Ministry of Education Logo GovTT Logo

Things Around Me Revised

Learning Unit: Objects in Our Lives

Class:   Infant 1             Theme: Things around Me       Topic             Estimated frame:  2 weeks

Context

 

Most students are familiar with a wide variety of objects in their environment. These include objects at home, at school and in their community that they see on a daily basis. Some of them have agricultural tools and/or musical instruments at home while many would have seen such objects on television and in story books. In addition all students have interacted with household items on a daily basis. Children, generally, tend to have a natural curiosity for objects, a characteristic that would be exploited in the following activities.  This unit aims to heighten the awareness of these objects by providing opportunities for meaningful exploration that will involve comparison and thus, categorization according to common criteria. They will also be engaged in discussion about their importance and the need to take special care of them.

Outcomes:

At the end of this learning experience students will:

1.         Classify a wide range of objects according to their use

2.         Identify objects related to Agriculture

3.         Differentiate among musical instruments

4.         Identify common household devices that use energy

5.         Assess the importance of energy as light, sound or heat for domestic purposes

6.         Compare a variety of objects according to their  Length and Mass

7.         Construct and interpret picture charts

8.         Count the objects in Spanish from 1 to 10

9.         Gain understanding of the alphabetic principle letters A – H

10.      Demonstrate listening and speaking skills

11.      Make short oral presentations

12.      Create a musical instrument

13.      Evaluate the relationship between themselves and objects in the environment)

14.      Be responsible for property – agricultural tools, musical instruments and objects related to different places

15.      Demonstrate Knowledge of high frequency words.

Learning Plans

  1. Tools in Agriculture
  2. Pets, Pets Everywhere
  3. Musical Instruments
  4. Comparing Objects
  5. Counting Objects in Spanish
  6. Energy Around Us

Resources:

  • Multimedia projector
  • Power Point Presentation of musical instruments
  • Google search for “short musical film” 
  • Google search for “types of Instruments”
  • Sample of all (as many that are available) objects identified in the activities
  • Paper, glue, scissors
  • Crayons
  • Template of picture chart
  • Large pictures of objects not available
  • Materials for musical instruments – paper, tins, cylindrical rolls, beans, rubber bands, pencils, chop sticks
  • Worksheets for comparison of objects according to length and mass  
  • Rubric for preparation of number book, picture dictionary and musical instrument
  • Checklist for recording teacher’s observation of students

Assessments:

  • Observation of student’s participation in activities and discussions.
  • Checklist on attitudes and skills displayed by student while working with their peers during activities.
  • Completion of worksheet
  • Construction of picture chart
  • Creation of picture dictionary
  • Creation of musical instruments

  UNIT 2:  Objects in Our Lives

Learning Plan: 1 of 4

Class: Infants Year 1     

Theme: Things Around Me 

Duration:   ½ day      

Topic:  Tools in Agriculture    

Context:

Most students are familiar with a wide variety of objects in their environment. Some of them have agricultural tools at home while many would have seen such objects on television and in story books. In addition, others may have used these tools in their family’s home garden. This learning plan then, aims to heighten the awareness of these objects by discussing their use and other characteristics.

CONSIDERATIONS:

HFLE

Literacy

☐Reading

☐Writing

☐Literary  Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         identify objects/tools related to agriculture

·         describe the functions of the objects/tools identified

·         say the names of five objects that are used for protection/safety

·         say the names of five objects/tools that are used to make work easier

  • categorize tools/objects into those that help make the farmer’s work easier and those that protect him from harm.

.

Activities:

 

Identification of tools

1.    View a power point presentation of various agricultural tools and equipment used by a farmer, identify them by name and say what their functions are. 

2.    Discuss the importance of these tools to the farmer.

3.    Say why some of these tools (e.g. cutlass) are kept out of the reach of children.

Classification of tools

4.    Class is divided into groups.

5.    Each group is presented with pictures of all the tools/equipment discussed and is asked to categorize them into tools/equipment that help to make the farmer’s work easier, and those that protect the farmer.

6.    Each group presents to the class (orally, through demonstrations, or any other means) a description of the work done along with reasons for their choice of tools.

Resources:

·         Multimedia projector

·         Power point presentation containing clips of a wide array of agricultural tools in use.

·         Sample of all (as many as are available) agricultural tools identified in the activities

·         Large pictures of agricultural tools that are not available to show in class.

·         Sets of smaller pictures of all the tool/equipment discussed in the lesson for group work.

·         Development of a word wall

 

Assessment:

·         Observation of student’s participation in whole class activities and discussions.

·         Checklist on attitudes and skills displayed by student while working with their peers during group activities.

