Department of Family Life and Child DevelopmentCollege of Home
EconomicsUniversity of the PhilippinesDiliman, Quezon City
Activity Plans on Language Arts, Math, Science and Social
Studies for 4s Class- AM
A Paper Submitted in Partial Fulfilmentof the Requirements of
FLCD 126
Submitted By:Abandula, Hillary Camille M.2011-58669
May 26, 2015TABLE OF CONTENTS
I. LANGUAGE ARTS Dough What I love at Home 3 Alphabet Letter
Hunt 6 II. MATH Match that Shape 10Tick Tock: Understanding Time
13
III. SCIENCE Fly High Kite! 16Stretch that Muscle 19IV. SOCIAL
STUDIESBuilding My Personal Map 22My Family Finger Felt Paper
Puppets 25
V. APPENDIXAPPENDIX A28APPENDIX B29
Language and Arts Activity PlanConcept: I can do many things
inside the homeClass: 4s ClassTitle of Activity: Dough What I Love
at Home Time: Activity Time (9:00-9:30am)Skills:Primary Form things
with the play doughShaping play dough to their own names Designing
art materials to the play doughNaming the things they
shaped/moldSecondaryRecognizing colors Explaining why it is their
favourite thing (the things they shaped/mold)Describing their
design on the play doughIdentifying letters OtherWriting their
names with a play doughHandling materials properlyListening to
classmates/teacher
Number of children: 18 childrenLearning Area: Art
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
1
For the Activity:Chip BoardBeads, SequinsPencilsColorful
MarkersPlay Dough For the Play Dough * all purpose flour table salt
cooking oil water cream of tartarfood colouring (blue, yellow,
red)
Procedure:Preparation 1. The teacher will prepare an already
made play dough- each with different colorsa. In making the
homemade play dough: you will need 10 cups all purpose flour, 5 cup
salt (table salt), 10 Tablespoons cooking oil, 10 cups water, 20
teaspoons cream of tartara few drops food colouring (primary
colors). For the cooking equipments, you will need a large pot, a
wooden spoon, and a clean, dry plate.b. Add all ingredients to
large pot. Stir well to combine.c. Slowly heat over medium heat,
stirring all the time.Continue stirring even though the dough feels
stiffening. Check for stickiness. Then, continue stirring.d. It is
done when the dough makes a nice ball and leaves no stickiness when
you press it.e. Turn the dough onto a clean dry plate, and knead it
a little until smooth.f. Flatten it out so it can cool more
quickly, and give it a quick knead every few minutes to prevent a
crust from forming. You can store it in a plastic bag after.2. The
teacher has already prepared the materials needed in the table
(i.e. beads, pencils, sequins, etc)3. At the Meeting Area, the
teacher will introduce that their activity for the day will be
related to what the children do in their house. 4. The teacher will
then asked the children if what are the favourite things or the
things they love at home. The teacher can also ask why these are
the childrens favourite things at home. Implementation1. The
teacher will then led the children to the art area. 2. Once seated,
the teacher will then show to the children the materials they will
use for the activity. 3. The teacher will then show to the children
a size of a coloured chipboard which is divided into 3 boxes. The
first box takes up the half size of the board. While the other half
is divided to 2 smaller boxes lengthwise. 4. The teacher will then
show to the children the different colors of dough in front of
them.5. The teacher will explain to the children that in the bigger
box theyll need to form the dough into their names. The teacher
will demonstrate by shaping the dough into his/her name and then
attach it to the bigger box of the board.6. Then, the teacher will
explain that in the lower 2 small boxes, they will mold or shape
the dough into the 2 favorite things they see at home. The teacher
will then demonstrate it by shaping the dough into TV and a book,
then the teacher will tell the children that they should write the
names of the things on the blank provided in each box.7. The
teacher will then tell the children that after they mold or shaped
the letters or things, and attach it to the board, they can start
designing it by adding some beads and sequins, or by even drawing
some lines and outlines into the dough.8. The teacher will then
hand the materials to the children for them to already start doing
the activity. A teacher will assist 4-5 children at a time, in each
table.9. When the child is done, they will be asked to keep the
play dough and board they made to the shelves. And that they will
share what they made in the ICC Sharing later. Processing 1. Ask
the children what they used for the activity2. Ask the children
what they did with the play dough3. Ask the children what were the
things they drew or shaped in their board4. Ask the children why it
is their favourite thing at home5. Ask the children related
questions about what they shaped or drew; like for example if
books, asked them how to take care of books? The things to do and
dont in related with their favourite things?6. Ask the children if
they would like to bring it home and show to their
parents?Questions for Evaluation:1. Were the children able to
properly follow the instruction of the teacher on making the play
dough things on the board?2. Were they able to shape their names
using the play dough?3. Were they able to mold the favourite things
at home with the play dough?4. Were they able to name the favorite
things they shaped or mold with a play dough?5. Were they able to
explain the reason why it is their favourite thing at home?6. Did
they ask for more boards and play dough to make another one?
