Edusense Preschool Program by edusense

Edusense

Preschool Program

Age: 3-4

Simplify Learning

Edusense

Preschool Program

Age: 3-4

Edusense Preschool Program For ages: 3-4

Stacey van der Walt

Copyright © 2017 by Stacey van der Walt All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the publisher except for the use of brief quotations in a book review. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense Index

Preschool Program

Age: 3-4 Instruction Manual

Introduction

All About Me……………………………………………………..1 My Clothes……………………………………………………...11 My Home ….……………………………………………………21 My Pets ………………………………………………………...32 My Garden……………………………………………………...46 A Safari …………………………………………………………56 Transportation…………………………………………………..65 On the Farm ……………………………………………………76 The Sea ………………………………………………………...90 Bugs …………………………………………………………...103 Colours…………………………………………………………112

Learn Through Play Edusense

Preschool Program

Age: 3-4

Learning via the senses In the early stages of the child’s development all knowledge is obtained through his senses. Edusense took this into account when designing activities.

e Edusense th g in n r a e L rning an a le s e k a m way , leaving experience nting wa every sense loping a deve more, and rning. love for lea

Here are two examples of typical Edusense activities: 



The “Strawberry Mousse Activity”: Pink Strawberry mousse is smeared on a tray, the learner drags his finger through the smooth mixture. He forms a square, licks his finger off then draws a triangle shape. The “Match the Smells Game”: the learner is blindfolded and has to match 3 sets of bottles according to their unique scents.

Edusense focuses on these thirteen areas of the child’s development: 



Gross motor coordination: The movements of the larger muscles of the body. Accurate movements and effective control over the muscles are necessary for all knowledge and intellectual functions. Fine motor skills: The movements of the smaller muscles of the body. Visual motor coordination: This enables the learner to carry out movements with his body or parts thereof.

Edusense

Introduction to this Program



Focus Age: 3-4 Areas

Preschool Program

All movements are guided by vision. Effective visual motor co ordination is required for daily tasks such as dressing, sport, writing. Visual discrimination: The ability to recognise similarities and differences. If a child cannot discriminate between different forms, he will find it very difficult to read. Form perception is the basis of reading. Visual memory: To remember what the eyes have seen. Visual foreground discrimination: The ability to concentrate on a certain matter while ignoring details which have nothing to do with that matter. Auditory discrimination: The ability to discern between similarities and differences between certain noises and sounds. Auditory sequence memory: A child must not only be able to listen and hear but to store auditory experiences in his brain and withdraw when necessary.

Edusense covers 13 of the most important areas of your child’s development! 



Auditory association: The ability to sensibly organise and associate concepts which were give orally. Auditory figure ground discrimination: This is the ability to distinguish between relevant and irrelevant auditory stimulation. Taste, smell and tactile perception: The ability to interpret information sent to the brain by means of the sense of touch, smell and taste. Spatial orientation: To know left from right, bottom from top etc. a child that has problems with this will easily confuse “b” and “d” or read “pac” instead of “cap. Form constancy: The ability to perceive certain constant characteristics of an object such as form, size and colour as unchangeable.

Edusense

Introduction to this Program

Preschool Program

Age: 3-4

FAQ

What does each Edusense lesson contain?

Adjust activities to   



 

A memory verse Discussion ideas Instructions on how to say a word using ASL (American Sign Language) Instructions on how to complete a mini science experiment Gross motor coordination activities Fine motor coordination activities (art activities) Mathematical concept forming activities Auditory perception exercises A poem or story

suit your child’s unique abilities.

Why was it important for me to purchase a program designed for my child’s age group? It is preferable to purchase a program designed for your child’s age group (even if he is ahead of his peers). This way you will ensure that he grasps all age appropriate concepts.

How long will it take to complete an activity? Completing an activity takes between 10 and 15 minutes. Once an activity has been completed, the learner will think you have just played a game (while in reality, you have just taught him something that will benefit him for years to come).

Edusense

Introduction to this Program

Preschool Program

What should my attitude toward my child’s development be? The Edusense way is to move slowly, gradually taking small steps alongside the young student; allowing the learner to grasp important concepts at his own pace. You are not in a race with cousins, neighbours or friends. You are on a journey with your child. Do not compete or compare your young one to others. Compare his abilities to what they were last month or year. Compare him to himself. What our children did last month, what he could do last year is the measuring stick.

Age: 3-4

FAQ

What does Edusense believe? We believe in taking a hands-on approach to our children’s future. Not leaving their prospects over to chance. We believe in being a part of our children’s solutions, not throwing them into the deep end of a confused society and hoping for the best. We believe in teaching our children values and principals by living lives that point to Jesus Christ. Lives that are filled with love and compassion. Demonstrating what people we hope our kids will one day become by being those types of upstanding citizens ourselves. We believe that every child is unique and created for a purpose. Every child matters to God. There is hope for every child because of God. We also believe that every mother can teach her own children and with a little help she can do this well.

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 1: All About Me Activity type

Additional information

Location

Memory verse

Psalm 139:14

1.1

Discussion

Cover one of the listed discussion ideas

1.2

Sign Language word

1.3

Gross motor coordination The shadow game

1.5

Fine motor coordination

A toy’s shadow, Finding yellow objects

1.8, 1.9

Mathematical concept forming

Short and long

1.13

Reading time

My shadow and I

1.17

Completed

Week 2: All About Me Activity type

Additional information

Location

Memory verse

Genesis 1:27

1.1

Discussion

Cover another discussion idea

1.2

Science experiment

My shadow

1.4

Gross motor coordination Tall and short

Completed

1.6

Fine motor coordination

Choose yellow, Mirror art 1.10, 1.11

Mathematical concept forming

Toothbrush painting

1.14

Reading time

Thematic book

Library

Edusense

Preschool Program

Age: 3-4

Week 3: All About Me Activity type

Additional information

Location

Memory verse

Isaiah 45:12

1.1

Discussion

Cover one of the listed discussion ideas

1.2

Auditory perception

Guess the body part game

1.16

Gross motor coordination The body part game

1.7

Fine motor coordination

A sweet face

1.12

Mathematical concept forming

Counting Beans

1.15

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Whiteboard marker Marie biscuits Icing sugar Jellybeans Yellow paint* Scissors Crayons Paper Shape bucket Mirror Small toy Yellow objects Tray Toothbrush Thematic book

DIY Challenge Edible paint Materials: 

2 cups cold water



1/2 cup cornstarch



3 tablespoons sugar



Food colouring

Directions: 1.

colouring) to the mix and whisk together on a stove over medium heat. Do this until the mixture

DIY Challenge: Cornstarch Sugar

Add everything (but the food

thickens. 2.

Food colouring

Once thickened, separate the mixture into smaller portions.

3. Your own activities:

Add a different colour to each portion.

Storage: 

For best results-use the paint immediately after it has cooled down.

___________________________________ ___________________________________ ___________________________________ ___________________________________

Edusense

Preschool Program

Theme 1 All About Me

Age: 3-4

After completing this lesson the learner should be able to:        

name relevant body parts sign the word: me identify the colour yellow grasp concepts: short and tall grasp concepts of numbers: 1 and 2 identify the colour yellow create edible art identify a circle

Memory verse

Activity 1.1

1.1 Creation (Memory verse cut-outs)

A great way of helping a learner to memorise a verse is by reading it a few times. Then omitting a word for the learner to fill in. For example: “I praise You because I am fearfully and wonderfully _______. Psalm 139:14”



I praise You because I am fearfully and wonderfully made. Psalm 139:14 (NIV)

Additional thematic verses: Genesis 1:27, Isaiah 45:12

Discussion 1.2 My body (Mirror) 



Let the learner stand in front of you. Kneel down to his level. Show him your ears, your eyes, your nose and your mouth. Touch these body parts and name them as you do. Ask the learner to stand in front of a mirror and touch his own ears, eyes, nose and then his mouth. As you say “touch your ears,” touch your own ears, as you say “touch your eyes,” touch your own eyes. Do the same with your nose and mouth. Also mention the bigger parts of the body and what we use these for (hands, feet, legs, arms, chest etc). Show the learner that there are parts of his body that can bend (knees, elbows, fingers, toes, wrists and ankles).

Activity 1.2 Looking at himself in a mirror helps the young learner become aware of his body. This is called “bodily awareness”.

Edusense

Preschool Program

Activity 1.3

Sign language

The learner signs: me.

1.3 Saying me 

Age: 3-4

Instructions: Let the learner point to himself. Origin as a sign: Indicating self. Usage in a sentence: Speak to me.

Science and discovery 1.4 My shadow 

Go outside. Find a sunny spot to stand in. Let the learner look at his shadow. (In the morning it will be tall, in the afternoon short and just before sunset it will be tall again.) Mention the fact that the learner’s shadow isn't always the same length.

Gross motor coordination activities 1.5 The shadow game

Activity 1.5

Let the learner pretend to be your shadow and copy you as you:

A learner and parent play “The shadow game.”

     

stretch your arms outwards turn in circles walk on your tiptoes walk on your heels plod heavily walk quietly

 

stretch your arms upwards jump around on both legs

1.6 Tall and short 

Show the learner how to make his body tall (stand on your tiptoes) and short (sit on your haunches, bringing your arms in towards your body).

Adjustment: This activity can be done in front of a mirror.

Edusense

Preschool Program

1.7 The body part game (The relevant printout, scissors) 

Cut out the pictures of different body parts. Hold one of these pictures (of a hand, eye, nose, mouth, ear, knee, elbow or foot) up. Let the learner touch the part of his body that is the same as the one on the picture.

Fine motor coordination activities

Age: 3-4

Activity 1.5-1.7 Gross motor coordination: the movements of the larger muscles of the body. Accurate movements and effective control over the muscles are necessary for all knowledge and intellectual functions.

1.8 A toy’s shadow (Black crayon, paper, small toy) 

Place a small toy on a blank piece of paper. Hold the learner’s hand and trace around the “body” of the toy. When done, help the learner to colour the figure in with a black crayon. Cut the shape out. This is the toy’s shadow.

1.9 Finding yellow things (Yellow objects) 

Walk through your home with the learner. Show him some yellow objects (perhaps a yellow flower in a painting on the wall, a yellow curtain hanging in the kitchen or a yellow carpet in the hallway).

Activity 1.11 At ages 3-4 many learners are able to draw shapes and crosses as well as abstract shapes that represent people. They may begin to describe their drawings too.

1.10 Choose yellow (The shapes from the shape bucket) 

Place two shapes in front of the learner. One should be blue and the other one yellow. Ask him to point to the yellow one.

1.11 Mirror art (Mirror, whiteboard marker) 

Let the learner use a whiteboard marker to draw a picture on a mirror. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

1.12 A sweet face (Marie biscuit, icing sugar, water, Jellybeans) 



Show the learner a Marie biscuit. Explain that it is round. Its shape is called a circle. Mix a little bit of water with icing sugar to form a paste. It shouldn’t be too runny. Cover the surface of the biscuit with the icing sugar. Let the learner place Jellybeans on it, creating a face. The icing will act as glue, keeping the Jellybeans fixed to the surface of the biscuit. (Keep three Jellybeans for an upcoming activity.)

Mathematical concept forming activities 1.13 Short and long (Yellow play dough) 



Use yellow play dough to make two worm-like figures. One should be long and one short. Describe the differences between the two worms (“this one is short and the other one is long”). Ask the learner to pick the short one up and hand it to you, then do the same with the longer one. Let him mix the two pieces of play dough together and make one very long worm. When done, ask him to count how many worms he has made (1).

1.14 Toothbrush painting (The relevant printout, tray, yellow paint, toothbrush) 

Age: 3-4

Activity 1.8-1.12 These activities focus on fine motor movements: the smooth, controlled and agile movements of the small muscles of the body (hands, wrists and fingers).

Activity 1.13 All children learn through active participation, by being involved in a practical way, and by attempting to do something themselves, particularly by using their hands. Maria Montessori believed the process of learning had three parts: the brain, the senses and muscles. All these must co-operate for learning to take place. Lesley Britton

Place yellow paint inside a tray. Let the learner dunk a toothbrush’s bristles into the paint. Show him how to move his fingers over the hairs on the brush and

Edusense



Preschool Program

fling small paint droplets onto the picture of the circle. Now ask the learner how many circles he has painted (1).

1.15 Counting Beans (Three Jellybeans) 



Place three Jellybeans in front of the learner. Ask him to hand you one. Ask him to hand you another. Count how many you have (2). Ask him how many he has (1). Hand all the Jellybeans back to the learner. Let him eat one. Count how many there are left (2). Let him eat another. Count how many there are left now(1). Let him eat the last one too. Explain that there are no more Jellybeans left.

Activity 1.16 Auditory perception: the way in which the brain interprets the message it receives through the ears.