·         Group presentation of work done along with reasons for choice of tools.

   

  UNIT ONE: Objects in Our Lives

Learning Plan: 2 of 6

Class: Infant Year 2     

Theme: Things around me

Duration:        ½ day

Topic:  Pets, Pets Everywhere!

Context: Children love the idea of having pets. However, they may not appreciate the level of responsibility needed in taking care of these animals. This activity introduces students to needs of pets.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☐Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

1.    Name common pets in English and Spanish.

2.    Identify the responsibilities of taking care of pets.

3.    Write and read sentences on the care of pets.

4.    Draw pictures depicting the care of pets.

Activities:

Pet Detectives

1.    Students view a picture of a very sad-looking dog. Students give their impressions of the dog. Students are told that they are going to solve the mystery as why this dog is so sad. They are going to be pet detectives.

2.    Students look at clues which will help them solve the mystery. The clues are pictures of things that the dog needs to be happy. As a whole group, students identify the objects in the pictures.

3.    Students, working in small groups, look at the pictures and discuss to determine what the dog may need to be happy. Students share their ideas with the rest of the class. 

4.    On a chart with the dog in the middle, students list words, naming the things that the dog needs. Teacher presents words on flashcards and students add them to the chart. Students review their words.

5.    As detectives, students need to write a report on their findings. Students, as a whole group, create simple sentences using the words from the chart. For example, The sad dog needs food. He needs clean water etc. These sentences are written on strips and students read their sentences.

I have a pet.

6.    Students discuss other types of pets that they/people have. A list of pets is generated and posted on the board/chart. (Students need to be sensitized to those who cannot have pets due to various reasons.)

7.    Students sing the Old MacDonald has some pets song.

8.    Students identify on their word list, the types of animals mentioned in the song. Students identify the sounds that the animal makes.

9.    Students sing song again, this time with the animals named in Spanish.

10.  Students identify the Spanish word names for the different animals mentioned. This is done by identifying the animal sounds.

Caring for other pets.

11.  Students say which would be a pet they would like to have in their home and give their reasons for their choice.

12.  Taking each favourite pet, one at a time, students suggest the things that they would need to make sure that their pet would be happy. Students compare what their contributions to what was written on the dog chart. Students decide what are the things that all animals need to be happy.

My happy Pet

13.  Students draw a picture representing what they believe to be a happy pet.

14.  Students write simple sentences on their happy pets.

15.  Students display their drawing and read/ orally describe their happy pets.

   

Resources: Video clips, Songs, pictures, flashcards, chart, sentences strips, markers, crayons, pencils.

Assessment:

1.    Observation

2.    Checklists

3.    Oral Presentations

4.    Product Presentation

   

 

Old mac Donald had some pets         E I E I O

He had a dog, his name was Lou       E I E I O

With a woof woof here, and a woof woof  there

Here a woof, there a woof, everywhere a woof woof

Old MacDonald had some pets           E I E I O

Old mac Donald had some pets            E I E I O

He had a cat, his name was Shoe         E I E I O

With a meow meow here, and a meow meow there

Here a meow, there a meow, everywhere a meow meow

Old MacDonald had some pets            E I E I O

Old mac Donald had some pets            E I E I O

He had a rabbit, her name was Sue      E I E I O

With a squeak squeak here, and a squeak squeak  there

Here a squeak, there a squeak, everywhere a squeak squeak

Old MacDonald had some pet              E I E I O

Old mac Donald had some pets            E I E I O

He had a bird, her name was Blu        E I E I O

With a tweet tweet here, and a tweet tweet there

Here a tweet, there a tweet, everywhere a tweet tweet

Old MacDonald had some pets            E I E I O

Old mac Donald had some pets            E I E I O

He had a fish, his name was Stu           E I E I O

With a (Fish sound) here, and a (Fish sound) there

Here a (Fish sound), there a (Fish sound), everywhere a (Fish sound)