Language and Arts Activity PlanConcept: I can do many things
outside the homeClass: 4s ClassTitle of Activity: Alphabet Letter
HuntTime: Outdoor PlaySkills:Primary Identifying English Alphabet
lettersIdentifying words and pictures of things starting with a
specific letterReading out the words correctlyRecognizing correct
sound of lettersSecondaryWriting their namesMatching the form of
letters and soundsMatching the alphabet letters and its common word
examplesGiving other examples of words starting with the same
letterOtherListening to classmates/teacherHelping classmates find
their alphabet lettersPractice of visual skills (finding
things)Number of children: 18 childrenLearning Area: Playground
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
Illustration boardConstruction PaperVelcro TAPEDouble Sided
TapePlastic CoverFoam Cut outsPicture cut
outsGlueMarkersPencils
Procedure:Preparation 5. The teacher will prepare by scattering
Foam-Cut Letters around the playground area. It should easily be
seen by the children. a. In preparing for the foam cut letters:i.
Choose brightly colored foams to cut out letters from. Cut letters
A-Z, all capital letters, with a height of 5 in and width of 3 in.
ii. At the back of each letters, attach a Velcro tape at the back
for easy attachment to the alphabet mat.iii. The teacher will
prepare 36 alphabet letter cut-outs.b. In scattering:i. The teacher
will scatter 5-6 letters in each area:1. The Blue Whale Area2. The
Sand Area3. The Big Slide Area4. Near-the mini-pool area5. The
Mini-house area6. The flower/grass area near Classroom 1266. The
teacher will prepare an alphabet boards that will be given to each
child. Each boards will use its front and back faces. a. In
preparing for the alphabet board:i. In a 11 in x 8 in illustration
board, cover it with construction paper. ii. Each board will be
allotted to 1 alphabet letter. . On the front of the board is the
picture of a word starting on the same corresponding letter. On the
back page is the word corresponding to the picture but the first
letter will be left blank. (For example: A for apple, on the front
page is a picture of an apple, while the back pack page will look
like this _ P P L E )iii. It will be covered with a plastic cover
after. Therell be a hole that will be left out wherein the other
end of the Velcro tape will be attached. iv. The teacher will
prepare 36 alphabet boards.7. 8. At the Meeting Area, the teacher
will introduce that their activity for the day will be related to
what the children do in their house. 9. The teacher will then ask
the children if what are the favourite things or the things they
love at home. The teacher can also ask why these are the childrens
favourite things at home. Implementation10. At the meeting area,
the teacher will then introduce to the child the activity for the
day. They will go treasure hunting! But instead of treasure they
will find alphabet letters that will complete the alphabet boards
that will be given to them.11. The teacher will then explain what
will happen in the activity. The teacher will show the example of
alphabet boards that the children will use. They will have 2
alphabet boards to complete. They will write their names on the
blank provided at the back area of the alphabet board.12. The
teacher will then explain that the treasures they will be finding
are alphabet letters. The teacher will show an example of an
alphabet letter foam cut outs. The teacher will then tell the
children that in the big playground, they will search for alphabet
letters that will complete their alphabet boards. 13. The teacher
will show example like the Letter A and the alphabet board with a
picture of an apple. The teacher will then pair up the alphabet
letter A and the alphabet board.14. The teacher will then instruct
the children that when theyre done finding and completing their
alphabet boards they should go back inside the room to pass it to
teacher. If theres still time, the children can share it during ICC
Sharing.15. The teacher will then call out the name of the children
and will be asked to randomly pick up 2 alphabet boards. The
children will be instructed that they should only get the letters
assigned to their boards because others might not complete their
boards if they get what is not supposed to be theirs. 16. The
teacher will then ask the children to line up near the door. The
children will instruct the children the perimeter of the area where
that can see the alphabet letters and that they should not go
beyond that area. 17. The teacher will then tell the children to
wait for her Go signal before going out and look for their alphabet
letters, 18. The teacher will release the signal for the children
to start looking. The children will be given 10 minutes to look for
their letters. The teacher will look after children who are still
looking for their alphabet letters and guide them to find it.19.
