Assignment 2: Name: Malisha Chand ID: s11098628

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ED 250
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Assignment 2
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Name: Malisha Chand ID: s11098628
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Table of content
Section1
 My teaching philosophy
Section2
 Introduction
 Scheme of work
 Term plan
 Unit of work
 Lesson plan
Section 3
 Webbing
 Children resources
 Appendix
 Reference
TEA
CHI
NG
Section 1
“I believe in team work” but with

“individual effort”
My Teaching Philosophy
My Teaching Philosophy
Children need the freedom and time to play, play is not luxury, and infact play is a
necessity. As an ECE teacher I believe “play” is the best way to teach early childhood
learners. I know from my teaching and learning experience that in early childhood “play” is
the best way to help children in their learning journey, because play is all about exploring.
Children must be given time and opportunity to explore and investigate their environment.
Young children construct their own learning through play and active engagement with
materials, adults and other children in supportive and meaningful learning environment. As
a teacher I know and understand that every child has the potential to bring something
unique and special to the world especially out of “creativity”, As teacher I should be ready to
answer their questions when they are participating in an activity such as: what?, where?,
why?, when?, and how? Wherefore I plan activities according to their learning abilities in a
suitable manner. For the benefit of students, all teachers should be always accommodative
and adaptive to the learning environment in order to provide learning in almost everything
the students say and do. As an educator for “early childhood” learners we should be able to
help children connect to the real world through engaging them in meaningful and relevant
activities which are in the interest of students. As an educator I try my level best to always
use real things to teach for example: if I teach about fruits, I get a real fruits instead of
pictures; I believe that through the use of real things the students get to use their senses to
explore the purpose of activities where they get to discover and recognize. I strongly believe
that Teachers should not always impose their teaching on students if they are not able to
understand a particular activity, some students learn better through their “peers”, wherefore
“group teaching should also be practiced. I also believe in “rewarding” children for each
and every achievement they get through my teaching. “Rewarding system” is best way to
help children try things again and again. My goal as an ECE teacher is to nature my
students and to create a comfort zone between myself parents and my students so the
mutual understanding and communication will take place without hesitation with friendly
behaviour. As a teacher, our main focus should be based on the children’s development
process by keeping in mind the we should consider time frame of activities, environmental
space, availability of resource materials and the “communication” to form relationship
between Parents, teachers and students so such things are practiced at home as well.
Section 2
A “lesson” that is without a “plan” is

fail
Teacher planning
Introduction
“A well planned person reaches their destination smoothly”. A teacher's personality, priority
and efforts reflects in his/her teaching goals which deals with respect to the current
situation of knowledge and understanding, As an educator we must prioritize the "needs" of
learning for the students from the very first day in order to create an exciting and exploring
learning Journey throughout the year by keeping in mind the domains of development
(social, emotional etc.).
For Information, Latter Day Saints Primary Kindergarten is a Private school, They have two
teachers, one takes maths and one takes English, wherefore they both have their own
lesson plans for the 10 separate theme’s according to their subjects that they use for one
whole year.
Therefore, this Teaching portfolio contains a year plan, term plan, scheme of work, three
lesson plans and a unit of work. This Portfolio will be used to teach the Pre-schoolers of the
age range of 4 to 5 year olds. The classroom contents used will be Trans-disciplinary
approach.
To add on, the Topic of inquiry is “SHAPES” this topic will enable students to recognize and
name some basic shapes and learn some new words such as heavy, light, more and less. The
purpose is to help encourage children to develop physical, social, cognitive, language,
mathematical, scientific and artistic skills. This topic is divided in to three lesson plans. The
first lesson plan is about introducing various kinds of shapes (square, triangle, circle, and
rectangle) to children where they will learn to recognize shapes by the number of sides and
corners each shape has. The second lesson plan is about Shape painting and string painting.
In shape painting students will use blocks in the shapes of square, circle, triangle, and
rectangle with different colour of paints (in this students will also recognize colours). And in
String painting students will draw the shapes in an A4 paper and will dip strings in paints,
after which will put it in the middle of the paper and fold the paper, and will pull the string
out in zig-zag way to create different designs on their shapes. The third lesson plan is
outdoor activity. It is sand collage where the students will draw shapes according to what
they understood and with the use of wet glue they will sprinkle dry sand on the drawing of
their shapes for “sand collage of shapes” after which students will go for “sand play” where
they will play treasure hunt of Shapes in sand play area (find the hidden shapes in sand and
recognize what shape it is).
Moreover, when the needs of children are met, they learn more. The best part of learning is
“sharing the knowledge” which only happens through social interaction, therefore all three
lesson plan is based on Trans- disciplinary approach, this means, when effectively using this
approach, it does not compartmentalize learning, but rather explore content within the
context of inquiry. This approach integrates a child’s developmental needs across the major
developmental domains and involves a greater degree of collaboration than other service
delivery models. For example the theme; Who we are, explores the nature of self, our
personal beliefs and values, our personal, physical, mental, social and spiritual health,
human relationships, our rights and responsibilities and what it is to be human. This Trans
disciplinary Theme is deeply investigated through different questions and explorations
throughout the students learning journey, leaving them with a layered understanding of
themselves and the connections they have with the rest of humanity.
The assessment of learning used is observation, face to face interaction, questions, and
documentation such as pictures of children while participating in the activities. The lesson
plan will be reflected on what worked and what needs improvement in order to suit the
learning abilities of students.
SCHEME OF WORK
Scheme of work sets out the planning for each week in a term, It is a long term plan with
ideas. The scheme of work always adjustable and guides overall teaching activities with
group of children where resources for development is available in a detailed lesson plan for
children that suites best their interests.
Year planner
Latter day saints primary kindergarten year plan
Latter day saints primary kindergarten is a Private overseas own Kindergarten, wherefore
the whole year they use only 10 themes, they follow the local school time table 3 terms per
year. However they don’t have any year plan.
Key:
Theme Topis
1 Look at us
Term 1 2 Colours all around
3 We’re a family
4 Friends Together
Term 2 5 Let’s count
6 Sunshine and Raindrops
7 Wheels go around
Term 3
8 Down of the Farm
9 Spring is here
10 A world of animals
Term 1 Plan
“An effective Teacher plans and organizes well to be one step ahead always”
Week Monday Tuesday Wednesday Thursday Friday

