Kulleġġ San Injazju
Skola Primarja Ħaż-Żebbuġ
K 1.1 - Ms. Althea Farrugia
Science: Save Water
Implementation:
1. Children will watch a video regarding the importance of saving water.
2. A discussion will point out the importance of saving water.
3. Hands-on: Children will come net a water tap and see what happens when taps are not closed properly: running water will be wasted.
4. Drawing: children will draw the water drop, simbolising the need to save water.
K 1.2 - Ms. Letizia Magri
Science: Save Electricity
Activity: Saving electricity Date: 17/03/16
Age: 3-4 Activity Time: 15-20 minutes
Resources:
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Flash cards
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You tube Clip
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Template of a light bulb
Links to early years curriculum
Knowledge & understanding of the world
- In this activity the children are going to about the importance of light in our surroundings.
Physical Development
- In this activity the children are going to make use of the pincer grasp.
Mathematics
- In this activity the children are going to count how many light bulbs we have in class.
Language & Literacy
- Children will be aware that print conveys meaning and that it is read from left to right.
Creative Development
- In this activity the children are going to express themselves by drawing a light bulb.
Personal & Social Development
- In this activity the children are going to learn how to save electricity by switching off the lights when not needed.
Implementation
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First I am going to start the activity by showing them the You Tube clip about electricity.
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Then I will discuss the flash cards and afterwards I will ask some questions.
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Then I will ask the children to create a light bulb.
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Then I will discuss their work and I will hang it up.
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I will conclude the activity by showing the same You Tube clip.
K 1.3 - Ms. Doris Farrugia
Waste Week Activity
1. The teacher presented various flascards regarding waste to children. She explained the importance of waste management.
2. Dring the activity the teacher used three containers covered with 3 plastic bags (blue, white and transparent) to evidentiate the proper way of of waste separation: we used the blue for plastic, white for paper and transparent white for the organic waste disposal.
4. The children brought different kind of materials and put them in the respective bin as indicated by the demonstation done before and by the picture there was on each container so as to guide them.
During the activities the children learned the proper way how to discard everyday materials, especially those we don't need anymore at home. They could carry out various tasks such as paint and/or draw their own picture regarding waste. The children also counted all the plastic bottles we put in the blue plastic bin.
K 1.4 - Ms. Kirsty Spiteri
Xjenza: Niżirgħu ż-żerriegħa
Implementazzjoni:
1. It-tfal jingħataw qasrija żgħira kull wieħed.
2. Huma jużaw pala biex jimlewha bit-terriċu.
3. It-tfal jgħaffsu subgħajhom fil-ħamrija biex jagħmlu toqba.
4. Wara jitfgħu żrieragħ tal-ħabaq fit-toqba u jgħattuha bil-terriċu.
5. It-tfal isaqqu l-qasrija.
6. It-tfal jimmonitorjaw il-pjanta waqt li tkun qed tikber.
The crocodile
Activity Name: Animals – ‘Clyde Smile’ story on the IWB. Educational Video Clip – Facts about the crocodile.
Age of Child: 2-3 years old.
Setting: Classroom.
Preparation Time: 5 Minutes
Activity time: 30 Minutes
Resources: Story of the crocodile on the IWB, cereal boxes, cartoon boxes and glue.
Key Learning Intention: Learn about crocodiles and their habitat.
Links to Early Years Curriculum
Physical Development
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Using their index finger when pointing and pressing to stick the cartoon boxes.
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Hand and eye co-ordination when cutting and sticking.
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They will feel different textures.
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They will use their pincer grasp to cut the pieces of cartoon boxes.
Intellectual Development
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They will learn to concentrate during the activity.
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They will learn how a crocodile looks like.
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They will listen carefully to the educational video clip and learn about the crocodile’s habitat.
Creative Development
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Use their own imagination when listening to the story and the educational video clip
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They will use their creativity to answer appropriately when I ask open-ended questions.
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They will use their creativity when doing their own craft.
Language and Literacy Development
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Learn that print carries meaning.
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Learn the pronunciation of certain words.
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Learn new vocabulary.
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They will learn that we communicate through words.
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Try to participate more during discussions.
Knowledge and Understanding of the world
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Associate the crocodile story and the educational video clip with the craft.
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Learn about the environment.