When done the children will be guided back in the classroom. They
will be asked to keep to the side their alphabet letters and board
and to get it during ICC Sharing.Processing 7. Ask the children
what they did for the activity8. Ask the children what were the
letters they found9. Ask the children where and how they found the
letters10. Ask the children what is the name of the picture in the
alphabet boards and its corresponding letter11. Ask the children to
pronounce the word they see in their alphabet boards12. Ask the
children what are other words that begins with the same alphabet
letter13. Ask the children where can they find things like what
they see in the picture14. Ask the children if they had fun doing
the alphabet letter huntingQuestions for Evaluation:7. Were the
children able to find the letters corresponding to their boards
without the help of an adult?8. Were the children recognized the
name of the pictures on board?9. Were the children knew how to read
the words?10. Were the children able to pair up correct letters and
words/board?11. Were the children able to follow the instruction of
the teacher on where to find the letters?12. Did some of the
children help their classmate on looking out for their alphabet
letters?13. Were the children able to relate or recognize some
words that have the same starting letter with the alphabet letter
they got?14. Were the children seemed excited or tired before and
after the activity?Variations:1. Instead of alphabet letters
corresponding to sample words, it could be the spelling of their
names. They could have an name hunting wherein theyll find the
missing letters of their names.2. The boards can also be replaced
with baskets and the children will make some words out of the
letters they found.3. Instead of alphabet boards, there can be a
big alphabet mat wherein the children will match the letters they
found into the words written on the mat.
Mathematics Activity PlanConcept: I can do different activities
during day timeClass: 4s ClassTitle of Activity: Match that
ShapeTime: Activity TimeSkills:Primary Identifying ShapesCounting
the number of sides of each shapeIdentifying activities they can do
at daytimeIdentifying if the activity is done outside and inside
the homeMatching of same shapesSecondaryWriting their
namesExplaining the activities they did during day timeRecognizing
who they are with doing the activitiesReading out/Pronouncing the
correct sound of the shapes wordsOtherListening to
classmates/teacherHandling of materials correctlyApplying enough
glue to the paperWaiting for turnsNumber of children: 18
childrenLearning Area: Art AreaMaterials:FLCD126-Activity Plan May
26, 2015 Cams Abandula
Printed PapersConstruction PaperGlueMarkers sCISSORSPencils
Procedure:Preparation 10. The teacher will prepare a printed
colored paper. Each paper will contain 4 shapes: a diamond, a
pentagon, a hexagon and an octagon. (See Appendix A)11. The teacher
will also prepare different shapes (diamond, pentagon, hexagon,
octagon) cut-outs made of construction paper. Each shapes is
printed with an activity that the children can do at day time
(Playing indoor, Playing Outdoor, Go Picnic, Swimming Time, Go to
school). 12. The teacher will prepare glue, and colourful markers
at the tables in the art area.Implementation20. At the meeting
area, the teacher will then introduce to the children the activity
for the day. The teacher will then ask the children what they do
during day time. The teacher could tell the children what they do
during day time inside the home? Outside the home?21. The teacher
will then show the kids the printed papers with blank shapes (only
the number of sides of each shape is shown). The teacher will then
ask the children what are the shapes they see on the paper.22. The
teacher will then show to the children the shape cut-outs and that
each is printed with different activities. The teacher will then
give the instructions about the activity. The teacher will tell the
children to match the shape cut-outs to the blank shapes. The
children can rely on the same appearance of the shapes and the
number of sides indicated on the paper. 23. After matching, the
teacher will then tell the children to glue the shapes into the
blank shape provided. 24. The teacher will then remind the children
to write their names into their papers.25. The teacher will then
lead the children to the art area. The teacher will then give the
printed paper to them. 26. The teacher will leave many shape
cut-outs for the children to choose from.27. A teacher will assist
4-5 students each table to guide them for their proper matching of
