A bhith fallain - first level

Eòlasan agus Builean CfE: A’ chiad ìre

Litearrachd agus Gàidhlig

• Is urrainn dhomh beachdan agus fiosrachadh buntainneach a thaghadh, iad sin a chur air dòigh ann an òrdugh loidsigeach agus faclan a chleachdadh a bhios inntinneach agus/no feumail do chàch. LIT 1-06a
• Gus mo chuideachadh a bhith a’ leasachadh sealladh fiosraichte, tha mi ag ionnsachadh a bhith ag aithneachadh an eadar-dhealachaidh eadar fìrinn agus beachd. LIT 1-08a
• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh fiosrachadh, eòlasan, mìneachaidhean, smuaintean agus beachdan a cho-roinn, agus puingean a shoilleireachadh le bhith a’ faighneachd cheistean no le bhith ag iarraidh air daoine eile barrachd a ràdh. LIT 1-09a
• Tha mi ag ionnsachadh notaichean a dhèanamh fo chinn ainmichte agus an cleachdadh airson fiosrachadh a thuigsinn, smuaintean a rannsachadh agus teacsaichean ùra a chruthachadh. LIT 1-15a

Slàinte agus Sunnd

• Tha mi mothachail don àite a tha aig gnìomhachd chorporra ann a bhith gam chumail fhìn fallain agus tha fios agam gu bheil feum agam cuideachd air cadal agus fois gus coimhead às dèidh mo bhodhaig. HWB 1-27a

Na h-Ealain Chruthachail

• Is urrainn dhomh raon de dh’fhiosrachadh lèirsinneach a chruthachadh tro bhith ag amharc agus a’ clàradh bho na h-eòlasan agam thar a’ churraicealaim. EXA 1-04a

Adhbhar a’ ghnìomha

TNì a’ chlann rannsachadh agus deasbad air cuid de na dòighean anns am faod iad cumail fallain. Beachdaichidh iad cuideachd air seo mar cho-theacsa gus am fileantas a leasachadh.

Gnìomh ionnsachaidh

Bruidhinn ris a’ chloinn mu dè tha ‘cumail fallain’ a’ ciallachadh. Brosnaich a’ chlann gus uallach a ghabhail airson a bhith a’ toirt an aire do fhaclan, abairtean agus na beachdan aca. Bu chòir seo a bhith a’ toirt a-steach nota de bhriathrachas ùr.

Iarr air a’ chloinn smaoineachadh mu charaidean is teaghlach, agus mar a tha iad a’ smaoineachadh a bhios na daoine sin a’ cumail fallain.

Bruidhinn mu na gnìomhan as aithnichte airson a bhith fallain. Mar eisimpleir, coiseachd, leum, snàmh, rothaireachd, agus spòrs is geamannan. Brosnaich a’ chlann gu bhith a’ smaoineachadh mu ghnìomhachdan eile gus an cuideachadh le bhith a’ cumail fallain leithid cluich len caraidean, agus prògraman fallaineachd geamaichean coimpiutair.

Iarr air a’ chloinn sgrùdadh a dhèanamh air na gnìomhan aig buidhnean Gàidhlig a dh’fhaodadh cuideachadh le bhith a’ cumail fallain. Is dòcha gum bi e feumail sùil a thoirt air an làraich-lìn seo: https://www.gaidhlig.scot/cleachdi-aig-an-taigh/. Bruidhinn ris a’ chloinn mu dè na gnìomhan sin a tha a’ còrdadh riutha agus a dh’fhaodadh iad a dhèanamh. Dèan cinnteach gu bheil clann a’ tuigsinn nam buannachdan bho bhith a’ cleachdadh na Gàidhlig ann an diofar shuidheachaidhean.

Faodaidh tu cuid de na ceistean seo a chleachdadh gus cuideachadh le do chòmhraidhean:

• Carson a tha e cudromach a bhith a’ cumail fallain?
• Nuair a bhios tu a’ cluich còmhla ri do charaidean, dè an seòrsa gnìomh a chuidicheas tu gus cumail fallain?
• A bheil feum agad air uidheamachd no goireasan sònraichte airson a bhith fallain?
• Dè na gnìomhan ‘cumail fallain’ nach eil a’ cosg mòran, agus dè an fheadhainn a tha cosgail?
• Carson a tha e cudromach a bhith a’ bruidhinn na Gàidhlig ann an diofar shuidheachaidhean?

