Preschool Curriculum-1.Doc Complete

PRE-SCHOOL CURRICULUM
In
SCIENCE
Topic Objectives Learning activities Materials Integration
I. Knowing
Myself
1.1 My body -recite a poem Before discussing this Visual aid of a We can integrate this topic in math
parts to make them topic the students will child’s picture subject, the students able to learn
be more recite a poem. (After with the label of counting by using their fingers. They can
familiarize to the teacher the read each body parts also use their finger whenever they are
their body every stanza, the on it. Post card of solving problems (Subtracting and
parts. pupils will follow.) parts of the body. adding).
***
Me
In MAPEH subject, for instance your class
Here are my fingers is having an exercise, by knowing this
and here is my nose.
Here are my ears, and body parts they may able to know what
here are my toes. body part they should move. For example:
Here are my eyes that
open wide. The teacher said “shake your hands,
Here is my mouth with rotate your head, belly dance.”
my white teeth inside.
Here is my pink tongue ***
that helps me speak. In reading, by practicing the correct
Here are my shoulders
pronunciation of each word they may able

and here is my cheek.
Here are my hands to develop their language skills.
that help me play. ***
Here are my feet that
go walking each day. In writing, by letting the students to spell
each body part they practice writing at
***
-Identify the the same time they develop their
parts and The teacher will tell retention rate.
spell each some body part and ***
word given. then the students will In music, through singing the pupils able
point that particular to memorize the body parts more easily,
body part using their then it motivates the students that make
index. The teacher the class livelier.
should emphasize the
pronunciation of each
word; let them follow
after telling that
particular word. The
teacher can also
present postcards or
2
pictures so that the

students able to see
and this will retain to
their mind. And after
that they will spell out
the word given.
For example: Identify
the given picture..
-Knowing the an eye

essence of ***
each body Ask the students what
parts. is the importance of
-After the each body parts to our
discussion, living? Tell them that
the students God gave us this body
will able to parts in order to
spell out survive, For example:
3
We use our feet in

walking, without our Pictures of
1.1.a.Keepin - Name ways feet we cannot go different
g our body to keep our everywhere we want. materials in
clean body clean. maintaining our Taking care of our self (proper use of our
Let the students to body clean. body parts, having a proper hygiene such
identify the things they as taking a bath everyday).
use in cleaning their ***
body by presenting The students may develop their
pictures. Ask them how independency through taking care of their
- Know the do they make their self like combing their hair, taking a bath,
things that we body clean. eating on their own etc.
use in ***
cleaning our The teacher will In reading, the students develop their
body. present pictures of reading skills by looking at the pictures.
things we use in
cleaning our body. For
4
example: soap
toothbrush
-to make the
students
shampoo
being
independent
by doing the comb
things which
can reach The teacher will
their ability. present some pictures
about taking care of
self. For example:
Brushing teeth
1.2 Senses
Pictures that
5
-The students shows action like In math, we can integrate this topic in
will sing a for instance: classifying objects by shape, size and
song about Taking a bath touching cotton color. Duplicating patterns and order
senses. balls, tasting objects by size. Estimate number of
food, objects that the student’s can see, feel in
Combing hair
Etc. given sets.
***
Before discussing this
In language, create a class Big Book on
topic the students will
the five senses, provide and use relevant
sing a song:
theme vocabulary where appropriate.
Use relations such as top, bottom,
The Five Senses
Song direction, space and location
Sung to: "Old Mac (above/below, front/back, near/far).

Donald Had a Farm" Listen to taped sounds and stories match
On my face I have two written text with illustrations of each of

eyes; the five senses.
Use them every day.
They are used to help Develop predictable language/pattern
me see reading.
When I work and play.
With a look, look here, ***
And a look, look there, At the Science Center, using the sense
6
of sight only, a student describes the

