Preschool Curriculum-1.Doc Complete

8/8/2019 Preschool Curriculum-1.Doc Complete

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PRE-SCHOOL CURRICULUMIn

SCIENCE

Topic Objectives Learning activities Materials Integration

I. Knowing

Myself

1.1 My body

parts

-recite a poem

to make them

be more

familiarize to

their body

parts.

Before discussing this

topic the students will

recite a poem. (After

the teacher the read

every stanza, the

pupils will follow.)

Me

Here are my fingersand here is my nose.

Here are my ears, andhere are my toes.

Here are my eyes thatopen wide.

Here is my mouth with

my white teeth inside.Here is my pink tonguethat helps me speak.

Here are my shoulders

Visual aid of a

childs picture

with the label of

each body parts

on it. Post card of

parts of the body.

We can integrate this topic in math

subject, the students able to learn

counting by using their fingers. They ca

also use their finger whenever they are

solving problems (Subtracting and

adding).

***

In MAPEH subject, for instance your clas

is having an exercise, by knowing this

body parts they may able to know what

body part they should move. For examp

The teacher said shake your hands,

rotate your head, belly dance.

***

In reading, by practicing the correct


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-Identify the

parts and

spell each

word given.

and here is my cheek.Here are my handsthat help me play.

Here are my feet thatgo walking each day.

***

The teacher will tell

some body part and

then the students will

point that particular

body part using their

index. The teacher

should emphasize the

pronunciation of each

word; let them follow

after telling that

particular word. Theteacher can also

present postcards or

pronunciation of each word they may ab

to develop their language skills.

***

In writing, by letting the students to spe

each body part they practice writing at

the same time they develop their

retention rate.

***

In music, through singing the pupils able

to memorize the body parts more easily

then it motivates the students that mak

the class livelier.

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-Knowing the

essence of

each body

parts.

-After the

discussion,

the students

will able to

spell out

pictures so that the

students able to see

and this will retain to

their mind. And after

that they will spell out

the word given.

For example: Identify

the given picture..

an eye

***

Ask the students what

is the importance of

each body parts to our

living? Tell them that

God gave us this body

parts in order to

survive, For example:

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1.1.a.Keepin

g our body

clean

- Name ways

to keep our

body clean.

- Know the

things that we

use in

cleaning our

body.

We use our feet in

walking, without our

feet we cannot go

everywhere we want.

Let the students to

identify the things they

use in cleaning their

body by presenting

pictures. Ask them how

do they make their

body clean.

The teacher will

present pictures of

things we use in

cleaning our body. For

Pictures of

different

materials in

maintaining our

body clean.

Taking care of our self (proper use of ou

body parts, having a proper hygiene suc

as taking a bath everyday).

***

The students may develop their

independency through taking care of th

self like combing their hair, taking a bat

eating on their own etc.

***

In reading, the students develop their

reading skills by looking at the pictures.

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1.2 Senses

-to make the

students

being

independent

by doing the

things which

can reach

their ability.

example: soap

toothbrush

shampoo

comb

The teacher will

present some pictures

about taking care of

self. For example:

Brushing teeth

Pictures that5


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-The students

will sing a

song about

senses.

Taking a bath

Combing hair

Before discussing this

topic the students will

sing a song:

The Five SensesSong

Sung to: "Old MacDonald Had a Farm"

On my face I have twoeyes;Use them every day.

They are used to helpme seeWhen I work and play.With a look, look here,And a look, look there,

shows action like

for instance:

touching cotton

balls, tasting

food,

Etc.

In math, we can integrate this topic in

classifying objects by shape, size and

color. Duplicating patterns and order

objects by size. Estimate number of

objects that the students can see, feel

given sets.

***

In language, create a class Big Book on

the five senses, provide and use relevan

theme vocabulary where appropriate.

Use relations such as top, bottom,

direction, space and location

(above/below, front/back, near/far).

Listen to taped sounds and stories matc

written text with illustrations of each of

the five senses.

Develop predictable language/pattern

reading.

***

At the Science Center, using the sense6


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Here a look, there alook,Everywhere a look,

look.On my face I have twoeyes;Use them every day!