Old MacDonald had some pets             E I E I O

Old mac Donald had some pets            E I E I O

He had a turtle, her name was Boo       E I E I O

With a grunt grunt here, and a grunt grunt  there

Here a grunt, there a grunt, everywhere a grunt grunt

Old MacDonald had some pets             E I E I O

Old mac Donald had some pets         E I E I O

He had a perro, his name was Lou       E I E I O

With a woof woof here, and a woof woof  there

Here a woof, there a woof, everywhere a woof woof

Old MacDonald had some pets           E I E I O

Old mac Donald had some pets            E I E I O

He had a gato, his name was Shoe       E I E I O

With a meow meow here, and a meow meow there

Here a meow, there a meow, everywhere a meow meow

Old MacDonald had some pets            E I E I O

Old mac Donald had some pets            E I E I O

He had a conejo, her name was Sue     E I E I O

With a squeak squeak here, and a squeak squeak  there

Here a squeak, there a squeak, everywhere a squeak squeak

Old MacDonald had some pet              E I E I O

Old mac Donald had some pets            E I E I O

He had a pájaro, her name was Blu      E I E I O

With a tweet tweet here, and a tweet tweet there

Here a tweet, there a tweet, everywhere a tweet tweet

Old MacDonald had some pets            E I E I O

Old mac Donald had some pets            E I E I O

He had a pez, his name was Stu           E I E I O

With a (Fish sound) here, and a (Fish sound) there

Here a (Fish sound), there a (Fish sound), everywhere a (Fish sound)

Old MacDonald had some pets             E I E I O

Old mac Donald had some pets            E I E I O

He had a tortuga, her name was Boo    E I E I O

With a grunt grunt here, and a grunt grunt  there

Here a grunt, there a grunt, everywhere a grunt grunt

Old MacDonald had some pets             E I E I O

  UNIT 2: Objects in our Lives

Learning Plan: 2 of 4

Class: Infants Year 1     

Theme: Things Around Me

Duration: ½  day       

Topic:  Musical Instruments   

Context:

Some students have musical instruments at home or have observed them on film or in real life.  The influence of music goes far beyond the intellectual and physical development of a child. This experience will contribute to the growth of well-balanced children in areas of sensitivity, expressiveness and the spirit essential for functioning in a complicated world. It will provide growth for children in the area of cooperation when they share materials and take turns in music activities such as playing the instruments, which will also develop their patience. This learning plan also encourages interaction among peers in the class which helps develop positive relationships. 

CONSIDERATIONS:

HFLE

Literacy

☐Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☐Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         Differentiate between the different types of musical instruments

·         Categorise instruments into groups e.g. wind, percussion and string

·         Identify the different sounds each instrumental group makes

·         Make short oral presentations

·         Demonstrate listening skills

·         Create a musical instrument

·         Construct simple sentences based on  Present Tense  patterns using given stimuli

Activities:

 

Identification of musical instruments and their sounds

 

1.    Students view pictures of types of musical instruments. Alternatively, actual instruments could be displayed.

2.    Students engage in discussion about the instruments seen.

3.     They explore the features of the instruments for e.g. Wind Instrument : requires a person to blow into it to produce a sound e.g. flute, clarinet, saxophone, harmonica

Percussion Instrument: Anything that can be struck and produce a sound e.g. drum, steel drum/steel pan

4.    Identify musical instruments by name and sound.

Wind Instruments (e.g. flute)

Percussion Instruments (e.g. drum)

String Instruments (e.g. guitar, piano)

5.    Students are presented with pictures of persons, or persons playing a variety of musical instruments to construct sentences. Students follow Present Tense patterns: He/She/Amelia is playing + noun. Also, It is a + noun.

Classification of musical instruments

6.    Students are placed in groups and given the various instruments in pictures to place them in the groups identified above.

7.    Representatives from each group make oral presentations about the groups of pictures formed stating the type of instrument and the sound they make.

 

Creation of musical instruments

8.    Students are placed in groups and given materials to produce an instrument e.g. chac-chac

9.    Discuss the various types of materials and their suitability for particular instruments.

10.  Presents the instruments made, in groups, talking about how it was made and demonstrate the sound it makes by playing the instrument.

Resources:

·         Pictures of musical instruments / representation of people playing musical instruments

·         Materials for creation of instruments: paper, tins, beads, cylindrical rolls, pencils, tape, rubber band, chop sticks

·         Rubric  for creation of a musical instrument

·         Continued development of word wall

 

Assessment:

·         Observation of student’s participation in activities

·         Checklist on attitudes and skills displayed by student while working with their peers during activities

·         Creation of a musical instrument

·         Creation of their own sentence(s) from a picture sourced by, or, given to the student.

   

  UNIT 2: Objects in our Lives

Learning Plan: 3 of 4

Class: Infants Year 1     

Theme:  Things Around Me

Duration:1hr 15mins

Topic:  Comparing Objects   

Context: Most students are familiar with a wide variety of objects in their environment. Children are aware that these objects vary in size and weight, and generally, tend to have a natural curiosity for comparing them; a characteristic that would be exploited in the following activities.  This learning plan aims to heighten the awareness of students that these objects are not only different, but that these differences can be compared directly according to their length and mass/weight.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☐Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         Describe objects using vocabulary associated with length e.g. short/ shorter, long/ longer, tall/taller.