Here a look, there a
look, properties of a leaf. At the center, the
Everywhere a look, students take turns comparing the
look.
On my face I have two properties of various leaves. In describing
eyes; a leaf, students use numbers such as one,
Use them every day!
two, and three as appropriate to describe
On my face I have a the leaf. (This leaf is dark green. Look,
nose;
Use it all the time. you can see its veins. This one has five
When I sniff it I can tell points on it. This one has only three. This
Vinegar from lime.
With a sniff, sniff here, one has some fuzz on it. This leaf has
And a sniff, sniff there, jagged edges, but this one has smooth
Here a sniff, there a
sniff, edges.)
Everywhere a sniff,
sniff.
On my face I have a
nose;
Use it all the time!
In my mouth I have a
tongue;
Use it when I eat.
Tasting with it I can tell
Sour from the sweet.
7
With a lick, lick here,

And a lick, lick there,
Everywhere a lick, lick.
In my mouth I have a
tongue;
Use it when I eat!
On my head I have two

ears;
Listening all day long.
And if I didn't have
them there,
I couldn't hear this
song!
With a listen here,
And a listen there,
Everywhere a listen,
listen.
On my head I have two
-Name a body ears;
part used for Listening all day long!
each sense. On my body I have
skin;
Feeling cold and heat.
It stretches from atop
my head
Way down to my feet.
8
-at the end of

With a touch, touch
the discussion here,
the students And a touch, touch
there,
will identify Here a touch, there a
the pictures of touch,
Everywhere a touch,
action being touch.
posted. On my body I have
skin;
Feeling cold and heat!
Ask the students what

part of the body we
use for seeing (Eyes).
For hearing (Ears), for
1.2.a.Sense
tasting (tongue), for
of Sight
Smelling (nose), for
-Color
feeling (skin).
-Identify the Real Objects,
different The teacher will Colorful pictures,
colors. present a picture and objects and In Art activity, use colors made by mixing
then the students will things around different tempera paints in drawings. The
them. student can choose which color they want
9
Coloring book to make and then proceed to experiment

identify what is the
and coloring with the colors until they get the one they
action.
materials want.
For example: ***

This topic may integrate in art through
coloring. The students will color the
-- The child drawings on their art book. Mixing 2-3

smells the flower. colors in order to produce new one (use
water color.)
***
The baby is
looking at the top. In an activity, like for example in forming
-Produce a groupings for a culminating activity,
another kind there must be color coding in order to
The teacher will
of color and identify the students that will sing , dance,
present a real object or
enhance their receptionist in that activity so that the
even pictures then the
ability in activity will be organize.
students will tell the
making art ***
color of it. Let the
works by In math, (Subtraction and addition)
students to look
combining counting the objects that have the same
around and tell what
colors colors and separate the other color. In
10
they see, ask them dividing a pie, use color to discriminate

- be what the color of the the smaller size.
familiarize object is. ...
with the In writing, the paper of preschoolers have
different lines(blue, red, blue) If a child writes on
colors by The color of the paper he/she use to follow the line
singing a the flower is RED. and not going beyond it while writing the
song. letter.
The GREEN
apple.
Let them use water

color to combine 2 or
more colors in able to
-Shape produce another color.
Let the students to
have an art activity
such as coloring book. Concrete objects,
pictures with
11
-To sing a different shapes. Cutting different shapes and then create
song about images using different shapes (making
shapes. (The class can also an ).
sing a song about ***
colors in order to make Making an image using different shapes,
the discussion livelier.) For example: out of square, triangle,
Colors circle, and rectangle the student will form
Sung to: "Eency a bird. Through this activity the students

Weency Spider" develop their visual- spatial intelligence.
Orange is a carrot
Yellow is the sun
Green is the grass
Brown's a cookie when
it's done
Purple is a plum and
Blue is the sky and
Black is the witch's hat
and
Red's a cherry pie.
-to know the
different
(Sing a song about
shapes and
shapes in order that
touch the
12
objects. the students can easily

memorize the different
shapes.)
Shape Song
Sung to: "To the tune

of: London Bridges"
Circles, diamonds,
triangles,
triangles, triangles,
Circles, diamonds,
triangles,
Hearts, squares, and
rectangles.
The teacher will

introduce objects or
-to describe even pictures with
the object different shapes.
they see (The students will
inside the listen to the teacher
class.
13
-Size after saying the shape

of the object, children
will follow. Let them
touch the given Real objects with
object.) different sizes.
In Art activity, draw a picture of how an