A-nis iarr air a’ chloinn liosta a dhèanamh de chòig gnìomhan eadar-dhealaichte airson cumail fallain, agus thoir taic dhaibh ma tha feum oirre. (Faodaidh tu barrachd, no nas lugha, na còig gnìomhan a chleachdadh, a rèir dè cho math ’s a tha thu a’ smaoineachadh a bhios a’ chlann air a’ ghnìomhachd seo).

Cuidich a’ chlann gus clàr a dhèanamh mar an eisimpleir gu h-ìosal, leis na diofar ghnìomhachdan fallaineachd air an liostadh sìos air taobh clì na duilleige. Thar mullach na duilleige, dèan colbhan leis na tiotalan: Dealbh; A-staigh/a-muigh? Uidheamachd shònraichte? Rangachadh rionnagan?

Iarr air a’ chloinn an clàr a lìonadh dhaibh fhèin, le bhith:

• a’ sgeidseadh, anns an dàrna colbh, rudeigin airson a bhith a’ riochdachadh gnìomhachd fallaineachd (mar eisimpleir daoine ‘maide’, no pìosan uidheamachd leithid bhaidhsagalan no brògan dannsa, cho mionaideach ’s a thogras a’ chlann);
• a’ sgrìobhadh ‘a-staigh’ agus/no ‘a-muigh’ anns an ath cholbh gus sealltainn far an gabh a’ ghnìomhachd a dhèanamh;
• ag ainmeachadh sa cholbh a leanas uidheamachd shònraichte a dh’fheumar gus a’ ghnìomhachd a dhèanamh
• a’ toirt an rangachaidh fhèin don ghnìomhachd, le 5 rionnagan airson an fheadhainn as fheàrr leotha, sa cholbh mu dheireadh.

Gnìomhachd leudachaidh

Cleachd deagh bheachdan na cloinne gus barrachd ghnìomhachdan fallaineachd a chur ris a’ chlàr, no barrachd cholbhan airson cunntas a thoirt air gach gnìomh.

Iarr air a’ chloinn smaoineachadh air mar a tha deagh bhiadh agus slàinteachas cudromach cuideachd ann an ‘cumail fallain’. Mar eisimpleir, carson a bu chòir lùth-chleasaichean agus luchd-spòrs soirbheachail a bhith faiceallach mu na bhios iad ag ithe? Mura biodh lùth-chleasaichean faiceallach mun t-slàinteachas aca, ciamar a dh’fhaodadh sin cron a dhèanamh air am fallaineachd? Mar eisimpleir, dè a dh’fhaodadh tachairt nan gearradh iad an làmh air pìos uidheamachd bhiorach, agus mura cumadh iad an lot glan?

Iarr air a’ chloinn sùil a thoirt air BBC Alba gus faicinn dè na prògraman a tha air mu dheidhinn a bhith a’ cumail fallain.

Slatan-tomhais Nàiseanta

Litearrachd agus Gàidhlig

• A’ comharrachadh agus a’ bruidhinn air adhbhar theacsaichean, a chunnaic no a chuala iad.
• A’ dèanamh notaichean goirid fo chinn airson teacsaichean a chunnaic no a chuala iad, a’ nochdadh tuigse, agus gan cleachdadh airson diofar adhbharan.
• A’ faighneachd agus a’ freagairt diofar sheòrsaichean de cheistean gus tuigse a nochdadh mu phrìomh smuaintean ann an teacsaichean a chunnaic no a chuala iad.
• Ag aithneachadh eadar-dhealachaidhean sìmplidh eadar fìrinn agus beachd ann an teacsaichean labhairt.
• A' taghadh agus a' co-roinn bheachdan/fiosrachadh a’ cleachdadh briathrachas iomchaidh ann an òrdugh loidsigeach agus mothachail air an luchd-èisteachd.
• Ag aithneachadh eadar-dhealachaidhean sìmplidh eadar fìrinn agus beachd ann an teacsaichean labhairt.

Slàinte agus Sunnd

• A’ comharrachadh agus a’ toirt cunntas air na h-adhbharan a bhios daoine a’ gabhail pàirt ann an gnìomhachd chorporra, mar eisimpleir, airson dibhearsain, a bhith fallain, amasan pearsanta a shuidheachadh no a bhith an sàs ann am buidheann.
• A’ moladh diofar dhòighean air a bhith gnìomhach agus a’ bhuaidh adhartach a bheir seo air slàinte.

