Department of Family Life and Child Development College of Home Economics University of The Philippines Diliman, Quezon City

FLCD126-Activity Plan
Cams Abandula
May 26, 2015
Department of Family Life and Child Development

College of Home Economics
University of the Philippines
Diliman, Quezon City
Activity Plans on Language Arts, Math, Science and Social Studies

for 4s Class- AM
A Paper Submitted in Partial Fulfilment

of the Requirements of FLCD 126
Submitted By:
Abandula, Hillary Camille M.
2011-58669
May 26, 2015

1
Cams Abandula
May 26, 2015
TABLE OF CONTENTS
I. LANGUAGE ARTS
Dough What I love at Home
Alphabet Letter Hunt
II. MATH
Match that Shape
10
Tick Tock: Understanding Time
13
III. SCIENCE
Fly High Kite!
16
Stretch that Muscle
19
IV. SOCIAL STUDIES

Building My Personal Map
22
My Family Finger Felt Paper Puppets
25
V. APPENDIX
APPENDIX A
28
APPENDIX B
29
Cams Abandula
May 26, 2015
Language and Arts Activity Plan

Concept: I can do many things inside the home
Class: 4s Class
Title of Activity: Dough What I Love at Home

(9:00-9:30am)
Time: Activity Time
Skills:
Primary
Form things with the play dough
Shaping play dough to their own names
Designing art materials to the play dough
Naming the things they shaped/mold
Secondary
Recognizing colors
Explaining why it is their favourite thing (the things they shaped/mold)
Describing their design on the play dough
Identifying letters
Other
Writing their names with a play dough
Handling materials properly
Listening to classmates/teacher
Number of children: 18 children

Learning Area: Art Area
Materials:
For the Activity:
Pencils
Chip Board
Colorful Markers
Beads, Sequins
Play Dough
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May 26, 2015
For the Play Dough *
water
all purpose flour
cream of tartar
table salt
food colouring (blue, yellow, red)
cooking oil
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May 26, 2015
Procedure:
Preparation
1. The teacher will prepare an already made play dough- each with different
colors
a. In making the homemade play dough: you will need 10 cups all
purpose flour, 5 cup salt (table salt), 10 Tablespoons cooking oil, 10
cups water, 20 teaspoons cream of tartar
a few drops food colouring (primary colors). For the cooking
equipments, you will need a large pot, a wooden spoon, and a clean,
dry plate.
b. Add all ingredients to large pot. Stir well to combine.
c. Slowly heat over medium heat, stirring all the time. Continue stirring
even though the dough feels stiffening. Check for stickiness. Then,
continue stirring.
d. It is done when the dough makes a nice ball and leaves no stickiness
when you press it.
e. Turn the dough onto a clean dry plate, and knead it a little until
smooth.
f. Flatten it out so it can cool more quickly, and give it a quick knead
every few minutes to prevent a crust from forming. You can store it in a
plastic bag after.
2. The teacher has already prepared the materials needed in the table (i.e.
beads, pencils, sequins, etc)
3. At the Meeting Area, the teacher will introduce that their activity for the day
will be related to what the children do in their house.
4. The teacher will then asked the children if what are the favourite things or the
things they love at home. The teacher can also ask why these are the
childrens favourite things at home.
Implementation
1. The teacher will then led the children to the art area.
2. Once seated, the teacher will then show to the children the materials they
will use for the activity.
3. The teacher will then show to the children a size of a coloured chipboard
which is divided into 3 boxes. The first box takes up the half size of the board.
While the other half is divided to 2 smaller boxes lengthwise.
4. The teacher will then show to the children the different colors of dough in
front of them.
5. The teacher will explain to the children that in the bigger box theyll need to
form the dough into their names. The teacher will demonstrate by shaping
the dough into his/her name and then attach it to the bigger box of the board.
6. Then, the teacher will explain that in the lower 2 small boxes, they will mold
or shape the dough into the 2 favorite things they see at home. The teacher
will then demonstrate it by shaping the dough into TV and a book, then the
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May 26, 2015
teacher will tell the children that they should write the names of the things on
the blank provided in each box.
7. The teacher will then tell the children that after they mold or shaped the
letters or things, and attach it to the board, they can start designing it by
adding some beads and sequins, or by even drawing some lines and outlines
into the dough.
8. The teacher will then hand the materials to the children for them to already
start doing the activity. A teacher will assist 4-5 children at a time, in each
table.
9. When the child is done, they will be asked to keep the play dough and board
they made to the shelves. And that they will share what they made in the ICC
Sharing later.
Processing
1.
2.
3.
4.
5.
Ask the children what they used for the activity

