traffic Lights
/
  • Needles
  • Thread
  • Felt
  • Cloth
  • Scissors
  • Examples of paisley pattern designs:

Lesson Title:
Presentations
Curriculum for Excellence Reference:
TCH 2-04b: I can create, capture and manipulate sounds, text and images to communicate experience, ideas and information in creative and engaging ways. /
  • A PowerPoint slide can contain images as well as text.
  • It is important for the presentation to be eye catching and interesting to look at.
  • The slides should all have the same colour scheme or design, to make the presentation flow and be cohesive.
/ Introduction:
Discuss children’s knowledge of using PowerPoint. Ask if any of the children can describe how to insert text, insert pictures and change the design and colour scheme of slides.
Demonstrate each of these procedures on the interactive whiteboard, allow children to do this if they are able.
Development:
Divide the children into groups of five or six children. Give each group a theme from the 17th century, including; food, travel, leisure, work, inventions etc.
In their groups the children create a PowerPoint presentation compiling information and images about their topic.
Conclusion:
Each of the groups gives their presentation to the class. The children provide oral ‘two stars and a wish’ feedback. /
  • Observations.
  • Two stars and a wish feedback.
/
  • Computers
  • PowerPoint software
  • Interactive whiteboard