Question Choose a theme. Create a concept and subject web.

Write out at least five concepts you want to introduce to children. Your subject web should have at least five subject areas (language, music & movement &etc.) For each subject area, list down five activities you plan to carry with your children. You are required to provide at least two lesson plans for the activities you plan to carry out under the subject area.

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INTRODUCTION

DEFINITION The definition of curriculum we use is: The educational module is the sum of the experiences that distinctive learners have in a project of training whose intention is to accomplish wide objectives and related particular goals which is arranged as far as a skeleton of hypothesis and look into or at various times proficient practice.

The expression system of instruction has significant methodicalness in this definition. It implies that the educational program is an arranged project situated to some extent on ready educational module materials and arranging by instructor and other expert staff parts. The words project of instruction are used to demonstrate that the arranged encounters may occur in the group, in the learner's home, in a school, or in whatever available suitable plane. This definition accentuates that the greater part of the accompanying variables ought to be incorporated in our reasoning when we think about the significance educational module.

BASES OF THE CURRICULUM a) Social Forces In all educational programs arranging social strengths must be reflected as in: social objectives social consistency and differences social weights social change future arranging and ideas of society

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b) Human Development Human advancement learning and exploratory exploration have been amassing for almost eighty years. Kids are not little mature people, we have taken in. People are qualitatively distinctive at the diverse age levels for which we must give in educational program arranging of educating. Information of human advancement helps the educational module organizer accommodate both age and distinctive contrasts around learners. In this manner, learning of human improvement examination is a key parts of educational module arranging.

c) Nature of Learning Learning about the ways individuals take in has additionally been gathering for pretty nearly seventy-five years. Due to the unpredictability of taking in and in light of distinctive contrasts in taking in, various speculations of taking in have been produced and tried through experimental studies and examination throughout this period. Today the educational program organizer is guided by a few methodologies to discovering that has been portrayed in the speculations. Each of the experimental taking in speculations shows up depict an alternate sort of taking in. There are numerous contrasts around learners and the different taking in speculations that backing the improvement of methodologies to educational module arranging that can help to accommodate these contrasts.

d) Nature of knowledge and cognition Learning and insight must be think as of one of the bases of the educational program. A real address is the thing that learning is of generally worth? What to bar from the educational module is as challenging to focus as what to incorporate. In what capacity should learning be composed in the educational module? How does every learner look for significance? How can he or she handle data? Educational program ought to incorporate elective ways for discovering that accommodate these contrasts in perception style. Various speculations about

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learning and comprehension can aid the educational module organizer in settling on these choices.

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DEFINITION AND PRINCIPLE OF DEVELOPMENTALLY APPROPRIATE CURRICULUM a) The developmentally appropriate curriculum reflects the childs need to interact directly with the environment and and materials in it in order to learn successfully.

THEREFORE:The kindergarten classroom ought to be rich with differing materials. Kids have simple access to these materials and time to utilize them within significant ways. The instructor's perception and assessment of kids' inclusion serve as a support for arranging resulting educational module exercises (Godinho, 2007).

b) A developmentally appropriate curriculum is responsive to the needs of individual children.

THEREFORE: The teacher continually does observations and records the strengths and needs of each child and then sets the stage to strengthen weak areas and replicate positive experiences which contribute to self-concept. The child selects or is guided in selecting from the range of options available. The majority of a child's time in an early childhood classroom is spent on self-initiated, self-directed, and/or teacher-facilitated activities (Venville, 2002).

c) The developmentally appropriate curriculum recognizes that children learn from each other.

THEREFORE: Youngsters are urging to work agreeably without the immediate supervision of the instructor.

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d) A developmentally appropriate curriculum builds on the knowledge and skills a child bring to school. It supports each childs concept of self as a learner, fosters each childs self-esteem and guides each child in the direction of increased control of his or her behavior.

THEREFORE: The climate in the classroom pushes taking in, free thinking and discretion. The base number of decides that do exist are talked about with the youngsters and obviously saw by them. Some discourse of the motivation behind standards empowers the assembly to capacity all the more successfully. When any guidelines are situated, attention must be provided for a kindergarten tyke's have to talk (to associates, to self, to the educator) to be physically animated, to take part in exercises he or she appreciates, to be given sufficient time to incorporate musings and activities and to bring an action to positive conclusion (Hargreaves 1994). e) A developmentally appropriate curriculum supports and encourage a childs communicate competence and increasing mental activity,

THEREFORE:

The

educator

plans,

encourages

and

cultivates

verbal

communication and cooperation by every kid. The instructor asks ope-finished inquiry, which don't oblige a right reply; however urge the youngster to ponder and offer a mixture of reply. The educator listens precisely and earnestly to what kids say. Dialog and talks are the most unmistakable types of correspondence in the classroom.