Ask the children what they did with the play dough
Ask the children what were the things they drew or shaped in their board
Ask the children why it is their favourite thing at home
Ask the children related questions about what they shaped or drew; like
for example if books, asked them how to take care of books? The things to
do and dont in related with their favourite things?
6. Ask the children if they would like to bring it home and show to their
parents?
Questions for Evaluation:
1. Were the children able to properly follow the instruction of the teacher on
making the play dough things on the board?
2. Were they able to shape their names using the play dough?
3. Were they able to mold the favourite things at home with the play dough?
4. Were they able to name the favorite things they shaped or mold with a
play dough?
5. Were they able to explain the reason why it is their favourite thing at
home?
6. Did they ask for more boards and play dough to make another one?
Cams Abandula
May 26, 2015
Language and Arts Activity Plan

Concept: I can do many things outside the home Class: 4s Class
Title of Activity: Alphabet Letter Hunt
Time: Outdoor Play
Skills:
Primary
Identifying English Alphabet letters
Identifying words and pictures of things starting with a specific letter
Reading out the words correctly
Recognizing correct sound of letters
Secondary
Writing their names
Matching the form of letters and sounds
Matching the alphabet letters and its common word examples
Giving other examples of words starting with the same letter
Other
Helping classmates find their alphabet letters
Practice of visual skills (finding things)
Learning Area: Playground Area
Materials:
Illustration board
Foam Cut outs
Construction Paper
Picture cut outs
Velcro TAPE
Glue
Double Sided Tape
Markers
Plastic Cover
Pencils
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May 26, 2015
Procedure:
Preparation
5. The teacher will prepare by scattering Foam-Cut Letters around the
playground area. It should easily be seen by the children.
a. In preparing for the foam cut letters:
i. Choose brightly colored foams to cut out letters from. Cut
letters A-Z, all capital letters, with a height of 5 in and width of
3 in.
ii. At the back of each letters, attach a Velcro tape at the back for
easy attachment to the alphabet mat.
iii. The teacher will prepare 36 alphabet letter cut-outs.
b. In scattering:
i. The teacher will scatter 5-6 letters in each area:
1. The Blue Whale Area
2. The Sand Area
3. The Big Slide Area
4. Near-the mini-pool area
5. The Mini-house area
6. The flower/grass area near Classroom 126
6. The teacher will prepare an alphabet boards that will be given to each child.
Each boards will use its front and back faces.
a. In preparing for the alphabet board:
i. In a 11 in x 8 in illustration board, cover it with construction
paper.
ii. Each board will be allotted to 1 alphabet letter. . On the front of
the board is the picture of a word starting on the same
corresponding letter. On the back page is the word
corresponding to the picture but the first letter will be left
blank. (For example: A for apple, on the front page is a picture
of an apple, while the back pack page will look like this _ P P L
E)
iii. It will be covered with a plastic cover after. Therell be a hole
that will be left out wherein the other end of the Velcro tape
will be attached.
iv. The teacher will prepare 36 alphabet boards.
7.
8. At the Meeting Area, the teacher will introduce that their activity for the day
will be related to what the children do in their house.
9. The teacher will then ask the children if what are the favourite things or the
things they love at home. The teacher can also ask why these are the
childrens favourite things at home.
Implementation
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May 26, 2015
10.At the meeting area, the teacher will then introduce to the child the activity
for the day. They will go treasure hunting! But instead of treasure they will
find alphabet letters that will complete the alphabet boards that will be given
to them.
11.The teacher will then explain what will happen in the activity. The teacher will
show the example of alphabet boards that the children will use. They will
have 2 alphabet boards to complete. They will write their names on the blank
provided at the back area of the alphabet board.
12.The teacher will then explain that the treasures they will be finding are
alphabet letters. The teacher will show an example of an alphabet letter foam
cut outs. The teacher will then tell the children that in the big playground,
they will search for alphabet letters that will complete their alphabet boards.
13.The teacher will show example like the Letter A and the alphabet board with a
picture of an apple. The teacher will then pair up the alphabet letter A and
the alphabet board.
14.The teacher will then instruct the children that when theyre done finding and
completing their alphabet boards they should go back inside the room to pass
it to teacher. If theres still time, the children can share it during ICC Sharing.
15.The teacher will then call out the name of the children and will be asked to
randomly pick up 2 alphabet boards. The children will be instructed that they
should only get the letters assigned to their boards because others might not
complete their boards if they get what is not supposed to be theirs.
16.The teacher will then ask the children to line up near the door. The children
will instruct the children the perimeter of the area where that can see the
alphabet letters and that they should not go beyond that area.
17.The teacher will then tell the children to wait for her Go signal before going
out and look for their alphabet letters,
18.The teacher will release the signal for the children to start looking. The
children will be given 10 minutes to look for their letters. The teacher will look
after children who are still looking for their alphabet letters and guide them to
find it.
19.When done the children will be guided back in the classroom. They will be
asked to keep to the side their alphabet letters and board and to get it during
ICC Sharing.
Processing
7. Ask the children what they did for the activity
8. Ask the children what were the letters they found
9. Ask the children where and how they found the letters
10.Ask the children what is the name of the picture in the alphabet boards
and its corresponding letter
11.Ask the children to pronounce the word they see in their alphabet boards
12.Ask the children what are other words that begins with the same alphabet
letter
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May 26, 2015
13.Ask the children where can they find things like what they see in the
picture
14.Ask the children if they had fun doing the alphabet letter hunting
7. Were the children able to find the letters corresponding to their boards
without the help of an adult?
8. Were the children recognized the name of the pictures on board?
9. Were the children knew how to read the words?
10.Were the children able to pair up correct letters and words/board?
11.Were the children able to follow the instruction of the teacher on where to
find the letters?
12.Did some of the children help their classmate on looking out for their
alphabet letters?
13.Were the children able to relate or recognize some words that have the
same starting letter with the alphabet letter they got?
14.Were the children seemed excited or tired before and after the activity?
Variations:
1. Instead of alphabet letters corresponding to sample
words, it could be the spelling of their names. They could
have an name hunting wherein theyll find the missing
letters of their names.
2. The boards can also be replaced with baskets and the
children will make some words out of the letters they
found.
3. Instead of alphabet boards, there can be a big alphabet
mat wherein the children will match the letters they found
into the words written on the mat.
Cams Abandula
May 26, 2015
Mathematics Activity Plan