On my face I have anose;Use it all the time.When I sniff it I can tellVinegar from lime.With a sniff, sniff here,And a sniff, sniff there,Here a sniff, there asniff,Everywhere a sniff,sniff.On my face I have anose;Use it all the time!

In my mouth I have a

tongue;Use it when I eat.

Tasting with it I can tellSour from the sweet.

of sight only, a student describes the

properties of a leaf. At the center, the

students take turns comparing the

properties of various leaves. In describin

a leaf, students use numbers such as on

two, and three as appropriate to describ

the leaf. (This leaf is dark green. Look,

you can see its veins. This one has five

points on it. This one has only three. Th

one has some fuzz on it. This leaf has

jagged edges, but this one has smooth

edges.)

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-Name a body

part used for

each sense.

With a lick, lick here,And a lick, lick there,Everywhere a lick, lick.

In my mouth I have atongue;Use it when I eat!

On my head I have twoears;Listening all day long.And if I didn't havethem there,I couldn't hear thissong!With a listen here,And a listen there,Everywhere a listen,listen.On my head I have twoears;Listening all day long!

On my body I haveskin;

Feeling cold and heat.It stretches from atopmy headWay down to my feet.

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1.2.a.Sense

of Sight

-Color

-at the end of

the discussion

the students

will identify

the pictures of

action being

posted.

-Identify the

different

colors.

With a touch, touchhere,And a touch, touch

there,Here a touch, there atouch,Everywhere a touch,touch.On my body I haveskin;Feeling cold and heat!


part of the body weuse for seeing (Eyes).

For hearing (Ears), for

tasting (tongue), for

Smelling (nose), for

feeling (skin).

The teacher will

present a picture and


Real Objects,

Colorful pictures,

objects and

things around

them.

In Art activity, use colors made by mixin

different tempera paints in drawings. Th

student can choose which color they wa9


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-Produce

another kind

of color and

enhance their

ability in

making art

works by

combining

colors

identify what is the

action.

For example:

-- The childsmells the flower.

The baby islooking at the top.

The teacher will

present a real object or

even pictures then the

students will tell the

color of it. Let thestudents to look

around and tell what

Coloring book

and coloring

materials

to make and then proceed to experimen

with the colors until they get the one th

want.

***

This topic may integrate in art through

coloring. The students will color the

drawings on their art book. Mixing 2-3

colors in order to produce new one (use

water color.)

***

In an activity, like for example in formin

a groupings for a culminating activity,

there must be color coding in order to

identify the students that will sing , dan

receptionist in that activity so that the

activity will be organize.

***

In math, (Subtraction and addition)

counting the objects that have the same

colors and separate the other color. In10


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-Shape

- be

familiarize

with the

different

colors by

singing a

song.

they see, ask them

what the color of the

object is.

The color of

the flower is RED.

The GREEN

apple.

Let them use water

color to combine 2 or

more colors in able to

produce another color.

Let the students to

have an art activity

such as coloring book. Concrete objects,

pictures with

dividing a pie, use color to discriminate

the smaller size.

...

In writing, the paper of preschoolers hav

lines(blue, red, blue) If a child writes on

the paper he/she use to follow the line

and not going beyond it while writing th

letter.

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-To sing a

song about

shapes.

-to know the

different

shapes and

touch the

(The class can also

sing a song about

colors in order to make

the discussion livelier.)

Colors

Sung to: "EencyWeency Spider"

Orange is a carrotYellow is the sunGreen is the grassBrown's a cookie whenit's donePurple is a plum andBlue is the sky andBlack is the witch's hatandRed's a cherry pie.

(Sing a song about

shapes in order that

different shapes. Cutting different shapes and then create

images using different shapes (making

an ).

***

Making an image using different shapes

For example: out of square, triangle,

circle, and rectangle the student will for

a bird. Through this activity the student

develop their visual- spatial intelligence

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objects.

-to describe

the object

they see

inside the

class.

the students can easily

memorize the different

shapes.)