Social and Emotional Development
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Learn to take turns and listen to each other.
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Share their experiences with the other children.
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Learn how to express themselves.
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Help one another.
Implementation:
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Prepare the resources you need and gather children.
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Show them the story on the IWB.
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Ask open-ended questions.
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Show them the Education video clip of the crocodile.
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Ask open-ended questions.
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Give them the cereal box cut-out of the crocodile, cartoon boxes and glue to do the craft.
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Discuss the crocodile body features.
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Give positive reinforcement.
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Encourage the children and assist them where necessary.
The peacock
Activity Name: Animals – The peacock.
Age of Child: 2-3 years old.
Setting: In the Classroom.
Preparation Time: 5 Minutes
Activity time: 30 Minutes
Resources: Story of the proud peacock and storyboard/ bottle spray gun, masking tape, paint, paint brushes and googly eyes.
Key Learning Intention: Associate the story with the topic and learn to respect one another.
Links to Early Years Curriculum
Physical Development
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Use their index finger to press the pictures on the felt board.
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Using the tripod grasp when holding the paint brush.
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Moving their hand up and down when painting.
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Hand and eye co-ordination when sticking the pictures and painting the peacock.
Intellectual Development
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They will learn to concentrate during the activity.
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Learning the sequence of the story shown on the storyboard.
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They will learn the moral of the story that everyone is special and learn to respect one another.
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Associate the craft with the story.
Creative Development
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Use their own imagination when listening to the story.
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Re-tell their own experience when discussing.
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They will paint the craft as they desire.
Language and Literacy Development
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Learn that print carries meaning.
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Learn to pronounce certain words.
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Learn new vocabulary and how they can be used.
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Discussing the moral of the story.
Knowledge and Understanding of the world
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Associate the peacock with the craft and story.
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They will learn that all animals are helpful to use humans.
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They will see what a peacock looks like.
Social and Emotional Development
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Learn to take turns and listen to each other.
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Share their experiences with the other children.
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Learning that since everyone is special; we are to respect each individual.
Implementation:
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Prepare the resources you need and gather children.
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Start by reading the story of the proud peacock and animate it using the storyboard.
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Give each child the opportunity to stick the picture onto the felt board.
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Give the the bottle spray gun, paint and paint brushes for them to paint.
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While painting we will dicussing the story again.
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Positive Reinforcement.
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Encourage the children and assist them where necessary.
The turtle
Activity Name: Animals – The turtle song ‘I had a tiny turtle’. Educational Video Clip – Facts about the turtle.
Age of Child: 2-3 years old.
Setting: Classroom.
Preparation Time: 5 Minutes
Activity time: 30 Minutes
Resources: Nursery Rhyme ‘I had a tiny turtle’ and turtle puppet, IWB, Cartoon boxes, recyclable plastic half sphere, kite paper and glue.
Key Learning Intention: Learn about turtles and their habitat.
Links to Early Years Curriculum
Physical Development
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Hand and eye co-ordination when animating the nursery rhyme using the puppet.
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Move along the nursery rhyme.
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Using their pincer grasp to cut pieces of the cartoon boxes.
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Using their Palmer grasp to hold and press the recycable plastic half sphere.
Intellectual Development
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They will learn to concentrate during the activity.
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They will learn to sing the nursery rhyme ‘I had a tiny turtle’.
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They will learn about the turtle body features and its habitat from the educational video clip.
Creative Development
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Use their own imagination when doing the turtle craft.
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Being creative and imaginative when discussing the education video- Facts about the Turtle.
Language and Literacy Development
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Learn that print carries meaning.
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Learn the pronunciation of certain words.
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Learn new vocabulary and how they can be used.
Knowledge and Understanding of the world
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Associate the turtles with their real life experience.
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Learn about the environment that we are living in.
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Learn about the turtle’s enviornment.
Social and Emotional Development
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Learn to take turns and listen to each other.
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Share their experiences with the other children.
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Learning how to express themselves.
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They will learn how to stop, listen and discuss.
Implementation:
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Prepare the resources needed and gather the children.
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Introduce nursery rhyme by singing and animating using the puppets.
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Ask open-ended questions.
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Show them the education video clip of the turtle and discuss.
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Ask open-ended questions.
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Give them the materials needed to do the craft.
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Assist where needed.
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Give positive reinforcement.