-to Triangle object such as an airplane looks when it's
discriminate far away and another picture of the same
the object object when it is near.
which doesn’t Square ***
belong. In Math subject, students sort attribute
blocks or jar lids by size. Order them from
Circle
-To smallest to largest.
discriminate ***
Let the students to
and identify Knowing the different sizes, the students
name and tell what
the different able to know the things which are
shape of the object
objects given. appropriate for them to use.
they can see inside
(Identify if it is
their classroom.
small and big
14
object, short Let the students to

and tall bring their things like
object) notebook, books and
let them identify the
shape of it.
-At the end of The teacher will

l.2.b Sense the discussion present different
of Hearing the students objects then the
will group students will choose
their selves. the object that does musical
not belong. Instruments,
radio, tapes
The teacher will show Appreciate the beauty of music and being
an object which have attentively listening to the teacher.
different sizes, and ***
-To hear then the students will In P.E. subject, for example: In dance, as a
sounds identify which is big or dancer you should aware of the beatings
coming from small and tall and of the song you are dancing or even in
thin cans. short. singing.
15
***
In reading, for example: the teacher read
Short and a story, then after that she will ask
tall questions in order to test the listening
skills of the pupils.
l.2.c Sense The teacher will say
of smell -identify the “Group your selves
different according to your
sounds height.” (They can also Perfume, food,
coming from use objects in soap, flower.

environment. discriminating the
objects which are small
and big or short and
-Identify what tall.)
kind of odor In science subject, Working in pairs,

that object Prior to this lesson let students take turns being blindfolded and
has.(bad/ the students make a trying to identify food substances given to
16
good smell) thin can telephone. eat. Next, they pinch their noses and
Then 2 students will remain blindfolded while they eat the food
talk to each other from (apple, potato, orange, lemon, grapefruit,
a far distance, using etc.). They check to see which foods they
the latter. could identify without smelling them.
***
In Mathematics, The student’s graph
Thin can which nose the class liked the best.
Telephone. Create sets of noses (snouts, trunks, etc.)
by sorting pictures. Create nose patterns
Asked them what are (with pictures or prints of noses).
the things that ***
produces sounds and Drama Center, the students pantomime
let them voice out the smelling different smells such as flowers,
sounds being produce smoke, mud, perfume, dirty socks, rotten
by that object. eggs, etc. One of the students
Let them bring things pantomimes one event, and a partner
that have an odor guesses what the smell is. They take
turns.
***
17
In art center, draw or trace and cut out

pictures of flowers. In the center of each
flower, glue a cotton ball or fabric dipped
Perfume
in aromatic oil or extract. Children display
their flower garden and describe it using
flower appropriate vocabulary related to the
senses. Students write descriptive words
on butterfly cutouts and hang or staple
soap
around the flowers. Students discuss why
butterflies are attracted to flowers (sight,
l.2.d Sense smell).
The teacher will
of tasting ***
present objects and
At the Writing Center, classify the
then let the students
Real foods like pleasant and unpleasant smells listing
identify the odor of it.
candy, sliced them on a chart for later reference.
bitter gourd, Students choose an animal they would
tamarind, salt. like to be and fill in the frame sentence: If
Etc. I were a __________ , I'd like to smell a
-identify the __________ .
different taste
18
of food. Developing them the industry to obey the

prohibited foods that are not reliable for
their age.
Mathematics Center, The students,

working in small groups, use the taste
graph to select the class favorite food and
decide whether it is salty, sweet, sour or
bitter. They report their selection to the
-after the
class during the "Getting the Idea" phase
discussion the Sand paper, doll,
of the lesson.
students will cotton, shell,
l.2.e Sense have an stone, mirror, Writing Center The students locate and
of touch activity. book etc. label the taste spots of the tongue.
Students complete sentences:

__________ tastes like __________. (This is
relating one taste to some other similar
taste).
You can taste __________. You should not
-Identify the taste __________. (Three things that can be

19
difference Colorful pictures.