Shape Song

Sung to: "To the tuneof: London Bridges"

Circles, diamonds,triangles,triangles, triangles,Circles, diamonds,

triangles,Hearts, squares, andrectangles.

The teacher will

introduce objects or

even pictures with

different shapes.

(The students will

listen to the teacher

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-Size

-to

discriminate

the object

which doesnt

belong.

-To

discriminate

and identify

the different

objects given.

(Identify if it is

small and big

after saying the shape

of the object, children

will follow. Let them

touch the given

object.)

Triangle

Square

Circle

Let the students to

name and tell what

shape of the object

they can see inside

their classroom.

Real objects with

different sizes.

In Art activity, draw a picture of how an

object such as an airplane looks when it

far away and another picture of the sam

object when it is near.

***

In Math subject, students sort attribute

blocks or jar lids by size. Order them fro

smallest to largest.

***

Knowing the different sizes, the student

able to know the things which are

appropriate for them to use.

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l.2.b Sense

of Hearing

object, short

and tall

object)

-At the end of

the discussion

the students

will group

their selves.

-To hear

sounds

coming from

thin cans.

Let the students to

bring their things like

notebook, books and

let them identify the

shape of it.

The teacher will

present different

objects then the

students will choose

the object that does

not belong.

The teacher will show

an object which have

different sizes, and


identify which is big or

small and tall and

short.

musical

Instruments,

radio, tapes

Appreciate the beauty of music and bein

attentively listening to the teacher.

***

In P.E. subject, for example: In dance, a

dancer you should aware of the beating

of the song you are dancing or even in

singing.15


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l.2.c Sense

of smell -identify the

different

sounds

coming from

environment.

-Identify what

kind of odor

that object

has.(bad/

Short and

tall

The teacher will say

Group your selves

according to your

height. (They can also

use objects in

discriminating the

objects which are small

and big or short and

tall.)

Prior to this lesson let

the students make a

Perfume, food,

soap, flower.

***

In reading, for example: the teacher rea

a story, then after that she will ask

questions in order to test the listening

skills of the pupils.

In science subject, Working in pairs,

students take turns being blindfolded an

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good smell) thin can telephone.

Then 2 students will

talk to each other from

a far distance, using

the latter.

Thin can

Telephone.

Asked them what are

the things that

produces sounds and

let them voice out the

sounds being produce

by that object.

Let them bring things

that have an odor

eat. Next, they pinch their noses and

remain blindfolded while they eat the fo

(apple, potato, orange, lemon, grapefru

etc.). They check to see which foods the

could identify without smelling them.

***

In Mathematics, The students graph

which nose the class liked the best.

Create sets of noses (snouts, trunks, etc

by sorting pictures. Create nose patter

(with pictures or prints of noses).

***

Drama Center, the students pantomim

smelling different smells such as flowers

smoke, mud, perfume, dirty socks, rotte

eggs, etc. One of the students

pantomimes one event, and a partner

guesses what the smell is. They take

turns.

***17


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l.2.d Sense

of tasting

-identify the

different taste

Perfume

flower

soap

The teacher will

present objects and

then let the students

identify the odor of it.Real foods like

candy, sliced

bitter gourd,

tamarind, salt.

Etc.

In art center, draw or trace and cut out

pictures of flowers. In the center of each

flower, glue a cotton ball or fabric dippe

in aromatic oil or extract. Children displ

their flower garden and describe it using

appropriate vocabulary related to the

senses. Students write descriptive word

on butterfly cutouts and hang or staple

around the flowers. Students discuss wh

butterflies are attracted to flowers (sigh

smell).

***

At the Writing Center, classify the

pleasant and unpleasant smells listing

them on a chart for later reference.

Students choose an animal they would

like to be and fill in the frame sentence:

I were a __________ , I'd like to smell a

__________ .

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l.2.e Sense

of touch

of food.

-after the

discussion the

students will

have an

activity.

-Identify the

Sand paper, doll,

cotton, shell,

stone, mirror,

book etc.

Developing them the industry to obey th

prohibited foods that are not reliable for

their age.