shapes.28. When done the teacher will asked the children to pass
their activity papers to the facilitating teacher. It will be
shared in the ICC Sharing later. Processing 15. Ask the children
what they did for the activity16. Ask the children what were the
shapes they matched17. Ask the children how many sides are in a
particular shape18. Ask the children the activities they do at
daytime19. Ask the children who are they with in doing the
activities20. Ask the children if the activity was done inside or
outside the home21. Ask the children if there were other things
they did during day timeQuestions for Evaluation:15. Were the
children able to match the shapes?16. Were the children able to
identify the shapes?17. Were the children able to count the number
of sides in each shape? 18. Were the children able to identify the
activities shown?19. Were the children able to explain the
activities they did? If who are they with? If its outside or inside
the home?20. Were the children excited or tired about the
activity?21. Did the children asked to do another same activity
after?Variations:1. The teacher can also provide a blank in each
shape for the children to write what shape it is. 2. The children
can also write or draw more pictures beside the shapes showing who
are they with and where do they go to play, etc.3. The children can
also match not only with shapes but also with same colors.
Mathematics Activity PlanConcept: I can do activities in
different time. Class: 4s ClassTitle of Activity: Tick Tock:
Understanding Time Time: Free TimeSkills:Primary Identifying
Numbers Rote Counting 1-12Identifying Components of
ClocksIntroducing the concept of time (Hours, minutes; day,
night)Sequencing Daily Routines at SchoolSecondaryWriting their
namesMatching of shapes (Circles)Matching of time to
routineExplaining the activities or routinesExplaining the design
or drawings in the clockOther Listening to
Classmates/TeachersHandling of materials correctlyApplying enough
glue to the paperNumber of children: 18 childrenLearning Area: Art
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
Printed PapersConstruction PaperGlueMarkers Paper
PlatesCISSORSPaper ClipsPencils
Procedure:Preparation 13. The teacher will prepare construction
paper with a very big circle clipart on its center. The circle will
be surrounded with 6 scattered box showing different activities
(arriving at school, meeting time, playing time, eating time, rest
time, and good bye time) (See Appendix B)14. The teacher will
prepare a paper plate (with a diameter of 8 in) with 12 blank boxes
on its outer part, surround the circle paper plate. The circle
paper plate will have a small hole at its very center.15. The
teacher will prepare glue, colourful markers, crayons and other art
materials at the tables in the art area.Implementation29. During
Free Play, the teacher will then introduce to the children the
activity for today which is about time. The teacher will tell the
children that they will make clocks for their free play.30. The
teacher will show using a paper plate with blank boxes. The teacher
will instruct the children to write numbers up until 12 into the
blank boxes. There will be a guide given to each table in the art
area for the children to copy.31. When done, the teacher will then
asked the children to paste their paper plate clocks to the
construction paper provided. They should be able to match the whole
clock into the big blank circle provided. The teacher can then
instruct the children to draw or design their clocks with the
colouring materials provided. 32. The teacher will then ask the
children to write their names on their clocks. 33. When done, the
teacher will then ask the children to pass the paper plate clocks
they made. The teacher will explain to them that itll be given
later at the meeting time where theyll be taught to understand time
more. 34. In the later part of the meeting time, the teacher will
again introduce the idea of time to the children. The teacher will
ask if the children already saw a clock or watch in their house or
at school? The teacher will then ask the children what is the use
of the clock?35. The teacher then will then get the clocks made by
the children a while ago. The teacher will then explain how the
clock works, it will be explained using the routines they have at
school. The teacher will then ask the children what comes first
among all the activities. The teacher will then teach the children
to move the shorter and longer hand on the desired time? (Like for
example, what is the first activity that happens in school?