Activity 1.17 Reading to the learner:

Auditory perception 1.16 Guess the body part game (The relevant printout-used in a previous activity) 

Age: 3-4

Place two pictures of body parts in front of the learner. Describe one of the two body parts. For instance: “It is on your face. You use it to smell things with. An elephant has a long one. It is above your mouth”. Let the learner point to the correct picture (a nose). Do the same with the picture of the hand, eye, mouth, ear and foot.

   

promotes his ability to pay attention, expands his vocabulary, develops language, introduces him to new words and concepts.

Poem time 1.17 My shadow and I Sometimes my shadow is short Sometimes my shadow is tall I do not understand this at all It follows me everywhere I go When I run fast and when I go slow When I stand still, it does so too It copies everything that I do Stacey van der Walt © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Resources All About Me Printout for activity: 1.1

I praise You because I am fearfully and wonderfully made. Psalm 139:14 (NIV)

So God created mankind in his own image, in the image of God he created them. Genesis 1:27 (NIV)

God said: “It is I who made the earth and created mankind on it.” Isaiah 45:12 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

All About Me Printout for activity: 1.7, 1.16

Edusense

Preschool Program

Age: 3-4

All About Me Printout for activity: 1.14

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word

Glue a picture of the learner completing an All About Me activity here.

I can name different body parts

I know the difference between short and tall

Activity description: I am able to identify a circle

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 4: My Clothes Activity type

Additional information

Location

Memory verse

Mathew 6:31

2.1

Discussion

Cover one of the listed discussion ideas.

2.2

Sign Language word

Hat

2.3

Completed

Gross motor coordination The travelling red balloon 2.5

Fine motor coordination

Peg placing, Inserting straws

2.8, 2.9

Mathematical concept forming

Tracing shapes

2.14

Reading time

The Red Sweater

2.19

Week 5: My Clothes Activity type

Additional information

Location

Memory verse

Luke 12:23

2.1

Discussion

Cover another discussion idea.

2.2

Science experiment

Evaporation

2.4

Gross motor coordination Spatial awareness

2.6

Fine motor coordination

Finding red things, Red roll painting, A necklace

2.10, 2.11, 2.12

Mathematical concept forming

A fabric line

2.16

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 6: My Clothes Activity type

Additional information

Location

Memory verse

Luke 12:28

2.1

Discussion

Cover one of the listed discussion ideas

2.2

Auditory perception

Following instructions

2.18

Gross motor coordination Jumping

2.7

Fine motor coordination

Textures, Decorating a shirt

2.13, 2.14

Mathematical concept forming

Sorting textures

2.17

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Chalk Red balloon Fabric squares* Glue Cardboard Tape-roll Scissors (for an adult) Clothing pegs Paint Paint brush Ribbon Tricycle Washing powder Red clothes Shoes Socks Three toilet rolls Wool Buttons Tray Whiteboard marker Tomato sauce

DIY Challenge Fabric squares Materials: 

Fabric cut-offs



Scissors

Directions: 1.

Cut a piece of fabric into a square shape.

Place this cut square on another piece of fabric. Cut the second square into the same size as the first.(Do this with a variety of fabric.)

DIY Challenge: Fabric cut-offs Scissors Your own activities: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

For life is more than food, and the body more than clothes. Luke 12:23 (NIV)

Edusense

Preschool Program

Theme 2 MyMy Clothes Clothes

Age: 3-4

After completing this lesson the learner should be able to:        

recognise which clothes are intended for warm/cold weather sign the word: hat understand what evaporation entails differentiate between concepts: big and small sort objects according to differing textures identify the colour red identify a circle jump without falling

Activity 2.2

Memory verse 2.1 God provides (Memory verse cut-outs) 

Do not worry… Mathew 6:31 (NIV)

Additional thematic verses: Luke 12:23, Luke 12:28

Discussion 2.2 The clothes we wear    

Discuss the fact that we wear warm clothes on cold days and cool clothes on warm days. Mention that clothes protect our bodies from the cold and from the sun’s rays. Talk about what we use socks and gloves for. Discuss the purpose of wearing shoes and hats too. Give the young learner an opportunity to dress himself or/and pick what he wants to wear.

Like most skills that children learn, listening takes practice. Developing good listening habits help children to get important information from family members, teachers, friends, and coaches.

Activity 2.3 A learner signs: hat.

Sign language 2.3 Saying hat 

Instructions: The learner pats the top of his head. Origin as a sign: The hat is placed on the head. Usage in a sentence: He wears many hats. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Activity 2.4

Science and discovery 2.4 Evaporation (Scissors, fabric, tomato sauce, container, water, washing powder, tray, clothing peg, washing line) 



Cut a shirt shape from a piece of fabric. Open a bottle of tomato sauce and make a stain on the little shirt with the sauce. Fill a container with water. Add a 1/4 of a teaspoon of washing powder to the water. Let the learner wash the stained shirt. Once the stain is out, wring the soapy water from the shirt. Fill the container with clean water and rinse the soap from the shirt. Rinse the learner’s hands off too. Lift the learner up to a washing line. Let him use a clothing peg to attach the shirt to the line. Within a few hours the shirt will be dry. Explain that the water has evaporated.

Gross motor coordination activities 2.5 The travelling red balloon game (Red balloon) 

Age: 3-4

Inflate a balloon. Hit it towards the learner and let him hit it back to you.

Adjustment: Stand further away from a learner who has mastered this skill, but a bit closer to a learner who is struggling to hit the balloon back to you.

Evaporation: when the sun heats up water and turns it into vapour or steam that goes up into the air.

Activity 2.5 A bigger balloon travels slower than a small one therefore blow the balloon up nice and big. This will increase the learner’s chance at success. A balloon travels towards the learner at a slower pace than a ball. This gives the learner more time to react and catch it.

Edusense

Preschool Program

Activity 2.8-2.14

2.6 Spatial awareness (Chalk, tricycle)    

Use chalk to draw a large circle on a brick or pavement surface. Let the learner walk on the circle’s line. Ask him to jump into the centre of the shape, then out of it. If the learner has a tricycle, let him experience the circle’s shape by driving all around it.

2.7 Jumping (Chalk) 

Age: 3-4

Use chalk to draw a small circle on an outdoor surface. Let the learner jump over the circle (forwards then backwards). Describe what he is doing as he does it: “You are jumping forwards” or “you are jumping backwards”.

Adjustment: Should the learner struggle to jump over the shape on his own, hold both of his hands and help him make the jump.

Research shows that emphasis on purely intellectual activities (memorisation of letters and numbers, for instance) is far less useful at this stage than pursuits that encourage fine motor abilities and hand-eye coordination. These skills (rather than counting or reciting the alphabet) lay the foundation for academic learning in later years.

Activity 2.8 A learner does the adjusted version of the “Peg placing” activity.

Fine motor coordination activities 2.8 Peg placing (Clothing pegs, tray) 

Let the learner place pegs all around the rim of a tray.

Adjustment: In case the learner struggles keeping a peg open long enough to place it over the tray’s side by himself. Place the pegs on the tray’s side for him and let him remove them. 2.9 Inserting straws (Drinking straws, spaghetti strainer) 

Show the learner how to push a straw through one of the holes in a spaghetti strainer. Let him try placing straws in the other holes too. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Activity 2.13

2.10 Finding red things (Red clothes) 

Go through the learner’s wardrobe. Show him a red item then let him point out a few more red items himself.

2.11 Red roll painting (Paint, paintbrush, three toilet rolls) 

Age: 3-4

Let the learner paint three toilet rolls red. As he paints these, remind him that the colour he is using is red. Name red things (tomato sauce, strawberries, a stop sign). Allow the toilet rolls to dry. They will be used for an upcoming activity.

This activity is aimed at stimulating tactile perception: the awareness of what has been touched or the ability to interpret information sent to the brain by means of the sense of touch.

2.12 A red necklace (Ribbon, painted toilet rolls, scissors) 

Cut the painted toilet rolls into ring-like segments. (Each should be approximately 2cm wide.) Tie one of these toilet-roll-rings to the end of a ribbon. This will prevent the rest of the rings from escaping as the learner strings them to create a necklace.

Adjustment: Hold one ring for the learner and let him pull the string through it. Do this with all the rings. 2.13 Texture cards/bangle (Variety of textured materials, tray, scissors, cardboard/tape-roll, glue) 



Place pieces of wool and fabric cut-offs inside a tray. Let the learner describe how these items feel to him; “Rough, smooth, soft, hard, etc.” Make cards by cutting a piece of cardboard into smaller pieces. Add a blob of glue to each card. Let the learner place felt, wool, fleece, wood, oats or sand on each of these cards. (Create two or more of each type of card.)

Adjustment: Make a texture bangle. Let the learner decorate the outside of a large, empty tape roll with these textured materials. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

2.14 Decorating a shirt (The relevant printout, wool, strips of fabric, buttons, glue) 

Let the learner glue real pieces of fabric, wool and buttons to the picture of the t-shirt.

Mathematical concept forming activities

Age: 3-4

Activity 2.15 When the learner starts drawing circles, they may resemble twirls. The beginning of these “circles” may also not meet up with their ends.

2.15 Tracing shapes (Tray, whiteboard marker) 

Use a whiteboard marker to colour in a large area on a tray’s surface. Let the learner use his finger to wipe the ink away, creating a circle.

Activity 2.16

Adjustment: Hold the learner’s hand. Guide him to form a circle. Practice drawing other shapes too. Name these shapes.

As you demonstrate to the learner what you want him to do, place the square fabric pieces from left to right. All presentations move in this direction as an indirect preparation for reading and writing western script.

2.16 A material line (Square pieces of fabric) 



Create a horizontal line by placing square pieces of fabric alongside each other. Place these pieces from left to right. Let the learner have a go at creating a line too.

2.17 Sorting textures (Square pieces of fabric)  

Activity 2.17 This activity introduces the learner to classification: the ability to arrange things according to colour, texture, shape or size.

Let the learner sort pieces of fabric, creating piles according to their types. Count the piles afterwards. (Move from pile to pile with your index finger, as you count.)

Edusense

Preschool Program

Activity 2.19

Auditory perception

In order to stimulate the learner’s auditory memory read this poem twice and then ask him a few simple questions:

2.18 Following instructions Give the learner simple instructions to follow:    

Walk to the door Fetch a book from the bookshelf Sit on a chair Touch the table

 

Adjustment: You may do this activity outdoors. If you decide to do so, give the following instructions:      

Age: 3-4



Which animal had no hair? What did the little girl do to help? Which colour was the sweater?

Touch a tree Walk around a tree Stand on the grass Sit on the grass Find a flower Smell the flower

Poem time 2.19 The Red Sweater There was a horse who had no hair, his skin was terribly bare. In the winter, when it snowed he felt extremely cold. He didn't know how long his shivering legs would hold. His owner was a little girl. Her name was Twirl. She knit a big red sweater. She gave it to the horse and said: “I hope you feel all better now that you have this big red sweater.” Stacey van der Walt

Edusense

Preschool Program

Age: 3-4

Resources My Clothes Printout for activity: 2.1

Do not worry… Matthew 6:31 (NIV)

For life is more than food, and the body more than clothes. Luke 12:23 (NIV) If that is how God clothes the grass of the field, which is here today, and tomorrow is thrown into the fire, how much more will he clothe you? Luke 12:28 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

My Clothes Printout for activity: 2.13

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word

hat

Glue a picture of the learner completing a My Clothes activity here.

I can describe different textures: smooth/rough

I know the difference between big and small

Activity description: I am able to identify the colour red

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 7: My Home Activity type

Additional information

Location

Memory verse

Hebrews 3:4

3.1

Discussion

Cover one of the listed discussion ideas

3.2

Sign Language word

House

3.3

Gross motor coordination Jumping home

3.5

Fine motor coordination

Scooping fun, Rainbow rice house

3.8,3.9

Mathematical concept forming

Creating a square

3.13

Reading time

Animal Homes

3.17

Completed

Week 8: My Home Activity type

Additional information

Location

Memory verse

Proverbs 24:3

3.1

Discussion

Cover another discussion idea

3.2

Science experiment

Evaporation

3.4

Gross motor coordination A giant’s house

3.6

Fine motor coordination

An insect house

3.10

Mathematical concept forming

Building a tower

3.14

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 9: My Home Activity type

Additional information

Location

Memory verse

Psalm 84:3

3.1

Discussion

Cover one of the listed discussion ideas

3.2

Auditory perception

Sequence clapping

3.16

Gross motor coordination Positions

3.7

Fine motor coordination

Water bricks, Self expression

3.11, 3.12

Mathematical concept forming

Tracing circles

3.15

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Ice cubes Permanent marker Masking tape Rainbow rice* Glue, Coloured paper Crayons, Paper Stacking cups Toy Child sized chair Deep set spoon Ice tray Newspaper Containers Paintbrush Chalk Whiteboard marker Whiteboard Scissors DIY Challenge: White rice White vinegar Food colouring Plastic container Tray

DIY Challenge Rainbow coloured rice Materials: 

Inexpensive white rice (1 cup for each colour)



White vinegar (1/2 tsp for each colour)



Food colouring



Plastic container with lid



Tray

Directions: 1.