Concept: I can do different activities during day time
Class
Title of Activity: Match that Shape
Time
Class: 4s
Time: Activity
Skills:
Primary
Identifying Shapes
Counting the number of sides of each shape
Identifying activities they can do at daytime
Identifying if the activity is done outside and inside the home
Matching of same shapes
Secondary
Writing their names
Explaining the activities they did during day time
Recognizing who they are with doing the activities
Reading out/Pronouncing the correct sound of the shapes words
Other
Handling of materials correctly
Applying enough glue to the paper
Waiting for turns
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May 26, 2015
Materials:
Printed Papers
Markers
Construction Paper
sCISSORS
Glue
Pencils
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May 26, 2015
Procedure:
Preparation
10.The teacher will prepare a printed colored paper. Each paper will contain 4
shapes: a diamond, a pentagon, a hexagon and an octagon. (See Appendix A)
11.The teacher will also prepare different shapes (diamond, pentagon, hexagon,
octagon) cut-outs made of construction paper. Each shapes is printed with an
activity that the children can do at day time (Playing indoor, Playing Outdoor,
Go Picnic, Swimming Time, Go to school).
12.The teacher will prepare glue, and colourful markers at the tables in the art
area.
Implementation
20.At the meeting area, the teacher will then introduce to the children the
activity for the day. The teacher will then ask the children what they do
during day time. The teacher could tell the children what they do during day
time inside the home? Outside the home?
21.The teacher will then show the kids the printed papers with blank shapes
(only the number of sides of each shape is shown). The teacher will then ask
the children what are the shapes they see on the paper.
22.The teacher will then show to the children the shape cut-outs and that each is
printed with different activities. The teacher will then give the instructions
about the activity. The teacher will tell the children to match the shape cutouts to the blank shapes. The children can rely on the same appearance of
the shapes and the number of sides indicated on the paper.
23.After matching, the teacher will then tell the children to glue the shapes into
the blank shape provided.
24.The teacher will then remind the children to write their names into their
papers.
25.The teacher will then lead the children to the art area. The teacher will then
give the printed paper to them.
26.The teacher will leave many shape cut-outs for the children to choose from.
27.A teacher will assist 4-5 students each table to guide them for their proper
matching of shapes.
28.When done the teacher will asked the children to pass their activity papers to
the facilitating teacher. It will be shared in the ICC Sharing later.
Processing
15.Ask
16.Ask
17.Ask
18.Ask
19.Ask
20.Ask
the
the
the
the
the
the
children
children
children
children
children
children
what they did for the activity

what were the shapes they matched
how many sides are in a particular shape
the activities they do at daytime
who are they with in doing the activities
if the activity was done inside or outside the home
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May 26, 2015
21.Ask the children if there were other things they did during day time
15.Were the children able to match the shapes?
16.Were the children able to identify the shapes?
17.Were the children able to count the number of sides in each shape?
18.Were the children able to identify the activities shown?
19.Were the children able to explain the activities they did? If who are they
with? If its outside or inside the home?
20.Were the children excited or tired about the activity?
21.Did the children asked to do another same activity after?
Variations:
1. The teacher can also provide a blank in each shape for
the children to write what shape it is.
2. The children can also write or draw more pictures beside