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f) A developmentally appropriate curriculum addresses the needs of the whole child not only intellectual or academic.

THEREFORE: The educational module must be incorporated over a mixed bag of subjects and exercises. The educational module empowers the tyke to get mindful of relationship and plans which cross substance ranges. Feelings are a necessary a piece of all taking in. The educator must be delicate and receptive to kids' inclination.

g) Because the developmentally appropriate curriculum addresses the needs of the whole child, it must corporate the childs family and out-of school experience into learning experience at school.

THEREFORE: The educational program protects that the family imparts to the kid some of his or her school encounters. The family gets captivated with the educational module without being placed in the part of "requesting an item from the kid". Folks have much to help classroom encounters, particularly exercises illustrative of differing societies. The family's cooperation ought to be agreeable for all gatherings (instructor, youngster, and relatives).

h) The developmentally appropriate curriculum reflects the pluralistic society in which we live.

THEREFORE: Educational module materials and exercises show an appreciation and thankfulness for the assorted qualities of societies, races, classes and sexes in our social order. All materials and strategies are checked on to safeguard that they are free of bias. All projects must fuse a multicultural point of view that backers an appreciation for differing qualities and a feeling of humankind.

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3. CONCEPT WEB

Diagram 1: Concept web

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4. SUBJECT WEB (6 YEARS OLD)

Diagram 2: Subject Web

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5. LESSON PLAN 1 Age Group : 6 years old

Theme

: Mammals

Subject area

: Science : Oral discussion body parts of mammals in small groups

Name of activities

Concept skill Objective

: Identify the different body parts of the mammals(elephant). : 1. To help children to learn name of body part of the mammals. 2. To help develop vocabulary on the topic of mammals.

Materials

: Terminology card

Procedures

1. Teacher invites a small group of children and introduce about the activity. 2. Ask one of the children to unfold a large mat on the mat. 3. Teacher sits in the middle and the child sits on left and right. 4. Teacher explains the activity by telling the name of activity and the material used. 5. Teacher takes out the tittle card and asks one of the children from group to read the tittle. 6. Teacher places the tittle card on the top middle on the mat. 7. Teacher takes out the picture that no any red highlight and places it in front of the children. 8. Teacher discusses the picture with the group of the child. 9. Teacher place the card on the far left of the mat.

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10. Teacher takes out the first highlighted picture card from the box. 11. Teacher places the picture card at the far left of the mat. 12. Teacher continue step 11 and 12 until the last picture card. 13. Teacher takes out the name card and reads the first and matches it to the corresponding picture. 14. Teacher asks the child to continue read and match. 15. Teacher takes out the control card and matches the first and asks the children to continue match. 16. Teacher concludes the activity by reading the name card and the matched control card.

Follow up activities

: Teacher prepares one worksheet to each child.

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6. LESSON PLAN 2 Age Group : 6 years old

Theme

: Mammals

Subject area

: Science

Name of activities

: Group discussion-classification of mammals

Concept skill

: Identify the classification of mammals according to specific group.

1.

Objective

To help children identify the classification of mammals specific group.

2.

Student will be able to understand classification or the arrangement of things into group

Materials

: Worksheet

Procedures

1. Student will discuss, in large group, ways in which mammals can be classified or grouped. 2. Ask, what are the different ways of groups mammals? 3. Then, begin by dividing the children into groups of two or three. 4. And distributes the worksheet to each group and explain the worksheet. 5. Teacher review with the children. 6. Explain to the children mammals have three group which is herbivore, carnivore and omnivore. 7. Ask the children to give example of the mammals they know.

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List the examples on the whiteboard e.g. cow, goat, dog, cat, horse, etc 8. Lastly, let the children do the worksheet in their group.

Follow up activities

: Invite the children to share what they understand from classification of mammals according to specific group.