Pour one cup of rice into a container.

Add some food colouring and the 1/2 tsp of vinegar, and snap the lid onto the container.

Shake the container. Once your rice is evenly coloured, dump it out on your tray to dry.

Your own activities: ___________________________________

Storage:

___________________________________ ___________________________________



Coloured rice will keep

___________________________________

indefinitely when stored in an

___________________________________

air-tight container.

___________________________________ ___________________________________

Edusense

Preschool Program

Theme 3 My Home home My

Age: 3-4

After completing this lesson the learner should be able to:        

recognise some of the home’s features sign the word: house understand what Evaporation entails organise objects according to size place an object in a position referred to understand the difference between positions identify the colour orange identify a square

Memory verse

Activity 3.2

3.1 The Great Builder (Memory verse cut-outs)

Language has a receptive dimension (the ability to understand and take information in) and an expressive dimension (the words the child uses to express himself). Receptive language precedes expressive language.

Every house is built by someone, but the builder of all things is God. Hebrews 3:4 (NIV) Additional thematic verses: Proverbs 24:3, Psalm 84:3

Discussion 3.2 My house 



Walk through the house, explain what each room is called and what its function is. (“We prepare food in the kitchen, we eat food in the dining room. We entertain visitors in the living room, we sleep in the bedroom.”) Talk about the homes animals live in. (“Birds live in nests, bees live in bee hives, tortoises carry their houses on their backs, taking them everywhere they go. Hermit crabs live inside of shells too. Once their shells get too small they move into bigger ones.”)

Activity 3.3 A learner signs house.

Sign language 3.3 Saying house Instructions: Show the learner how to place the tips of his

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Preschool Program

fingers together, then trace the form of a roof. Origin as a sign: A natural sign showing the roof of a house. Usage in a sentence: What makes a house a home?

Science and discovery

Age: 3-4

Activity 3.4 Remember that the most valuable learning takes place in a relaxed and pressure free environment!

3.4 Evaporation (Container, water, paintbrush, outdoor surface) 

Give the learner a paintbrush and a container with water in it. Let him go outdoors and paint a brick wall or a pavement surface. No sooner has the water been painted onto the surface then it disappears. We call this evaporation.

Adjustment : Allow the learner to verbalise his findings. Assist him in drawing conclusions by asking questions: “Is the wall wet?”,“Where has the water gone?”, “Has the water disappeared?”

Gross motor coordination activities 3.5 Jumping home (Chalk, outdoor surface/newspaper, permanent marker, scissors, masking tape)

Activity 3.5 The body has two sides which need to work together in a co ordinate manner. Imagine a line that runs right through the centre of the body. This is referred to as the midline. Jumping from one footprint shape to the next promotes midline crossing.

Use chalk to draw a large picture of a house on an outdoor surface. Also draw a few footprints leading up to this house. These footprints can be made by tracing around your own feet. (Make sure the footprints are close enough together for the learner to move from one to another

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Preschool Program

with ease.) Let the learner follow the path of footprints that leads all the way home:  

Let him move from footprint to footprint at a normal speed. Let him move from footprint to footprint as quickly as possible.

Age: 3-4

Activity 3.7 Understanding of position is essential for the understanding of mathematics.

Adjustment: If you do not have access to an outdoor surface, use a permanent marker to trace a house shape and footprints on newspaper sheets. Cut these out. Use masking tape to stick them to an indoor surface, then do the abovementioned activity. 3.6 A giant’s house (The picture of the house drawn in the previous activity) Ask the learner to pretend that he is a giant. Let him:    

jump over the picture of the house. sit on top of the picture of the house. sit next to the house-picture. walk around the house-picture.

Adjustment: Show the learner what you want him to do by demonstrating the abovementioned actions yourself. 3.7 Positions (Child sized chair, toy) Ask the learner to place his favourite toy under a chair. (Point to the position you are referring to.) Also ask him to:   

put the toy next to the chair on top of the chair

 

behind the chair in front of the chair

Now let him stand next to/ on top of/ behind/ in front of the chair. (Remember to point to the area around the chair that you want the action to take place in/on.) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Fine motor coordination activities

Activity 3.8

3.8 Scooping fun (Two small containers, rice, a tray, a deep set spoon)

A learner repeats the rice scooping activity several times. This is good, this is how he will master this skill.



Place two containers alongside each other inside of a tray. The left one should contain rice. The right one should be empty. Let the learner use a deep set spoon to scoop rice from the left container into the right container.

3.9 Rainbow rice house (The relevant printout, rainbow coloured rice, glue) 



Place glue on the picture of the house. Let the learner sprinkle a variety of different coloured rice onto it. When done, tilt the picture slightly as you hold it over a tray: allowing the excess rice to fall into the tray.

3.10 An insect’s house (The relevant printout, yellow paper, glue) 

Let the learner tear a yellow paper sheet into tiny pieces then glue these pieces to the picture of the bee hive.

3.11 Water bricks (A small container, water, deep set spoon, ice tray) 

Fill a small container with water. Let the learner scoop the water up, into a deep set spoon, then pour it into an ice tray. Place the tray in a freezer. (The water will soon turn to ice. These ice cubes will be used for an upcoming activity.)

Activity 3.10 Tearing paper is an activity that should precede using a scissor. It strengthens the muscles in the hand and improves the coordination that the proper use of a scissor requires.

Edusense

Preschool Program

Activity 3.12

3.12 Self expression (Paper, crayons) 

Give the learner a piece of paper and a variety of different coloured crayons. Let him draw anything that he wants to.

Mathematical concept forming activities 3.13 Creating a square (The Ice cubes made during a previous activity, an outdoor surface/a tray) 

Age: 3-4

Encourage the learner to talk about his ideas. Engage in creative brainstorming. This is a picture that was created by a three year old learner. It is of a spider spinning a web.

Help the learner to form a square shape with ice cubes. Use the same amount of cubes to form each of the square’s sides.

Adjustment: Do this activity indoors using a tray or outside on a pavement or brick surface. 3.14 Building a tower (Stacking cups) Activity 3.14 



Use three stacking cups (that fit on top of each other). Count these cups. Show the learner how to build a tower with the cups. Adjustment: If the child does this easily, add a few more cups for him to build a taller tower with.

3.15 Tracing circles (Whiteboard, whiteboard marker, stacking cups) 



Place three different sized stacking cups on a whiteboard. Use a whiteboard marker to trace around the stacking cups then remove the cups from the whiteboard. Let the learner count how many circles you have made. Discuss which one of the circles is the biggest and which

This activity focuses on visual serration: the ability to arrange objects in increasing/decreasing order. This skill involves understanding words such as tall, taller, tallest. The concept of visual serration is closely linked to the language of degrees of comparison and ordinal numbers– first, second, third (which the learner wont grasp yet). Sequencing words for toddlers: first, then, next, after that.

Edusense

 

Preschool Program

is the smallest. Let the learner place the correct cup on each circle. Remove the cups from the tray and wipe the circles away. Help the learner to trace around a cup himself.

Auditory perception 3.16 Sequence clapping Clap your hands and let the learner repeat the sequence or speed at which you clapped.  

Age: 3-4

Activity 3.17

The young learner may enjoy poems but the length of time he is prepared to sit still and listen is limited. Edusense took this into consideration when writing and selecting poems and stories.

Clap your hands quickly Clap your hands slowly

Adjustment: If the learner is able to do the abovementioned activity easily, let him try repeating the following sequences:  

Clap your hands twice in quick succession, followed by one short clap. Clap your hands twice-pause-clap your hands twicepause...

Poem time 3.17 Animal Homes The bird flew to its nest; “I am tired. I need to rest.” The bee zoomed to his hive; “I am so happy to be alive.” The worm crawled into a hole, there he bumped into a mole. “No!” cried the mole. “You must leave and find your own hole.” Stacey van der Walt

Edusense

Preschool Program

Age: 3-4

Resources My Home Printout for activity: 3.1

Every house is built by someone, but the builder of all things is God. Hebrews 3:4 (NIV)

Even the sparrow has found a home, and the swallow a nest for herself, where she may have her young. Psalm 84:3 (NIV) By wisdom a house is built, and through understanding it is established. Proverbs 24:3 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

My Home Printout for activity: 3.9

Edusense

Preschool Program

Age: 3-4

My Home Printout for activity: 3.10

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word: house

Glue a picture of the learner completing a My Home activity here.

I can arrange objects according to size

I understand concepts: under, on-top, next to

Activity description: I am able to identify the colour orange

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 10: My Pets Activity type

Additional information

Location

Memory verse

Genesis 1.21

4.1

Discussion

Cover one of the listed discussion ideas

4.2

Sign Language Word

Rabbit

4.3

Completed

Gross motor coordination Mimicking pets, Direction 4.5, 4.6

Fine motor coordination

Fingerprint fish

4.9

Mathematical concept forming

Shape placing

4.14

Reading time

An Elephant Pet

4.18

Week 11: My Pets Activity type

Additional information

Location

Memory verse

Luke 12:6

4.1

Discussion

Cover another discussion idea

4.2

Science experiment

Evaporation

4.4

Gross motor coordination Big and small

4.7

Fine motor coordination

Combing a pet, Feathery bird

4.10, 4.11

Mathematical concept forming

Fill the doggy bowl

4.15

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 12: My Pets Activity type

Additional information

Location

Memory verse

Proverbs 12:10

4.1

Discussion

Cover one of the listed discussion ideas

4.2

Auditory perception

Identify the sound

4.17

Gross motor coordination Positions

4.8

Fine motor coordination

Animal footprints, Comb painting

4.12, 4.13

Mathematical concept forming

Less and more

4.16

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Googly eyes Feathers Play dough Chair Pet Scissors Comb Shape set Dog food Tray Glue Paint Crayons Paper DIY Challenge: Self raising flour Salt Food colouring Squeeze bottles

DIY Challenge Puff paint picture Materials: 

1 tablespoon self-raising flour



1 tablespoon salt



3 teaspoons water



Food colouring



Squeeze bottles

Directions: 1.

Mix all of the ingredients until it forms a paste.

Paint a picture with the paste.

Place the picture in the microwave for 30 seconds and watch the paint puff up.

Your own activities: ___________________________________

Storage:

___________________________________ ___________________________________

Pour the mixture into tomato sauce

___________________________________

squeeze bottles for easy use.

Edusense

Preschool Program

Theme 4 MyPets Pets

Age: 3-4

After completing this lesson the learner should be able to:        

recall what a pet’s most basic needs are sign the word: rabbit link a sounds to the animal making it mimic animal sounds differentiate between a big and a small object mix two colours to create a new colour name positions grasp concepts: less and more

Memory verse

Activity 4.2

4.1 God created animals (Memory verse cut-outs)

Two learners feed carrots to a pet rabbit.



God created the great sea creatures and everything. Genesis 1:21 (NIV)

Additional thematic verses: Luke 12:6, Proverbs 12:10

Discussion 4.2 Taking care of pets (Pet)  



Talk about animals that can be kept as pets (dogs, cats, hamsters, guinea pigs, tortoises, fish, birds and snakes). Discuss the fact that a person should be kind to pets. They need to be fed and given clean drinking water every day. Pets need a lot of love too. If you have a pet, involve the learner in feeding and taking care of it.

Activity 4.3 A learner signs rabbit.

Sign language 4.3 Saying rabbit 

Instructions: Show the learner how to make fists, then extend his index and middle fingers. Let him cross his hands over each other a couple of times.

Edusense

Preschool Program

Origin as a sign: The fingers represent rabbit ears. Usage in a sentence: The white rabbit has pink eyes.

Science and discovery

Age: 3-4

Activity 4.5 A learner pretends to be a tortoise. He pulls himself into his “shell’”.

4.4 Evaporation (Water) 

Let the learner use an outdoor tap to wet his hands. (Make sure to teach him to close the tap properly afterwards as you do not want to waste water.) Let him run around. Ask him to stop when he feels his hands have dried completely. Ask him where he thinks the water went.

A learner is shown the picture of the bird. He then mimics this animal’s movements.

Gross motor coordination activities 4.5 Mimicking pets (The relevant printout, scissors) Cut the six pictures of pets from the printout and do the following with three of them:



Hold the picture of the cat up. Let the learner mimic a cat’s movements. (Walking on all fours, from one point of the garden to another).