the shapes showing who are they with and where do they
go to play, etc.
3. The children can also match not only with shapes but also
with same colors.
Cams Abandula
May 26, 2015
Mathematics Activity Plan

Concept: I can do activities in different time.
Class: 4s Class
Title of Activity: Tick Tock: Understanding Time
Time: Free Time
Skills:
Primary
Identifying Numbers
Rote Counting 1-12
Identifying Components of Clocks
Introducing the concept of time (Hours, minutes; day, night)
Sequencing Daily Routines at School
Secondary
Writing their names
Matching of shapes (Circles)
Matching of time to routine
Explaining the activities or routines
Explaining the design or drawings in the clock
Other
Listening to Classmates/Teachers
Materials:
Printed Papers
Markers
Construction Paper
Paper Plate
Glue
sCISSORS
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Paper Clips
May 26, 2015
Pencils
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May 26, 2015
Procedure:
Preparation
13.The teacher will prepare construction paper with a very big circle clipart on its
center. The circle will be surrounded with 6 scattered box showing different
activities (arriving at school, meeting time, playing time, eating time, rest
time, and good bye time) (See Appendix B)
14.The teacher will prepare a paper plate (with a diameter of 8 in) with 12 blank
boxes on its outer part, surround the circle paper plate. The circle paper plate
will have a small hole at its very center.
15.The teacher will prepare glue, colourful markers, crayons and other art
materials at the tables in the art area.
Implementation
29.During Free Play, the teacher will then introduce to the children the activity
for today which is about time. The teacher will tell the children that they will
make clocks for their free play.
30.The teacher will show using a paper plate with blank boxes. The teacher will
instruct the children to write numbers up until 12 into the blank boxes. There
will be a guide given to each table in the art area for the children to copy.
31. When done, the teacher will then asked the children to paste their paper
plate clocks to the construction paper provided. They should be able to match
the whole clock into the big blank circle provided. The teacher can then
instruct the children to draw or design their clocks with the colouring
materials provided.
32.The teacher will then ask the children to write their names on their clocks.
33.When done, the teacher will then ask the children to pass the paper plate
clocks they made. The teacher will explain to them that itll be given later at
the meeting time where theyll be taught to understand time more.
34.In the later part of the meeting time, the teacher will again introduce the idea
of time to the children. The teacher will ask if the children already saw a clock
or watch in their house or at school? The teacher will then ask the children
what is the use of the clock?
35.The teacher then will then get the clocks made by the children a while ago.
The teacher will then explain how the clock works, it will be explained using
the routines they have at school. The teacher will then ask the children what
comes first among all the activities. The teacher will then teach the children
to move the shorter and longer hand on the desired time? (Like for example,
what is the first activity that happens in school? Arriving at school. The clock
should point at 7:30,which means longer hand should be on the 7 and the
shorter in 6. How many minutes after is the meeting time? Then the clocks
hand will move again corresponding to the time of the routine)
36.The teacher will then ask some time exercises to the children, and the
children will again move the clocks hands.
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May 26, 2015
37.When the time is done, the teacher will then again gather the clocks and it
shall be given later at the good-bye time of the children.
Processing
22.Ask
23.Ask
24.Ask
25.Ask
26.Ask
27.Ask
the
the
the
the
the
the
children
children
children
children
children
children

