Professional Documents
Culture Documents
Kindergarten Week 5-6planning Guide 3
Kindergarten Week 5-6planning Guide 3
2019
The Early Years Foundation Stage is a period of education from 0 – 5 years. In Foundation classes the children learn skills, needed to become
strong, confident individuals who are capable of learning and achieving through positive relationships, enabling environments and an
Early Years Education Wing,2019
Page 1 of 41
understanding that every child is unique. The children are introduced to new ideas and further thinking through the seven Areas of Learning and
Development: The first three are known as the Prime Areas (Personal, Social and Emotional Development, Communication and Language and
Physical Development) and develop quickly in response to relationships and experiences. This support and scaffold the four Specific Areas (Literacy,
Mathematics, Understanding the World and Expressive Arts and Design) which include essential skills and knowledge to ensure that children have
the best possible start to their learning journey. These skills, experiences and learning opportunities are presented to the children through
meaningful play contexts and adult led activities which ensure that each child has the opportunity to play and explore in an active and engaging
environment that allows them to be creative, think critically and take risks to achieve more.
Early Years Daily Segments: These are some routine segments of the day. Some segments are compulsory, and some are
discretionary. Teachers may choose 2 or 3 daily from discretionary segments as per the available time. However, compulsory needs to be
planned every day such as circle time, snack time, outdoor play and story time. Class Teachers need to plan all the segments with time slots.
Class teachers will plan segments only for their own time. Subject teachers’ time will not be utilized for segments given below, will come
according to their time.
Learners will be able to: Starter activities Learners are able to:
Circle time; identify parts of plants.
describe the edible and Brainstorming: Tell the students to bring their favourite fruit to https://www.yout tell about the edible parts
nonedible parts of plants. school. Discuss general things about that particular fruit. Like ube.com/watch?v of plants.
identify and name a few strawberry is the fruit of spring season. Its colour is red and has =TE6xptjgNR0 investigate different types
fruits and vegetables. green leaves. Almost seeds of all the fruits lie inside the fruit but of seeds in fruits and
observe and relate strawberry’s seeds lie outside of the fruit. By sowing the seed to the vegetables.
changes in plants, plants soil we can get the plant of the same fruit. Likewise, teacher can give Resources:
change as we do. information about mangoes too that it is the king of all fruits, it’s the Post and seeds for
discuss and analyze fruit of summer, its yellow in colour, and it has a big seed inside of germination activity.
what do plants need to it. The milkshake of mangoes is very tasty. Similarly, ask children Flower pots, card paper.
grow. about guava, banana, apple, melon, watermelon, dates and other Glue, Flash cards
identify parts of plants fruits. Ask them are carrots also fruit? What is the difference Books of fruits and
and discuss their between fruit and a vegetable? vegetables.
generic functions • Discuss and recap their concepts about plants. Flowers and plants.
identify needs of plants https://www.youtube.com/watch?v=TE6xptjgNR0 Jack and the beanstalk
study process of • After watching a video ask questions related to plants’ growth. The enormous turnip
Discussion can be extended to which parts of plants, they eat. Most
germination and growth Plants songs
will probably say that they eat the fruits or maybe the seeds. Ask
in plants to develop Environmental boards,
observational skills them if they ever eat stems? Leaves? Flowers? Roots?
Plants
discuss and compare If they say no, tell them that they probably do. Do they eat broccoli?
stages of growth in plants It’s a flower. Celery? It’s a stem. Flowers – broccoli, cauliflower
Fruits – tomatoes, peppers, squash
Stems – asparagus, celery, sugarcane
Seeds – corn, peas, nuts, berries
Leaves – cabbage, spinach, lettuce
Nature walk: Take children for a nature walk. Nature walk is always
interesting as the lesson can be integrated with other topics.
Ask multiple questions e.g.
Early Years Education Wing,2019
Page 4 of 41
What is the colour of grass?
What are the colours of flowers?
Why different leaves have different shades of green? A Small Note:
Parts of plants, how plants make food, and if there is a kitchen Words like vegetable and
garden in school then seasonal vegetables and parts of plants that cucumber should be
we eat can be discussed. pronounced correctly.