Show the picture of the tortoise to the learner. Let him copy the movements a tortoise makes. (Slowly walking forwards on all fours.) Let him also pull himself into his “shell” (bringing arms and legs in towards his body).

Show the learner the picture of the bird. Have him move his arms upwards and downwards, mimicking a bird in flight. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

4.6 Direction (The printout used in the previous activity) 

Show the learner each of the pictures of the pets. Let him point in the direction that the animal on each picture is facing.

4.7 Big and small Instruct the learner to do the following:  



Activity 4.5-4.8 As the learner grows, his body first learns to do things which involve using both sides of the body together. Once the two sides of the body begin to work well together a dominant side is developed.

Run around like a little mouse, softly but swiftly taking small steps. Walk like a big elephant, placing feet down heavily and slowly.

4.8 Positions (The relevant printout-used in previous activities, child sized chair) 

Age: 3-4

Place the picture of the cat on top of the chair, the picture of the bird next to the chair and the picture of the bunny in front of the chair. Point to the cat-picture and ask: “Which animal’s picture is on top of the chair?” Do the same with the other two pictures. Give the learner a turn to sit on, next to and then in front of the chair.

Activity 4.8 The space around us can be regarded as an extension of our own bodies. Once a child has developed an awareness of his own body, he becomes aware of the space around him.

Fine motor coordination activities 4.9 Fingerprint fish (The relevant printout, tray, yellow and red paint, googly eyes, crayons) 

Place a spoonful of yellow paint on a tray. Add a few drops of red paint to it. Let the learner mix these two colours together to create orange. Let him make four fingerprints inside of the picture of the fishbowl. Wait for these to dry. Stick a googly eye and

Edusense

Preschool Program

draw a tiny tail on each. These orange prints are gold fish swimming around in a bowl. Let the learner draw water, pebbles and plants around the fish. Adjustment: Make one orange handprint instead of several fingerprints. Once the paint has dried, glue an eye onto it. Let the learner draw water, pebbles and plants around the fish. 4.10 Combing a pet (Comb, pet) 

If you have a dog or cat (and it is good tempered) help the learner to comb its hair.

4.11 Feathery bird (The relevant printout, crayons, feathers, glue) 

Age: 3-4

Activity 4.12 The malleable properties of play dough make it fun for investigation and exploration as well as building up strength in all the tiny hand muscles and tendons, making them ready for pencil and scissor control later on. Playing with dough also helps to relieve tension and release energy.

Let the learner use crayons to colour in the picture of the bird. When done he may glue feathers to the picture too.

4.12 Animal footprints (Play dough) 

Roll out a piece of play dough. Let the learner bring all four fingers (of one hand) towards his thumb and then press the tips of these fingers into the dough. Doing this will create prints that resemble that of an animal.

Adjustment: Let the learner who struggles with this activity make hand prints in the dough. 4.13 Comb painting (Paper, paint, a comb) 

Place red, yellow and blue paint on a piece of paper. Let the learner drag a comb over the page, distributing the paint and creating patterns as he does so. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Mathematical concept forming activities . 4.14 Shape placing (A shape set) 

Remove all the shapes from a shape set and let the learner place these in the correct holes. Help where necessary.

4.15 Fill the doggy bowls (The relevant printout, scissors, ten dog or cat pellets) 

(Before you begin with this activity- tell the learner not to eat pet food!) Cut the two pictures of the bowls out. Hand the learner an even amount of pellets. Let him divide the pellets between the two pictures. Tell him that for every pellet that is placed “in” the one bowl there should be one placed in the other one too. Demonstrate this concept while saying “one for this doggy and one for that one.”

4.16 Less and more (The relevant printout-used in the previous activity, glue, ten dog food pellets) 



Age: 3-4

Activity 4.16 As early as age three, children can hold up fingers to indicate a quantity. The child is sometimes incorrect, but it is mathematical behaviour. By age four, children are learning to count. They can usually count to 5 or 10, and can tell you what number comes next in a series. For example, if you counted 1, 2, 3, 4, 5 and asked what comes next, the child could say, “6” ! However, at this stage, saying the words and understanding the quantity linked to them is not a certainty (D. Clements & Sarama, 2004; Sarama & Clements, 2004).

Help the learner to glue two dog pellets to one of the pictures of a bowl and the rest to the other. Explain that one bowl has many pellets in it while the other one only has a few. Let the learner count how many pellets there are in the bowl with the least amount of pellets in it (2).

Auditory perception 4.17 Identify the sound Make an animal sound and let the learner identify the animal that makes that sound:

Edusense

   

Preschool Program

Age: 3-4

Activity 4.18

Bark (Dog) Meow (Cat) Chirp (Bird) Neigh (Horse)

Adjustment: Let the learner listen to you make these sounds. Then tell him which animal you have impersonated. Give him the opportunity to make animal sounds too.

Poem time 4.18 Three Little Kittens (Let the learner clap his hands every time he hears you read the word “mittens”.) Three little kittens, they lost their mittens, and they began to cry. Oh, mother dear, we sadly fear our mittens we have lost. What! Lost your mittens? You naughty kittens! Then you shall have no pie. Mee-ow, mee-ow, mee-ow, mee-ow. You shall have no pie.

This activity focuses on auditory figure ground discrimination: the ability to distinguish between relevant and irrelevant auditory stimulation. The child listens attentively to what is relevant (the word “elephant”)while he is still aware of other sounds in his environment, these sounds occupy a secondary place in the hearing field.

The three little kittens, they found their mittens, and they began to cry; “Oh, mother dear, see here, see here, our mittens we have found.” “What?! Found your mittens, you darling kittens! Then you shall have some pie. Purr-rr, purr-rr, purr-rr, you shall have some pie.” © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

More activity ideas:

The three little kittens, put on their mittens, and soon ate up the pie. “Oh, mother dear, we greatly fear our mittens we have soiled.” “What?! Soiled your mittens, You naughty kittens!” Then they began to sigh, Mee-ow, mee-ow, mee-ow, mee-ow. They began to sigh.

———————— ———————— ———————— ———————— ———————— ———————— ———————— ———————— The three little kittens, ———————— they washed their mittens, and hung them out to dry. ———————— “Oh mother dear, ———————— look here, look here, ———————— our mittens we have washed.” “What?! Washed your mittens, ———————— You're such good kittens. ———————— I smell a rat close by! ———————— Hush! Hush! Hush! Hush! Hush! Hush! Hush! ———————— I smell a rat close by.” ———————— ———————— Traditional ———————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Resources My Pets Printout for activity: 4.1

God created the great sea creatures and everything. Genesis 1:21 (NIV)

Are not five sparrows sold for two pennies? And not one of them is forgotten before God. Luke 12:6 (NIV)

A righteous man has regard for the life of his animal. Proverbs 12:10 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

My Pets Printout for activity: 4.5, 4.6, 4.8

Edusense

Preschool Program

Age: 3-4

My Pets Printout for activity: 4.9

Edusense

Preschool Program

Age: 3-4

My Pets Printout for activity: 4.11

Edusense

Preschool Program

Age: 3-4

My Pets Printout for activity: 4.14, 4.15

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word

rabbit

Glue a picture of the learner completing a My Pets activity here.

I can mimic the sounds that pets make

I understand concepts: less and more

Activity description: I can explain where an object is located: under, next to, on top of

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 13:My Garden Activity type

Additional information

Location

Memory verse

Matthew 6.28

5.1

Discussion

Cover one of the listed discussion ideas

5.2

Sign Language word

Grow

5.3

Gross motor coordination Paper ball and beanbag

5.5

Fine motor coordination

Finding green things, A crawling worm

5.7, 5.8

Mathematical concept forming

Cutting grass again

5.13

Reading time

A Little Seed

5.18

Completed

Week 14: My Garden Activity type

Additional information

Location

Memory verse

Psalm 92:12

5.1

Discussion

Cover another discussion idea

5.2

Science experiment

Grow a seed

5.4

Gross motor coordination Plant the seed

Completed

5.6

Fine motor coordination

Collecting leafs and flow- 5.9, 5.10 ers, Leaf stamps

Mathematical concept forming

Snails in the garden

5.14

Reading time

Thematic book

Library

Edusense

Preschool Program

Age: 3-4

Week 15: My Garden Activity type

Additional information

Location

Memory verse

Psalm 1:3

5.1

Discussion

Cover one of the listed discussion ideas

5.2

Auditory perception

Sounds in the garden

5.17

Gross motor coordination Repeat: Paper ball and beanbag

5.5

Fine motor coordination

Garden textures, Cutting grass

5.11, 5.12

Mathematical concept forming

Counting snails, Sorting

5.16, 5.17

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List DIY Challenge

Supplies General: Pen Cotton wool balls Beanbag Brown moose Containers Blender Milk Blunt knife A seed Macaroni and pasta shells Paper Tray Paint Crayons Scissors Leafs, Flowers DIY Challenge: Vegetable oil Salt Cream of tartar Food colouring Flour Ziploc bag Saucepan Your own activities: __________________________________ __________________________________ __________________________________

Green play dough Materials: 

1 cup of water



1 tablespoon vegetable oil



1/2 cup of salt



1 tablespoon of cream of tartar



Food colouring



A saucepan



1 cup of flour



A Ziploc freezer bag

Directions: 1.

Combine water, oil, salt, cream of tartar, and food colouring in a saucepan and heat until warm.

Remove from heat and add flour.

Stir, then knead until smooth.

Storage: 

Store this dough in an airtight container or a Ziploc freezer bag.

__________________________________ __________________________________ __________________________________ __________________________________ _________________________________

Edusense

Preschool Program

Theme 5 My The Garden garden

Age: 3-4

After completing this lesson most learners should be able to:        

recall what germination entails sign the word: grow count three objects describe textures sort objects identify the colour green catch a beanbag throw one (beanbag) object into another object (bucket)

Memory verse

Activity 5.1

5.1 God takes care of us (Memory verse cut-outs)

To help a learner memorise a slightly longer verse, sing the words of the verse to the tune of a popular children’s song.



And why are you anxious about clothing? Consider the lilies of the field, how they grow: they neither toil nor spin. Matthew 6:28 (NIV)

Additional thematic verses: Psalm 92:12, Psalm 1:3

Discussion 5.2 The garden 



Take a walk in the garden, let the learner feel different surfaces. Describe these to him. (“The grass feels soft. The leafs feel soft. The tree bark feels rough. The bricks that form the pathway in the garden feel rough too.”) Look at flowers growing in the garden. Smell them. Discuss their colours. Explain that everything growing in the garden started out as little seeds.

Activity 5.3 A learner signs grow/ spring.

Sign language 5.3 Saying grow/spring Instructions: Let the learner form the letter “c” with his left hand, let the right hand come up through this hand.

Edusense

Preschool Program

Origin as a sign: The right hand indicates that which is growing upwards out of the ground. Usage in a sentence: Spring begins in September.

Science and discovery 5.4 Grow a seed (Small container, seed, cotton wool balls, water) 



Place a bean between two cotton wool balls. Place these cotton wool balls and bean in a small container. Let the learner pour a little bit of water onto the bean and cotton wool. Place the container on a windowsill (where the sun shines through). Let the learner water the bean daily. Make sure he does not overdo it. Observe how the little plant starts growing. Take photos of the changes it goes through. Once the bean has transformed into a plant, show these pictures to the learner. These will remind him of the journey the seed has gone through. Page through a photo album of the learner. Show him how he has changed over the years, just like the seed!

Age: 3-4

Activity 5.4 Science at its basic is about how things work and change in our environment. This experiment introduces the learner to the concept of germination. Germination is the process of a plant emerging from a seed and beginning to grow. Below is an example of the changes a seed goes through as it becomes a plant.

Gross motor coordination activities 5.5 Paper ball and beanbag (Paper/beanbag) 

Crumple up a piece of paper (until it resembles a ball). Let the learner cup both his hands and bring them toward his chest. Stand close to him as you throw the paper ball to him. As he becomes more confident his hands will move further away from his body and he will catch the ball with more ease.

Edusense

Preschool Program

Adjustment: Repeat this activity. Replace the paper ball with a beanbag. 5.6 Plant the seed (Paper ball/beanbag, container) 

Place a container on the floor. Let the learner stand over it and drop a paper ball into it. Let him use his left hand first and then his right to do this.

Age: 3-4

Activity 5.6 The learner pretends that the beanbag is a seed and the container is a hole he will plant it in.

Adjustment: If the learner does this easily, let him stand half a meter to a meter away from the container and attempt to throw the beanbag into the container. (To make this exercise fun, pretend that the beanbag is a seed and the container a hole in the ground. Let the learner “plant the seed in the hole”.) Activity 5.9

Fine motor coordination activities

Field flowers, collected by a learner, are displayed on a table.

5.7 Finding green things (Garden) 

Take a stroll in the garden. Show the learner something green (grass). Let him look for other things in the garden that are green too (leaves, moss etc).

