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91�ȱ� Teach > Super Movers > Super Mood Movers

Pudsey and Karim Zeroual perform this larger-than-life Super Mood Movers song about the importance of taking care of the world around us.

After viewing, singing and dancing along, your class could try some of these activities to further explore their learning:

Activities

• Why do we need to take care of our world?: Ask pupils to name the things they heard about in the song that they like in our world. Do they have a favourite outside place? Do they have a favourite animal? A favourite tree? Ask pupil to draw something in the world they think is beautiful. Tell them: 'Sometimes people get so greedy, or are in such a hurry to do things, that they don't leave room for nature. We all need to be careful and to make sure we don't damage our world, its animals and its plants.'
• How do people try to take care of our world?: Ask - 'How do people try to take care of our world?' Encourage pupils to share their ideas, which might include: not leaving litter but putting it in the bin; walking and cycling as much as we can to cut down on fumes from cars; planting trees; keeping corners of parks and gardens wild to give space for plants and animals.
• Recycle sorting: Ask pupils to take turns to sort items of packaging into household recycling boxes (make sure the packaging is clean and safe to use, don't allow children to handle glass or sharp-edged tins: you could place items such as this in a recycle box yourself, at the children's direction).
• Bird-feeders: Pupils could help put up and top-up bird feeders around the school and keep a chart to show the types and numbers of birds attracted to them.
• Bug hotels: Pupils could tie or weave twigs together to make 'bug hotels' and place them in outside areas of the school. They could again keep a chart to show the types and numbers of mini-beasts that are attracted to their bug hotels.
• Planting seeds: Pupils could plant sunflower seeds, tend them and watch them germinate. They could plant out the seedlings and measure the growth of their sunflowers. At the end of the growing season, they could harvest the seeds for their bird-feeders.
• Noticing nature: Pupils could adopt a 'favourite tree' and draw it. Encourage the children to notice details of their trees over a period of time: blossom, new leaves, animals drawn to the trees, fruit, fallen leaves. Pupils could make leaf-pattern designs or bark-pattern rubbings to display in the classroom. As children go about these tasks, ask: 'How does taking time to notice nature help us in our lives?' Gather pupils' responses and guide them to the idea that connecting with the natural world can help to boost our mood our mental wellbeing. Ask: 'Are there other places or times in the day you could take a moment to notice nature?' List children' suggestions, such as: counting birds on the way to school, or noticing cloud shapes, or stars in the sky.
• Poems: Give pupils the opening lines of a poem about caring for our world and ask them to write the rest of the verse: 'Whales in the sea, birds in the air / Nature all around us needs our care.'

Learning aims or objectives

The Super Mood Movers song Taking Care Of Our World and these activity notes address the following learning objectives from the curriculum guidance of the four UK nations.

England, PHSE and RSE

From the PSHE Association programme of study:

• L2. how people and other living things have different needs; about the responsibilities of caring for them.
• L3. about things they can do to help look after their environment.

From the RSE guidance:

• Mental wellbeing:
  • The benefits of physical exercise and time outdoors… on mental wellbeing and happiness.

Northern Ireland, PD&MU

From the Northern Ireland curriculum for Personal Development and Mutual Understanding:

• Learning to live as members of a community: KS1 (Strand 2):
  • Understand how their environment could be made better or worse to live in and what contribution they can make.

Scotland, PSE

From the Education Scotland Personal and Social Education benchmarks:

• Health and wellbeing: know that being active is a healthy way to be (HWB 0-27a).
• I am aware of the role physical activity plays in keeping me healthy (HWB 1-27a).
• Social wellbeing: Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community (HWB 0-13a / HWB 1-13a).

CfE Citizenship themes:

• Develop knowledge and understanding of the world and Scotland's place in it; make informed choices and decisions.
• Evaluate environmental issues; learn how communities work and how good citizens enhance the quality of community life (for example through environmental work).

Wales, PSE

From the Personal and Social Education Framework for 7 to 19-year-olds in Wales:

• Sustainable development and global citizenship:
  • To appreciate the natural world as a source of inspiration.
  • Take an active interest in varied aspects of life in school and the wider environment; to understand.
  • How the environment can be affected by the decisions we make individually and collectively; that local actions have global effects because of connections between places and people.

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