·         Compare the length of objects using the method of direct comparison e.g. short/ shorter, long/ longer, tall/ taller.

·         Order objects according to length using appropriate vocabulary.

·         Describe objects using vocabulary associated with weight/mass e.g.  heavy / light .

·         Compare the weight/mass of objects by lifting e.g. heavier / lighter.

·         Order objects according to weight/mass  

·         Demonstrate knowledge of high frequency words e.g. heavy, light, tall, short

·         Display appropriate listening and speaking behaviours by maintaining eye contact, and not speaking while listening.

Activities:

 

Comparison of objects – length

1.    Discuss the procedure involved in the direct comparison of lengths of objects

2.    Flashcards are introduced with the words relevant to the lesson e.g. long/longer, short/shorter.

3.    Working in groups, students will compare objects, directly, according to their lengths.

Comparison of objects – mass

4.    Discuss the procedure involved in the direct comparison of mass/weight of objects

5.    Flashcards are introduced with the words relevant to the lesson e.g. heavy/heavier, light/lighter

6.    Working in groups, students will compare objects, directly, according to their masses/weights.

Comparison of objects – worksheets

7.    Compare objects according to their length and mass/weight, and complete worksheets.

Resources:

 

·         A variety of objects related to agricultural tools, musical instruments and household appliances to be measured and compared

·         Flashcards containing the words associated with comparison of objects according to length and mass/weight.

·         Worksheets

·         Continued development of word wall.

 

Assessment:

·         Observation of student’s participation in activities and discussions.

·         Checklist on attitudes and skills of listening and speaking behaviours, as displayed by students while working with their peers during activities.

·         Completion of worksheets

   

 UNIT ONE: Objects in Our Lives

Learning Plan: 5 of 6

Class: Infants Year 1     

Theme:  Things Around Me

Duration:    Half day 

Topic:  Counting Objects in Spanish

Context:

Counting and recognition of numbers at an early age are the building blocks for further learning. Exposure to numbers in Spanish or any other foreign language affords the students the advantage of functioning effectively in the multilingual global village in which we exist.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☐Writing

☐Literary Appreciation

☒Oral Communication

☐Media & Information Literacy

Numeracy

☐Problem Solving

☐Critical thinking

☒Communication

☒Representation

☐Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         Count 1 – 10 in English

·         Count  1 to 10 in Spanish

·         Pronounce Spanish words of numbers

Activities:

Sing along in Spanish

1.    Sing song in Spanish involving numbers (this is just an example, feel free to change the lyrics, and add your own tune)

2.    Given number cards containing the numeral only or one containing words in English only (for each number 1 to10) – they will find their matching partner.

3.    Each pair will then say the number name in Spanish and English with CD assistance for pronunciation of Spanish word name.

Matching Game  

4.    Students are divided in two teams.

5.    Each team is given number cards with numeral and number names written in English from 1 – 10.

6.    Song is played and students are directed to move around the room and find the person with the matching numeral and number name.

7.    Each pair will identify themselves to the class in both languages.

Creation of Number Book

8.    Find large numbers from 1 to 10 in given catalogue and magazines.

9.    Cut-outs of numbers are given to students.

10.  They stick numbers on pages given using different spatial arrangements

11.  Pictures of various objects: agricultural tools, pets, musical instruments and household items, are given to students.

12.  They stick the corresponding number of objects next to the number

to complete their number book.

Throwing Game

13.  Divide students in two teams. Students play “Throwing Game.” They throw the ball to each other and count in Spanish as the ball is caught. If the ball is dropped the counting starts over.

Pass The Number

 

14.  Students play Pass the number around” to music. Students pass around one card at a time and are told that the card is very hot, so they must pass it quickly. As the music stops, the student holding that number must count up to the number in Spanish. This activity is repeated with other numbers up to 10.

Clusters Game

15.  Children gather together in a space which facilitates movement. They move around as the teacher claps (alternatively music can be played). The number is called in Spanish and students get in groups of that number. They clapping (music) is resumed, and the process is repeated, calling another number. This is repeated until all numbers are called.

Finger Flash

16.  The number 1 to 10 is called in Spanish and students flash the corresponding number with their fingers.

 

Trace and Guess the number.

17.  Children are paired off. Student A turns his/her back to student B. Student B uses his/ her finger to trace a number on the back of student A. Student A guesses the number in Spanish. If student A is correct, then he/ she will reverse roles. If incorrect, then student A continues to be the tracing board.

Resources:

·         Song

·         Matching number cards with numeral and number name 

·         Catalogue

·         Magazines

·         Glue

·         Paper

·         Scissors

·         Music; CD player

 

Assessment:

·         Observation of student’s participation

·         Checklist on attitudes and skills displayed by student while working with their peers during activities

·         Creation of number book

·         Games

   

Song in Spanish

JOHN AND JANE WENT OUT WALKING….

