Vous êtes sur la page 1sur 15

Detailed Lesson Plan in Science

(Kindergarten)
I.

Objectives
A.
Identify the sense used in touching.
B.
Describe objects using the sense of touch.
C. Realize the importance of the sense organ.
II.

Subject Matter
Science Concepts:

Observing objects using the sense of touch to learn about things


around us.
We use our skin for feeling the things we touch.
Some objects are rough, some are smooth, some are hard, and
some are soft.
Our hand is important.

Reference:
N.V. Jovero, Enhanced Science Power (P), pp. 44-49
V.D. Ramirez, Science for Preschoolers (Prep), 3-15
Materials:

III.

Picture of the hand (sense of touch)


Pictures of object with different texture
Real objects and boxes

Procedure

Teacher's Activity
Pupil's Activity
A. Motivation
Good afternoon children!
Good afternoon teacher!
I have here a song entitled coconut
soap. I will act the song and
afterwards you'll follow me. So stand
up everybody. (Play the song and
dance.)
Coconut Soap
Wash my hands, wash my elbows, wash my arms,
With coconut soap.
Wash my face, wash my neck, wash my shoulders
With coconut soap.
Wash my hair with shampoo.
brush my teeth with toothpaste
When I wash the rest of my body I always wash
With coconut soap.
Wash my back, wash my tummy, wash my chest
With coconut soap.
Wash my feet, wash my knees, wash my legs
With coconut soap.
Wash my hair with shampoo.

brush my teeth with toothpaste


When I wash the rest of my body I always wash
With coconut soap.
What parts of the body was
Hands, elbows, arms, face, neck,
mentioned in the song?
shoulders, tummy, chest, feet, knees,
legs!
Very good children! Now, what did
We wash our body, teacher!
we do to our body according to the
song?
What are the thingsyou need in
washing your body?
B. Presentation of the Lesson
What part of the body is used in
washing the other body parts?
(Teacher will post the picture of a
hand.)
Very good. We used our hand in
washing our body.
Now what are the other things that
we can do using our hands?
Very good children! I have a glass
and mat here. Anyone who wants to
hold and touch these objects?
(Call the name of the child)
What can you say about these
objects?
Yes correct! How did you know that
it is hard or soft and smooth or
rough?
Very good! We used our hand or skin
to feel the texture of an object.
Some objects are rough, smooth,
hard and soft.
I have pictures here in the box, now
tell me if it is hard or soft/ rough or
smooth.
Rock
Will you please name objects that
are hard? Rough?
Plastic bag
Will you please name objects that
are soft? smooth?
C. Generalization
What sense organ do we used in
touching?
What are the different textures that
we feel?

Soap and water, teacher!

Teacher we need our hands.

Teacher we can hold our pencil./ We


can use it to touch objects/ We can
feel the texture of the objects.
Me, teacher!

Teacher, the mat is rough and soft,


and the glass is hard and smooth.
Teacher because I touched it using
my hands.

(the child will get picture inside the


box.)
Hard/ rough
(hard) blocks, phone (rough) towel,
bag
Soft/ smooth
(soft) cotton (smooth) paper

Skin/ hands
Rough, hard, soft, smooth

What will likely happen if we don't


have our hands/skin?

We can't feel, hold or touch objects.

What shall we do to keep our hands


away from dirt?

We should wash our hands with soap


and water. We should not hold
pointed objects.

D. Big Group Activities


The class will play a guessing game.
Divide the class into two groups.
Each group will consist of five
members.
The teacher will blindfold the
member of the group. Let them
guess and identify the texture of the
real object inside the box.
Ex. Bottle, cloth

smooth and hard/ rough and soft

IV.
Evaluation
Directions: Using only your sense of touch, place your hand in the brown
bag. Feel around and decide what you think it is and tell whether it is
rough, hard, smooth or soft. Write your answer on the line by the number
that matches the number on the bag.
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________

(pillow)
(grater)
(leaves)
(needle)
(feather)