Arriving at school. The clock should point at 7:30,which means
longer hand should be on the 7 and the shorter in 6. How many
minutes after is the meeting time? Then the clocks hand will move
again corresponding to the time of the routine)36. The teacher will
then ask some time exercises to the children, and the children will
again move the clocks hands.37. When the time is done, the teacher
will then again gather the clocks and it shall be given later at
the good-bye time of the children. Processing 22. Ask the children
what they did for the activity23. Ask the children the use of the
clocks or watch24. Ask the children the sequence of routines they
have in school25. Ask the children about the longer and shorter
hands of the clocks26. Ask the children what routines come first?
Comes last27. Ask the children to move the hands of the clock at a
specific timeQuestions for Evaluation:22. Were the children able to
match the paper plate circle to circle23. Were the children able to
write the numbers 1-1224. Were the children able to differentiate
the longer and shorter hand?25. Were the children able to
understand time and the clock?26. Were the children able to tell
the sequence of routine based on their time?27. Were the children
able to recognized specific time?28. Were the children able to
explain what they design and drew into their clocks?Variations:1.
The teacher can also use the time in a much later time, like during
night time or when the children are at home.2. The teacher can also
allot more boxes to be filled by the childrens routines or
activities.
Science Activity PlanConcept: I can fly a kite outside the
homeClass: 4s ClassTitle of Activity: Fly High Kite! Time: Activity
Time and Outdoor PlaySkills:Primary Building a KiteDrawing and
Designing the Kite PaperRecognizing the concept of wind
breezeIdentifying the appropriate weather to play kitesIdentifying
what time of the day is best to play kitesSecondaryWriting their
namesExplaining the drawings and designs of the kiteExplaining the
feelings after kite making and kite flyingOther Listening to
Classmates/TeachersHandling of materials correctlyApplying enough
glue to the paperWaiting for turnsNumber of children: 18
childrenLearning Area: Art Area; Playground
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
barbecue sticks (sharp ends should be cut) kite stringribbonhole
punch or scissors adhesive tape PencilsColorful MarkersConstruction
PapersProcedure:Preparation 16. The teacher will then prepare an
already-folded construction paper, each with different colors.17.