Theme: LOOK AT US
1 18th- 22nd jan >> Welcome week/ enrolment
2 25th-29th jan >> orientation week
3 1st- 5th feb>> Orientation week
4 8/2 9/2 10/2 11/2 12/2

Once Big and small Story: my Compare Phoenix
when I Body parts self body parts class
was a “head
baby shoulder
knees and
toes
Theme: COLOURS ALL AROUND
5 15/2 16/2 17/2 18/2 19/2
Rhyme: “ I Name Painting Recognize Cut and
love colours “red, using colours by paste
colours” yellow” & colours picture talk colours of
Blue” “red, of food & rain bows
yellow, & fruits
blue”
6 22/2 23/2 24/2 25/2 26/2
Cyclone cyclone cyclone Cyclone Cyclone
7 29/2 1/3 2/3 3/3 4/3
Introduce Picture talk Read story Collage of devotion
colour of colours on “how bird Cray papers
Orange, parrots got on pictures of
pink & colours” rain bows
green
8 7/3 8/3 9/3 10/3 11/3
Colouring Playing with Making Treasure wearing
rainbow plasticine of wind charm hunt on clothes of
pictures colours of colours colours on your
sand play favourite
colour
Theme: WE’RE A FAMILY
9 14/3 15/3 16/3 17/3 18/3
Learn My mother My father My sister talk My
about “talk about “talk about about her brother
“me” & her duty” his duty” duty” “talk
words “ I, about his
me, duty”
myself”
10 21/3 22/3 23/3 24/3 25/3
Talk about My My EASTER Good
extended grandmother grandfather CELEBRATION Friday
family & her duties & his duties
11 28/3 29/3 30/3 31/3 ¼” picture
Easter My auntie & My uncle & My cousins Talk about
Monday her duties his duties the whole
family”
12 4/4 5/4 6/4 7/4 8/4
Draw Talk about cyclone Cyclone Devotion
family Family time & phoenix
members & activities
13 11/4 12/4 13/4 14/4 15/4
Cutting Dough Devotion & Dramatic Play Sports Day
and modeling of phoenix on Family
Pasting of family class
pictures members
SHAPE
14 18/4 19/4 20/4 21/4 22/4
SHAPE INTRODUCE SHAPE SAND MAKE A NATURE
SHAPE PAINTING COLLAGE & SACCROW OF WALK ON
TREASURE SHAPES SHAPE
HUNT
WEEKLY PLAN
WEEK: 14 TERM 1 YEAR: 2016
Topic of Enquiry: SHAPE
Aim: To help and encourage children to develop Physical, social, cognitive, language, mathematical,
scientific and artistic skills.
Learning outcome: At the end of this activity children will be able to recognize and name some basic
shapes and learn some new words such as heavy, light, more and less.
Time Monday Tuesday Wednesday Thursday Friday Evaluation