V.
Assignment
Draw the five parts of the body and write the name of the sense under
your pictures.

Nelie C. Ganoy
Lesson Plan in Kindergarten
Science
I- Objective
At the end of the lesson the pupils will be able to identify the habitat of the
animals: Land, Water and Air.
II- Subject Matter
a. Topic: Habitat of the Animals: Land, Air and Water
b. Reference: Science and Health III p. 86
c. Materials: Pictures of animals
Concept: Animals have different places to live: land, air, water
III- Procedure:
A. Preparatory Activity
a. Prayer
b. Checking of attendance
c. Checking of assignment/ review
d. Motivation
Old McDonald had a farm
Old MacDonald had a farm, E-I-E-I-O.
And on his farm he had some chicks, E-I-E-I-O.
With a chick, chick here, And a chick, chick there, Here a chick, there a chick,
Everywhere a chick, chick,
Old MacDonald had a farm, E-I-E-I-O.
2. Duck - quack 3. Turkey - gobble 4. Pig - oink, oink 5. Cow - moo, moo 6. Cat
-meow, meow 7. Mule - Heehaw 8. Dog - bow wow 9. Turtle - nerp, nerp
Ask the children what are the animals that was mentioned in the song
B. Developmental Activities
Teacher shows the pictures of animals

Ask the children, what did you see in the picture?


Are they live in the same place?
Teacher shows the picture of land, water and air.
Land Water Air
These are the places where animals live. Some animals live in the land like dog,
cat, pig etc., some live in water like fish, shrimp etc., and some live on air like
butterfly, insect etc. then let the pupils identify the habitat of the other animals.

C. Application
Choose 3 pupils to stand in front and hold the picture of land, water and air.
Pupil 1 Pupil 2 Pupil 3
When the teacher show the picture of animals that live in land the pupils will
form a line in front of the pupil holding a card of land and do the same for the
animals that live in water and air.
V- Evaluation
Draw a land on the space provided if the animals live in land, water if the
animals live in water and if the animals live in air.
1. __________________________________ Butterfly
2. __________________________________ Dog

3. __________________________________ Fish

4. __________________________________ Goat

5. __________________________________ Cat
V- Assignment
Color the animals that live in land brown and the animals that live in water blue
and yellow for the animals that live in air .
1. 2. 3.

Nelie C. Ganoy
Lesson Plan in Kindergarten
Science
I- Objective
At the end of the lesson the pupils will be able to identify the green leafy and
yellow vegetables.
II- Subject Matter
A. Topic: Green leafy and Yellow vegetables
B. Reference: Lets Talk About Veggies a Syllabus for promoting Increased
Consumption of Vegetables in the Primary Grades. Activity 1.4 p8.
C. Materials: Picture of Green leafy and yellow vegetables.
III- Procedure
A. Preparatory Activity
a. Prayer
b. Checking of attendance
c. Checking of assignment/ review
d. Motivation
Guide the children in singing Bahay Kubo
Bahay Kubo (Nipa Hut) Bahay kubo, kahit munti Ang halaman doon ay sari-sari.
Singkamas at talong, sigarilyas at mani Sitaw, bataw, patani. Kundol, patola,
upo't kalabasa At saka mayroon pang labanos, mustasa, sibuyas, kamatis,
bawang at luya sa paligid-ligid ay puro linga
Ask the children what are the vegetables that was mentioned in the song.
B. Developmental Activities
The teacher shows the pictures of green leafy and yellow vegetables.

What did you see in the picture?


These are the different kinds of vegetables there are green leafy and yellow
vegetables.
Now lets group the vegetables into 2 groups, the first group are the green leafy
and the second group are the yellow vegetables.
Teacher pick up first each green and yellow vegetables and the pupils will do the
rest.
Green leafy Vegetables Yellow Vegetables
These vegetables are rich in vitamins, the green leafy vegetables are rich in
vitamin A and yellow vegetables are rich in vitamin C that makes our body
healthy and strong.
C. Application
Write G on the line provided if the vegetables is green leafy and Y if the
vegetables is Yellow.

1. _________ 2. _____________
3. ___________ 4. ______________
5. ____________
V- Evaluation
Identify the picture of green leafy and yellow vegetables and put a color green
for the green leafy and yellow for the yellow vegetables.
1. 2.

3. 4.
5.
V- Assignment
List down all the vegetables that you can see in your environment. Ask help
from you mother.