Mathematics Center,The students,

working in small groups, use the taste

graph to select the class favorite food a

decide whether it is salty, sweet, sour o

bitter. They report their selection to the

class during the "Getting the Idea" phas

of the lesson.

Writing CenterThe students locate an

label the taste spots of the tongue.

Students complete sentences:

__________ tastes like __________. (This is

relating one taste to some other similar

taste).

You can taste __________. You should not

taste __________. (Three things that can

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l.3 The food

we eat

l.4My family

difference

between each

texture.

-Identify the

foods that are

good for

children.

Let the students bring

variety of foods. Let

them taste it and

introduce them

whether if it is salty,

sweet, sour, bitter or

tasteless.

The students will

identify the taste of the

food they brought.

Green

mango is sour.

Colorful pictures.

Family picture

Props for the role

play, pictures, art

materials for the

art activity.

tasted and one that should not be taste

Being responsible in their role as a fami

member and being cooperative.

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l.5My home

-Identify the

role of each

member of

the family.

-Describe the

house and

home they

belong.

-Identify the

functions of

Present objects to

them then let them

touch the given object

and let them tell what

they feel when they

touch the object. And

after that introduce to

them the difference

between rough and

smooth, soft and hard.

The teacher will

present different

pictures of food, and

she will let the

students to tell if it is

Pictures.

Using every place in a proper usage in

order to maintain the orderliness of the

house.

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each part of

the house.

good for them. Then

the teacher will explain

why do this foods are

not good for children to

eat.

Fruits and

vegetables

Let the students bringtheir family picture,

and then the teacher

will ask the role of

each member in their

family and what they

usually do inside the

house.

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Family

picture

The teacher can also

implement an activity,

for instance making an

art work.

The teacher can also

impose a role playing

about one family.

A mother taking

care of her child.

Working

father.23


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A Baby.

The teacher will ask

the students what are

the different parts of

the house.

She can also say the

definition first. (For

example: It is theplace where we

receive our visitors

living room, Place

where)

Living room

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Bed room

Kitchen

Bathroom

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ll.Plants

and

animals

around us.

ll.1Anilmal

ll.1.a.mothe

r animal and

baby animal

-Identify the

mother and

baby animal.

-Know how

mother parent

takes good

care of their

babies.


the students if they

have pet at home, then

ask the pupils if the

baby animal looks likes

their mother. Let the

students to pair the

following post cards

given in the black

board.

Let the students to

watch a movie about

this topic in order that

the students able to

view how does mother

animal take care of

Post cards, vcd

player, tapes.

Giving care to once life.

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ll.1.b.Homes

they live.

-Know the

homes where

animals live.

-Identify

their babies.

Ask the students if

they have pets at

home.


the students where

does a fish must be

place if they are going

to have this kind of pet

at home. (The

expected answer will

be at the aquarium/

fish bowl.)

Take their attention by

showing some pictures

of animals and then

ask them if what is the

name of the homes

Pictures

Pictures

Develop their natural intelligence by

taking care of the living things around

them.

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ll.1.c.Where

do they live

in our

environment

.

ll.1.d.Kinds

of animals.

where animals

lives in our

environment.

-Classify the

following

animals to

their group.

they do belong.(for

example: Kenner is for

dogs, cage for the

birds.)

Call their attention to

take a look outside the

classroom and see the

birds flying at the sky.

Then ask them where

does this animal live?

(expected answer is in

the air) Emphasize that

this kind of animal also

go to land in order to

get their foods. Then

show pictures of

animals and then tell

them where do this

Post cards

Tapes and cd28


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-Pet animals

-Wild

animals

-Farm

animals

ll.1.e.Animal

movement

ll.1.f.Body

Covering

-Know the

movements of

animals

-identify the

body covering

of each

animal.

- knowing the

animals live (Land,

water, air)

Prepare different post

cards of animals and

the students will post it

in black board

according to the places

they are being found.

Let the students watch

a movie about this

topic. Then after the

showing, ask them is

the different

movement of the

player

Pictures,

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ll.1.g.Needs

of animals.

importance of

this covering

to the

animals

living.

- know the

needs of

animals.