8.00-8.15 Welcome To school Arrival/setup Free play Free play
8.15-8.30 Music and Picture Rhymes Story Singing and Everyone
movement Talk Telling movement were
present
and
children
were very
active in
class
8.30-9.00 Blackboard Cutting & Drawing Drawing Free play
picture talk Pasting of shapes shape in with blocks
shapes Styrofoam
9.00-9.30 Block play Painting Sand collage Cutting it in Pretend
Constructing with strings separate play of
garden parts of carpenter
shapes
9.30 -10.00 Preparation Question Joining the Count sides
of sand play and answer shape to and corners
(feel, touch, session make sac of shapes
smell) crow
10.00-1030 S N A C K T I M E C L E AN U P/ R E S T T I M E
10.30- Outdoor Sand Play Treasure Colour the Learn to
11.00 play Wet soil hunt of sac crow recognize
Balancing moulding shapes in according shapes
sand to shapes
11.00- Group Group Drawing of Group talk Nature
11.30 activities activities shapes in about sac walk
Drawing reading sand with crow
story book stick
11.30- Home Sweet Home Home Sweet Home
12.00
noon
Daily Schedule
Time Child Activity

Allocation
11:30-12:00 Arrival & Free play
12:00 – 12: 15 Devotion & Morning Talk/ music & movement
12:15-1:00 Phoenix (multi-media)
1:00-1:30 Language & maths (class divided in to 2 groups) “sand collage & treasure
hunt”
1:30- 1:45 Clean up/ washing hands with soap and water
1:45-2:00 Snack time (nutritious lunch with fruits)
2:00-2:30 Outdoor play – Pick up time – HOME SWEET HOME

Unit of work
Term: 1 week: 14 year: 2016
Topic of inquiry: SHAPE
Areas of Learning Monday 18th Tuesday 19th Wednesday20th Thursday21s Friday 22nd
t
Language & Object talk: Object talk Discussion Talk: Pronounce
Literacy Shapes Props: block props: Sand Making sac shape
in shape and shape crow of
shapes
Library Story telling Picture talk Learning Watch View pictures
Props: Shape Props: spelling of cartoon of shapes
books pictures shapes
Props: Square,
circle, triangle,
rectangle
Investigation in Exploring Mixing Exploring props: discover Modelling
Math’s & Science Props: Props: count corners Props: Props: shapes
Counting Recognize of shapes shapes in with plasticine
sides of shapes sand
shapes
Dramatic Play Home corner Building Building Building Nature walk
pretend tom blocks blocks blocks to see shapes
be a
carpenter
Music and Singing and Musical Chair. Creative Making wind Sing with
movement clapping Props: Chairs, movement. charm music
Banging blocks For music in instrument
Shape sides for music the garden
Sand and water Sand collage Drawing Treasure hunt Free play. Fill water in
of shapes shapes on the on shapes Props: containers of
sand. discover different
Props: Sticks shapes shapes
Thinking and Modelling. Fitting and Stacking. Arranging. Sequence.

manipulative Props: Play unfitting. Props: blocks Props: Props: setting
Dough and Prop: Legos Puzzles and shapes
make shape blocks
Physical Snake and Climbing. Climbing Swinging Balancing
Development and ladder, roll Props: tyres in Props. Scramble Props: Swing Props: sea
Health well-Being dice shape of circle net saw
Large Group Devotion Language Singing Music and Movement
Discussion discussion
Small Group Group talk GROUP talk ACTIVITIES : GROUP: play ACTIVITIES
Discussion about shapes to each other plat snake and Legos and Open
about shapes ladder talk about question and
shapes answer
Art & Craft COLLAGE PAINTING Sand collage Cut and Painting
Props: Props: soil Props: sand, paste blocks in
scissors, glue and paint glue & paper Props: shape of
and paper brush Coloured square, circle,
Pencil rectangle, and
triangle
Involvement Helping in Involve in Create musical Help in Help in
families and recognizing home work instrument counting counting
communities shape at sides of corners of
home shapes shape
Lesson Plan 1
Centre: LDS Primary Kindergarten
Date: 18th April 2016
Theme: Introduce shape with props
Time: 15-20 mins
Age: 4-5 years old
Developmental skills use: physical development, gross motor, fine motor, language skills, social
skills.
Environment setup: space, props, time.
Material: Big Shape made up of box of Square, Circle, Rectangle, and triangle.
Learning Centre/Activity: Indoor activity
Procedure
Step 1
 Gather children in group area

