Home Forum In the classroom I’m sharing my LP on ECEd I’ve utlized in my ECEd majors

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      Lesson Plan in Ed-PSE 109
      (Science, Health and Nature Study for Young Children)

      I: Learning Objectives: Through Indirect Method, the students will:
      a. distinguish the features of a theme-based instruction,
      b. tell ones idea on the importance of careful planning to attain success in an undertaking,
      c. design a flowchart/webbings on a particular theme.

      II: Learning Content: Thematic Approach
      -Theme-based Instruction

      Value: Careful Planning and Innovativeness

      III: Instructional Materials: Handouts
      OHP and acetates
      Sample flowchart

      IV: Learning Experiences:
      A. Pre-Lesson: Focalization on the item “ability of the teacher to connect the lesson to other fields” in the Team Teaching Demo Rating Scale.

      Situation presentation, the teacher poses a situation.

      You reported to your principal for a post-conference regarding your teaching demo-observation, as one of the requirements of a probationary teacher, after she visited you last week. You were confident and at the same time excited because you felt your demo was a success. As far as your self-assessment is concerned, there was continuity in the flow of the lesson in Science on “THE HANDS.” After all you spent sleepless nights preparing carefully your LP, IM and SELF.

      Indeed, your principal acknowledges your positive points and started enumerating them. Silently, you said to yourself, “My thorough preparation paid off.”

      Since your demo was close to outstanding, your principal couldn’t think of a suggestion for improvement. Instead, she recommends that in her next visit, she wants you to apply Theme-based instruction.

      Provoking Critical Thinking; what questions would come into your mind?
      Questions: 1. What is Theme-based?
      2. What are its features?
      3. How to design a TB LP?

      B. Lesson Proper: Small Group Activity

      The teacher provides each group a sample Kindergarten LP

      Answering the questions posed during pre-lesson phase.

      Discussion on the nature, features, characteristics of TBI

      C. Post-Lesson: Getting started with TBI.

      Workshop on flowchart making/webbings by group based on a theme/concept
      Group 1: Birds
      Group 2: Blue
      Group 3: Fruits
      Group 4: Christmas

      V: Assignment: Please refer to your PSE Handbook. Cite an experience which depicts TBI.

      Prepared by:

      Mr. Jose Gatino M. Nacario
      Instructor, Ed-PSE 109

      Sample Lesson Plan for Kindergarten

      I: Learning Objectives: Through participating in the experiences provided, the pupils will;
      a. tell the parts of the foot,
      b. enumerate ways in taking care of the feet,
      c. name other coverings worn on the feet,
      d. explain the purpose of the feet.

      II: Learning Content: THE FEET
      Value: Proper care of the feet

      III: Instructional Materials:
      Charts and Posters flashcards
      Illustrations shoes

      IV: Learning Experiences:
      A: Fingerplays : I Clap My Hands
      I clap my hands, (clap)
      I touch my feet, (touch feet)
      *I jump up from the ground. (jump)

      *And turn myself around. (turn around)
      *I sit myself right down. (sit on floor)
      *I do not make a sound.

      B: Group Time: One, two, buckle my shoe

      Story telling “The Boy Who Loved New Shoes”

      There was a 15-year old boy named Nike. He lived like a prince since they were very rich. His parents always give him gifts of expensive shoes. When he was eight years old, he got 100 pair of shoes. He kept it in his shoe rack. He loves to watch it everyday. When he was 9 years old, his parents died. He was left to his poor aunt for care. It was then that he kept on crying for he wants new shoes. He kept on crying and crying until such time he met a boy who does not have two legs. “Why are you crying?” said the boy. “I don’t have new shoes anymore” replied Nike. “Then why you have to cry? What’s important you have legs to stand, to jump, to walk and even to dance.” Nike was stunned and felt sorry for himself. The boy continued. “I am even thankful to God for he kept me safe in spite of my disability. Shoes are just protective covering.” Little by little, Nike began to smile a bit. The boy still continued by saying. Be thankful to God for you got beautiful feet and promise Him to take good care of it.”
      1. What happened to the boy in the story?
      2. What is the purpose of our feet?
      3. How do you take care of your feet?
      4. Aside from shoes what are other coverings of the feet?
      5. What are the parts of the foot?

      C. Vocabulary: Cobbler – a person who mends shoes
      Foot – end part of the leg, on which a person stands
      Shoe – a covering for the foot
      Toe – a digit at the end of the foot
      Toenail – a nail that grows on the end of each toe.
      What are other parts of the feet? Sole, heel

      C: Play: A game on “Cobbler, Cobbler, Mend my Shoe”
      Cobbler, cobbler, mend my shoe.
      Have it done by half past two.
      Stitch it up and stitch it down.
      Now see with whom the shoe is found.

      D. Music: What are you wearing on your feet?
      Tie your shoes
      I have something very special

      D: Numeracy: Shoe Seriation
      Collect shoes of various sizes. Encourage the children to put the shoes in order by size from smallest to largest.

      How many footsteps
      Have the children count how many footsteps it takes
      to get from a designated beginning spot to an end spot.

      E: Science: Animal Tracks
      Guessing the animal foot prints.

      Prepared by:

      Mr. Jose Gatino M. Nacario
      Instructor, Ed-PSE 109
      1. What is Theme-Based?
      • Learning and development are integrated and should not just occur in naturally defined subject areas.
      • It provides a central focus that lends itself to the integration of curriculum areas.
      • It provides “hands-on,” “mind-on,” and “feelings-on” activities.

      2. What are its features?
      • Flowchart
      • Theme goals
      • Concepts for children to learn
      • Theme-related vocabulary words
      • Bulletin board displays

      3. How to design?
      • Think of a weeklong activities from a variety of the following:
      a. Arts and Crafts
      b. Cooking
      c. Dramatic play
      d. Field Trips/Resource People
      e. Fingerplays
      f. Group Time
      g. Large Muscle
      h. Numeracy
      i. Music
      j. Science
      k. Sensory
      l. Social Studies

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