- describe the

animals they had

watched. (They may

say that some animals

are walking running,

flying, hopping,

crawling, and

swimming)

Tell the students that

animals may differ in

their body covering.Show pictures of

different animals to the

class and let them

identify the body

covering of the

following animals ( for

example: Dog-hair,birds- feather, crab-

shell, lizard- skin, fish-

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ll.2. Plants

ll..2.a.Parts

of the plant

pictures that

the teacher

had prepared.

-know the

different kinds

of plants.

-Learn the

scales). Tell them that

Body covering is very

important because it

covers our inner body

parts and prevents us

to accumulate

microorganisms from

our environment.


the students if they

pets at home. Then ask

them how they give

care to their favorite

pet. (They must say

that giving them food,

water, love and care.)

Show pictures, then

the students will31


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different parts

of the plant.

describe what the

animals are doing.

Take the students in

the garden, Tell them

to look around and

observe the plants in

the vicinity. Let them

identify the plants they

know and tell the

students the name of

the other plant which

they are not familiar.

Introduce them also

the big plants that

have trunks, and hard

stem is called trees.

Sing first a song before

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Parts of the plants

Sung to: "Head,

Shoulders, Knees and

Toes"

Do you know the parts

of plants, parts of

plants?


of plants, parts ofplants?

All kinds of plants that

grow and grow and

grow.


of plants, parts of

plants?

The roots hold the

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ll.2.b.Fruits

-Identify the

plant in place, plant in

place.

The roots hold the


place.

The roots store food

and water too.

The roots hold the


place.

The stem moves water

up the plant, up the

plant.



plant.

The stem brings water

to the leaves.

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different

fruits.

- Identify the

fruits that are

being use in

cooking.



plant.

The leaves soak up the

sun, soak up the sun.



The sun helps the plant

to grow and grow and

grow.



The flower grows into a

fruit, into a fruit.


fruit, into a fruit.Inside the fruit are

little, tiny seeds.

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ll.2.c.Flower

-Identify the

plants

according to

their flower.


fruit, into a fruit.

Bring the students to

the garden. Then tolook top a plant that

has the structure of

complete plants part.

Let them follow as you

speak the following

words. (Leaves, flower,

fruit, branch, roots,and trunk,)

Prior to this topic, the

teacher will require the

students to bring ripe

fruits.

Prepare the flash cards

of fruit name and then

the students will pick36


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out the correct name

of the fruit they have

brought. The students

will describe the fruitthat they have

brought.

Sing a song:

Vegetable song:

Sung to: "Twinkle,

Twinkle Little Star"

Carrots, Peas, and

Broccoli,

Vegetables are good

for me.

For my snack and in

my lunch,

Veggie sticks are great

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ll.2.d.Leaves

-Describe the

differences of

leaves.

-Be

familiarizing

to munch.

Carrots, Peas, and

Broccoli,

Vegetables are good

for me.

***

Ask the students if

they eat vegetables.

Ask them if they know

the fruits their mother

use in cooking. Then

present pictures of

different fruits used as

vegetables. Tell them

that these are called

fruit vegetables that

are being used in

cooking.

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to leaves as

vegetables. Sing first a song before

tackling the topic.

A song of Flowers

Sung to: "Sing a Song

of Sixpence"

Sing a song of flowers,

flowers all around.

Flowers that are

growing, growing in

the ground

Flowers of each color

make a pretty view.

Red and orange and

yellow.

And blue and purple,

too

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Bring the students in

the garden. Tell to look

around and find the

flowering plants.Call their attention to

different kinds of

flowers. Then let them

name the following

flowers, Tell them that

the name of the flower

is the name of theplant. Emphasize how

beautiful flowers are.

Let them describe the

flowers (They may

describe it as big,

small, sweet, nice, and

colorful).Allow them to smell

the flowers and let40



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ll.2.e.Places

where plantsgrow.

ll.2.f.uses of

plants

-know the

places where

plants grow.

them tell how it smells

(good or bad or no

smell.)

****

Before tackling this

topic they may sing a

song.

OH, Do You Eat Your

Vegetables?

Sung to: "Muffin Man"

Oh do you eat your

vegetables,

vegetables,

Vegetables?