 Introduce the activity using pictures and props of SHAPE
Step 2
 Explain children what we are going to do (learn about shapes)

 Explain children about the rules such as no throwing of prop at others, take turn to touch
and feel the shapes.
 Allow children to hold the shape in their hands
Step 3
 Ask Children to name the shapes

 Ask children how many sides and corners each shape has
 Allow children to talk about the Shapes among themselves and to ask questions.
Observation Strategies
Observation method used is documentation (face to face interaction, taking photos and asking
questions)
Teachers Role
 To prepare the activity

 Prepare all the props needed for the activity
 Observe children
 Encourage children to recognize the shape
 Help child identify how many corners and sides are in each shape
 Should ensure safety for all students
 Carry out the activity on child interest based.
 Create awareness to parents and community on importance of SHAPES.
Question asked during activities
 Name some shape you know?

 How many sides those shapes has
 How many corners the shape has?
 Have you seen those Shapes before?
 Where did you see the shapes?
 Can you show any Shape around the room?
Evaluation
What worked?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
What needs Changing?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
Questions to be asked after the activities
Did you like holding and playing with the shapes?
How many sides a square, triangle, circle and rectangle has?
How will I assess my own teaching?
By observing
By asking questions
By having open ended questions
By giving children time to share ideas
By giving the student a chance to take turn in holding the prop
How will I assess children’s learning?
Having picture n prop talk
Observing their communication amongst themselves
By giving children different kinds of examples to see if they recognize the shapes
By singing a song based on Shapes and asking open ended questions
Words that children learnt
 Heavy
 Light
 More
 Less
 Full
 Empty
 Little
 Big
Technology
 Phone to take pictures

 Use of internet for research
 Face to face interaction
Lesson Plan 2
Theme: block and string painting
Time: 15-20 mins
AGE: 4-5 years old
skills.
Learning outcome: At the end of this activity children will be able to recognize shapes, how many sides
and corners each shape has, should be able to paint using blocks in shape of square, triangle, circle, and
rectangle. Should be able to design their drawing of shape using strings
Environment setup: space, time.
Material: blocks in shape of Square, Circle, Rectangle, and triangle, paints, strings, A4 paper.
Learning Centre/Activity: Outdoor activity (in yard)
Procedure
Step 1
 Gather children in front yard area

 Introduce the activity using blocks in shape of square, triangle, rectangle and circle
 Demonstrate what need to be done
 Allow students to block and string paint according to what they understood
Step 2
 Explain children what we are going to do paint (learn about shapes)

 Explain children about the rules such as no throwing of prop/blocks at others, take turn to
paint with blocks
 Allow children to explore the activity
Step 3

 Ask children colors of shapes that they have painted
questions)
Teachers Role

 Prepare all the materials needed for the activity
 Provide enough resource materials for each child

 Did you enjoy painting?
 What is the name of your favorite shape?
Evaluation
What worked?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
Did you like painting with blocks and strings?
Did you enjoy playing with the shapes?

What did you see?
By observing
By asking questions
Let children explore the activity and do what they understood
 Heavy
 Light
 More
 Less
 Full
 Empty
 Little
 Big
Technology

Lesson Plan 3
Theme: Sand collage and sand play (Treasure hunt)
Time: 15 – 20 mins
Age: 4-5 years
skills.
Learning outcome: At the end of this activity children will be able to recognize shapes, how many sides
and corners each shape has, should be able to do sand collage in shape of square, triangle, circle, and
rectangle. Should be able to find hidden shapes in the send through treasure hunt
Environment setup: space, time. Sand play area
Material: blocks in shape of Square, Circle, Rectangle, and triangle, Sand play equipment’s, Glue, A4
paper, pencil, Sand.
Learning Centre/Activity: Outdoor activity (in yard)
Procedure
Step 1
 Gather children in front yard area

 Introduce the activity using blocks in shape of square, triangle, rectangle and circle
 Discuss the activity
 Demonstrate what need to be done
 Allow students to draw shapes and do sand collage
Step 2
 Let the activity of sand collage begin

 Let them communicate
 Collect the paper when they finished with activity
 Clean up
Step3
 Get ready for next activity

 Explain children what we are going to do in treasure hunt (learn about shapes)
 Explain children about the rules such as no throwing of prop/blocks at others, take turn to
paint with blocks
 Allow children to explore the activity
Step 4

