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CPD Group Assignment 1
Done by: Huiru, Tian Pin and Juanesha
2T09
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Outline:
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Context
Rationale
Thematic Web
2 Week Curriculum Plan
I teach principles
Children Learning Outcomes
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Context
Age group: 5-6 years old
Prior Knowledge: Class theme is about animals and the children have shown interest about the different types of animals. They are particularly interested in elephants.
Skills: Efficient in language and motor skills
SES of their families: Middle class
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Rationale for chosen theme:
Interested in learning more about elephants
Highest voted animal
Children’s interest are important
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Speaker Notes
When children were studying about the different types of animals found in the zoo,
they were so curious about elephants that they even wanted me to teach them more information about like, where do elephants live and what do elephants eat.
The reason why they love elephants is because they look different and strange looking compared to animals they see around them
I made a picture graph for children to come up and put a sticker on which animals they would like to learn about. Since elephants have the highest vote, we decided to use this as our topic to teach them more about their favourite animal. Furthermore as teachers, we need to recruit children’s interest and find ways to make learning relevant, authentic, and valuable in children’s lives. So that it can help children feel personally connected to what learning about how they apply this learning into real life context. By using those interests as natural motivators, it increases children’s engagement (Rapp & Arndt, 2012).
Their engagement increases as well when children are empowered to make their own choices about what they want to learn (Early Childhood Australia, n.d.).
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Thematic Web
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Week 1
Theme: Elephants
(All activity duration are 30 mins)
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Monday
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Description of activity
Teacher will read a book about elephants, “Elmer the patchwork elephant by David McKee” to the children.
After that, the teacher will show flash cards of elephants, the flash cards will either be swimming, walking, running or stretching.
Children have to act out how elephants would move according to the action given on the flash card.
A song about elephants, “Mr Fun Elephant by Pinkfong” will be played while children walking around the class doing the action as as stated on the flash card.
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Resources required
1) Elmer the patchwork elephant
2) Flash cards showing the different actions
3) Large space for children to walk around
4) Laptop & speaker to play the song
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Learning goals/ key knowledge
[Language & Literacy] Listen for information and enjoyment & Read with understanding and for enjoyment
Enjoy listening to stories, rhymes and poems.
Have print and book awareness
Show understanding of the story/rhyme/ poem by responding to questions and talking about the characters and events
[Aesthetic & Creative expression] Express ideas and feelings through art and music and movement & Create art and music and movement using experimentation and imagination
Explore body movements to express ideas and feelings (A&C) Create sound effects and movements using imagination in response to a stimulus (e.g. music, story) (A&C)
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Key Disposition
Sense of wonder and curiosity
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Iteach principles:
Integrated approach
(Motor skills development & language and literacy)
Children need to walk around and do actions accordingly to the flashcards given, this helps develop children’s gross motor skills. By reading the book to children, children understand and learn the concept of print, this develops their language and literacy.
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Tuesday
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Description of activity
Children will line up in two to three rows in the void deck and will need to run to the table where there will be a sign pasted on the table
2) The sign will show an equation for children to solve. For example 2+3 trunks are needed
3) Children need to solve the equation by writing down the answer
4) After that, they will see elephants cutout placed on the table. For example if the table that needs trunks, the elephants in the cutout will not have a trunk on it.
5) Teacher will place the animal physical features in a basket. Children have to find and taken out the right amount of elephant feature needed and run back to their respective table.
6)They have to put the trunk feature they have taken and place it onto the elephant before returning to the back of the line so that the next person can go
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Resources required
1) 1 Basket
2) 10 or more Cutouts of the different features of the elephant
3) Flashcards with equations (1 - 15)
4) 1 Table
5) Blue tack
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Learning goals/ key knowledge
[Numeracy] Use numbers in daily experiences
Recognise number (1to10) in numerals and in words
Form numbers (1 to 10) in numerals
Name parts that form the whole in quantity (e.g. 2 and 3 makes 5)
[Motor Skill Development] Enjoy through participation in a variety of physical activities & Demonstrate control, coordination and balance in gross motor tasks
Body awareness: what the body does Space awareness: where the body moves
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Key Disposition
Engagement
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Iteach principles:
Integrated approach
(Motor skills development & Numeracy)
Children need to solve equations that involves numbers this will develop their competence in numeracy. Children will have to run back to the respective tables which is training their gross motor skills developing their motor skills.
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Wednesday
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Description of activity (cookery activity)
Children will make a elephant shaped pancake using small shaped pancakes
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Resources required
1) All purpose flour
2) Baking powder
3) Salt
4) White sugar
5) Egg
6) Butter
7) Milk
8) Kitchen utensil like Spoon, fork, forks
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Learning goals/ key lnowledge
[Numeracy] Recognise and use basic shapes and simple spatial concepts in daily experiences
Recognise the four basic shapes & Use the basic shapes to form other figures
[Motor skills development] Demonstrate control and coordination in fine motor task & Develop healthy habits and safety awareness at home, in school and at public places & Manipulate objects with dexterity & Use eye-hand coordination to perform fine motor tasks & Understand the importance of being healthy Manipulate objects with dexterity Use eye-hand coordination to perform fine motor tasks Understand the importance of being healthy
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Key Disposition
Inventiveness
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Iteach principles:
Integrated approach
(Aesthetics & Creative development + motor skills development)
Children need to use different shapes to create an elephant which is development in their aesthetic and creative expressive. They also need to use their fine motor skills to pick up the shapes, move and fix it.