the use of the clocks or watch
the sequence of routines they have in school
about the longer and shorter hands of the clocks
what routines come first? Comes last
to move the hands of the clock at a specific time

22.Were the
23.Were the
24.Were the
25.Were the
26.Were the
27.Were the
28.Were the
clocks?
children
children
children
children
children
children
children
able
able
able
able
able
able
able
to
to
to
to
to
to
to
match the paper plate circle to circle

write the numbers 1-12
differentiate the longer and shorter hand?
understand time and the clock?
tell the sequence of routine based on their time?
recognized specific time?
explain what they design and drew into their
Variations:
1. The teacher can also use the time in a much later time,
like during night time or when the children are at home.
2. The teacher can also allot more boxes to be filled by the
childrens routines or activities.
Science Activity Plan
Cams Abandula
May 26, 2015
Concept: I can fly a kite outside the home
Class: 4s Class
Title of Activity: Fly High Kite!

Time and Outdoor Play
Time: Activity
Skills:
Primary
Building a Kite
Drawing and Designing the Kite Paper
Recognizing the concept of wind breeze
Identifying the appropriate weather to play kites
Identifying what time of the day is best to play kites
Secondary
Writing their names
Explaining the drawings and designs of the kite
Explaining the feelings after kite making and kite flying
Other
Waiting for turns
Learning Area: Art Area; Playground Area
Materials:
barbecue sticks (sharp ends should be
cut)
kite string
ribbon
hole punch or scissors
adhesive tape
Pencils
Colorful Markers
Construction Papers
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May 26, 2015
Procedure:
Preparation
16.The teacher will then prepare an already-folded construction paper, each with
different colors.
17.The teacher will also prepare other kite making materials which includes:
barbecue sticks (sharp ends should be cut) , kite string, ribbon, hole punch or
scissors and adhesive tape.
18.The teacher will also prepare other coloring and art materials on the tables of
the art area.
Implementation
In the Activity Time
38.The teacher will then introduce the activity that the class will do, which is
Kite-making. The teacher will then explain what is a kite and what it do.
39.The teacher will then show to the children the materials used in making a
kite. The teacher will emphasized to the children that they will be designing
their own kite which is why they need to write their name and draw different
forms and design their own kites.
40.After drawing and designing, the teacher will then show to the children how
to tape the kites into the wood skewer or the barbecue stick using an
adhesive tape. The children will be guided by an assisting student teacher in
this process.
41.The teacher will then show much more on making the kite. Into the rear end
of the kite, the one with the pointy end, punch a small hole where the teacher
and the children can tie their ribbons. It is preferable for the length of the
ribbon to be 5-8 feet.
42.The teacher will then again punch a much smaller hole to tie/knot the kite
string in the inner fold of the kite. It is a spot about a third of the way down
the spine, and about half an inch from the edge. Put tape over this mark to
reinforce it on both sides.
43.Now the kite is all done up, and is ready to fly.
44.The teacher will then again ask the children to bring their finished kites and
meet in the meeting area
45.The teacher will then explain that they will make those kite fly. The teacher
will insert the concept of wind breeze that makes the kite fly high in the sky.
The teacher will also explain that it is because the kite weighs very light
thats why the wind breeze can easily sail it up high.
46.The teacher will then lead the children to the outdoor play to teach the
children how to fly their kite up high.
In the Outdoor Play
1. The teacher will facilitate and group the children to have a much efficient
way of flying of kite in the sky. The first 6 children will be assisted by
teacher and will be first observed by their classmates on how they fly their
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May 26, 2015
kites. After 5 minutes, the next 6 children will do the same, and the next 6
after.
2. While flying the kite, the teacher will also emphasized that because of the
direction of the wind breeze, the kite also flies into the same direction. The
teacher will also tell the children that flying kits is best during late
afternoon because of a much windy breeze.
3. After all the children experienced flying the kite, the teacher will then
asked them to go back to the classroom for the processing.
Processing
28.Ask
29.Ask
30.Ask
31.Ask
32.Ask
33.Ask
the
the
the
the
the
the
children
children
children
children
children
children