Oh, do you eat your

Plant trees in order to avoid flash floods

and pollution.

Taking care of the nature that god has

given us.

Being a good citizen of the counting thagive care and love our mother nature.

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ll.2.g.Whatplants need.

-to know the

uses of plants

and

importance ofplants.

-Learn how to

take good

care of plants.

vegetables-each and

every day?

Oh, yes we eat our

vegetables,

vegetables,

vegetables:

Oh yes we eat our

vegetables-each and

every day!

To continue the song,

ask each child in turn

to name a vegetable.

Substitute the child's

name and her

vegetable choice, and

have everyone sing the

new words. For

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example:

Oh Janet eats green

beans, green beans,

green beans,

Oh Janet eats green

beans-each and every

day!

*****

Ask the pupils if they

eat vegetables, Let

them name some

vegetables they are

familiar with. Then call

their attention to the

pictures. Emphasize

the idea that some

leave of plants can be

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p j g g

called leafy

vegetables.

Prior to this topic, the

teacher will require thepupils to bring different

leaves.

Call them at random to

describe the leaves

they have brought.

Make a list of the

different ways theydescribe the leaves.

Emphasize the idea

that leaves differ in

size, color and shape.

Prepare post cards, the

students will identifythe following plants

where do it grows. (A44



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p j g g

tree grows in land,

lotus grows in water,

and orchid grows up in

the air.)

Ask the students Are

plants are useful?

then why?

Let them name some

uses of plants. Give

examples of thingsmade from plants

(Table, chair, foods

that we eat etc.)

Present picture of

different things that

are made from plants

and man made.Through those

pictures, the students45



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will tell the things

came from plants.

Take the attention ofthe students in the

prepared visual aid (a

man in his garden).

Ask them what does

the man do? Then

follow up question,

What do plants needin order to grow? (The

expected answer is

plants need water,

sunlight, and soil In

order to grow.)

Emphasize the thought

that plants also needtender love and care.

Each of us should help46



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in taking care of the

plants around.

Prepare pictures of

that shows goodpractices and bad

practices that must not

be seen they are

doing.lll.Matter,

energy,

and motion

lll.1Object

around us.

-describe the

objects.

Call the pupils

attention to the

different objects they

see around them. Give

each one a chance to

name object and

describe it. Emphasize

that each object has its

Visit this website to get the mechanics o

the activity:

http://www.education.com/activity/artic

Solid_Liquid_Maple_Syrup_first/

47

http://www.education.com/activity/article/Solid_Liquid_Maple_Syrup_first/http://www.education.com/activity/article/Solid_Liquid_Maple_Syrup_first/http://www.education.com/activity/article/Solid_Liquid_Maple_Syrup_first/http://www.education.com/activity/article/Solid_Liquid_Maple_Syrup_first/


48/69

-describe the

object through

its color.

-identify the

shape of the

object

-know the

objects thathave no

shape.

own properties and

characteristics.

Let the studentsidentify the different

objects in the pictures.

Ask them to tell the

color of each particular

object. Conduct

groupings among the

students.

Prepare different

objects in the table.

Have each pupil pick

an object. Let them

identify the shape of

the object. Emphasizethe idea that objects

may differ in shape.48



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-know the big

and small

things.

The leader will get a

glass with different

shapes each glass willfill with the water, and

then ask the students

what happened to the

water on the container.

Tell them that the

liquid like water take

the shape of the ircontainers.

Let the students look

around the classroom.

Ask them what are the

small things and big

things they can seearound. Tell them that

small things are

No things in this world are non sense;even the very small object has a purpos

why does it exist.

49



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-feel thedifference

between hard/

soft and

rough/

smooth.

-Identify theodor of the

given object.

-Identify the

appropriate for their

age. (For example:

Their dress which is

suited to their body.)Emphasize the idea

that things are not the

same in size and

different objects may

come in different sizes

according to their uses.

Present real objects

like cotton, glass,

rough wood etc. Let he

students touch the

objects so that they

may compare the

difference.

Conduct this lesson as50



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lll.2.Air

around us.

foods that

have the

same taste.

