UNIT ONE: EXPLORING MY WORLD
Learning Plan: 1 of 6
Class: Infants Year 1
Theme: ME AND MY WORLD
Duration: ½ day
Topic: My Home and Community
Context: Students are familiar with their homes and their immediate environment and they can identify a particular location as their home. Homes form part of the community.
☒Media & Information Literacy
☒Assessment for learning
At the end of this learning experience students will:
· Explain the importance of a home.
· Develop an appreciation for their homes.
· Create pictures of their homes using plane shapes
· Evaluate the importance of knowing one’s address and directions to one’s home.
· State their addresses.
· Locate their communities on a map.
· Predict an outcome to the story “Home Sweet Home”
1. Students listen to the story (storyline attached) “Home Sweet Home”. Students predict possible outcomes for the story by recalling prior events in the text and through guided questioning by the teacher. They dramatize the story and then explain why home is important. In small groups, use their bodies to form a ‘home’ for the characters in the story.
2. Students would use the resources provided to create a picture/model of their own home or a home they would like to have OR create a virtual home using ITC resources e.g. “smartboard” for the boys in the story.
3. Students listen to a story about children going to a party but getting lost and arriving too late because they did not know the address. They discuss how the children felt when they missed the party and recommend how such a situation could have been avoided.
4. Students describe and display the pictures/models they had created and state their own addresses using the words “I live at ……” As a follow up activity, the students would be required to bring/create a picture of a landmark from their community.
5. Students examine the location of their home community through the use of a software program (Interactive maps.) Large maps may also be used to enable children to identify the location of their homes/communities.
Pictures of homes and their respective landmarks would be displayed on newsprint around the classroom.
site: http://maps.google.com/maps, map of Trinidad/Tobago, computer with internet access, multimedia projector, CD with slide show, stationery for writing/drawing, story, play dough, news print, kits each containing: (i) plastic, foil, fabric and paper of varying shapes, sizes, textures and colours, (ii) glue
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Home Sweet Home
Children (give them names) did not want to help with chores at home so they decided to run away from home.
They spent all day playing with the animals at the park.
They have a lot of fun.
A big dog scared a squirrel who ran to his home high up in a tree.
The birds said goodbye to the children and flew away to the nest which was their home.
The frogs also said goodbye and hopped off to their home in the pond.
The rabbits ran to their home which was a hole in ground.
Children began to feel tired and hungry but there was nowhere for them to go to have a meal and get some rest.
They could not sleep in the birds’ nest or in the frogs’ pond or in the rabbit’s hole in the ground.
They began to cry. Louder and louder! “We want to go home. Somebody, please take us home.”
“When we go home, we will get a meal and a nice warm bed to sleep.”
Soon they saw a light shining at them.
(Students are allowed to predict outcomes for the story.)
It was their parents (or the police) who had come to look for them.
The children were delighted to see (their parents).
They were so happy to see . . . that they … (hugged their parents and apologised for not wanting to do their chores and running away from home.)
(Their parents) took them home where they were given their dinner and put to sleep in their warm beds.
Shelly and Kenrick were very excited because they were invited to the birthday party their friend Robert. Their mother wrapped the present they had bought and they set off in the car, on their way to their friend’s home. As they were driving along the street, their father asked, “Where does your friend live?”
“I don’t know,” said Shelly.
“I know!” Kenrick said excitedly. “Robert lives in … (teacher can choose any location).
Their father drove to (San Fernando). Shelly and Kenrick were happy until their father asked them the name of the street where their friend lived. They did not know their friend’s address. They did not know the name of the street or the number of the house. They kept driving around but could not find the party ay Robert’s house. Father did not have his phone with him so they had to go back home to call Robert for his address. By this time it was too late to go to the party.