Na h-Ealain Chruthachail

• A' clàradh gu dìreach bho eòlasan thar a’ churraicealaim, mar eisimpleir, a’ coimhead agus a’ sgeidseadh sealladh bho uinneig, feartan den àrainneachd thogte, peataichean, iad fhèin no daoine eile.

Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh

Tha a’ ghnìomhachd seo fìor mhath airson measadh coileanta, a’ toirt a-steach

• cleachdadh teicnigeach de chànan;
• èifeachdas nan dealbhan de na gnìomhachdan fallaineachd; agus
• cruthachalachd agus mac-meanmna ann a bhith a’ leudachadh an raoin de ghnìomhachd agus fheartan leis a bheil iad air am mìneachadh.

Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.

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Being fit

Curriculum for Excellence (CfE) experiences and outcomes: First level

Literacy and Gàidhlig

• I can select ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or useful for others. LIT 1-06a
• To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a
• When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more. LIT 1-09a
• I am learning to make notes under given headings and use them to understand information, explore ideas and problems and create new texts. LIT 1-15a

Health and Wellbeing

• I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest to look after my body. HWB 1-27a

Expressive Arts

• I can create a range of visual information through observing and recording from my experiences across the curriculum. EXA 1-04a

Purpose of the activity

Children will explore and discuss some of the ways they may keep fit. They will also consider this as a context through which to develop further their fluency.

Learning activity

Discuss with the children what it means to ‘keep fit’. Encourage children to take responsibility for noting words, expressions and their ideas. This should include keeping a note of new vocabulary.

Ask the children to think about friends, family, and how they think these people keep fit.

Talk about the best known activities to keep fit. For example, walking, jogging, swimming, cycling, and sports and games. Encourage the children to think about other activities to help them to keep fit, such as playing with their friends, and computer game fitness programmes.

Ask children to check the activities provided by Gaelic groups that may assist with keeping fit. Discuss with children which of these activities they enjoy and may attend. Ensure that children understand the benefits of using Gaelic in different situations.

You can use some of these questions to help with your discussions:

• Why is it important to keep fit?
• When you play with your friends, what kinds of activity help you to keep fit?
• Do you need special equipment or facilities to keep fit?
• Which ‘keep fit’ activities do not cost much, and which ones cost a lot?
• Why is it important to speak Gaelic in different situations?

Now ask the children to list five different keep fit activities, with your support as necessary. (You can use more, or less, than five activities, depending on how well you think the children will manage this task).
Help the children to make a table like the example below, with the different fitness activities listed down the left side of a page. Across the top of the page, make columns with the titles: Picture; Indoors/outdoors? Special equipment? Star rating?

Ask the children to complete the table for themselves, by:

• sketching, in the second column, something to represent the fitness activity (for example ‘stick’ figures, or pieces of equipment such as bikes or dance shoes, in as much detail as the children wish);
• writing ‘indoors’ and/or ‘outdoors’ in the next column to indicate where the activity can take place;
• listing in the following column any special equipment required to undertake the activity
• giving the activity their own rating, with 5 stars for their favourite(s) in the final column.

Extension activity

Use children’s good ideas to add more fitness activities to the table, or more columns to describe each activity.

Ask the children to think about how good diet and hygiene are also important in ‘keeping fit’. For example, why should successful athletes and sports people be careful about what they eat? If athletes were not careful about their hygiene, how could that damage their fitness? For example, what might happen if they cut their hand on a sharp piece of equipment, and did not keep the wound clean?
Ask children to check BBC Alba to see what programmes cover keeping fit.

National Benchmarks

Literacy and Gàidhlig

• Identifies and discusses the purpose of texts, watched or listened to.
• Makes short notes under headings for texts listened to or watched, demonstrating understanding, and using these for different purposes.
• Asks and responds to different types of questions to show understanding of the main ideas of texts listened to or watched.
• Recognises simple differences between fact and opinion in spoken texts.
• Selects and shares ideas/information using appropriate vocabulary in a logical order and mindful of audience.

Health and Wellbeing

• Identifies and describes reasons why people participate in physical activity, for example, to have fun, to be healthy, to set individual goals or to belong to a group.
• Suggests different ways of being active and the positive effect this can have on health.

Expressive Arts

• Records directly from experiences across the curriculum, for example, observes and sketches a view from a window, features of the built environment, pets, self or others.

Possible approach to assessing learning

This activity lends itself well to holistic assessment, including

• technical use of language;
• effectiveness of illustration of the fitness activities; and
• creativity and imagination in extending the range of activities and features by which they are described.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.