5.8 A worm crawling through the mud (Brown chocolate mousse, milk, a blender, a tray, a refrigerator) 

Mix brown chocolate mousse (as per instructions on the back of a packet). Place the mousse inside of a tray and leave in the refrigerator. Once the mousse has set, remove from the refrigerator. Show the learner how to draw lines from the top to the bottom, right to left side of the tray. With every line drawn let the learner lick off his finger and then create the next line. (His finger is a worm, crawling through the mud.) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

5.9 Collecting leaves and flowers (Leaves, flowers)

Activity 5.10



Leaves collected for this activity.

Collect leaves and flowers of all shapes and sizes. Compare the leafs’ and flowers’ colours and sizes.

5.10 Leaf stamps (The relevant printout, crayons, leaves, green paint) 

Let the learner use crayons to colour in the picture of the tree. When done, paint the leaves (collected during the previous activity) green and use these as stamps on the branches of the tree picture. Mention the name of the colour paint that is being used in the picture.

Adjustment: If it is winter and there is a shortage of leaves, let the learner make green finger or handprints on the branches on the picture. 5.11 Garden textures (Crayons, paper, rough surfaces) 

Activity 5.12 A learner cuts real grass with scissors. He uses both hands to open and close the scissors’ blades with. With time, and practise he will eventually use one hand to cut with.

Remove the label from a crayon. Turn this crayon over, onto its side. Hold a piece of paper against different surfaces (tree bark, a big rock, a brick). Let the learner rub the crayon’s side against the paper. Each surface will produce a different texture on the sheet of paper.

Adjustment: Lay a paper down on a flat, rough surface. Let the learner hold the crayon, as he finds easiest, and just make markings on the paper. The markings will still have an interesting texture. 5.12 Cutting grass (Scissors, a patch of grass) 

Discuss scissor safety rules with the learner. (Never run with scissors in your hands. Scissors are not toys, they should not be played with. Demonstrate how to safely © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense



Preschool Program

hold scissors while walking and how to pass it to somebody.) Give the learner a pair of scissors. Show him how to correctly hold it. Also show him how to open and close it. Let him cut a patch of long grass short. Make sure to supervise the learner as he does this.

Age: 3-4

Activity 5.14 An example of a macaroni and play dough snail:

Mathematical concept forming activities 5.13 Cutting grass again (Green play dough, blunt knife scissors) 

Use green play dough to create three string-like objects. Count the “grass stands”, then let the learner cut them shorter. He may use a blunt knife or scissors to do this.

5.14 Snails in the garden (Green play dough, macaroni, pasta shells) 

Use green play dough to create three thick slug-like figures. Give the learner macaroni and pasta shells. Show him where to place these on the play dough in order to create a snail-like figure. (For example: Place a macaroni shell on the figure’s back and two macaroni twirls in front, for eyes.) Create three of these snails.

5.15 Counting snails (The snails made during the previous activity) 

Activity 5.16 Once a child is able to control his large movements, he will be able to control his small refined movements. Sorting macaroni is a good example of an activity involving these refined movements.

Place one “snail” in front of the learner. Ask him how many play dough snails he sees in front of him. Place another alongside this one. Tell him there are two. Add another then tell him there are three.

5.16 Sorting (Two small containers, two types of macaroni) 

Place a handful of two different types of macaroni and two small containers in front of the learner. Let the learner use the small containers to sort the macaroni: © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

placing one type into the one container and the other type in another container.

Age: 3-4

More activity ideas:

———————— ———————— 5.17 Sounds in the garden ————————  Stand outside. Let the learner close his eyes and listen to ———————— the sounds around him (a bird chirping, a truck driving ———————— by). Let him verbalise what he hears. ———————— Poem time ———————— ———————— 5.18 A little seed ———————— I took a little seed one day ———————— About a month ago ———————— I put it in a pot of dirt In hopes that it would grow ———————— ———————— I poured a little water ———————— To make the soil just right I set the pot upon the sill ———————— Where the sun would give it light ———————— ———————— I checked the pot almost every day And turned it once or twice ———————— With a little care and water ———————— I made it grow so nice ———————— Unknown author ———————— ———————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— Auditory perception

Edusense

Preschool Program

Age: 3-4

Record of Progress My Garden Printout for activity: 5.1

And why are you anxious about clothing? Consider the lilies of the field, how they grow: they neither toil nor spin. Matthew 6:28 (NIV) The righteous man will flourish like the palm tree, He will grow like a cedar in Lebanon. Psalm 92:12 (NIV) He will be like a tree firmly planted by streams of water, Which yields its fruit in its season And its leaf does not wither; And in whatever he does, he prospers. Psalm 1:3 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

My Garden Printout for activity: 5.10

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word

grow

Glue a picture of the learner completing a My Garden activity here.

I can count three objects

I can sort objects according to size

Activity description: I can identify the colour green

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 16:A Safari Activity type

Additional information

Location

Memory verse

Proverbs 28:1

6.1

Discussion

Cover one of the listed discussion ideas

6.2

Sign Language word

Elephant

6.3

Gross motor coordination Catching a ball

6.5

Fine motor coordination

Leopard spots, Stripy zebra

6.8, 6.9

Mathematical concept forming

Animal safari

6.14

Reading time

An elephant

6.18

Completed

Week 17: A Safari Activity type

Additional information

Location

Memory verse

Psalm 34:10

6.1

Discussion

Cover another discussion idea

6.2

Science experiment

Water beads expanding

6.4

Gross motor coordination The dung beetle game

6.6

Fine motor coordination

Footprint picture, Giraffe

6.10, 6.11

Mathematical concept forming

Odd animal

6.15

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 18: My Garden Activity type

Additional information

Location

Memory verse

Psalm 104: 21

6.1

Discussion

Cover one of the listed discussion ideas

6.2

Auditory perception

Guess the animal

6.17

Gross motor coordination To and fro

Completed

6.7

Fine motor coordination

Binoculars, Animal shapes 6.12, 6.13

Mathematical concept forming

Concept of 1 and 2

6.16

Reading time

Thematic book

Library

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List DIY Challenge

Supplies General: Pen Little Orbeez balls Wild animal figures Ball Play dough* Black dot stickers Stacking cups Jar Potato/apple Two toilet rolls Crayons Tray Paint Glue Toothpicks Ribbon DIY Challenge: Oatmeal Flour Mixing bowl Food colouring Your own activities: __________________________________

Edible oatmeal play dough Materials: 

1/2 cup of uncooked oatmeal



1/4 cup of water



1/4 cup of flour



A mixing bowl



A few drops of food colouring

Directions: 1.

Stir all of the ingredients together in a big mixing bow.

Once the ingredients are mixed together well, it can be played with.

Storage: Do not store this play dough. Use after mixing.

Edusense

Preschool Program

Theme 6 A Safari

Age: 3-4

After completing this lesson the learner should be able to:        

sign the word: elephant classify wild animals understand what binoculars are used for identify animals with stripes or spots spot the “odd one out” grasp the concept of quantities: 1 to 3 catch a ball create potato-stamp shapes

Activity 6.2

Memory verse 6.1 A lion (Memory verse cut-outs) 

The righteous are bold as a lion. Proverbs 28:1 (NIV)

The word safari derives from the Swahili language for “journey”.

Additional thematic verses: Psalm 34:10, Psalm 104:21

Discussion 6.2 A safari 



Explain what a person does when he or she goes on a safari.(“When you go on an African safari you drive around in a special kind of vehicle and observe nature.”) Mention a few of the animals one sees when on a safari (elephants, giraffes, lions, buffalo, zebras, rhinos, leopards etc). Describe your favourite wild animal to the learner (for example: my favourite animal, out of all the wild animals is a rhinoceros. It is a big, grey animal with thick skin. It has a big, hard horn above its lip. It is also an endangered species.) If you have ever been on a safari, tell the learner all about your experience.

Activity 6.2 Endangered species: a plant or animal species existing in such small numbers that it is in danger of becoming extinct, especially such a species placed in jeopardy as a result of human activity. One of the principal factors in the endangerment or extinction of a species is the destruction or pollution of its native habitat.

Edusense

Preschool Program

Age: 3-4

Sign language

Activity 6.3

6.3 Saying elephant

A learner signs elephant.



Instructions: Let the learner place the back of his right hand in front of his mouth, push this hand down-forwardup. Origin as a sign: The hand represents the trunk of the elephant. Usage in a sentence: An elephant never forgets.

Science and discovery 6.4 Water beads expanding (Little Orbeez balls, jar, water) 



Remove half of the Orbeez balls from the bag. Explain that these are not edible and should not be placed inside of one’s mouth. Fill a jar with water. Let the learner add the balls to the water and seal the jar with a lid. Let the learner observe, as the balls start expanding, getting bigger and bigger. Once the balls have expanded completely they will be the size of a medium marble. Remove one of the expanded balls from the jar and another one (from the bag) that hasn't been in contact with water yet. Place these two balls in the learner’s hands. Let him compare the two balls’ sizes, textures and weights.

Activity 6.4 Water beads (also called Orbeez, water pearls, water crystals or gel beads) are polymer crystals that look like little beads. When they are placed in water, they absorb the water and grow.

Gross motor coordination activities 6.5 Catching a ball (Ball) Let the learner cup his hands and bring them towards his body. Throw a ball into the learner’s hands. Let him throw it back to you. Stand close together at first. As the learner © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

becomes more successful at catching the ball, you may move further away from him. 6.6 The dung beetle game (Ball) 

Let the learner get onto his hands and knees. Place a ball in front of him. Let him pretend that this is dung and that he is a dung beetle.  

Age: 3-4

Activity 6.5 A learner has caught a bean bag. The bag is one of the mediums used to prepare him for catching and throwing a ball successfully.

Let him crawl, pushing the ball forwards with his head. Let him get onto his hands and knees. Place the ball beneath his belly (between his arms and legs). Let him crawl forwards while keeping the ball in this position.

6.7 To and fro (Ball) 

Let the learner sit with his legs apart. Roll the ball towards him and let him roll it back towards you.



Show the learner how to roll a ball against a wall. Roll it hard enough so that it bounces off of the wall and rolls back towards you. Let learner try to do this too. Allow him to repeat this activity as many times as he wants to.

The other mediums were: a balloon and a crumpled up piece of paper.

Activity 6.7 Ball games develop body and spatial awareness, balance and a sense of direction. They also help the young child to learn to coordinate his body.

Fine motor coordination activities 6.8 Leopard spots (Potato/apple, tray, red and yellow paint) 

Place a spoonful of yellow paint in a tray. Add a few drops of red paint to the yellow. Let the learner mix these two colours together. Soon orange will appear. Cut a potato or apple in half. Let the learner dunk the flat, © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

cut end of the apple or potato into the paint to create a page full of orange leopard spot. 6.9 Stripy zebra (The relevant printout, animal figures, black crayon) 

Let the learner take a look at a zebra animal figure. Mention the fact that the zebra is covered with black stripes. Let the learner use a black crayon to draw stripes for the zebra on the picture.

Age: 3-4

Activity 6.8 Once the potato or apple has been cut in half, cut two slits into the rounded part of it. This will act as a handle, making dunking the potato/apple into and taking it out of the paint a bit easier for little fingers.

6.10 Footprint picture (Play dough, animal figures) 

Place play dough on a tray. Roll it into a sphere shape and then flatten it. Let the learner use little animal figures to create a “footprint picture”: press the toy animals’ paws/hoofs into the dough. Notice how each set of footprints differ from the other.

6.11 Giraffe (The relevant printout, an orange crayon, black stickers) 

Activity 6.12 A learner paints a toilet roll green.

Let the learner use a crayon to colour the giraffe orange. When done, let him stick black dot stickers to the picture of the giraffe. These stickers represent the giraffe’s spots.

Adjustment: Remove the stickers from the sheet for a learner who isn’t be able to do so himself. 6.12 Binoculars (Paint, two toilet rolls, glue, a toothpick, ribbon) 

Let the learner paint two toilet rolls. Allow these to dry then glue them together. Create a small hole in each of the two rolls sides. Pull a ribbon through the holes and keep in place by tying knots. (These knots should be on © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

the outside of each roll as knots on the inside will prevent the learner from seeing properly.) Do not leave a child unattended with this creation. It is a strangulation hazard. 6.13 Animal shapes (Play dough, animal figures) 

 

Make four sphere shapes from green play dough. Flatten these slightly. Create a different animal shape in each piece of play dough :turn a toy animal onto its side and place it on top of the play dough. Gently press it into the play dough and remove once a shape has been made. Do this with three other animal toys and the three remaining pieces of play dough. Let the learner guess which toy animal made which shape. Let the learner have a turn at making animal shapes in play dough.