what were the materials used in making kites
what should be the weather in playing kites
the concept of why the kites fly
whens the best time of the day to play kite
about their experience on playing kite

29.Were the children able to make a working kite?
30.Were the children able to design or draw the kites? Were they able to
explain their designs?
31.Were the children able to fly their kites?
32.Were the children able to realize of why the kites fly?
33.Were the children remember what time of the day are the kites best
played?
34.Were the children able to explain their experience in kite making? In kite
flying?
Cams Abandula
May 26, 2015
Science Activity Plan

Concept: I can exercise outside the home
Title of Activity: Stretch that Muscle!
Class: 4s Class
Time: Outdoor Play
Skills:
Primary
Recognizing the importance of exercise
Identifying concept of inhale and exhale
Learning ways on taking care of bodys fitness
Introduced concept of height and weight; of health in general
Recognizing the concept of muscles and body
Secondary
Follow teachers actions and instructions
Sing along the upbeat songs played
Stretch and give big movements
Other
Gross motor skills
Enjoying/Playing with Classmates
Learning Area:; Playground Area
Materials:
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May 26, 2015
Exercising Clothes
Water
Speakers
Sound System
Procedure:
Preparation
19.A week before the activity, the teacher will tell the children and their
guardian on dismissal time to bring or wear exercise clothes for the next
week meeting.
20.The teacher will then prepare a 10-minutes zumba dance workout for the
kids.
21.The teacher will prepare lively upbeat childrens songs that are on beat with
the zumba exercise.
22.The teacher will prepare the open area wherein the kids will exercise.
Implementation
47.The teacher will then introduce the activity which is zumba exercise to the
class before outdoor play. The teacher will then ask the children if they ever
do exercise.
48.The teacher will ask the children what are the exercise they do. The teacher
will then ask the children who are they with when they exercise.
49.The teacher will then ask the children why they exercise. The teacher will
then explain to the children why exercise is important. The teacher will give
reasons why exercising is beneficial especially for the children. The teacher
will introduce the concept of muscles, of healths basic vitals like height and
weight.
50.The teacher will then first play a familiar sing-and-dance exercise to the kids
for warm-up. After then, the teacher will lead the children to the open area
where they will exercise.
51.The teacher will first show to the children the actions, each in 4 counts for
easy retention. The children will need to follow the actions shown by the
teacher.
52.The exercise will take 10 minutes long of dancing, jogging, hopping, jumping
and stretching.
53.After then, the teacher will then lead a 1-minute coo down exercise of inhale
and exhale to the children.
54.After the children can go back to the classroom to drink water, to eat, to
change clothes and rest.
Processing
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May 26, 2015
34.Ask the children what they did for the activity