WHAT DID THEY SEE….

UNO …..ONE …. TRACTOR

DOS ….TWO ….GUITARS

TRES ….THREE…. WASHING MACHINES

CUATRO ….FOUR ….PIANOS

CINCO….FIVE….DRUMS

SEIS …..SIX….FLUTES

SIETE ….SEVEN….RADIOS

OCHO….EIGHT…. TELEVISION

NUEVE ….NINE ….. WEED EATER

DIEZ ….TEN ….STEELPANS

(lyrics by Patricia Ratiram)

1

2

3

4

5

6

7

8

9

10

  

one

two

three

four

five

six

seven

eight

nine

ten

  UNIT: Objects in Our Lives

Learning Plan: 4 of 4.

Class: Infants Year 1     

Theme:  Things Around Me

Duration:    Half day 

Topic:  Energy Around Us    

Context:

Most students are familiar with a wide variety of objects in their environment. All of them would have seen or interacted with a number of household items or devices that uses energy on a daily basis. They would have also encountered these, as well as other items, not present in their homes, on television and in story books. Children tend to have a natural curiosity for these objects and are aware of the purposes of many of them, which includes providing us with a source of light, heat and sound. This is a characteristic that would be explored in the following activities as it aims to heighten the awareness of these objects among young children by discussing their importance and categorizing them into groups based on given criteria.

CONSIDERATIONS:

HFLE

Literacy

☒Reading

☒Writing

☒Literary Appreciation

☒Oral Communication

☒Media & Information Literacy

Numeracy

☒Problem Solving

☒Critical thinking

☒Communication

☒Representation

☒Reasoning

ICT Skills

 

Differentiated Instruction

Assessment for learning

Outcomes:

At the end of this learning experience students will:

·         Identify common household devices that use energy.

·         Assess the importance of energy as light, sound or heat for domestic purposes

·         Classify objects/household items into groups and sub-groups using  a given criteria

·         Construct and interpret picture chart based on  real life problems or situations

·         Participate in decision-making based on the data represented on the picture chart

Activities:

Energy produced by household appliances

1.    View/ interact with a number of household items/appliances that use energy. The children can be taken to the staff room or kitchen area to view these. Teacher can bring small appliances to school

2.    Discuss the sources of the energy used (electricity, gas, kerosene, etc.) by many of these appliances.

3.    The various types of energy (light, sound, heat) produced by these appliances are elicited from the students. Students answer questions such as, “How do you know which type of energy is produced? To create an understanding of the meaning of these types of energy, that is, heat/fire burns, light makes the room bright, etc.

4.    Complete worksheets by grouping household items that produce the same type of energy.

Categorization of appliances

5.    Categorize pictures of appliances into those that produce light, sound, or heat – in groups.

6.    Each group will be asked to discuss (with teacher’s guidance) one of the three categories of energy paying special attention to its importance to humans

 

Construction of picture chart

7.    Each group will be given a large template of a picture chart and are asked to place the pictures of their objects in the column above the group-name/category, that is, light, sound and heat.

8.    When there are items that produce more than one form of energy e.g. stove – heat and light, the group will be asked to decide which is of greater importance and place the picture in the appropriate column.

9.    Working in groups students will answer questions based on the interpretation of the picture chart e.g. How many items produce sound as its main function?

10.  Members of each group will be asked to say how they arrived at their answer.

Resources:

·         Variety of household appliances (from at home as well as in the school)

·         Pictures of appliances that cannot be brought into the classroom

·         Large templates of a picture chart drawn on sheets of Bristol board

·         Smaller template of picture chart

·         Flashcards with important but age appropriate words e.g. light, sound, heat

·         Worksheets

Assessment:

·         Observation of student’s participation in activities and discussions.

·         Checklist on attitudes and skills displayed by student while working with their peers during activities.

·         Completion of worksheet (sample attached

·         Construction of picture chart (sample attached)

   

Name :_______________________________________________

Class: _______________________________________________

  • Circle the items that PRODUCE the same type of energy (yellow for light, red for heat and blue for sound).
  • Orally, identify the form of energy for each group
  • Suggest one more source of energy for each group (stick picture, draw or write name of source)

                                                                                                                   

                                                                                                                      KITCHEN APPLIANCES

                                                                                                               

                                                                                                                     Template of Picture Chart

                                                                                                          (replicate on Bristol board for group work)

                                                                                                                                        Light                         

                                                                                            Heat        Sound