Mathematical concept forming activities 6.14 Animal safari (Tray, play dough, animal figures, home made binoculars) 

Place three animal figures in a row: first a lion then a zebra followed by an elephant. Let the learner sit a meter away from the animals. Let him look through the binoculars he has made. Ask him to: look at the lion first, then to the zebra and then to the elephant. Ask him to tell you which animal is situated first. Point to the animal you are referring to (the lion). Which is second? (The zebra) Which is third? (The elephant)

Age: 3-4

Activity 6.13 Remember that sequence words for toddlers are: first, then, next, after that. The young learner might not be able to comprehend the concepts - second, third etc yet.

Activity 6.14 You may improvise with any of the Edusense activities. You may add to the difficulty level of an activity or make an activity easier. Edusense gives you the ideas and you adjust these ideas to your child’s unique abilities.

Edusense

Preschool Program

Activity 6.15

6.15 Odd animal (Animal figures) 

Age: 3-4

Place three toy animal figures in front of the learner. Two should face left and one right. Ask the learner to identify the animal that is not looking in the same direction as the other two.

The lion is the “odd one out.”He is facing right while the other two animals are facing left.

6.16 Concept of 1 and 2 (Animal figures) 

Place three animal figures in front of the learner. Hold one finger up. Ask the learner to give you one animal. Hold two fingers up. Ask him to give you as many animals as you are indicating.

Adjustment: If the learner grasps the concept of how many one and two is, try doing the same activity with three figures instead of with one or two.

Auditory perception 6.17 Guess the animal (Animal figures, stacking cup) 

Hide a small toy animal (an elephant for example) beneath a cup. Let the learner guess which animal you are hiding. Give him clues as to the animal’s identity. Describe it: this animal has a long nose. It is very big and has big ears. It makes a trumpet sound. Keep descriptions short and simple. If the learner gives the correct answer you may reward him by revealing the animal hiding beneath the cup. Repeat this activity several times. Use a different animal each time.

Poem time 6.18 An elephant An elephant goes like this and that, (pat knees) He's terribly big, © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Activity 6.18

(hands high) And he's terribly fat; (hands wide) He has no fingers, (wiggle fingers) And has no toes, (touch toes) But goodness gracious, What a long nose! (Curl hands away from nose)

Many studies show that students who love learning and do well in school were exposed to reading at an early age.

More activity ideas:

———————— Traditional ———————— ———————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— ————————————————————————— © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Resources A Safari Printout for activity: 6.1

The righteous are bold as a lion. Proverbs 28:1 (NIV)

The lions may grow weak and hungry, but those who seek the Lord lack no good thing. Psalm 34:10 (NIV)

The lions roar for their prey and seek their food from God. Psalm 104:21 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

A Safari Printout for activity: 6.8

Edusense

Preschool Program

Recommended Schedule

Age: 3-4

Week 19: Transportation Activity type

Additional information

Location

Memory verse

Psalm 91:11

7.1

Discussion

Cover one of the listed discussion ideas

7.2

Sign Language word

Boat

7.3

Gross motor coordination A turning wheel

7.5

Fine motor coordination

Giant jets

7.8

Mathematical concept forming

Rocket counting, Sorting cars

7.13, 7.14

Reading time

I’m a Little Airplane

7.19

Completed

Week 20: Transportation Activity type

Additional information

Location

Memory verse

Proverbs 4:26

7.1

Discussion

Cover another discussion idea

7.2

Science experiment

Magnet magic

7.4

Gross motor coordination An aeroplane

7.6

Fine motor coordination

A multicoloured tyre track

7.9

Mathematical concept forming

One for you, Positions

7.15, 7.16

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 21: Transportation Activity type

Additional information

Location

Memory verse

Proverbs 5:21

7.1

Discussion

Cover one of the listed discussion ideas

7.2

Auditory perception

Mimicking sounds

7.18

Gross motor coordination Stop and go

7.7

Fine motor coordination

A puzzle, An airport

7.11, 7.12

Mathematical concept forming

Sorting according to colour

7.17

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Magnet Popsicle sticks Masking tape Rainbow crayons* Magnetic and non magnetic surfaces Old magazine Newspaper Cardboard Tray Paint Paper Clothing pegs Glue Scissors Masking tape Shape set DIY Challenge: Old crayons A mould A baking tray Your own activities: __________________________________ __________________________________

DIY Challenge Rainbow crayons Materials: 

Old crayons



A mould



Baking tray

Directions: 1. Preheat the oven to 200° F. 2. Peel off the paper wrappers from the crayons. 3. Break the crayons into pieces. 4. Fill the moulds with crayon pieces. 5. Place moulds on a backing tray and bake in the oven for 10-15 minutes (or until crayons are completely melted). 6. Once the moulds have cooled down and hardened, remove from the tray and place in a container.

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ________________________________ © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Theme 7 Transportation Transportation

Age: 3-4

After completing this lesson the learner should be able to:        

sign the word: boat participate in a paper-jet race know what a magnet does build a simple puzzle sort objects according to colour identify the colours: red and green associate green or red with actions: go or stop recall important road safety rules

Memory verse

Activity 7.2

7.1 All of your ways (Memory verse cut-outs)

Most 3 and 4 year olds can say the "p," "b," and "m" sounds easily because they can watch your lips and see how the sounds are formed. Consonants such as "k" and "g" are harder for preschoolers, because they're produced at the back of the mouth, and your child can't actually see how to make the sound. Other sounds that the child may struggle with at a young age include:



For He will command his angels concerning you to guard you in all your ways. Psalm 91:11 (NIV)

Additional thematic verses: Proverbs 4:26, Proverbs 5:21

Discussion 7.2 Transport     

Talk about the methods we use to get from one place to another (drive/walk/fly/sail). Talk about the differences between cars, buses, aeroplanes, trains and boats. Mention the different places where these can be found (in the sky, on the road, on water, on a train track). If you’ve had a fun experience flying or sailing, tell the learner all about it. Discuss the safety rules to follow when near a road or in a car (“never run into a road, even if your ball roles into it. Never cross a road without an adult holding your hand, buckle up when in a car and do not distract mom or dad when they are driving”).

"F" pronounced as "p," such as "pish" instead of "fish.” "G" pronounced as "d," such as "dame" instead of "game". "Ch" pronounced as a "sh," such as "wash" instead of "watch." "Sh" pronounced as a "s," such as "sip" instead of

Edusense

Preschool Program

"ship".

Sign language 7.3 Saying boat 

Age: 3-4

Instructions: Let the learner place the edge of the little fingers of the open hands together to form a boat shape. Move the hands to show the motion of waves. Origin as a sign: Hands are placed in the shape of a boat; this movement represents the boat going over water. Usage in a sentence: People like going on boat rides.

Science and discovery

Consonants in the middle of words are also left out very often, so "baseball" becomes "bayball."

Activity 7.3 A learner signs boat.

7.4 Magnet magic (Magnet, different surfaces)  

Show the learner a magnet. Explain that magnets cling to some but not to all surfaces. Let the learner walk through the home and experiment with the magnet. Let him hold the magnet against a doorpost, the surface of a wooden door, a fridge or a curtain to see what happens.

Gross motor coordination activities 7.5 A turning wheel 



Let the learner bring his left arm out to his side and then move it in a circular motion (like the wheel of a train). Show him how to “turn the wheel” quickly and then slowly. (Have the learner repeat this exercise using his right instead of his left arm.)

Activity 7.4 The magnet doesn't get stuck to just any object. You don't need to explain this to the learner. This activity was designed to help him come to that conclusion himself.

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Preschool Program

Activity 7.5-7.7

7.6 An aeroplane 

Let the learner lift both arms up into a horizontal position. (His arms should line up with his shoulders.) Have him pretend that his arms are the wings of an aeroplane. Let him “fly” from one point in the garden to the next.

7.7 Stop and go (The relevant printout, crayons, scissors, popsicle sticks, glue, tricycle) 



Colour one circle green and the other red. Cut these circles out and glue to popsicle sticks. Explain that when a car arrives at a traffic light and the light is red, the car must stop. Once the light turns green, the car may drive on. Let the learner run around (or drive around on his tricycle). When you hold the red circle up he should stop, when you lift the green one he may go again.

Fine motor coordination activities 7.8 Giant jets (Newspaper) 



Age: 3-4

Physical activity guidelines state that learners should:

 get at least 30 minutes of structured (adult-led) physical activity.  get at least 60 minutes of unstructured (free play) physical activity.

Activity 7.7 The jet may be a bit flimsy-due to its size. Nevertheless the learner will enjoy seeing you fold it. Here is a diagram that shows how to fold a paper jet:

Use two large newspaper sheets to fold giant jets with. Show the learner how to throw one forwards so that it glides through the air. Have a jet flying competition. See whose jet stays in the air the longest or whose jet travels the fastest.

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Preschool Program

7.9 A multi coloured tyre track (A toilet roll, a tray, paint, paper) 

Place a few different coloured blobs of paint in a tray. Let the learner dunk the sides of a toilet roll into the paint. Place the roll on paper and move over it (like a wheel moving over a road). The different colours will mix and form new ones.

7.10 An aeroplane (A clothing peg, popsicle sticks, paint, glue) 

Let the learner paint a clothing peg and three popsicle sticks. When done, let the peg and popsicle sticks dry. Help the learner to glue one popsicle stick to the top-middle part of the peg and the other to the bottom. Glue the last stick to the back part of the peg. On completion, the creation should resemble an aeroplane.

7.11 A puzzle (An old magazine, cardboard, glue, scissors) 

Cut a picture of a car, aeroplane, train, hot air balloon or boat out of an old magazine. Use the cardboard from an empty cereal box to glue this picture to. Cut the picture into three or four parts. Let the learner reassemble it. You may need to help him the first few times, thereafter he should have gained enough confidence to reassemble the puzzle by himself.

Age: 3-4

Activities 7.1-7.19 Don’t restrict learning new things to certain hours of the day. Be open to the little learner’s hunger for knowledge. When you see an interesting creature in the garden, call him closer. Let him sit on your lap. Discuss the creature’s colour and shape. Count its tentacles. Discuss its size in comparison to another creature’s.

Activity 7.11 If possible, create a few of these puzzles. Once the learner builds a four piece puzzle with ease you can introduce a five or six piece puzzle. Allow the learner to assemble these as often as he likes.

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Preschool Program

7.12 An airport (Masking tape, an open surface) 

Use masking tape to create a large and wonderful airport on a tile, wooden or carpet surface. This can be used for the aeroplane (made in the previous activity) to land and take off from.

Age: 3-4

Activity 7.13 A learner listens as his parent counts backwards:“5,4,3,2,1.”

Mathematical concept forming activities 7.13 Rocket counting 

Count from one to five (on each count the learner bends down lower and lower). On “five” the child jumps upwards, as high as possible.

Once the parent says “5” the learner jumps up, as high as he can.

Adjustment: If the learner knows how to count to five already, do this activity by counting backwards from 5 to 0. 7.14 Sorting cars (Conversation starter, scissors) 

Cut the cars, helicopter, truck, boat, etc. form the “Discussion starter”. Let the learner group these pictures, placing them in the following categories: Things that belong on the road, things that belong on the water, in the sky or on a railway track.

7.15 One for you (Discussion starter cut-outs) 

Let the learner take the cut-outs of the cars and divide these between the two of you. Show him how to do this while saying “one for you, one for me...” © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

Activity 7.17

7.16 Positions (Old magazine) 

Age: 3-4

Cut out a picture of a car, aeroplane, train, hot air balloon or boat. Give the learner a small object (like a block or a bottle cap). Instruct him to place the object above/ below/next to/on top of the picture of the car, aeroplane, train, hot air balloon or boat. Remember to point to the area you are referring to.

This is a shape set. The shapes in this shapes set are perfect for this activity.

7.17 Sorting according to colour (Crayons, paper, shapes from a shape set)  

Draw a red, yellow and green circle on a page. Count the circles with the learner. Let the learner place all of the red shapes from a shape set inside of the red circle. All of the yellow shapes into the yellow circle and the green ones into the green circle.

Auditory perception 7.18 Mimicking sounds  

Sit outside and listen to the sounds cars, aeroplanes and bikes make as they go by. Mimic a variety of vehicle sounds: the horn of a car (toottoot), the sound a train makes as it moves (chookchook), the sound a jet makes when it cuts trough the air (swhoosh), the sound a car makes when it drives slowly (brrrr) and the sound a car makes when it drives quickly (brrrrrrrr). Let the learner mimic a few of these sounds too.