tasted and one that should not be tasted.)
between each Let the students bring
l.3 The food texture. variety of foods. Let
we eat them taste it and
introduce them
whether if it is salty,
sweet, sour, bitter or
tasteless.
The students will
identify the taste of the Family picture
-Identify the food they brought. Props for the role
l.4My family foods that are play, pictures, art Being responsible in their role as a family
good for materials for the member and being cooperative.
children. art activity.
Green
mango is sour.
20
-Identify the
role of each Pictures.
member of
the family. Present objects to Using every place in a proper usage in
l.5My home them then let them order to maintain the orderliness of the
touch the given object house.
and let them tell what
they feel when they
touch the object. And
after that introduce to
them the difference
between rough and
smooth, soft and hard.
-Describe the
house and The teacher will
home they present different
belong. pictures of food, and
-Identify the she will let the
functions of students to tell if it is
21
each part of good for them. Then

the house. the teacher will explain
why do this foods are
not good for children to
eat.
Fruits and
vegetables
Let the students bring

their family picture,
and then the teacher
will ask the role of
each member in their
family and what they
usually do inside the
house.
22
Family
picture
The teacher can also

implement an activity,
for instance making an
art work.
The teacher can also
impose a role playing
about one family.
A mother taking
care of her child.
Working
father.
23
A Baby.
The teacher will ask

the students what are
the different parts of
the house.
She can also say the
definition first. (For
example: It is the
place where we
receive our visitors –
living room, Place
where)
Living room
24
Bed room
Kitchen
Bathroom
25
ll.Plants
and
animals
around us. -Identify the The teacher will ask Post cards, vcd Giving care to once life.
ll.1Anilmal mother and the students if they player, tapes.
ll.1.a.mothe baby animal. have pet at home, then
r animal and ask the pupils if the
baby animal baby animal looks likes
their mother. Let the
students to pair the
following post cards
given in the black
-Know how board.
mother parent
takes good Let the students to
care of their watch a movie about
babies. this topic in order that
the students able to
view how does mother
animal take care of
26
their babies. Pictures Develop their natural intelligence by

-Know the taking care of the living things around
homes where them.
ll.1.b.Homes animals live. Ask the students if
they live. they have pets at
home.
the students where
does a fish must be
place if they are going
to have this kind of pet
at home. (The
expected answer will
be at the aquarium/
fish bowl.)
Take their attention by
showing some pictures
of animals and then
ask them if what is the Pictures
-Identify name of the homes
27
where animals they do belong.(for

ll.1.c.Where lives in our example: Kenner is for
do they live environment. dogs, cage for the
in our birds.)
environment
.
Call their attention to
take a look outside the
classroom and see the
birds flying at the sky.
Then ask them where
does this animal live?
(expected answer is in
the air) Emphasize that Post cards
this kind of animal also
go to land in order to
-Classify the get their foods. Then
following show pictures of
ll.1.d.Kinds animals to animals and then tell
of animals. their group. them where do this Tapes and cd
28
-Pet animals animals live (Land, player

-Wild water, air)
animals
-Farm
animals
-Know the Prepare different post
movements of cards of animals and
ll.1.e.Animal animals the students will post it Pictures,
movement in black board
according to the places
they are being found.
Let the students watch

-identify the a movie about this
body covering topic. Then after the
ll.1.f.Body of each showing, ask them is
Covering animal. the different
- knowing the movement of the
29
importance of animals they had

this covering watched. (They may
to the say that some animals
animal’s are walking running,
living. flying, hopping,
crawling, and
swimming)
Tell the students that

animals may differ in
their body covering.
Show pictures of
different animals to the
class and let them
identify the body
ll.1.g.Needs - know the covering of the
of animals. needs of following animals ( for
animals. example: Dog-hair,

birds- feather, crab-
- describe the shell, lizard- skin, fish-

30
pictures that scales). Tell them that

the teacher Body covering is very
had prepared. important because it
covers our inner body
parts and prevents us
to accumulate
ll.2. Plants microorganisms from
-know the our environment.
different kinds
of plants.
the students if they
pets at home. Then ask
them how they give
care to their favorite
pet. (They must say
that giving them food,
water, love and care.)
ll..2.a.Parts Show pictures, then
of the plant -Learn the the students will
31
different parts describe what the