The teacher will also prepare other kite making materials which
includes: barbecue sticks (sharp ends should be cut) , kite string,
ribbon, hole punch or scissors and adhesive tape. 18. The teacher
will also prepare other coloring and art materials on the tables of
the art area. ImplementationIn the Activity Time38. The teacher
will then introduce the activity that the class will do, which is
Kite-making. The teacher will then explain what is a kite and what
it do. 39. The teacher will then show to the children the materials
used in making a kite. The teacher will emphasized to the children
that they will be designing their own kite which is why they need
to write their name and draw different forms and design their own
kites. 40. After drawing and designing, the teacher will then show
to the children how to tape the kites into the wood skewer or the
barbecue stick using an adhesive tape. The children will be guided
by an assisting student teacher in this process. 41. The teacher
will then show much more on making the kite. Into the rear end of
the kite, the one with the pointy end, punch a small hole where the
teacher and the children can tie their ribbons. It is preferable
for the length of the ribbon to be 5-8 feet.42. The teacher will
then again punch a much smaller hole to tie/knot the kite string in
the inner fold of the kite. It is a spot about a third of the way
down the spine, and about half an inch from the edge. Put tape over
this mark to reinforce it on both sides.43. Now the kite is all
done up, and is ready to fly.44. The teacher will then again ask
the children to bring their finished kites and meet in the meeting
area45. The teacher will then explain that they will make those
kite fly. The teacher will insert the concept of wind breeze that
makes the kite fly high in the sky. The teacher will also explain
that it is because the kite weighs very light thats why the wind
breeze can easily sail it up high. 46. The teacher will then lead
the children to the outdoor play to teach the children how to fly
their kite up high.In the Outdoor Play1. The teacher will
facilitate and group the children to have a much efficient way of
flying of kite in the sky. The first 6 children will be assisted by
teacher and will be first observed by their classmates on how they
fly their kites. After 5 minutes, the next 6 children will do the
same, and the next 6 after.2. While flying the kite, the teacher
will also emphasized that because of the direction of the wind
breeze, the kite also flies into the same direction. The teacher
will also tell the children that flying kits is best during late
afternoon because of a much windy breeze.3. After all the children
experienced flying the kite, the teacher will then asked them to go
back to the classroom for the processing. Processing 28. Ask the
children what they did for the activity29. Ask the children what
were the materials used in making kites30. Ask the children what
should be the weather in playing kites31. Ask the children the
concept of why the kites fly32. Ask the children whens the best
time of the day to play kite33. Ask the children about their
experience on playing kiteQuestions for Evaluation:29. Were the
children able to make a working kite?30. Were the children able to
design or draw the kites? Were they able to explain their
designs?31. Were the children able to fly their kites?32. Were the
children able to realize of why the kites fly?33. Were the children
remember what time of the day are the kites best played?34. Were
the children able to explain their experience in kite making? In
kite flying?
Science Activity PlanConcept: I can exercise outside the
homeClass: 4s ClassTitle of Activity: Stretch that Muscle! Time:
Outdoor PlaySkills:Primary Recognizing the importance of
exerciseIdentifying concept of inhale and exhaleLearning ways on
taking care of bodys fitnessIntroduced concept of height and
weight; of health in generalRecognizing the concept of muscles and
bodySecondaryFollow teachers actions and instructionsSing along the
upbeat songs playedStretch and give big movementsOther Listening to
Classmates/TeachersGross motor skillsEnjoying/Playing with
ClassmatesNumber of children: 18 childrenLearning Area:; Playground
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
Exercising ClothesWaterSpeakersSound SystemProcedure:Preparation
19. A week before the activity, the teacher will tell the children
and their guardian on dismissal time to bring or wear exercise
clothes for the next week meeting. 20. The teacher will then
prepare a 10-minutes zumba dance workout for the kids. 21. The
teacher will prepare lively upbeat childrens songs that are on beat
with the zumba exercise. 22. The teacher will prepare the open area
wherein the kids will exercise.Implementation47. The teacher will
then introduce the activity which is zumba exercise to the class
before outdoor play. The teacher will then ask the children if they
ever do exercise.48. The teacher will ask the children what are the
exercise they do. The teacher will then ask the children who are
they with when they exercise.49. The teacher will then ask the
children why they exercise. The teacher will then explain to the
children why exercise is important. The teacher will give reasons
why exercising is beneficial especially for the children. The
teacher will introduce the concept of muscles, of healths basic
vitals like height and weight.50. The teacher will then first play
a familiar sing-and-dance exercise to the kids for warm-up. After
then, the teacher will lead the children to the open area where
they will exercise.51. The teacher will first show to the children
the actions, each in 4 counts for easy retention. The children will
need to follow the actions shown by the teacher.52. The exercise
will take 10 minutes long of dancing, jogging, hopping, jumping and
stretching. 53. After then, the teacher will then lead a 1-minute
coo down exercise of inhale and exhale to the children.54. After
the children can go back to the classroom to drink water, to eat,
to change clothes and rest.Processing 34. Ask the children what
they did for the activity35. Ask the children if they exercise in
their home or outside the home36. Ask the children what were the
exercise they did at home or outside the home37. Ask the children
who they are with in exercising38. Ask the children the exercises
they did in class39. Ask the children the favourite steps or part
of their zumba exercise in class40. Ask the children the importance
of exercise41. Ask the children their experience on zumba
exercisingQuestions for Evaluation:35. Were the children able to
follow the actions taught by teacher36. Were the children attentive
to teachers exercise?37. Were the children able to answer the
importance of exercise?38. Were the children able to recall
exercise they did at home? 39. Were the children able to remember
who theyre with in exercising?40. Were the children able to explain
their feelings toward exercising?