Edusense

Preschool Program

Age: 3-4

More activity ideas:

Poem time 7.19 I'm A Little Airplane I'm a little airplane, (The learner raises his arms up to his sides.) Now watch me fly! (He spins one of his arms in front of him as if it were a propeller.) Here are my instruments From down low to up high. (With his other arm, he reaches from the ground to above his head.) First I get revved up. (The learner makes engine noises while still spinning his arm.) Then I can fly, (The learner raises his arms to shoulder height.) Lifting off the runway (He starts walking forwards.) Up into the sky! (The learner gets up onto his tiptoes as he continues moving forwards.) Author unknown Adjustment: Play the piano and sing the words of this poem to the tune of the “I’m a little tea- teapot” song.

Edusense

Preschool Program

Age: 3-4

Resources Transportation Printout for activity: 7.1

For He will command his angels concerning you to guard you in all your ways. Psalm 91:11 (NIV)

Give careful thought to the paths for your feet and be steadfast in all your ways. Proverbs 4:26 (NIV)

For the ways of a man are before the eyes of the LORD, And He watches all his paths. Proverbs 5:21 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

Transportation Printout for activity: 7.7

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word: boat

Glue a picture of the learner completing a Transport activity here.

I am able to associate a colour with an action: redstop, green-go

I am beginning to understand what the term “first” means

Activity description: I can build a basic puzzle

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 22: The Farm Activity type

Additional information

Location

Memory verse

1 Peter 2:25

8.1

Discussion

Cover one of the listed discussion ideas

8.2

Sign Language word

Rooster

8.3

Gross motor coordination Chicken moves

8.5

Fine motor coordination

Scared little sheep, Handy sheep

8.7, 8.8

Mathematical concept forming

Identifying shapes

8.12

Reading time

Five little ducks

8.16

Completed

Week 23: The Farm Activity type

Additional information

Location

Memory verse

2 Corinthians 9:10

8.1

Discussion

Cover another discussion idea

8.2

Science experiment

Turning milk sour

8.4

Gross motor coordination Paper ball fun

8.6

Fine motor coordination

Peggy pig

8.9

Mathematical concept forming

Hoof prints on a square

8.13

Reading time

Thematic book

Library

Completed

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Preschool Program

Age: 3-4

Week 24: The Farm Activity type

Additional information

Location

Memory verse

2 Corinthians 9:6

8.1

Discussion

Cover one of the listed discussion ideas

8.2

Auditory perception

Mimic animal sounds

8.15

Gross motor coordination Repeat: Chicken moves

8.5

Fine motor coordination

Twisting wool, Ordering pictures

8.10, 8.11

Mathematical concept forming

Sleepy animals

8.14

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

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Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Beanbag* Drinking straws Black paper Paper plates Farm animal figures Milk Glass Container Paper Whiteboard marker Tray Cotton wool balls Chalk Glue Googly eyes Crayons Clothing pegs Wool

DIY Challenge Beanbag Materials: 

Fabric cut-offs



Scissors



Beans



Funnel



Needle and thread

Directions: 1.

Cut each piece of fabric 10”x 5.” Fold with the wrong side out.

Sew the remaining 3 sides (you already have the fold), but leave at least an inch or two open.

DIY Challenge: Fabric cut-offs

Turn the fabric inside out.

Scissors

Use a funnel to add 1/2 cup of

Beans

beans and then sew the hole shut.

Funnel Needle and thread Your own activities: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

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Preschool Program

Theme 8 On the Farm

Age: 3-4

After completing this lesson the learner should be able to:        

name different farm animals sign the word: rooster understand why milk is stored in the refrigerator place pictures in a certain order identify shapes: triangle, circle and square work from left to right mimic farm animal sounds copy the moves farm animals make

Memory verse

Activity 8.2

8.1 God made the livestock (Memory verse cut-outs)

Don't correct the learner’s unsuccessful efforts at saying words. Instead, respond positively with the correct word in your reply. For example: if the learner says “I want to pet the theep”, you should reply “Yes, let’s pet the sheep”.



For "you were like sheep going astray," but now you have returned to the Shepherd and Overseer of your souls. 1 Peter 2:25 (NIV)

Additional thematic verses: 2 Corinthians 9:10, 2 Corinthians 9:6

Discussion 8.2 The farmer and his animals 



 

Talk about what the farmer’s job is. (To take care of the animals on the farm. To feed them and give them water. To give them medicine when they are sick and to make sure their cages are kept clean.) Take a few items from the fridge, like milk and eggs. (Explain that milk comes from cows and cows live on farms. Eggs come from chickens. Chickens live on farms too.) Mention the names of other farm animals (donkeys, pigs, goats, ducks, pigs and sheep). Also mention that some farmers do not work with livestock or poultry. They raise field crops or manage orchards or vineyards instead.

Activity 8.2 Livestock are domesticated animals raised in an agricultural setting to produce commodities such as food, fibre, and labour. Poultry are domesticated birds kept by humans for the eggs they produce, their meat, their feathers, or sometimes as pets.

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Preschool Program

Activity 8.3

Sign language

A learner signs rooster.

8.3 Saying rooster 

Age: 3-4

Instructions: Let the learner extend his thumb, index and middle finger. Place the thumb of this hand at the forehead. Origin as a sign: The rooster’s comb. Usage in a sentence: Can you hear the rooster crowing in the morning?

Science and discovery 8.4 Turning milk sour (Milk, glass, container, dark cupboard) 



Place milk in a glass, let the learner take a good look at it. Let him also smell the milk and take a sip of it. When done, help him to pour the milk into a container. Place this container in a dark cupboard for a few days. Notice the changes the liquid has undergone. It smells and looks different than it did before. It has become sour. It cannot be consumed anymore. Explain that bacteria flourishes in warm places, that is why we keep milk in the fridge.

Gross motor coordination activities 8.5 Chicken moves 

Walk in front of the learner. Pretend to be a mother hen. Let him pretend to be your chick. Let him copy you as you: flap your wings (fold your arms, tuck your hands beneath your armpits and move your arms upwards and downwards, in a flapping motion).

Activity 8.2 Bacteria are microscopic single-celled organisms. Sometimes they lend a helping hand by curdling milk into yogurt. At other times they cause diseases. Activity 8.5 Never place pressure on a little learner to do an activity your way. Make a suggestion “lets act like chickens” and if the learner gets side tracked and starts talking about cows, go with that instead. Mimic cows. The best way to keep a learner interested in an activity is by listening to what interests him and working around that.

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   

Preschool Program

Make swift flapping moves. Make slower flapping moves. Stretch one wing out and then the other (straighten one arm and then the other). Stretch one leg and then the other (lift one foot slightly off of the ground and then the other).

Age: 3-4

Activity 8.6 The learner passes a crumpled up piece of paper from one hand to the other.

8.6 Paper ball fun (Paper/beanbag) Let the learner crumple up a piece of paper then:    

pass the paper ball from one hand to the other. hold the “ball” with both hands, bring it up and over his head, then back in front of him again. hold the ball in his left hand. Bring this hand out to his side. hold the ball in the right hand and bring it out to his side.

Let the learner lie down on his back and do the following:    

pass the ball from one hand to the other. hold the ball with both hands. Bring it up and over his head then back in front of him again. hold this ball in his left hand and bring it out to his side. hold the ball in the right hand and bring it out to his side.

Activity 8.7 This activity was designed to exercise mouth muscles, important for clear speech and forming of words.

Adjustment: Replace the paper ball with a beanbag.

Fine motor coordination activities 8.7 Scared little sheep (Whiteboard marker, tray, cotton wool ball, drinking straw) 

Use a whiteboard marker to draw a triangle shape on one end of a tray. Place a cotton wool ball on the opposite end. Let the learner blow the cotton wool ball from the one end of the tray towards the centre of the triangle. Pretend that the © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

cotton wool ball is a scared little sheep running towards its pen (the triangle). 8.8 Handy sheep (Chalk, black paper, scissors, cotton wool balls, glue, googly eye) 

Use chalk to trace around the learner’s hand on black paper. Cut the hand shape out. Place glue on the centre of the cut out. Let the learner place cotton wool balls on here. When done, turn the hand so that the four fingers (the little finger, ring finger, middle finger and index finger) point downwards. The thumb part of the cut out will act as the sheep’s face. Have the learner glue a googly eye to it. Cut two small triangles from the remainder of black paper and glue to the head. These are the sheep’s ears.

Age: 3-4

Activity 8.7 A pen is an enclosure for holding livestock. The term describes multiple types of enclosures that may confine one or many animals.

Activity 8.10 A paper plate that has been cut into a ring shape.

8.9 Peggy pig (The relevant printout, crayons, scissors, clothing pegs) 

Let the learner colour in the picture of the pig. When done, cut the picture out and attach two clothing pegs to the dotted lines on the picture. Place the pegs and picture upright. The pegs will serve as the pig’s legs, allowing it to stand.

8.10 Twisting wool (A paper plate, scissors, wool)  

Cut out the centre of a paper plate. Tie a piece of wool to the rim of the (now ring shaped) paper plate. Let the learner twist the rest of the wool all around the plate. Explain that the piece of wool came from a sheep.

Activity 8.11 The left to right concept is needed in language (specifically the English language). Letters and words are formed from left to right. Encourage the learner to place pictures from left to right. This way the concept is reinforced and stealthily embedded.

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Preschool Program

8.11 Ordering pictures (The relevant printout, scissors) Cut out the farm animal pictures from the printout. Place these pictures in front of the learner. Let him listen carefully to the following instructions:   

Age: 3-4

Activity 8.12 A learner has placed the animals in their pens.

Place the picture of the chicken in front of you. Place the picture of the pig next to the picture of the chicken. Place the picture of the cow next to the picture of the pig.

Activity 8.13

Mathematical concept forming activities 8.12 Identifying shapes (The relevant printout, farm animal figures) Use the printout with the triangle, circle and square on it. Pretend each shape is an animal enclosure:  

The learner may repeat this activity several times. Using a different colour or animal to “walk” on the edge of the square shape with each time.

Ask the learner to place a pig in the enclosure that is shaped like a triangle. Ask the learner to place a cow in the enclosure that is shaped like a circle and a chicken in the one that is shaped like a square. (Point to each of the shapes as you refer to them.)

8.13 Hoof prints on a square (The relevant printout, paint, tray, farm animal figures) 

Hand the learner the printout with the square on it. Remind him that this shape is called a square. Place paint inside a tray.

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Preschool Program

Let the learner pick an animal figure. Dunk the feet of this animal in paint and “walk” with it on the shape’s rim. 8.14 Sleepy animals (Tray, farm animal figures) 

   

Place four animal figures inside of a tray. Ask the learner to lay one down on its side. It is “sleeping”. Let the learner count the animals that are still awake. Let another animal fall asleep (place it down on its side). Let the learner count the animals that are still awake. Place the last two animals on their sides. Now none are awake. All are sleeping.

Auditory perception 8.15 Mimic animal sounds Say an animal’s name and let the learner make the sound that the animal makes:      

Age: 3-4

Activity 8.16 At 3 to 4 years most children:

 begin to ask 'What?' and 'Why?' questions.  use sentences consisting of three or four words.  begin to separate the truth from makebelief.  can talk about “yesterday, now and tomorrow” and know what these words mean.  are likely to talk to themselves as they do things.  can learn and join in simple rhymes and songs.

Cow (“moo”) Chicken (“cluck-cluck”) Sheep (“baa-baa”) Rooster (“cockadoodledoo”) Pig (“snort”) Donkeys (“hee-haw”)

Adjustment: Make an animal sound and let the learner say which animal you are mimicking.

Poem time 8.16 Five little ducks Five little ducks Went out one day © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

Age: 3-4

Activity 8.16

Over the hill and far away Mother duck said "Quack, quack, quack, quack." But only four little ducks came back.

3 year olds can usually understand "place" words such as: under, on, beside, back and over.

Four little ducks Went out one day Over the hill and far away Mother duck said "Quack, quack, quack, quack." But only three little ducks came back. Three little ducks Went out one day Over the hill and far away Mother duck said "Quack, quack, quack, quack." But only two little ducks came back. Two little ducks Went out one day Over the hill and far away Mother duck said "Quack, quack, quack, quack." But only one little duck came back. One little duck Went out one day Over the hill and far away Mother duck said "Quack, quack, quack, quack." But none of the five little ducks came back. Sad mother duck Went out one day Over the hill and far away The sad mother duck said "Quack, quack, quack."

Edusense

Preschool Program

Age: 3-4

More activity ideas:

And all of the little ducks came back. Traditional

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Edusense

Preschool Program

Age: 3-4

Resources The Farm Printout for activity: 8.1

For "you were like sheep going astray," but now you have returned to the Shepherd and Overseer of your souls. 1 Peter 2:25 (NIV) Now he who supplies seed to the sower and bread for food will also supply and increase your store of seed and will enlarge the harvest of your righteousness. 2 Corinthians 9:10 (NIV) Remember this: Whoever sows sparingly will also reap sparingly, and whoever sows generously will also reap generously. 2 Corinthians 9:6 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

The Farm Printout for activity: 8.9

Edusense

Preschool Program

Age: 3-4

The Farm Printout for activity: 8.11

Edusense

Preschool Program

Age: 3-4

The Farm Printout for activity: 8.12

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word: rooster

Glue a picture of the learner completing a The Farm activity here.

