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

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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: ______________________________________________