of the plant. animals are doing.
Take the students in

the garden, Tell them
to look around and
observe the plants in
the vicinity. Let them
identify the plants they
know and tell the
students the name of
the other plant which
they are not familiar.
Introduce them also
the big plants that
have trunks, and hard
stem is called trees.
Sing first a song before

tackling the topic.
32
Parts of the plants
Sung to: "Head,

Shoulders, Knees and
Toes"
Do you know the parts

of plants, parts of
plants?
of plants, parts of
plants?
All kinds of plants that
grow and grow and
grow.
of plants, parts of
plants?
The roots hold the
33
plant in place, plant in

place.
The roots hold the
place.
The roots store food
and water too.
The roots hold the
place.
The stem moves water

up the plant, up the
plant.
plant.
The stem brings water
ll.2.b.Fruits to the leaves.
-Identify the
34
different
fruits.
plant.
The leaves soak up the

sun, soak up the sun.
The leaves soak up the
sun, soak up the sun.
The sun helps the plant
to grow and grow and
grow.
- Identify the The leaves soak up the
fruits that are sun, soak up the sun.
being use in
cooking. The flower grows into a
fruit, into a fruit.
The flower grows into a
Inside the fruit are
little, tiny seeds.
35
The flower grows into a

Bring the students to
the garden. Then to
look top a plant that
ll.2.c.Flower has the structure of
complete plant’s part.
-Identify the Let them follow as you
plants speak the following
according to words. (Leaves, flower,
their flower. fruit, branch, roots,
and trunk,)
Prior to this topic, the

teacher will require the
students to bring ripe
fruits.
Prepare the flash cards
of fruit name and then
the students will pick
36
out the correct name

of the fruit they have
brought. The students
will describe the fruit
that they have
brought.
Sing a song:
Vegetable song:
Sung to: "Twinkle,

Twinkle Little Star"
Carrots, Peas, and

Broccoli,
Vegetables are good
for me.
For my snack and in
my lunch,
Veggie sticks are great
37
to munch.
Carrots, Peas, and
Broccoli,
Vegetables are good
for me.
***
Ask the students if
they eat vegetables.
Ask them if they know
the fruits their mother
ll.2.d.Leaves use in cooking. Then
present pictures of
different fruits used as
-Describe the vegetables. Tell them
differences of that these are called
leaves. fruit vegetables that
are being used in
-Be cooking.
familiarizing
38
to leaves as
vegetables. Sing first a song before
tackling the topic.
A song of Flowers
Sung to: "Sing a Song

of Sixpence"
Sing a song of flowers,

flowers all around.
Flowers that are
growing, growing in
the ground
Flowers of each color
make a pretty view.
Red and orange and
yellow.
And blue and purple,
too
39
Bring the students in

the garden. Tell to look
around and find the
flowering plants.
different kinds of
flowers. Then let them
name the following
flowers, Tell them that
the name of the flower
is the name of the
plant. Emphasize how
beautiful flowers are.
Let them describe the
flowers (They may
describe it as big,
small, sweet, nice, and
colorful).
Allow them to smell
the flowers and let
40
them tell how it smells

(good or bad or no
smell.)
****
Before tackling this
topic they may sing a
song.
ll.2.e.Places
where plants OH, Do You Eat Your
grow. Vegetables? Plant trees in order to avoid flash floods

and pollution.
Sung to: "Muffin Man"
-know the
places where Taking care of the nature that god has
Oh do you eat your
plants grow. given us.
vegetables,
ll.2.f.uses of
vegetables,
plants Being a good citizen of the counting that
Vegetables?
give care and love our mother nature.
Oh, do you eat your
41
-to know the

vegetables-each and
uses of plants
every day?
and
importance of
Oh, yes we eat our
plants.
vegetables,
vegetables,
vegetables:
Oh yes we eat our
vegetables-each and
every day!
ll.2.g.What
plants need.
To continue the song,
ask each child in turn
to name a vegetable.
Substitute the child's
-Learn how to
name and her
take good
vegetable choice, and
care of plants.
have everyone sing the
new words. For
42
example:
Oh Janet eats green