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Iteach Principle
Children as constructor of knowledge
Children will need to think of ways to construct the shape of an elephant while exploring how to make the shape of an elephant they will be able to understand that real life objects is same
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Thursday
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Description of activity:
Teacher will hide the different types of animals in the 6 different habitats
Children will be in groups of 3
They will go on a hunt to find the 6 different types of elephants in their habitats
Children will take down the information that are found on the flashcard in each habitat
Then, they will take one elephant out of a few from each habitat and put it in a basket to show that they have found all 6 different elephants from different habitats
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Learning goals/ key knowledge
[Language and Literacy] Use drawing, mark making, symbols and writing with invented and conventional spelling to communicate ideas and information
Copy words and phrases with understanding of basic writing conventions
[Language and Literacy] Listen for information and enjoyment
Understand and follow 1 to 2 step verbal instructions
[Discovery of the world] Show an interest in the world they live in
Make simple recordings
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Key Disposition
Inventiveness or sense of wonder and curiosity
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Resources needed:
6 different fake habitats
Information flashcards
Printouts of different types of elephant
Basket
Worksheet and pencil for children to pen down the information
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Iteach principles:
Integrated approach to learning:
Concepts, skills or topics are addressed in the different learning areas
Example: Flash card (word card) attached to the habitat (Language and Literacy)
Learn about the 6 different habitats (discovery of the world)
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Friday
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Description of activity:
Teacher will bring the class out for a field trip at the Zoological Gardens
While looking at the elephants, they will find for the information boards and write down the information they find
When they are back in school, they will do a short class discussion and tell one another what they have learnt from the field trip
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Learning goals/ key knowledge
[Discovery of the world] Show an interest in the world they live in
Observe and be aware of the world they live in
Make simple recordings
Talk about their observations and findings
[Language and Literacy] Speak to convey meaning and communicate with others
Talk about their observations and findings
[Language and literacy] Use drawing, mark making, symbols and writing with invented and conventional spelling to communicate ideas and information
Copy words and phrases with understanding of basic writing conventions
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Key Disposition
Reflectiveness
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Resources needed:
Bus
Water bottle
Raincoat/ umbrella
Identification tag
Pencil and paper
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Iteach principles:
Authentic learning through quality interactions:
Children have sufficient time to talk about their experiences, ask questions, express their thoughts and feelings, and explain how they solve problems
- Example: They have to tell the class after their learning journey at the zoo.
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Week 2
Theme: Elephants
(All activity times are 30 mins)
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Monday
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Description of activity:
Discussion of their favourite food and the reason why it is their favourite food
Teacher will introduce the food that elephants eat
Children will be grouped in pairs
Group A will be given a basket filled with random food (toy)
Group A will throw the food over one by one to the Group B
Group B will have an empty basket and they will have to try to catch the food that elephants eat
However, if Group B caught the wrong food for more than 5 times, they will not be able to play anymore
The maximum time for the game will be 5 minutes per group
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Learning goals/ key knowledge
[Social Emotional Development] Show respect for diversity
recognise that everyone is unique
Show respect to the people that they interact with
[Motor skills development] Enjoy through participation in a variety of physical activities, Demonstrate control, coordination and balance in gross motor tasks
Space, body and effort awareness
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Key Disposition
Engagement & reflectiveness
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Resources needed:
Baskets
Food toys
Time watch
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Iteach principles:
Children as constructors of knowledge:
Children construct knowledge by manipulating real objects, exploring, reflecting, interacting, making decisions, and communicating with peers and teachers about what they are experiencing.
Example: The children will catch the toy food which they think is the elephant’s diet. (Making decisions)
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Tuesday
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Description of activity:
The mother elephant have been separated from her children
Form a AAB pattern using the food items elephants eat like leaves
Walk on their pattern they created
If step out of the line, they need to return back to the starting line.
To finish, the group have to rescue all the baby elephant and bring them back to their mother
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Resources
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Resources:
Food cut out of roots, fruits, leaves
Baskets
Baby elephants cut out and mother elephant cutout
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Learning Goals
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Recognise and use simple relationships and patterns (NUM)
Enjoy through participation in a variety of physical activities (MSD)
Demonstrate control, coordination and balance in gross motor task (MSD)
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Key Knowledge
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Recognise, extend and create simple patterns (NUM)
Body awareness (MSD)
Space awareness (MSD)
Effort awareness (MSD)
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Key Disposition
Perseverance & engagement
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Iteach principles:
Teachers as facilitators of learning
Children have to create an AAB pattern, but children do not know if they are right. This is where the teacher will come in and facilitate children in getting the pattern in the correct order and perhaps even switch up the pattern for children who find the pattern too easy
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Wednesday
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Description of activity:
Children will be learning interesting facts about elephants
Children will create an elephant toothpaste in different colours for the elephant to brush their teeth.