-know what

makes objectmove.

a game. Call on a

volunteer to be

blindfolded. Then let

the student identify

some objects by just

smelling. Tell the

students that smell is a

very unique

characteristic of some

objects.

Bring different foods.

Tell the students to

taste some of each,

and then tell them to

group the foods that

have the same taste.

Then after this theymay have food party.

51



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lll.3.Matter

Ask what makes the

leaves, flags etc. to

move. They may

hopefully tell that wind

moves these things.


the air around. Tell

them wind is moving

air and wind is cannot

be seen but we feel itthrough our skin.

Make an activity, Let

the students

experience that air is

present around.

Provide a soap bubble

and using straw blow itto produce bubbles.

Another is the feather52



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relay using fan, Which

shows the presence of

moving air.

Review the previous

activities by asking the

pupils to name some

objects they see

around them.

Emphasize the

properties objects have

shape, size, color, feel,

smell. Then tell them

that these objects are

matter.lv.Things

move

lv.1.Motion -play out door

and learn the

-Bring the students

outdoor. Call their

Have an activity about this topic, visit th

website to get the mechanics of the

game.


Law_Motion_Magic_middle/

53

http://www.education.com/activity/article/Law_Motion_Magic_middle/http://www.education.com/activity/article/Law_Motion_Magic_middle/http://www.education.com/activity/article/Law_Motion_Magic_middle/http://www.education.com/activity/article/Law_Motion_Magic_middle/


54/69

iv.1.a.Types

of motion

different

motions.

-know the

different

types of

motion.

attention to the things

that move. Allow the

students to play in the

swing, slide, play a ball

etc. Teach them what

the word motion

means. Tell them that

the things they made

while they were

playing are called

motion.

Introduce to them that

rolling games using

balls/wheels and

sliding in slides are

kinds of motion.

Call their attention that

to / fro and up and

down are also types of

In MAPE subject, When they are

54



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lv.1.b.What

makes

things move.

lv.3.Light

-Know the

sources of

energy.

-Know the

motion. After the

teacher read the word

the students will

follow.

Prepare some pictures

and let the students

identify the following

pictures.

The teacher will cite

some examples of

moving objects. Then

she will ask what

makes tem move.

Teach them what the

word energy means ().

Emphasize the idea

that human beings and

animals get energy

from the food they eat,55



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Iv.4.Heat

importance

and sources of

light.

-Know the

things that

produce heat.

cars from gasoline

electric fan from

electricity. Tell them

that objects that move

have energy.

To introduce this

lesson, the teacher can

cite some situation at

home where there is a

need to turn on the

light. For example

during brown outs, ask

the students what they

are doing if there is no

electricity. Some might

tell they will light up a

candle, or flash light

etc. (Presenting light

as energy is optional)56



57/69

Iv.5.Sound

-After the

discussion the

students will

have an

activity.

-

Then present pictures

so that the students

will identify which of

the objects are

producer of light.

Call the attention of

the students in the

pictures presented in

front. Then identify

which of them

produces heat.

(Heat is a form of

energy).

Prepare a magic box.

Then do a guessing

game. Put objects that

produce sound. One at

a time, let the pupils57



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guess each object by

the sound it produces.V. The Earth

And Space

V.1. Soil -recognize the

importance of

soil.

-recognize the

good soil.

Bring some soil to the

class. Ask the pupils:

What is it? Then ask:

Where do we get soil?

You may go out to look

at the soil. Let them

realize that the soil we

are standing on is part

of the earth.

Let the students to se

the different soils: clay,

sandy and loamy.

Tell the pupils that

some practices by are

Real soil,

Pictures,

PowerPoint

presentation

58



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-Recognize

the ways of

keeping soil

good.

good for the soil while

others are bad.

Emphasize the

practices to keep the

practices to keep the

soil good for use. Tell

them that if we take

care of the soil, we

save the earth.

They should realize the

importance of keeping

the soil good. Present

some pictures about

keeping good

management of soil/

proper ways of keeping

the soil good. The

teacher can also

present PowerPoint59



60/69

V.2.Water -Describe the

following

different

water forms.