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7. LESSON PLAN 3 Age Group : 6 years old

Theme

: Mammals

Subject area

: Language

Name of activities

: Group discussion in a small group(comprehension)

Concept skill

: The children ability to activate schema in order to better synthesize their learning about mammals traits and behaviors.

Objective

1. Student will be able to make and modify predictions about dogs. 2. Students will be able to create an original statement about dogs by synthesizing new learning about dogs with prior knowledge and conception. 3. Student will be able to sight textual evidence that support their statements.

Materials

: Worksheet

Procedures

1. Begin the lesson by showing to the children the worksheet with the picture. 2. Ask, what you can see from this worksheet? Have you see this before? Where do this animal live? 3. Then teacher will read the passage and explain to the children. 4. Divide the children into 3 groups. 5. Give the worksheet to each group. 6. After all worksheet distributed.

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7. Then discussed with the small group about the passage(dogs). 8. After the discussion invite one child from each group to explain from the passage and what they have understood from the passage. 9. After the children done their presentation let the children do the question in the worksheet. 10. Teacher asks the following questions to stimulate discussion: What do you all understand from today lesson?

Follow up activity

: Invite each group to share what they have done today.

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8. LESSON PLAN 4 Age Group : 6 years old

Theme

: Mammals

Subject area

: Language

Name of activities

: Oral discussion about mammals (picture talk).

Concept skill

: The children will able to express their though and knowledge about mammals. : 1. To improve language skill. 2. To develop vocabulary.

Objective

Materials

: A mammals picture

Procedures

1. Ask the children to bring a picture of mammals. 2. Next day, asks them to talk about the mammal from the picture that they bring. 3. Asks probing question such as: What is the name of the mammals that youre brought What do they eat? Where you can see this mammal?

4. Then let the child talk about mammals that they have bring. When the child explain teacher write down the key words on the whiteboard. 5. Once the child done teacher explain more about it and let the child get more information on it.

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6. The next day the children will share in the class that they have learn in previous lesson.

Follow up activities

: Invite the children to share what they have been learned.

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9. LESSON PLAN 5 Age Group : 6 years old

Theme

: Mammals

Subject area

: Art and Craft

Name of activities

: Oral discussion for origami

Concept skill

1. To identify the shape. 2. To develop creativity skill.

Objective

: Students will use origami to develop an understanding of geometric properties. : Origami paper or wrapping paper

Materials

Procedures

1. Once the airplanes are gone (or confiscated), tell students that mathand art are combined in the traditional Japanese art of origami. Paperfolding has been around for hundreds of years, and there is much geometry to be found in this beautiful art. 2. Teacher show the origami picture because students will visual imageof origami so that they know what theyll be creating in the lesson. 3. Teacher use book selected for the class to find an easy origami design. 4. Teacher project the steps for students, or just refer to the instructionsas teacher go, dolphin is a very easy first step.

5. Rather than square paper, which teacher usually need for

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origami designs, the dolphin referenced above begins with rectangles. Passone sheet of paper out to each child. 6. As students begin to fold, using this method for the origami dolphin, stop them at each step to talk about the geometry involved. First ofall, they are folding their rectangle in half. Have them open it up so thatthey can see line of symmetry, then fold it again. 7. When they reach the step where they are folding down the twotriangles, tell them that those triangles are congruent, which meansthey are the same size and shape. 8. When they are bringing the sides of the hat together to make a square, review this with students. It is fascinating to see shapes changes witha little folding here and there, and they have just changed to a dolphin shape.

Follow up activities

: These activities can be designed to help create a multi-styles classroom.

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10. LESSON PLAN 6 Age Group : 6 years old

Theme

: Mammals

Subject are

: Art and Craft

Name of activities

: Oral discussion for cut and paste

Concept skill

: To be creativity

Objective

1. To have further practice with application of glue and pasting. 2. To enhance creativity. 3. To improve eye-hand coordination 4. To learn to use recycled materials. 5. To have fun.

Materials

: 1. Toilet paper roll 2. Picture of the tiger

Procedures

1. Teacher shows a sample if teacher doing it first time. 2. Give each child a toilet roll and template picture of tiger to each child. 3. Explain to the children that they are going to make a tiger with using toilet roll. 4. Explain the advantages of using recycled materials. 5. Teacher let children to color (if using the black and white version ofthe craft) and cut out the template piece.

