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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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!
Ask the students what
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
then the students will
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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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
then the students will
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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Topic Objectives Learning activities Materials Integration
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
trying to identify food substances given 16
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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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
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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
Bed room
Kitchen
Bathroom
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Topic Objectives Learning activities Materials Integration
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 teacher will ask
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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Topic Objectives Learning activities Materials Integration
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 teacher will ask
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
-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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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 teacher will ask
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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Topic Objectives Learning activities Materials Integration
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
tackling the topic.32
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Topic Objectives Learning activities Materials Integration
Parts of the plants
Sung to: "Head,
Shoulders, Knees and
Toes"
Do you know the parts
of plants, parts of
plants?
Do you know the parts
of plants, parts ofplants?
All kinds of plants that
grow and grow and
grow.
Do you know the parts
of plants, parts of
plants?
The roots hold the
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Topic Objectives Learning activities Materials Integration
ll.2.b.Fruits
-Identify the
plant in place, plant in
place.
The roots hold the
plant in place, plant in
place.
The roots store food
and water too.
The roots hold the
plant in place, plant in
place.
The stem moves water
up the plant, up the
plant.
The stem moves water
up the plant, up the
plant.
The stem brings water
to the leaves.
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Topic Objectives Learning activities Materials Integration
different
fruits.
- Identify the
fruits that are
being use in
cooking.
The stem moves water
up the plant, up the
plant.
The leaves soak up the
sun, soak up the sun.
The leaves soak up the
sun, soak up the sun.
The sun helps the plant
to grow and grow and
grow.
The leaves soak up the
sun, soak up the sun.
The flower grows into a
fruit, into a fruit.
The flower grows into a
fruit, into a fruit.Inside the fruit are
little, tiny seeds.
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Topic Objectives Learning activities Materials Integration
ll.2.c.Flower
-Identify the
plants
according to
their flower.
The flower grows into a
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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Topic Objectives Learning activities Materials Integration
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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Topic Objectives Learning activities Materials Integration
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/
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Topic Objectives Learning activities Materials Integration
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/ -
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-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.
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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.
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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.
Call their attention to
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.
http://www.education.com/activity/artic
Law_Motion_Magic_middle/
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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
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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
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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
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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
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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.
Ask the students what
they see in each
picture. Describe the
bad practices that
make the water dirty.
Tell them that dirty
water make the people
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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.)
Call their attention to
describe the given
pictures.
Tell them that we
should not make air
dirty because we will
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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:
http://www.education.com/activity/artic
Make_Silly_Weather_Vane/
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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.
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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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