The giraffe
Activity Name: Animals – A story on the storyboard ‘The Giraffe that couldn’t reach’. Educational Video Clip – Facts about the Giraffe.
Age of Child: 2-3 years old.
Setting: Classroom.
Preparation Time: 5 Minutes
Activity time: 30 Minutes
Resources: Story - ‘The Giraffe that couldn’t reach’ and the felt board (story board), toilets rolls, paint brushes and paint.
Key Learning Intention: Children will learn to understand the moral of the story.
Links to Early Years Curriculum
Physical Development
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Using their index finger to press the pictures onto the felt board.
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Hand and eye co-ordination sticking the pictures onto the felt board.
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Using the tripod grasp to hold the paint brush.
Intellectual Development
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They will learn to concentrate during the activity.
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They will learn about the giraffe.
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They will learn to understand the moral of the stories.
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They will learn about mixing colours.
Creative Development
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Use their own imagination.
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Being creative when experimenting with paint.
Language and Literacy Development
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Learn that print carries meaning.
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Learn new vocabulary when listening to the story.
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Learn that gestures are a form of communication.
Knowledge and Understanding of the world
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Associate the giraffe with something they are familiar with.
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Learn about the different habitats of the different animals.
Social and Emotional Development
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Learn to take turns and listen to each other.
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Share their experiences with the other children.
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Learning how to express themselves.
Implementation:
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Prepare the resources you need.
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Explain what we will be doing.
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Tell and animate the story of the ‘The Giraffe that couldn’t reach’ on the storyboard.
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Ask open-ended questions.
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Give the children the opportunity to say the sequence of the story by sticking the pictures themselves.
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Show them the educational video clip of the giraffe.
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Give them the mounted giraffe from toilet rolls, different paint and paint brushes and let them explore.
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Assist where needed.
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Give positive reinforcement.
K 1.5 - Ms. Roseanne Camilleri
Ikel Bnin U Ikel mhux sustanzjuż
Fil-klassi tkellimna fuq ikel li hu tajjeb għas-saħħa u dak li għandna nieħdu anqas minħabba li hu meqjus bħala junk food. It-tfal tgħallmu l-motto “Kul ftit... kul kemm trid”.
F’din l-attività it-tfal kellhom ifittxu ftit stampi flimkien mal-ġenituri rigward healthy food u junk food. Fil-klassi għamilna żewġ kartonċiniet ħdejn xulxin u t-tfal qasmu l-istampi skont jekk humiex healthy jew junk food u wara waħħalnihom f’posthom.
L-4 gruppi tal-ikel
Waqt din il-lezzjoni t-tfal tgħallmu rigward l-importanza li nieklu ikel bnin u sustanzjuż. Waqt din il-lezzjoni tkellimna dwar dawn l-erba’ temi: karboidrati, proteini, frott u ħaxix. Wara it-tfal pinġew l-istampi li jagħmlu parti mill-gruppi differenti u għaqqadnihom f’forma ta’ mobile sabiex indendluhom ġol-klassi.
K 1.6 - Ms. Carmen Zarb & K 1.7 - Ms. Joanne Diedo
Xjenza: Terriċu ż-żerriegħa
X’għandna bżonn:
· Żerriegħa differenti
· Terriċu
· Qasrija
· Ilma
· Dawl
Implementazzjoni:
· Il-qasrija timtela’ sa nofsha bit-terriċu.
· It-tfal ipoġġu ż-żerriegħa fil-ħamrija u wara jkomplu jimlew il-qasrija bit-terriċu.
· Il-qasrija titpoġġa f’ħoġor it-tieqa għad-dawl.
· It-tfal jieħdu ħsieb li jsaqquha regolarment.
Ikel tajjeb għal saħħitna
· Wara li saret diskussjoni mat-tfal dwar is-suġġett bit-tema Ikel tajjeb għal saħħitna, tpoġġew żewġ kontenituri bl-isem wieħed Ikel tajjeb u l-iehor Ikel ħażin fuq żewġ siġġijiet.
· Fuq mejda tpoġġa ikel varjat li jintuża fid djar ta’ spiss u t-tfal kellhom l-opportunità li jgħażlu oġġett minn dawn biex jitkellmu dwaru u wara kellhom ippoġġuh fil-kontenitur it-tajjeb.
