| ESSENTIAL LEARNINGS | OUTCOMES What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? | 3 HOTS QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon | Page 57 (Science) | Appreciate that non-living things in our world are made by Go for us. | The children will identify elements of creation in activity p.67 | - Display pictures of the sun, moon, trees, stars, water, rocks, plants, animals and so on.
- Have the children identify the pictures of God’s creation.
- Have the children name other things God created.
- Discuss with that God made everything.
- Read the story of creation (Genesis 1:1__3:3
- Discuss God’s creation.
- Distribute activity p. 67.
- Have the children identify the elements of creation in activity p.67.
- Talk about water and sand.
- Have the children tell their experiences with water and sand.
- Help the children create a graph on what they enjoy playing with the most water or sand.
- Have the children tell which column has the most and which column has the fewest.
| - How did you enjoy playing with the sand and water and why?
- Which column show what elements of creation the children enjoyed the most and the fewest?
- What can you build with water and sand?
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Tues | Page 57 (Science) | Appreciate that all creation is God’s gift of his love to us. | The children will color hidden objects in a puzzle in activity p. 68. | - Have the children sing God’s creation.”
- Review God’s creation in Genesis 1:1-3:3.
- Have the children recall some of God’s creations.
- Have the children answer why did God created the world? How would you use one of God’s creation? (water, sun, trees, food) Why we need water, air, plants, land, and animals?
- Distribute activity p. 68.
- Have the children identify and color all the hidden objects and color them.
- Have the children tell how these objects helps us.
| - What are some God’s creation?
- How do you use some of God’s creations?
- Why do we need water, food, and shelter?
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Wed | Page 57 (Science) | Express their joy in God’s creation through a simple celebration | The children will begin to create a Creation Mural. | - Review story of Creation.
- Have the children recall what God created.
- Have the children answer the following question: Can you identify the sun, water, trees, soil, animals, food? Why we need trees, water, sun, moon, land, air, and animals? What would happen if we did not have these elements of creation? What do we need to do to make sure we continue to have them?
- The teacher will read Repeat to Me page.
- Have the children join in saying with the teacher to celebrate all the wonderful things in our world that God has made for us.
- Divide tables into groups.
- Distribute oak-tag, paint, and paint brushes to each table.
- Have each group color one God’s creation.
| - Can you identify the sun, moon, stars, water, land, trees, animals, and people?
- What would happen if we did not have God elements of creation?
- Why do you think God created the world?
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Thurs | Page 57 (Science) | Discovering living things.? | Answer questions related to activity p. 71. | - The teacher will read the story of God’s Creation.
- Have the children place picture of God’s creation on the rug as the teacher names the creation.
- Discuss that we are going to learn about the living things that God created.
- Discuss what living things need water, food, air, shelter.
- Distribute activity p. 71.
- Have the children name the living things they see in the activity p.71.
- Have the children tell what living things need.
- Have the children mention other living things they see when they go on walks where they live.
- Have the children answer what living things need in order to survive.
- Have the children add soil and bushes to the mural.
| - Can you identify a living thing in the activity p. 71?
- What do living things need?
- What living things need in order to survive?
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Fri | NO SCHOOL | NO SCHOOL | NO SCHOOL | NO SCHOOL | NO SCHOOL |
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| School Grade Weighting Scale: Tests and Quizzes (50%): Classwork/ Participation (20%): Homework (15%): Projects/ Portfolios (15%): | Multiple Intelligences/ Differentiated Instruction: | Use of Technology:
____ Smartboard
____ Student Response System |