Social Studies Activity PlanConcept: I can do different things
in the world I belong in.Class: 4s ClassTitle of Activity: Building
My Personal Map Time: Activity timeSkills:Primary Recognizing
different demographic area the child belongs inIdentifying the
difference of city and countryRecognizing the places the child they
live inIdentifying a country map and a world globeRecognizing the
location of the countrySecondaryWriting the childs nameWriting the
city, country and planet the child lives inDescribing the house
they are living inExplaining the drawings and design of the child
in each circleOther Listening to Classmates/TeachersFine Motor
SkillsEnjoying/Playing with ClassmatesSocial awareness of the world
the child is living inNumber of children: 18 childrenLearning
Area:; Art AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams
Abandula
Construction PaperRibbonsColored
MarkersPencilsCrayonsProcedure:Preparation 23. The teacher will
prepare 5 gradually increasing size of ircle cut outs from a
construction paper. Each in growing diameter ( 3 in, 5 in, 7 in, 9
in, 11 in)24. The teacher will prepare a hole in the upper center
part of each circle. 25. The teacher will prepare ribbons that will
be used to compile the 5 circles.26. The teacher will prepare
coloring materials that will be used to draw in the circles on the
table in the Art Area. Implementation55. The teacher will then
introduce the activity which will be building their own personal
map. The teacher will then asked the children if they know which
city they live in. The teacher will then check the records of the
children if they really know which city they live in. The teacher
will then ask the children which country we live in. The teacher
will then ask which planet we live in. With these questions, the
children will be introduced with the places the child belongs
in.56. The teacher will then explain to the children what to do in
the activity. The teacher will show the 5 circles. The teacher will
first demonstrate what happens in the smallest circle in which the
child will drew them. They will write their name and they will draw
how they perceived themselves.57. The teacher will then show the
the next circle wherein the children will draw the house they live
in. In their house, they will draw who they live with, and they
will draw how they perceived their house. The teacher can also ask
the children to draw what are the activities they usually do at
home.58. The teacher will then show the next-in-size circle where
the children will write the City they live in. The children can
also drew what can be found in their city like school, shopping
malls, parks and many more. The children can elaborate more in this
part if what they do with these places that they see in their city
like going to the parks or shopping malls, etc.59. The teacher will
then show which the next larger circle where the children will
write the country they live in. In this part, the children can show
the children an example of a Philippines Map where in there are 3
major group of Island and that we are surrounded with a lot of
water. The children are free to draw in this part what they
perceived of the Philippines. The children can also be asked to
draw if they visited other parts of the country or if there are
provinces they went to.60. On the largest Circle the teacher will
then ask the children which planet we belong in. The teacher will
then asked the children what can be seen in Earth, they can draw
other countries or other drawing or illustrations that they think
will describe Earth best. In this part, the teacher can show the
children an example of world globe. The teacher can emphasize other
countries the children and their families visited, or the big ocean
or how small the Philippines in the map is. 61. After explaining
what needs to be done, the teacher will then lead the children to
the art area. They will be given each with 5 circles that they can
drew and design.62. After drawing all of the circles, the children
will go to teacher to assist them in compiling the circles by a
ribbon.63. The children will then keep at the side their finished
products. Processing 42. Ask the children what they did for the
activity43. Ask the children where they live44. Ask the children
the city they live in45. Ask the children the country they live
in46. Ask the children which planet they live in47. Ask the
children explanations about their drawingsQuestions for
Evaluation:41. Were the children able to follow the instructions
taught by teacher?42. Were the children attentive in listening to
different places they live in?43. Were the children able to answer
the questions on where theyre living in?44. Were the children able
to explain the meaning of their drawings?45. Were the children able
to describe the places they live in?