· Minn din l-attività t-tfal saru jafu aktar dwar l-ikel li hu tajjeb għal saħħitna kif ukoll dwar l-importanza tal-eżercizzju.
K 1.7 - Ms. Joanne Diedo
Ikel tajjeb għal saħħitna
Bdejna l-lezzjoni billi tkellimna dwar ikel li hu sustanzjuż għal saħħitna. Waqt id-diskussjoni ħaġet enfasizzajna dwar l-iġiene u l-ħela tal-ikel. L-għaġin ġie msajjar u servut mit-tfal stess.
It-tfal qed jieklu l-għaġin li sajru huma stess.
Il-platti ġew maħsula u mit-tfal innifishom.
Tpinġija
Bħala parti mit-topik tax-xahar, it-tfal jitgħallmu kif isservi mejda. Minn età żgħira għandom ikunu jafu fejn jitpoġġew s-sikkina u l-furketta. Wara t-tfal pinġew il-furketta u s-sikkina bil-kuluri favoriti tagħhom filwaqt li l-platt pinġewh waħedhom bl-ikel li xtaqu huma.
Krafts bl-għaġin
Bħala skola nifhmu ħafna dwar kemm hu importanti li nallokaw ħin sabiex nevidenzjaw il-krettività tat-tfal sa minn ċkunithom.
Bħala parti mit-topik dwar l-Ikel bnin, il-krafts li sar kien marbut mat-tema tax-xahar.
It-tfal ġew mogħtija platt tal-kartun sabiex jiddekorawh aħdar bl-isponza sabiex iservi bħala kontorn tal-għaġin. Wara huma ngħataw iċ-ċans li jgħażlu l-għaġin li xtaqu sabiex jiżbgħuh aħmar ħalli jiġi qisu għaġin bil-zalza tad-tadam. Meta lestewh ħalluh jinxef biex wara jkunu jistgħu iwaħħluh fuq platt tal-kartun kif jixtiequ huma.
K 1.8 - Ms. Charmaine Galea
Nibżgħu għad-dawl
F'din il-lezzjoni l-għalliema tal-Kinder riedet tgħallem lit-tfal minn età żgħira dwar l-importanza li nibżgħu għad-dawl. Il-lezzjoni żvolġiet b'dal-mod li ġej:
1. Għamilna kraft flimkien li jirraprezenta swiċċ magħmul minn materjal riciklat.
2. Għamilna diskussjoni fejn t-tfal ħadu sehem attiv u anke animaw il-mod ta' meta u kif għandna nitfu d-dawl.
3. Rajna vidjo li jieħdu sehem fih l-annimali li qed juruna kif għandna nitfu d-dawl. Bl-għajnuna ta' dawn l-annimali stajna nitgħallmu meta ghandna nitfu d-dawl. It-tfal ippartecipaw billi tfew id-dawl huma stess b'mod virtwali.
Naħslu jdejna sew biex imbiegħdu l-mard
F'din il-lezzjoni ingħatat spjegazzjoni qasira bl-użu ta' vidjos fuq l-internet u anke interventi minnhom stess, fejn it-tfal raw b'mod animat kif ikunu l-mikrobi (monstri żgħar ikkuluriti) u x'għandna nagħmlu biex neħilsu minnhom. Din wasslet biex it-tfal imbagħad għaddew mill-esperjenza ta' kif għandna naħslu jdejna sew. Intuża glitter fuq idejn it-tfal biex jirrappreżenta l-mikrobi u hekk b'mod sempliċi għalihom, jinftiehem il-kunċett ta' kemm il-mikrobi faċilment jinxterdu minn oġġett għal ieħor u anke minn id għal oħra. Setgħu jifhmu u jaraw ukoll kemm irridu naħslu jdejna sew biex dawn il-mikrobi jinqerdu.
Ma naħlux ilma
Filwaqt li qed issir l-attività tal-ħasil tal-idejn saret enfasi biex il-vit jingħalaq sew u ma jitħalliex miftuħ jew iqattar. Kienu t-tfal stess li għalqu l-vit ladarba lestew mill-ħasil ta' jdejhom. Biex jingħalaq dan is-suġġett, it-tfal raw vidjo magħmul apposta rigward il-fatt ta' kemm hu bżonjuż l-ilma fil-ħajja ta' kuljum u x'għandna nagħmlu biex ma naħluħx.