35.Ask the children if they exercise in their home or outside the home
36.Ask the children what were the exercise they did at home or outside the
home
37.Ask the children who they are with in exercising
38.Ask the children the exercises they did in class
39.Ask the children the favourite steps or part of their zumba exercise in
class
40.Ask the children the importance of exercise
41.Ask the children their experience on zumba exercising
35.Were
36.Were
37.Were
38.Were
39.Were
40.Were
the
the
the
the
the
the
children
children
children
children
children
children
able to follow the actions taught by teacher

attentive to teachers exercise?
able to answer the importance of exercise?
able to recall exercise they did at home?
able to remember who theyre with in exercising?
able to explain their feelings toward exercising?
Cams Abandula
May 26, 2015
Social Studies Activity Plan

Concept: I can do different things in the world I belong in.
Class
Title of Activity: Building My Personal Map
Time: Activity time
Skills:
Primary
Recognizing different demographic area the child belongs in
Identifying the difference of city and country
Recognizing the places the child they live in
Identifying a country map and a world globe
Recognizing the location of the country
Secondary
Writing the childs name
Writing the city, country and planet the child lives in
Describing the house they are living in
Explaining the drawings and design of the child in each circle
Other
Fine Motor Skills
Class: 4s
Cams Abandula
Social awareness of the world the child is living in

Learning Area:; Art Area
Materials:
May 26, 2015
Cams Abandula
May 26, 2015
Construction Paper
Ribbons
Colored Markers
Pencils
Crayons
Procedure:
Preparation
23.The teacher will prepare 5 gradually increasing size of ircle cut outs from a
construction paper. Each in growing diameter ( 3 in, 5 in, 7 in, 9 in, 11 in)
24.The teacher will prepare a hole in the upper center part of each circle.
25.The teacher will prepare ribbons that will be used to compile the 5 circles.
26.The teacher will prepare coloring materials that will be used to draw in the
circles on the table in the Art Area.
Implementation
55.The teacher will then introduce the activity which will be building their own
personal map. The teacher will then asked the children if they know which
city they live in. The teacher will then check the records of the children if they
really know which city they live in. The teacher will then ask the children
which country we live in. The teacher will then ask which planet we live in.
With these questions, the children will be introduced with the places the child
belongs in.
56.The teacher will then explain to the children what to do in the activity. The
teacher will show the 5 circles. The teacher will first demonstrate what
happens in the smallest circle in which the child will drew them. They will
write their name and they will draw how they perceived themselves.
57.The teacher will then show the the next circle wherein the children will draw
the house they live in. In their house, they will draw who they live with, and
they will draw how they perceived their house. The teacher can also ask the
children to draw what are the activities they usually do at home.
58.The teacher will then show the next-in-size circle where the children will write
the City they live in. The children can also drew what can be found in their
city like school, shopping malls, parks and many more. The children can
elaborate more in this part if what they do with these places that they see in
their city like going to the parks or shopping malls, etc.
59.The teacher will then show which the next larger circle where the children will
write the country they live in. In this part, the children can show the children
an example of a Philippines Map where in there are 3 major group of Island
and that we are surrounded with a lot of water. The children are free to draw
Cams Abandula
May 26, 2015
in this part what they perceived of the Philippines. The children can also be
asked to draw if they visited other parts of the country or if there are
provinces they went to.
60.On the largest Circle the teacher will then ask the children which planet we
belong in. The teacher will then asked the children what can be seen in Earth,
they can draw other countries or other drawing or illustrations that they think
will describe Earth best. In this part, the teacher can show the children an
example of world globe. The teacher can emphasize other countries the
children and their families visited, or the big ocean or how small the
Philippines in the map is.
61.After explaining what needs to be done, the teacher will then lead the
children to the art area. They will be given each with 5 circles that they can
drew and design.
62.After drawing all of the circles, the children will go to teacher to assist them in
compiling the circles by a ribbon.
63.The children will then keep at the side their finished products.
Processing
42.Ask
43.Ask
44.Ask
45.Ask
46.Ask
47.Ask
the
the
the
the
the
the
children
children
children
children
children
children

where they live
the city they live in
the country they live in
which planet they live in
explanations about their drawings