-recognize the

uses of water

in everyday

life.

-Letting them

to realize the

presentation about this

topic.

Let the pupils describe

the pictures. Make

them aware that all

these water forms are

part of the earth.

Call their attention by

asking them to name

some uses of water

(For washing, for

drinking, for cooking).

And then discuss each

one. By this the

teacher able to

emphasize the

importance of water.

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importance of

keeping the

water clean.

-Describe the

practices to

the given

pictures.

Present some pictures

About water sources.

(Faucet, freshwater

from river etc.) Explain

to the pupils that the

water from these

sources is clean.

Emphasize the

importance of keeping

the water clean at all

times.


they see in each

picture. Describe the

bad practices that

make the water dirty.

Tell them that dirty

water make the people

sick. Dirty water is not61



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V.3.Air

-recognize

when to use

water/ let

them realize

tat they

should have

to save water.

-let them

realize the

importance of

air.

-Identify the

given pictures

safe to use.

Present a video (movie

maker) about how to

water conservation.

Then explain the

importance of water

and the need to save

it. Tell them to use

water wisely.

Recall the past lesson

about air. This time

emphasize how

important air is. Then

tell them that air is all

around. All living

things need air. And it

is a part of Earth.

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if it is good or

bad in

keeping the

air clean.

-describe the

given pictures

about

different

practices of

people.

The teacher will

present a picture. And

then

Ask the pupils why the

air in the given picture

is clean, What makes

the air clean. (Because

of trees and plants the

air becomes clean and

there are no factories

and vehicles that

produce black smoke.)


describe the given

pictures.

Tell them that we

should not make air

dirty because we will

suffer from it.63



64/69

VI.Weather -Sing a song

about

weather.

Sing first a song about

weather.

Whats the Weather?

Whats the weather,whats the weather,

Like today, like today?Look outside the

window.Look outside the

window.Can you say?Can you say?

Its a sunny; its asunny, Sunny day,

sunny day.Go out in the sunshine.Go out in the sunshine.Play, play, play, play,

play, play.

Cloudy.....

Windy.....

Rainy.....

Have an activities about this topic visit

this website to get the procedure:


Make_Silly_Weather_Vane/

64

http://www.education.com/activity/article/Make_Silly_Weather_Vane/http://www.education.com/activity/article/Make_Silly_Weather_Vane/http://www.education.com/activity/article/Make_Silly_Weather_Vane/http://www.education.com/activity/article/Make_Silly_Weather_Vane/


65/69

VI.1. Cloudy

day

-Identify the

pictures of the

following

weather.

-Describe the

picture.

Stormy...

Whats the weather,whats the weather,

Like today, like today?Look outside thewindow.

Look outside thewindow.

Can you say?Can you say?

Present pictures of

weather then let them

describe the particular

weather. Ask them why

they think that

weather is stormy for

example. Then after

that discuss them

each. Tell them that

weather changes from

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VI.1.Windy

day

VI.2.Sunny

day

-identify the

pictures of

activities.

- identify the

activities if it

is

Appropriate to

do during

sunny day.

time to time.

Tell the pupils to

describe the picture.

Tell them when the sky

is full of clouds, its

cloudy day.

Show pictures of

activities and let them

identify. Tell them in

some ways, the wind is

blowing. There maybe

a slight breeze or the

air may blow hard. If

the weather is like this,

it is windy day.

Show pictures of

activities then let them66


id if h i if i


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VI.3. Stormy

day

VI.4. rainy

day

-Recognize

the sounds

and things

they see

during stormy

day.

-Identify and

describe the

given picture.

identify the picture if it

is appropriate to do

during sunny day.

Then explain them the

things that people do

during this weather.

Show some picture of

stormy day.

Ask the pupils what are

do they can see and

hear during stormy

day. (Thunder and

lightings).

Show them pictures,

then let then identify

and describe the given

picture. And then ask

them what the67


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activities do people do

during this weather

are. (Children cant play

outside because its

raining) Tell them that

they shouldnt play

outside during rainy

day because they will

get sick.

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