beans, green beans,
green beans,
Oh Janet eats green
beans-each and every
day!
*****
Ask the pupils if they
eat vegetables, Let
them name some
vegetables they are
familiar with. Then call
their attention to the
pictures. Emphasize
the idea that some
leave of plants can be
43
called leafy
vegetables.
Prior to this topic, the
teacher will require the
pupils to bring different
leaves.
Call them at random to
describe the leaves
they have brought.
Make a list of the
different ways they
describe the leaves.
Emphasize the idea
that leaves differ in
size, color and shape.
Prepare post cards, the

students will identify
the following plants
where do it grows. (A
44
tree grows in land,

lotus grows in water,
and orchid grows up in
the air.)
Ask the students “Are

plants are useful?”
then why?
Let them name some
uses of plants. Give
examples of things
made from plants
(Table, chair, foods
that we eat etc.)
Present picture of
different things that
are made from plants
and man made.
Through those
pictures, the students
45
will tell the things

came from plants.
Take the attention of

the students in the
prepared visual aid (a
man in his garden).
Ask them what does
the man do? Then
follow up question,
“What do plants need
in order to grow?” (The
expected answer is
plants need water,
sunlight, and soil In
order to grow.)
Emphasize the thought
that plants also need
tender love and care.
Each of us should help
46
in taking care of the

plants around.
Prepare pictures of
that shows good
practices and bad
practices that must not
be seen they are
doing.
lll.Matter, Visit this website to get the mechanics of
energy, the activity:
and motion http://www.education.com/activity/article/
Solid_Liquid_Maple_Syrup_first/
lll.1Object -describe the Call the pupil’s
around us. objects. attention to the
different objects they
see around them. Give
each one a chance to
name object and
describe it. Emphasize
that each object has its
47
own properties and

-describe the characteristics.
object through
its color. Let the students
identify the different
objects in the pictures.
Ask them to tell the
color of each particular
-identify the object. Conduct
shape of the groupings among the
object students.
Prepare different
objects in the table.
Have each pupil pick
an object. Let them
-know the identify the shape of
objects that the object. Emphasize
have no the idea that objects
shape. may differ in shape.
48
The leader will get a

glass with different
shapes each glass will
fill with the water, and
then ask the students
what happened to the
-know the big water on the container.
and small Tell them that the
things. liquid like water take
the shape of the ir No things in this world are non sense;
containers. even the very small object has a purpose
why does it exist.
Let the students look
around the classroom.
Ask them what are the
small things and big
things they can see
around. Tell them that
small things are
49
appropriate for their

age. (For example:
Their dress which is
-feel the suited to their body.)
difference Emphasize the idea
between hard/ that things are not the
soft and same in size and
rough/ different objects may
smooth. come in different sizes
according to their uses.
-Identify the
odor of the Present real objects
given object. like cotton, glass,
rough wood etc. Let he
students touch the
objects so that they
may compare the
difference.
-Identify the Conduct this lesson as

50
foods that a game. Call on a

have the volunteer to be
same taste. blindfolded. Then let
the student identify
some objects by just
lll.2.Air smelling. Tell the
around us. students that smell is a
very unique
characteristic of some
-know what objects.
makes object
move. Bring different foods.
Tell the students to
taste some of each,
and then tell them to
group the foods that
have the same taste.
Then after this they
may have food party.
51
Ask what makes the

leaves, flags etc. to
lll.3.Matter move. They may
hopefully tell that wind
moves these things.
the air around. Tell
them wind is moving
air and wind is cannot
be seen but we feel it
through our skin.
Make an activity, Let
the students
experience that air is
present around.
Provide a soap bubble
and using straw blow it
to produce bubbles.
Another is the feather
52
relay using fan, Which

shows the presence of
moving air.
Review the previous

activities by asking the
pupils to name some
objects they see
around them.
Emphasize the
properties objects have
shape, size, color, feel,
smell. Then tell them
that these objects are
matter.
lv.Things Have an activity about this topic, visit this
move website to get the mechanics of the
game.
lv.1.Motion -play out door -Bring the students http://www.education.com/activity/article/
and learn the outdoor. Call their Law_Motion_Magic_middle/
53
different attention to the things