Social Studies Activity PlanConcept: I can do many things with
different members of my family.Class: 4s ClassTitle of Activity: My
Family Finger Felt Paper Puppets Time: Activity timeSkills:Primary
Identify different family membersRecognize the roles of each family
membersIdentify activities the child do with each family
memberIntroduce their family members through
puppetsSecondaryWriting the childs nameWriting the name of the
faily members they live withDesign the puppet representation of
each familyDescribe each family member in a childs perspectiveOther
Listening to Classmates/TeachersFine Motor SkillsEnjoying/Playing
with ClassmatesNumber of children: 18 childrenLearning Area:; Art
AreaMaterials:FLCD126-Activity Plan May 26, 2015 Cams Abandula
PencilsCrayonsFelt PaperNeedle and ThreadGlueAdhesive TapeFamily
members picturesPlastic container/Plastic BagBeadsConstruction
Papers
Procedure:Preparation 27. The teacher will ask the children a
week before to bring 1x1 picture of each of their family members or
the people/relatives they lived with at home. If there are no 1x1,
a family picture can be brought but the faces of the family members
shuld have been cut-out for easy access for children when its
activity time already. Store in a plastic bag or plastic container
so that it wont be lost.28. The teacher will prepare at least 50
felt finger puppets, each with different colors.i. In making a
finger felt paper puppet:1. Cut a rectangle of felt and fold in
half. Round off the top edges by cutting with scissors.2. Using a
simple blanket stitch (or running stitch) sew round the sides.3.
Prepare other felt paper cut outs for details that the children can
add some in the activity itself29. The teacher will then prepare
other art materials on the table in the art area. These include
Scissors, beads, adhesive tape, glue and glitter
glue.Implementation64. The teacher will then introduce the activity
that the class will do which is all about introducing your family
to the class. The teacher will then ask the children if they have
ever seen a finger puppet. 65. The teacher will then show examples
of finger felt paper puppets and introduce it to the class. The
teacher will tell the children that they will do a finger felt
paper puppet, and that that theyre going to make the puppets out of
their family members. 66. The teacher will then show the raw finger
felt paper puppet to the class. The teacher will then show how to
glue or attach the pictures of the family members to felt paper
puppet. The teacher will then tell the children to add some details
like designs on the clothes that their family members wore. The
teacher will also ask the children to write the names of their
family members at the back part of finger felt paper puppets.67.
After demonstrating, the teacher will then lead the children to the
art area wherein the materials were already prepared. The teacher
will remind the children that after designing and making their
family ginger felt paper puppets, they will introduce it to the
class in the ICC Sharing.68. The teachers will then assist 4-5
students to look or guide them into designing their finger
puppets.69. When done, the children will then keep their finger
puppets and it will be brought out later at the routine, in the ICC
Sharing.Processing 48. Ask the children what they did in the
activity 49. Ask the children who are the family members they made
puppets to50. Ask the children the name and the role of each family
member51. Ask the children to explain their design52. Ask the
children how they feel about the activityQuestions for
Evaluation:46. Were the children able to follow the instructions
taught by teacher?47. Were the children able to make the finger
felt paper puppet correctly?48. Were the children able to make
puppets to all family members?49. Were the children able to
identify their family members? Their roles?50. Were the children
able to introduce their family members through puppets
correctly?51. Did the children express their feelings before and
after making the puppets?
APPENIDIX
APPENDIX A
NAME: ___________________________________________Things I Can Do
during Day Time 5pentagon 6 hexagon 4 diamond 8octagon
APPENDIX B
GoodBye Time
Rest Time
Eating Time
Playing Time
Meeting time
Arrival at School / Free Play
NAME: ______________________________________________