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Resources
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Clean 16 ounce plastic soda bottle.
1/2 cup 20-volume hydrogen peroxide liquid
1 tablespoon of dry yeast
3 tablespoons of warm water
Liquid dishwashing soap
Food colouring.
Safety goggles.
Big size cutout of an elephant for children to brush the teeth
Toothbrushes
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Learning Goals/Key knowledge
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Find out why things happen and how things work through simple investigations (DOW)
Carry out simple investigations to find out why things happen and how things work (DOW)
Enjoy art and music and movement activities (A&C)
Recognise elements of art (A&C)
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Key Disposition
Sense of wonder and curiosity & engagement
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Iteach principles:
Engaging children in learning through purposeful play
Children get discover how elephant toothpaste is made through the usage of science. This helps children get interested and develop a love for the world and science.
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Thursday
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Description of activity:
Teacher will teach them more information about the elephants habitat.
Children will learn why should they protect these places and how can they must protect it.
Children will be making of habitat for elephants using art materials
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Resources
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Colour pencils
Coloured Paper
Art supplies like foam or felt
Sand, rocks, fake grass, cotton wool
Glue
Shoe box
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Enjoy art and music and movement activities (A&C)
Create artworks using a variety (A&C)
Develop a positive attitude towards the world around them (DOW)
Importance of responsibility, care and respect for living things and the environment (DOW)
Impact of Man’s actions on themselves, others and the world they live in (DOW)
Learning Goals/Key knowledge
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Key Disposition
Sense of wonder and curiosity
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Iteach principles
Integrated approach
(Discovery of the world + Aesthetics & Creative expression)
As children learn about the environment and why there is need to conserve , it helps to create a bond between the environment and the children. This helps children discover that there are different types of environment in the world not just the one that they live in. It also helps children create a sense of nurturing towards nature.
Children are to make a habitat for elephants and it helps boost their aesthetic and Creative expression as children would have to use their imagination and understanding to create a habitat.
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Friday
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Description of activity:
Children will create elephant masks for a theatre play
Children will have to act out what they have learnt in the past 2 weeks
For example, how do elephants walk or what food do they eat or where do they stay into this theatre to end off.
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Resources
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Paper plates
Art materials like felt, foam, colour paper, crayon and colour pencils
Popsicle sticks
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Learning Goals
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Enjoy art and music and movement activities (A&C)
Communicate, interact and build relationships with others (SED)
Develop an awareness of personal identity (SED)
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Key Knowledge
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Create artworks using a variety (A&C)
Identify and recognise emotions (SED)
Work and play cooperatively in a group (SED)
Build relationships with others (SED)
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Key Disposition
Inventiveness
& engagement
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Iteach principles:
Integrated approach
(Aesthetics & creative expression + social & emotional development)
Children are able to make any type of elephant mask that they like, it allows them to explore with different ideas and create an elephant according to their imagination, thus promoting aesthetics and Creative expression. Children would have to work in groups and compromise with each other, in order for the theatre to be a success. This trains children’s social and emotional development.
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After these two weeks of activities, we hope children will be able to develop a stronger sense of identity, feel connected with the world and know how to contribute to their world, develop a stronger sense of wellbeing, become more confident, involved learners and effective communicators.
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Conclusion
https://www.worldwildlife.org/species/elephant
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https://www.deviantart.com/lexuan/art/Elly-Elephan t-Thank-You-Gif-207174501
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References
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Early Childhood Australia. (n.d.). National quality standard
professional learning programme: Interest-based learning. Retrieved from https://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploa ds/2012/06/NQS_PLP_E-Newsletter_No37.pdf.
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Aesthetics and creative expression. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/nel-g uide/nel-edu-guide-aesthetics-creative-expression.pdf.
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Discovery of the world. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/nel-g uide/nel-edu-guide-discovery-of-the-world.pdf.
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References
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Language and literacy. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/nel-g uide/nel-edu-guide-language-literacy.pdf.
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Motor skills development. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/nel-g uide/nel-edu-guide-motor-skills-development.pdf.
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Numeracy. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/nel-g uide/nel-edu-guide-numeracy.pdf.
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References
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore: Social and emotional development. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/ nel-guide/nel-edu-guide-social-emotional-development.pdf.
Ministry of Education. (2013). Nurturing Early Learners: A
Curriculum for Kindergartens in Singapore. Retrieved from https://www.nel.sg/nel/slot/u566/Resources/Downloadable/pdf/ kindergarten-curriculum-framework.pdf.
Rapp, W. H. & Arndt, K. L. (2012). Teaching everyone: An
Introduction to Inclusive Education. Retrieved from http://archive.brookespublishing.com/articles/ed-article-021 2.htm.
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