motions. that move. Allow the In MAPE subject, When they are
students to play in the
swing, slide, play a ball
etc. Teach them what
the word motion
means. Tell them that
the things they made
while they were
playing are called
motion.
iv.1.a.Types -know the
of motion different Introduce to them that
types of rolling games using
motion. balls/wheels and
sliding in slides are
kinds of motion.
Call their attention that
to / fro and up and
down are also types of
54
motion. After the

teacher read the word
the students will
follow.
lv.1.b.What Prepare some pictures
makes -Know the and let the students
things move. sources of identify the following
energy. pictures.
The teacher will cite

some examples of
moving objects. Then
she will ask what
makes tem move.
Teach them what the
word energy means ().
Emphasize the idea
that human beings and
lv.3.Light animals get energy
-Know the from the food they eat,
55
importance cars from gasoline

and sources of electric fan from
light. electricity. Tell them
that objects that move
have energy.
To introduce this
lesson, the teacher can
cite some situation at
home where there is a
need to turn on the
light. For example
during brown outs, ask
the students what they
are doing if there is no
Iv.4.Heat electricity. Some might
tell they will light up a
-Know the candle, or flash light
things that etc. (Presenting light
produce heat. as energy is optional)
56
Then present pictures

-After the so that the students
Iv.5.Sound discussion the will identify which of
students will the objects are
have an producer of light.
activity.
Call the attention of
the students in the
pictures presented in
- front. Then identify
which of them
produces heat.
(Heat is a form of
energy).
Prepare a magic box.

Then do a guessing
game. Put objects that
produce sound. One at
a time, let the pupils
57
guess each object by

the sound it produces.
V. The Earth
And Space
V.1. Soil -recognize the Bring some soil to the Real soil,
importance of class. Ask the pupils: Pictures,
soil. What is it? Then ask: PowerPoint
Where do we get soil? presentation
You may go out to look
at the soil. Let them
realize that the soil we
are standing on is part
of the earth.
Let the students to se
the different soils: clay,
sandy and loamy.
-recognize the Tell the pupils that

good soil. some practices by are
58
good for the soil while

others are bad.
Emphasize the
practices to keep the
practices to keep the
soil good for use. Tell
them that if we take
care of the soil, we
save the earth.
-Recognize
the ways of They should realize the
keeping soil importance of keeping
good. the soil good. Present
some pictures about
keeping good
management of soil/
proper ways of keeping
the soil good. The
teacher can also
present PowerPoint
59
presentation about this

topic.
V.2.Water -Describe the
following Let the pupils describe
different the pictures. Make
water forms. them aware that all
these water forms are
part of the earth.
-recognize the
uses of water Call their attention by
in everyday asking them to name
life. some uses of water
(For washing, for
drinking, for cooking).
And then discuss each
one. By this the
teacher able to
emphasize the
-Letting them importance of water.
to realize the
60
importance of Present some pictures

keeping the About water sources.
water clean. (Faucet, freshwater
from river etc.) Explain
to the pupils that the
water from these
sources is clean.
Emphasize the
importance of keeping
the water clean at all
-Describe the times.
practices to
the given Ask the students what
pictures. they see in each
picture. Describe the
bad practices that
make the water dirty.
Tell them that dirty
water make the people
sick. Dirty water is not
61
-recognize safe to use.

when to use
water/ let Present a video (movie
them realize maker) about how to
tat they water conservation.
should have Then explain the
to save water. importance of water
and the need to save
it. Tell them to use
V.3.Air -let them water wisely.
realize the
importance of Recall the past lesson
air. about air. This time
emphasize how
important air is. Then
tell them that air is all
around. All living
things need air. And it
-Identify the is a part of Earth.
given pictures
62
if it is good or The teacher will