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6. Glue the large circle piece on first to cover the tube. 7. Glue on the head and arms. Teacher let the children do their self. 8. Teacher will fold the feet tabs and glue to the inside bottom of the top roll then children will do after teacher instruction. 9. Fold the tail in half and glue so it looks colored on each side then fold tab and glue to the top roll. 10. Glue the ham into of the hands.

Follow up activities

1. Ask the each child to explain what they have learned. 2. Then the child will explain about the tiger to their friend.

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11. LESSON PLAN 7 Age Group : 6 years old

Theme

: Mammals

Subject area

: Mathematics

Name of activities

: Group discussion in small group (Problem solving)

Concept skill

: Identify the counting skill

Objective

1. To help children develop fast thinking skill by add numbers.

Materials

: Worksheet

Procedures

1. Teacher will explain, today we are going to do problem solving (addition). 2. Teacher tells a simple number story before distribute the worksheet and explain how to solve the problem. 3. Teacher will distribute the worksheet to each group. 4. Teacher and student will read the worksheet question one by one. 5. First question teacher will teach to each group and the children will follow other. 6. After the children done their work they will discussed with teacher.

Follow up activities

: Teacher will give another worksheet to each child to do their self.

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12. LESSON PLAN 8 Age Group : 6 years old

Theme

: Mammals

Subject area

: Mathematics(games)

Name of activities

: group discussion in three group games

Concept skill

: Identify the name of mammals and counting skill

Objective

: 1. To develop quick thinking 2. To improve vocabulary.

Materials

: Paper chart

Procedures

1. 2.

Teacher divides the children into 3 groups. Teacher places the each group to each corner of the room or in afar distances apart from each other.

3.

Teacher will ask the question and throw the ball to another group and they have to say the answer related to the question.

4.

If the group said correct answer the teacher will write down on the chart the point for the group.

5.

After teacher finish asks question lets them to ask question base on problem solving with their own word.

6.

They will ask question to the other group.

Follow up activities
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: Children will write down the questionfrom the whiteboard.

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13. LESSON PLAN 9 Age Group : 6 years old

Theme

: Mammals

Subject area

: Music and Movement

Name of activities

: Finger play

Concept skill

: Improve fine motor skill.

Objective

: Children will improve creative movements and singing.

Materials

: In big manila card with lyrics.

Procedures

1. Teacher invites the children to sit a circle. Tell to children Today were going do finger paly. 2. Teacher will introduce the tittle of the song and explain about it to the children. 3. Teacher sings the song with action several times for the children. 4. Then, lead them in singing until they all know it.As they singing I can spin. [spin in circle] Here are my flippers. [show arms] 5. With partners or alone, have the children turn in a small circle while singing new line to the tune Here is my fin. [show back] When I want to have fun, 6. Teacher will do next line Then I grin. [smile widely] Click and whistle [make clicking and whistling sounds] And dive right in.[put arms together and make diving motion] the children

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will follow after the teacher. 7. Repeat the sequence with word Then I grin (smile widely) clicking and whistle sound. 8. Encourage the children to begin alone and then add a partner.

Follow up activities

: The children will learn a new song.

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14. LESSON PLAN 10 Age Group : 6 years old

Theme

: Mammals

Subject area

: Music and Movement

Name of activities

: Nursery Rhymes with big group.

Concept skill

: Improve motor skill.

Objective

: To help children develop vocabulary skill.

Materials

: In a big manila card with lyrics. 1. Invite the children to sit together tell them Today were going to sing Five Little Kittens. 2. Teacher will introduce the tittle of the song and explain about it to the children. 3. Teacher sings the song with action several times for the children. 4. Then, lead them in singing until they all know it. As they singing 5 little ducks went out one day Over the hills and far away, Mommy (daddy) duck called quack quack quack, But only 4 little ducks came back. 5. With partners or alone, have the children turn in a small circle while singing new line to the tune 4 little ducks went out one day Over the hills and far away, Mommy (daddy) duck called quack quack quack, But only 3 little ducks came back.

Procedures

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6. Teacher will do next line 3 little ducks went out one day over the hills and far away, Mommy (daddy) duck called quack quack quack, But only 2 little ducks came back. And continue the lyrics. 7. Encourage the children to begin alone and then add a partner.

Follow up activities

: The children learn new song next day.

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