 Ask children colors of shapes that they have painted
questions)
Teachers Role

 Prepare all the materials needed for the activity
 Provide enough resource materials for each child

 Did you enjoy painting?
 What is the name of your favorite shape?
Evaluation
What worked?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________
Did you like painting with blocks and strings?
Did you enjoy playing with the shapes?
What did you see?
By observing
By asking questions
Let children explore the activity and do what they understood

 Heavy
 Light
 More
 Less
 Full
 Empty
 Little
 Big
Technology

Section 3
My teaching and learning resource

material
Webbing “SHAPES”
When do
you use
shapes?
To learn, to
Where can you
What shapes do play, to
see the shape?
you know? Square, count
House, school,
rectangle, circle & pictures, road,
triangle movies
Who uses shapes?
Carpenters for building houses,

How can you use
teachers for teaching, students for
shapes? Build
learning about objects around
blocks, dramatic
them
play of being
carpenter
Why study shapes?

The key focus of this is
to help children
become aware of the
features or attributes of
objects by finding
objects that are alike
Child development webbing

“We all use shape as a way of identifying and organizing visual information”
When your child is alone with a puzzle you can expect three
basic skills to be built:
 Physical skills -- from holding puzzle pieces and turning

them until they fit
 Cognitive skills -- as they solve the problems of a puzzle
 Emotional skills -- they learn patience and are rewarded
when they complete the puzzle
Social development
 Participate
 Interact
Physical skills
 socialize
Cognitive skills  Hand-Eye
Coordination.
 Understanding the
surrounding world  Gross Motor Skills
 Shape recognition  Fine Motor Skills
 Memory
Language
development
Emotional skills
 Setting goals  Name shape

 Pronounce
 Patience name of
shapes
 Socialize Moral development
 Express  Obey rules

emotions  Behaving
 Taking turns
 Friendly
Lesson notes  Sharing
The reason for choosing the topic “SHAPES” is because shape is part of everything that pre-schoolers learn and
to motivate their learning more shape is the best way to help the students to learn to differentiate between
the objects around them that they see when they explore the environment.
Facts about Shapes
Key Concept Importance Teaching and Learning Points

Objects the same This is important because looking for Children begin by using their own
The key focus of this step is objects that are alike helps children vocabulary to describe objects. For
to help children become become aware of their features, for example they may find two objects that
aware of the features or example size or number of sides. Once are “pointy”, “big” or “like a house”.
attributes of objects by children can recognise these features Informally introduce names for 2-
finding objects that are alike. they can then use these to describe and dimensional shapes and 3- dimensional
sort objects. objects as opportunities present
themselves.
Objects the same and Sorting is important because it helps It is important that children have
different children to understand that objects can experience with a rich variety of 2- and
The key focus of this step is be grouped on the basis of their 3- dimensional shapes. Provide children
to encourage children to sort similarities. These understandings will with a variety of objects to sort; use both
objects into groups that are later develop into knowledge of the shape blocks and more informal
alike and different. As they different classes of 2- dimensional materials such as buttons, bottle tops,
do this they are encouraged shapes and 3- dimensional objects and boxes and containers.
to think about the features of their properties. Asking children to re-sort a collection
2- dimensional shapes and 3- will encourage them to attend to a
dimensional objects. variety of features. For example, “I love
the way you’ve sorted these into colours.
Now let’s sort these red ones.”
Classifying objects This is important because 2 and 3 In any sorting activity the children, not
The focus of this step is dimensional shapes are classified on the educator, should decide how to sort.
developing the the basis of their features. For This ensures children use attributes they
understanding that groups of example, square has 4 equal sides and understand for sorting and provides the
objects share features. For 4 corners, but rectangle has 4 sides (2 educator with an opportunity to
example, objects can be long sides and 2 short sides) with 4 observe known attributes. Children can
grouped by the number of corners as well, Classifying shapes then be encouraged to focus on
sides or faces that they have. into groups and describing these helps unknown attributes to extend their
children develop these knowledge.
understandings.
As children develop their understanding
of classes of shape they will benefit by
representing these through drawings,
words, constructions and dramatizations.
Source: http://nzmaths.co.nz/shape-early-learning-progression
Physical skills
 Hand-Eye Coordination - students will develop a keen relationship between what