Ikel Bnin
Il-lezzjoni bdiet waqt is-sezzjoni tal-Ingliż fejn iddiskutejna u semmejna tipi differenti ta' frott u ħaxix, u permezz ta' flashcards addattati għamilna display. It-tfal tkellmu fuq dak li jħobbu jieklu u anke fuq dak li ma jħobbux. Tkellimna fuq dak li hu tajjeb għas-saħħa u fuq dak li hu inqas tajjeb. Wara dan, iffukajna aktar fuq il-frott, biex b'hekk inkunu nistgħu naslu għal esperjenza iktar tanġibbli għat-tfal. It-tfal kellhom l-okkażjoni li huma stess jippreparaw xarba mill-frott favorit taghhom. Kien ta' gost għalihom li jixorbuh, imma l-gost kien akbar waqt li kienu qed jgħasruh u jiskopru kif xi ħaġa solida bħal tuffieħa tista' issir likwida!
K 1.9 - Ms. Brenda Chircop
Sorting Waste
Title of Project/Theme: EkoSkola
Date: 4/4/2016
Activity duration: 30 minutes
Activity type: Indoor- Semi-structured play – Intellectual play and physical play
Activity title: Sorting waste
Resources: Black garbage bag, recycle garbage bag, different type of waste such as papers, tins, plastic containers, newspapers, magazines, milk cartoon.
Aim and rationale
Aims
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Children will be able to recognise the bring-in sites colours.
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Children will be able to learn how we need to select our waste.
Rationale
From a young age make the children more aware why we have to sort our waste to help them in their future life.
Links to curriculum
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Be independent and autonomous learner
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Use of gestures and body language
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Discover new things about the environment.
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Vocabulary acquisition from the video.
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Recognition of colours
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Feel different textures.
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Learn social skills
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Work in a team
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Share resources
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Reinforce the child’s existing knowledge
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Feeling appreciated by clapping and praising for the child’s interest shown during the activity.
Implementation and description of activity
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Check that the children’s needs are all met meaning they are not hungry or have a toilet.
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Make sure the room and resources one is going to use are safe for the children.
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To introduce today’s activity I will show the children a video how to sort our waste in the bring –in – sites, the children will be able to identify what we shall put in them and recognise the colours of the bring in sites.
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Afterwards I will group the children in different groups and give them different everyday objects. They have to select where we need to put them in the correct garbage bag. At the end we will go together each object to see if they sort the waste in the correct bag.
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To conclude we will sing a song to make the children understand better the importance of sort our waste
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Possible Questions to ask
- What are these?
- Did you see any of these near where you live?
- How many bring-in sites we have?
- What are the colours of the bring-in sites
- What shall we put in the bring-in sites?
- What can we recycle?
Flower for Mummy
Activity type: Physical play, Creative play
Age: 3 years old (Kinder 1)
Activity setting: In the classroom
Rationale:
Make the children aware that we can do crafts from used papers and other things. Raise awareness about the importance of reusing things again to save the environment.
Aim:
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This activity will help the children to continue developing fine-motor skills by colouring and painting to improve the tripod grasp.
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Children will learn learn and recognise different colour names.
Implementation:
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The KA gave the children a green colour and encouraged them to colour all the white used paper green to form the branch of the flower.
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The children painted the cupcakes paper choosing the colour that they like and also they had the chance to choose how to paint with a sponge or with a paintbrush to enhance children’s creativity.
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Afterwards, they painted the leaves (they were cut from a cereal box cardboard) using a paintbrush.
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At the end the children sang a song ‘Mummy I love you’, they moved around also to improve gross-motor skills.
K 1.8 - Ms. Charmaine Galea & K 1.9 Ms. Brenda Chircop
Nitgħallmu permezz tal-logħob
Fl-iskola nemmnu fl-importanza li nagħmlu attivitajiet fiżiċi lit-tfal minn mindu jkunu għadhom żgħar. Investejna apparat addattat għat-tfal żgħar sabiex il-Kindergarten Assistants jagħmlu attivitajiet sportivi mat-tfal tal-Kinder. L-għan ta’ dawn l-attivitajiet hu li ngħallmu lit-tfal iżommu ruħhom b’saħħithom u attivi fiżikament.