bad in present a picture. And
keeping the then
air clean. Ask the pupils why the
air in the given picture
is clean, What makes
the air clean. (Because
of trees and plants the
air becomes clean and
there are no factories
-describe the and vehicles that
given pictures produce black smoke.)
about
different Call their attention to
practices of describe the given
people. pictures.
Tell them that we
should not make air
dirty because we will
suffer from it.
63
VI.Weather -Sing a song Sing first a song about Have an activities about this topic visit
about weather. this website to get the procedure:
weather. What’s the Weather? http://www.education.com/activity/article/
Make_Silly_Weather_Vane/
What’s the weather,
what’s the weather,
Like today, like today?
Look outside the
window.
Look outside the
window.
Can you say?
Can you say?
It’s a sunny; it’s a

sunny, Sunny day,
sunny day.
Go out in the sunshine.
Go out in the sunshine.
Play, play, play, play,
play, play.
Cloudy.....
Windy.....
Rainy.....
64
Stormy...
What’s the weather,

what’s the weather,
Like today, like today?
Look outside the
window.
Look outside the
window.
Can you say?
-Identify the Can you say?
pictures of the
following
Present pictures of
weather.
weather then let them
describe the particular
weather. Ask them why
they think that
weather is stormy for
example. Then after
that discuss them
each. Tell them that
VI.1. Cloudy -Describe the
weather changes from
day picture.
65
time to time.
Tell the pupils to

describe the picture.
VI.1.Windy -identify the Tell them when the sky
day pictures of is full of clouds, its
activities. cloudy day.
Show pictures of
activities and let them
identify. Tell them in
some ways, the wind is
blowing. There maybe
a slight breeze or the
VI.2.Sunny - identify the air may blow hard. If
day activities if it the weather is like this,
is it is windy day.
Appropriate to
do during Show pictures of
sunny day. activities then let them
66
identify the picture if it

is appropriate to do
during sunny day.
VI.3. Stormy Then explain them the
day -Recognize things that people do
the sounds during this weather.
and things
they see Show some picture of
during stormy stormy day.
day. Ask the pupils what are
VI.4. rainy do they can see and
day hear during stormy
-Identify and day. (Thunder and
describe the lightings).
given picture.
Show them pictures,
then let then identify
and describe the given
picture. And then ask
them what the
67
activities do people do
during this weather
are. (Children cant play
outside because its
raining) Tell them that
they shouldn’t play
outside during rainy
day because they will
get sick.
68
69

Preschool Curriculum-1.Doc Complete

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Preschool Curriculum-1.Doc Complete

Uploaded by

Copyright:

Available Formats

PRE-SCHOOL CURRICULUM

Topic Objectives Learning activities Materials Integration

pronunciation of each word they may able

pictures so that the

-Knowing the an eye

We use our feet in

Sung to: "Old Mac (above/below, front/back, near/far).

On my face I have two written text with illustrations of each of

of sight only, a student describes the

With a lick, lick here,

On my head I have two

-at the end of

Ask the students what

Coloring book to make and then proceed to experiment

For example: ***

-- The child drawings on their art book. Mixing 2-3

they see, ask them dividing a pie, use color to discriminate

Let them use water

Sung to: "Eency a bird. Through this activity the students

objects. the students can easily

Sung to: "To the tune

The teacher will

-Size after saying the shape

In Art activity, draw a picture of how an

object, short Let the students to

-At the end of The teacher will

l.2.c Sense The teacher will say

of smell -identify the “Group your selves

different according to your

sounds height.” (They can also Perfume, food,

coming from use objects in soap, flower.

-Identify what tall.)

kind of odor In science subject, Working in pairs,

In art center, draw or trace and cut out

of food. Developing them the industry to obey the

Mathematics Center, The students,

Students complete sentences:

-Identify the taste __________. (Three things that can be

difference Colorful pictures.

each part of good for them. Then

Let the students bring

The teacher can also

The teacher will ask

their babies. Pictures Develop their natural intelligence by

where animals they do belong.(for

-Pet animals animals live (Land, player

Let the students watch

importance of animals they had

Tell the students that

ll.1.g.Needs - know the covering of the

of animals. needs of following animals ( for

animals. example: Dog-hair,

- describe the shell, lizard- skin, fish-

pictures that scales). Tell them that

different parts describe what the

Take the students in

Sing first a song before

Parts of the plants

Sung to: "Head,

Do you know the parts

The roots hold the

plant in place, plant in

The stem moves water