their eyes see, what their hands do and what their brain relates to this information.
 Gross Motor Skills - Larger shapes of block pieces and stacking puzzle games can
enhance the large movements of your child to the point where they can then work
on their fine motor skills.
 Fine Motor Skills - small and precise movements, such as the movement of fingers to
get a shape of blocks piece in exactly the right spot, are built and can lead to better
handwriting and typing skills.
Cognitive skills
 Understanding the surrounding world - there is no better way for students to gain
an understanding of the world around them than by letting them literally manipulate
the world around them.
 Shape recognition -- the first puzzles we use are simple shapes -- triangle, squares
and circles. From there more complex shapes are used until the abstract jigsaw
puzzles are used.
 Memory - students has to remember the shape of pieces that don’t fit fir when they
will fit later on.
 Problem solving - the block or puzzle piece fits or it does not, students uses critical
thinking skills to solve the puzzle.
Emotional skills
 Setting goals -- The first goal is to solve the puzzle; the next goal will be a series of
strategies your students comes up with to solve the puzzle. Such as putting familiar
shapes or colours in one pile for future reference.
 Patience -- Puzzles are not like sports, you can’t just step up to the plate and swing
until you knock it out of the park. You must practice patience and slowly work
through the puzzle before you reach the ending.
Question use for children
What are shapes?
What kind of shape do you know?
Can you name the type shapes you know?
How many sides are there?
How many corners are there?
Assessment Strategies
The method of assessment use will be observation and questioning.
Evaluation Strategies
The method use for evaluation will be through documentation (photos, assessment and questions).
What was the prop talk all about?
What is the shape you learned today?
What did you understand about the shapes?
What activities you did with the use of shapes?
Did you like learning about shapes?
Prop used for talking about shapes:

Questions asked during the discussion:
What are shapes?
What shape is this?
Can you name the shapes?
Can you count the sides with me?
How many sides does this shapes has?
How many corners does this shape has?
Can you show me the shape anywhere around the classroom?
Reference
http://teach.com/education-technology/the-benefits-of-puzzles-in-early-childhood-
development
http://tlcschools.com/2015/06/the-importance-of-shapes-and-colors-in-childhood-
development/
Source: http://nzmaths.co.nz/shape-early-learning-progression

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qwertyuiopasdfghjklzxcvbnmq

“I believe in team work” but with

A “lesson” that is without a “plan” is

Latter day saints primary kindergarten year plan

Week Monday Tuesday Wednesday Thursday Friday

2 25th-29th jan >> orientation week

3 1st- 5th feb>> Orientation week

4 8/2 9/2 10/2 11/2 12/2

WEEK: 14 TERM 1 YEAR: 2016

Topic of Enquiry: SHAPE

Time Monday Tuesday Wednesday Thursday Friday Evaluation

Time Child Activity

12:00 – 12: 15 Devotion & Morning Talk/ music & movement

12:15-1:00 Phoenix (multi-media)

1:45-2:00 Snack time (nutritious lunch with fruits)

2:00-2:30 Outdoor play – Pick up time – HOME SWEET HOME

Term: 1 week: 14 year: 2016

Topic of inquiry: SHAPE

Thinking and Modelling. Fitting and Stacking. Arranging. Sequence.

Centre: LDS Primary Kindergarten

Date: 18th April 2016

Topic of inquiry: SHAPE

Theme: Introduce shape with props

Time: 15-20 mins

Age: 4-5 years old

Environment setup: space, props, time.

Learning Centre/Activity: Indoor activity

 Gather children in group area

 Explain children what we are going to do (learn about shapes)

 Ask Children to name the shapes

 To prepare the activity

Question asked during activities

 Name some shape you know?

What needs Changing?

Did you like holding and playing with the shapes?

How many sides a square, triangle, circle and rectangle has?

How will I assess my own teaching?

By having open ended questions

By giving children time to share ideas

By giving the student a chance to take turn in holding the prop

How will I assess children’s learning?

Having picture n prop talk

Observing their communication amongst themselves

By singing a song based on Shapes and asking open ended questions

Words that children learnt

 Phone to take pictures

Centre: LDS Primary Kindergarten

Date: 19th April 2016

Topic of inquiry: SHAPE

Theme: block and string painting

Time: 15-20 mins

AGE: 4-5 years old

Environment setup: space, time.

Learning Centre/Activity: Outdoor activity (in yard)

 Gather children in front yard area

 Explain children what we are going to do paint (learn about shapes)

 Ask Children to name the shapes

 To prepare the activity

Question asked during activities

 Name some shape you know?

What needs Changing?

Questions to be asked after the activities

Did you like painting with blocks and strings?