41.Were
42.Were
43.Were
44.Were
45.Were
the
the
the
the
the
children
children
children
children
children
able to follow the instructions taught by teacher?

attentive in listening to different places they live in?
able to answer the questions on where theyre living in?
able to explain the meaning of their drawings?
able to describe the places they live in?
Cams Abandula
May 26, 2015
Social Studies Activity Plan

Concept: I can do many things with different members of my family.
Class: 4s Class
Title of Activity: My Family Finger Felt Paper Puppets
Activity time
Skills:
Primary
Identify different family members
Recognize the roles of each family members
Identify activities the child do with each family member
Introduce their family members through puppets
Secondary
Writing the childs name
Writing the name of the faily members they live with
Design the puppet representation of each family
Describe each family member in a childs perspective
Other
Fine Motor Skills

Learning Area:; Art Area
Materials:
Pencils
Crayons
Time:
Cams Abandula
May 26, 2015
Felt Paper
Family members pictures
Needle and Thread
Plastic container/Plastic Bag
Glue
Beads
Adhesive Tape
Construction Papers
Procedure:
Preparation
27.The teacher will ask the children a week before to bring 1x1 picture of
each of their family members or the people/relatives they lived with at
home. If there are no 1x1, a family picture can be brought but the faces of
the family members shuld have been cut-out for easy access for children
when its activity time already. Store in a plastic bag or plastic container so
that it wont be lost.
28.The teacher will prepare at least 50 felt finger puppets, each with different
colors.
i. In making a finger felt paper puppet:
1. Cut a rectangle of felt and fold in half. Round off the
top edges by cutting with scissors.
2. Using a simple blanket stitch (or running stitch) sew
round the sides.
3. Prepare other felt paper cut outs for details that the
children can add some in the activity itself
29.The teacher will then prepare other art materials on the table in the art
area. These include Scissors, beads, adhesive tape, glue and glitter glue.
Implementation
64.The teacher will then introduce the activity that the class will do which is all
about introducing your family to the class. The teacher will then ask the
children if they have ever seen a finger puppet.
65.The teacher will then show examples of finger felt paper puppets and
introduce it to the class. The teacher will tell the children that they will do a
finger felt paper puppet, and that that theyre going to make the puppets out
of their family members.
66.The teacher will then show the raw finger felt paper puppet to the class. The
teacher will then show how to glue or attach the pictures of the family
members to felt paper puppet. The teacher will then tell the children to add
some details like designs on the clothes that their family members wore. The
teacher will also ask the children to write the names of their family members
at the back part of finger felt paper puppets.
67.After demonstrating, the teacher will then lead the children to the art area
wherein the materials were already prepared. The teacher will remind the
children that after designing and making their family ginger felt paper
puppets, they will introduce it to the class in the ICC Sharing.
68.The teachers will then assist 4-5 students to look or guide them into
designing their finger puppets.
69.When done, the children will then keep their finger puppets and it will be
brought out later at the routine, in the ICC Sharing.
Processing
48.Ask
49.Ask
50.Ask
51.Ask
52.Ask
the
the
the
the
the
children
children
children
children
children
what they did in the activity

who are the family members they made puppets to
the name and the role of each family member
to explain their design
how they feel about the activity

46.Were the children able to follow the instructions taught by teacher?
47.Were the children able to make the finger felt paper puppet correctly?
48.Were the children able to make puppets to all family members?
49.Were the children able to identify their family members? Their roles?
50.Were the children able to introduce their family members through puppets
correctly?
51.Did the children express their feelings before and after making the
puppets?
APPENIDIX
APPENDIX A
NAME: ___________________________________________
Things I Can Do during Day Time
5
diamond
pentagon
hexagon
8
octagon
APPENDIX B
GoodBye
Time
Rest
Time
Eating
Time
Playing
Time
Meeting
time
Arrival at
School / Free
Play
NAME: ______________________________________________

Department of Family Life and Child Development College of Home Economics University of The Philippines Diliman, Quezon City

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Department of Family Life and Child Development College of Home Economics University of The Philippines Diliman, Quezon City

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FLCD126-Activity Plan

May 26, 2015