Show and tell: Show students a chart with two headings: ‘Edible’ Discuss about fruits and
and ‘Non-edible’. Ask the students what they think the words vegetables thoroughly
‘Edible’ and ‘Non-edible’ mean. Explain that edible means things with the children so that
you can eat and non-edible means things you cannot eat. Lead the they can sort out fruits
students in brainstorming examples that fit into these categories and vegetables easily
and write them on the chart. Show students the pictures of the Let the children touch
edible and non-edible objects, ask them to identify the objects and and experience and
if it is edible or non-edible and paste the picture in the correct Story Time count the parts of plant
category. https://www.yout themselves. Hands on
TALK – PAIR – SHARE: ube.com/watch?v experience is the
Divide students into groups to discuss the importance of healthy =06H27-OaC44 ultimate need of KUWA
diet and let them share their findings with the class. They have to Each and every child’s
draw things in their journals so that we can better evaluate their plant will be tagged
learning. appropriately, this is the
Presentation task: only way they will feel
Explicit instruction/Teacher Modelling. responsible for their
Show students a plant. Ask them where they think the plant came plant.
from. Review the steps of how a seed is planted. Then the steps
through which seed would grow into a plant.
Read/Show students the story The Tiny Seed. In your discussion,
incorporate needs of the plant.
Tell the students that they can have many plants (including fruits
and vegetables) by sowing the seeds and by taking care of the plants
by considering growth needs of plant.
Discuss about the needs of the plant as they are also living things.
Plants need water, air, soil and sunlight to grow. If we take care of
all needs of the plant we can grow a plant ourselves. After giving
general information to the children. Gather all fruits and vegetables
Early Years Education Wing,2019
Page 5 of 41
in front of the children to sort out fruits and vegetables. Give
opportunity to every child to tell and think about more fruits and
vegetables.
Ask questions like: What is the colour of an apple? Have you seen
an apple ever of green or yellow colour? Which is the favourite fruit
or vegetable of our last Prophet Hazrat Mohammad (SAW)? (PSED
integration) Are fruits and vegetables healthy things to eat? From
where do we get them? How much money do we need to buy an
apple or banana or cabbage, or turnip, melon or watermelon.
https://www.youtube.com/watch?v=06H27-OaC44
Construct origami paper flowers.
http://www.origami-instructions.com/origami-modular-5-petal-
flower.html
Practice task:
Enjoy a week of fruits and the children enjoy a variety of taste.
Parents can be involved in fruit salad activity.
While cutting the fruit teach the children the concept of
“Fractions”. Ask the students to divide fruit into halves or quarters.
Set up a gardening corner. Include a variety of gardening tools
(toys), watering cans, empty flower pots, etc. Add gardening gloves,
a sun hat, a hose, and knee protectors. Cardboard, tissue paper,
empty egg cartons, recycled materials and imagination to create all
kinds of colourful flowers. Provide pipe cleaners, drinking straws,
and Popsicle sticks for stems. Fabric flower petals or real dried
flowers can be used to make collages.
Garden Exploration:
If there is a kitchen garden in your school send the students in
groups and ask each group to go out into the garden and collect two
items that are edible and two items that are non-edible. Bring the
objects back into the classroom and sort them by edible and non-
edible. You can also sort them after by shape, size, or colour.
Cross curriculum integration:
Understanding the world:
Explain, describe and investigate how seeds grow into plant.
Early Years Education Wing,2019
Page 6 of 41
Germination:
Things required ( Jars, wet paper towels, seeds To start out, fill a jar
with wet paper towels. Make sure to ring out the paper towels so
there’s not excess water in the jar. Then place seeds in the jar, near
the bottom half of the jar. If you do multiple seeds, label the jars.
Then place them by the window and wait. After about a week, they
will really start to grow!
Mathematics: (Teachers note: lesson can
Compare height of plants (shorts and tall). Take students to the be made more captivating
garden or kitchen garden area of your school and tell them to by integrating it with real
compare heights of different plants. life examples.
Music:
Students to be involved in interactive music session related to
healthy or unhealthy food e.g. “Ten red apple high in the tree
Hidden away no one can see Food is good and tastes delicious,
Keeps you healthy it’s nutritious…”
Singing of poem
I plant a little seed in the ground……..
Language:
let the students write on My favourite Fruit/vegetables Other
suggested links:
Names of fruits and vegetables:
https://www.youtube.com/watch?v=utwgf_G91Eo
One seed song: https://www.youtube.com/watch?v=a44NFSiIn54
ICT:
https://www.youtube.com/watch?v=E_HcjcvIyNE
https://www.youtube.com/watch?v=X6TLFZUC9gI
https://www.youtube.com/watch?v=sdWzV2JxmNY
https://www.youtube.com/watch?v=utwgf_G91Eo
https://www.youtube.com/watch?v=5tB9ZZBUcv4
https://www.youtube.com/watch?v=frN3nvhIHUk
https://www.youtube.com/watch?v=LIGV05WhFew
https://www.youtube.com/watch?v=NhBnqRdj8ug
Mathematics
Duration: 2 weeks Term :2
Learning Objectives Suggested Activities Week 5 and 6 Outcomes
The learners will be able Starter Activity: Teacher’s Notes: They will be assessed on
to: Whole class Activity: The key vocabulary words their ability to:
add numbers within 10 Circle Time, ( Concrete Approach) in this lesson are add, sum, add numbers within 10
using pictorial clues Teacher to use key vocabulary words of addition and together and altogether. using pictorial clues
add numbers within 10 add different objects. CPA add numbers within 10
using a number line and Ensure every child is given the chance to add objects Concrete, Pictorial, using a number line and
count on method turn wise. Abstract (CPA) is a highly count on method
represent addition with Show them video effective approach to represent addition with
objects and actions to https://www.youtube.com/watch?v=8cR_1Qi-tP4 teaching that develops a objects and actions to
understand the deep and sustainable understand the
concepts of adding to. Activity 1: understanding of maths in concepts of adding to
Create an addition machine: pupils. Often referred to as
Create an addition machine using a shoe box and two cups the concrete,
with the bottoms cut out. Learners roll two dice and then use representational, abstract
the machine to work out the answer by putting balls/counters framework.
through the cups to add the two numbers together.
Activity 2:
Beads and cards adding activity
Activity 2:
Subtraction Beaded Rods:
These worked really well for subtraction. Take the stick
showing the total and subtracted by sliding the beads down
the rod.
Struggling learners find this strategy interesting and learn this
concept easily.
Activity 3:
Subtraction Mat:
Make this subtraction mat. Discuss to put the circles
according to the bigger number in number sum. And then
take away according to the smaller number.
Activity 2:
Addition Polygon Puzzle
The aim of the game is for students to put the Polygon Puzzle
back together by looking at the addition question and then
placing the answer next to it. Laminate the mat so it can be
used over and over again. Then print out the puzzle pieces
and cut and laminate them also. The aim of the game is for
students to put the polygon puzzle back together by looking
at the addition question and then placing the answer next to
it.
Independent Work
Worksheet of Addition
Wrap up
Metal math practice of addition. https://www.teachstarter.
com/au/teaching-
subtract numbers within resource/1-10-addition-
10 using pictorial clues Starter Activity: flashcards-owls-vertical/
subtract numbers within Take you learners outside. Draw a big Number line
10 using a number line on floor. Play jumping backward frog Subtraction
and count on method game on this floor number line, integrating
represent subtraction Mathematics with physical development.
with objects and actions Every learner should be given a chance to solve sum.
to understand the
concepts of adding to.
recognise and apply key
words of subtraction
sums Activity 1:
Subtraction Slider:
Slider Bags made for addition can be used for subtraction
practice also, Put some subtraction flash cards out and they
can find out the difference of each problem, by using their
own zipper number line bag.
Activity 2:
Playing Subtraction Lego:
Play this game with a small group of students, as the object of
the game is to see who can lose all of their bricks first!
First, stack up your tower. Then, roll the dice.
Independent Work
Worksheet
Wrap Up
https://www.abcya.com/games/first_to_five
subtraction games on smartboard
Procedure:
GPC Drill: Practice GPCs / s/,/ a/, /t/,
/p/, /i/,/, /n/, /m/, /d/,
/g/ , /o/, /c/, /k/, /e/, /u/, /r/, /ck/ read and write words
Sing the sound song and point to each with digraph ou
letter/grapheme as children sing.
Play Flashcards: Speed trial Procedure:
Hold up the grapheme cards of sets 1-4
(the children have learned) one at a
time.
Group Activity
Group 1
Sorting Activity
They’ll be building on previous knowledge
and adding to their knowledge of diagraphs
by this sorting activity of diagraphs.
Make Popcorn boxes labelled with
diagraphs.
Make Popcorn shaped cards of
picture and vocabulary words for
sorting activity.
Group 2
Recycling and Learning
Provide your students with unwanted CDs
to recycle and make their own diagraph
wheel.
Group 3
Peg Me( Differentiation)
Make a list of words which has ”ch “as a
diagraph at the beginning or in ending of
the vocabulary word.
Early Years Education Wing,2019
Page 34 of 41
Encourage the learner to blend the sounds
by using ”ch” peg.
Independent Work
Worksheet
Wrap up
Children will be shown different picture
cards of words with digraph ‘ch’, they will
be encouraged to name it and think of
more words which sounds same.
Lesson evaluation:
Was the lesson conducted?
Was I able to manage it in time?
How did it go?
What went well?
What wasn’t well? How it can be improved
next time?
chip about Cloud scout loud round found sound proud house mouse mountain
Sentences / Captions
High Frequency as at if in it is
Words
Tricky Words me we be go he/she into
Sentences / Captions