I can identify a circle and a square shape

I know how many 4-1, 3-1, 2-1 is

Activity description: I can follow instructions: place the picture of the sheep first, then the picture of the cow...

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

Edusense

Preschool Program

Recommended Schedule

Age: 3-4

Week 25: The Sea Activity type

Additional information

Location

Memory verse

Psalm 148:7

9.1

Discussion

Cover one of the listed discussion ideas

9.2

Sign Language word

Water

9.3

Gross motor coordination Many moves

9.5

Fine motor coordination

An octopus, Handprint sea animals

9.8, 9.9

Mathematical concept forming

Positions

9.13

Reading time

Five little Sea Creatures

9.19

Completed

Week 26: The Sea Activity type

Additional information

Location

Memory verse

Psalm 106:9

9.1

Discussion

Cover another discussion idea

9.2

Science experiment

Magnet fishing

9.4

Gross motor coordination Fishy tails

9.6

Fine motor coordination

Pincher grip exercise, Shark peg

9.10, 9.11

Mathematical concept forming

Sandy triangle

9.14

Reading time

Thematic book

Library

Completed

Edusense

Preschool Program

Age: 3-4

Week 27: The Sea Activity type

Additional information

Location

Memory verse

Psalm 95:5

9.1

Discussion

Cover one of the listed discussion ideas

9.2

Auditory perception

A sandy rattle, Shake-dance-freeze

9.17, 9.18

Gross motor coordination Sea star moves

9.7

Fine motor coordination

Rainbow jelly fish

9.12

Mathematical concept forming

1-2-3 Fishing, Shapes and 9.15, 9.16 sizes

Reading time

Thematic book

Completed

Library

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Resources Supplies General: Pen String, magnetic strip Stacking cups Sand Paper plates Streamers Spoon Stick Plastic bottle Toilet roll Old magazine, small objects Masking tape Paper, scissors Paint, paintbrush Glue*, googly eyes Tray, Cotton wool balls Small containers Play dough Permanent marker Clothing pegs DIY Challenge: Cornstarch White vinegar Salt

DIY Challenge Glue Materials: 

1 cup Cornstarch



1 tablespoon white vinegar



2 teaspoons salt



4 cups hot water

Directions:

Place all the ingredients in a medium saucepan and mix well.

Bring the mixture to the boil.

Once the mixture is translucent you may take it off the heat to cool.

Storage: The glue can be stored in an airtight

Your own activities:

container inside of the fridge for 3

___________________________________

months. It will turn to a solid jelly

___________________________________

once refrigerated -just remove the

___________________________________

amount you need and add some hot

___________________________________

water from the kettle until it

___________________________________

resembles the thickness you need.

___________________________________ ___________________________________ ___________________________________

Edusense

Preschool Program

Theme 9 The sea Sea

Age: 3-4

After completing this lesson the learner should be able to:        

name a few sea creatures sign the word: water understand what a magnet can do create art with handprints identify positions: above, under, next to, on top of grasp the concept of numbers 1 to 3 identify a triangle differentiate between sizes: small, medium and large

Activity 9.2

Memory verse 9.1 God made the sea (Memory verse cut-outs) 

Praise the Lord from the earth, you great sea creatures and all ocean depths. Psalm 148:7(NIV)

Look at online images and short video clips of sea life to get the learner excited about this theme!

Additional thematic verses: Psalm 106:9, Psalm 95:5

Discussion 9.2 On the beach and in the sea 

 



Talk about the beach and the sea. (Sometimes the waves of the sea are very big and at other times they are small. The beach is covered by sand. It is very nice to build a sandcastle in the sand or to dig a big hole and fill it with sea water.) Name some of the animals that live on the beach (seals, crabs and penguins). Name a few animals that live inside of the sea (fish like sharks and tuna and mammals like whales and dolphins). List a few smaller sea creatures (crabs, lobsters, snails and sea horses).

Edusense

Preschool Program

Activity 9.3

Sign language

A learner signs water.

9.3 Saying water 

Age: 3-4

Instructions: Let the learner extend his index, middle and ring finger then strike the side of his mouth several times with the index finger. Origin as a sign: The three fingers form a “w” for water. The “w” touches the lips, this indicates drinking water. Usage in a sentence: Man cannot live without water.

Science and discovery 9.4 Magnet fishing (Stick, string, magnetic strip, masking tape, paper, paper clips, scissors) 



Collect a stick from your garden. Tie a piece of string to one end of it. Tape a magnetic strip to the tip of the string. Cut fish shapes from paper. Attach a paperclip to each. Explain that the paperclips are magnetic. Let the learner use the magnetic strip to pick the fish up.

Attach the magnetic strip to the “string’s” tip: Place the tip of the string over the magnetic strip. Then place a piece of tape over the line to keep it from shifting. When done the line should be

Gross motor coordination activities

fixed between the tape and the magnetic strip .

9.5 Many moves 



Activity 9.4

Do a combination of actions: clap hands, turn around then jump once. Repeat these actions (in this same order) a couple of times. Soon the learner will be able to anticipate which move follows which. Ask the learner to do this specific combination of moves on his own.

Wool Magnetic strip Tape

Edusense

Preschool Program

Activity 9.8

9.6 Fishy tails 



Age: 3-4

A whale’s tail moves up and down as it swims through the water. Let the learner lie down on his stomach and move his legs (from the knees downwards), up and down. A shark swims, moving his tail from left to right. Let the learner move his legs (from the knees downwards) from left to right.

Help the learner where necessary but allow him the freedom to do as much of every activity as possible. This may prove messy but it is through messes, smudges and smears that a learner will gain independence and knowledge.

9.7 Sea star moves Let the learner lie down on his back then place his arms and legs as far apart as possible. Ask him to mimic a sea star:

  

The learner moves his arms, open and close, in a scissor like motion.) The learner moves his legs, open and close, in a scissor like motion. Lastly, the learner attempts to move both legs and arms, open and close, simultaneously.

Fine motor coordination activities 9.8 An octopus (Toilet roll, paint, paintbrush, glue, googly eyes, scissors) 

Hand the learner a toilet roll. Give him a choice between three colours paint. Let him pick one to paint the roll with. Once the roll has been painted and the paint has dried, glue two googly eyes to it and cut slits halfway into the roll. Each slit is an octopus leg. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

9.9 Handprint sea animal art (Tray, red paint, googly eyes, glue, paper) 

Cover the inside of both the learner’s hands with red paint. Help him to make two hand prints on a blank piece of paper. (These should be directly next to each other.) Transform these prints into a picture of a crab by painting claws onto them. Allow the paint to dry, then glue two googly eyes to the crab figure.

Age: 3-4

Activity 9.9 Let the learner make a variety of different coloured handprints on paper. Wait for these to dry then allow him to transform them into more sea creatures.

9.10 Pincher grip exercise (Cotton wool balls, containers, tray) 

Place two small containers on a tray. Fill the left one with cotton wool balls and leave the right one empty. Let the learner use his fingers to place the little cotton wool balls ,one by one, from the left container into the right one.

9.11 Shark peg (The relevant printout/paper, permanent marker, scissors, glue, clothing peg, containers, cotton wool balls) 



Choose one of the provided pictures on the printout. Cut this picture into separate parts (indicated by lines). Glue these parts to the side of a clothing peg. When done, the opening and closing peg should look like a shark/whale/ dolphin biting at something.

Activity 9.11 A sea creature, made by a mother and a learner.

Let the learner repeat the previous activity but instead of using his fingers the learner should use the “sea animal” to transfer the little balls from the one container to the other.

Edusense

Preschool Program

9.12 Rainbow jelly fish (Paper plate, scissors, paint, glue, streamers) 

Cut a paper plate in half then let the learner paint one of these halves. Once the paint has dried, cut 30 cm long strips from a variety of different coloured streamers. Help the learner to glue these streamers to the cut part of the plate. When done, the creation should resemble a jelly fish. (Keep the rest of the streamers for an upcoming activity.)

Age: 3-4

Activity 9.13 A learner places a button on the part of the picture where the penguin-chick’s eye is situated.

Mathematical concept forming activities 9.13 Positions (Old magazine, scissors, small objects) 



Cut a picture of a sea creature (or an animal that is associated with the sea) out of an old magazine. Ask the learner to place an object (a cotton wool ball) above the animal on the picture. Place another object (a bottle cap) beneath the picture and another (a paper clip) next to it.

Activity 9.14 A learner uses a spoon to sprinkle sand over a triangle that has been formed with glue.

Ask the learner to place an object on the different parts of the animal’s body: a beak, an eye, a wing, a tail etc.

Adjustment: Point to the area or body part that you are referring to throughout this activity. 9.14 Sandy triangle (Paper, runny glue, sand, spoon, tray) 

Use glue to form a triangle on a piece of paper. Place sand in a small container. Let the learner use a spoon to sprinkle the sand over the shape. When he is done wiggle the page to ensure the sand is evenly distributed then allow the picture to dry.

Edusense

Preschool Program

Activity 9.17

9.15 1-2-3 Fishing (Coloured paper, scissors)   

Age: 3-4

Cut out three fish shapes from coloured paper. Let the learner place these alongside each other on the floor. Help the learner to count the fish. Let the learner pretend that he is a penguin. Have him catch one fish (picking it up and handing it to you). Count the fish that have not been caught (those remaining on the floor). Repeat this activity until no fish remain on the floor.

Make your own funnel: form a cone shape with a piece of paper. Remember to leave the bottom of the narrow part open (this opening should be small enough to fit into the bottle you have collected to do this activity with). Use tape to secure the cone and use as you would a funnel.

9.16 Shapes and sizes (Play dough, stacking cups) 



Roll out and flatten a piece of play dough. Let the learner make three different sized circle shapes by pressing the opening of three different sized stacking cups into the dough and then gently lifting them from the dough. Discuss the names and different sizes of the shapes: “This circle is small, this one is a bit bigger (it is medium in size) and this one is the biggest.”

Auditory perception 9.17 A sandy rattle (Plastic bottle, sand) 

Fill a plastic bottle with a bit of sand and close it up. Let the learner shake it and listen to the sound that the sand makes as it is flung against the bottle’s sides.

Edusense

Preschool Program

9.18 Shake-dance-freeze (The plastic bottle that has been filled with sand)

Age: 3-4

More activity ideas:

———————— ———————— ———————— ———————— Poem time ———————— 9.19 Five Little Sea Creatures ———————— Five little sea creatures ———————— On the ocean floor; ———————— The lobster walked away Then there were four. ———————— Four little sea creatures ———————— Living in the sea; ———————— The octopus crept away Then there were three. ———————— Three little sea creatures ———————— Wondering what to do; ———————— "Good-bye," said the starfish Then there were two. ———————— Two little sea creatures ———————— Not having much fun; ———————— Off swam the sea horse Then there was one. ———————— One little hermit crab ———————— Sad and all alone until: ———————— Back came the starfish, Back came the sea horse, ———————— Back came the octopus, ———————— Back came the lobster, ———————— All five came home. ———————— Author unknown ———————— ———————— ————————————————————————— 

Play music. Let the learner shake the “rattle” and dance while the music is played. Let him stop and freeze when the music is paused. Repeat several times.

Edusense

Preschool Program

Age: 3-4

Resources The Sea Printout for activity: 9.1

Praise the LORD from the earth, you great sea creatures and all ocean depths. Psalm 148:7 (NIV) He rebuked the Red Sea, and it dried up; he led them through the depths as through a desert. Psalm 106:9 (NIV)

The sea is His, for it was He who made it, and His hands formed the dry land. Psalm 95:5 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

Edusense

Preschool Program

Age: 3-4

The Sea Printout for activity: 9.11

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word: water

Glue a picture of the learner completing a The Sea activity here.

I can classify objects according to size: big, bigger, biggest I can follow instructions: place a cap above /next to a picture

Activity description: I understand that 3-2=1

Notes on the learner’s progress:

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

100

Edusense

Preschool Program

Recommended Schedule

Age: 3-4

Week 28: Bugs Activity type

Additional information

Location

Memory verse

Proverbs 6:6

10.1

Discussion

Cover one of the listed discussion ideas

10.2

Sign Language word

Butterfly

10.3

Gross motor coordination Paper fun, Midline crossing

10.5, 10.6

Fine motor coordination

Flyswatter, A dragonfly

10.9, 10.10

Mathematical concept forming

Swatting flies, Tracing 1

10.14, 10.18

Reading time

Little Miss Muffet

10.20

Completed

Week 29: Bugs Activity type

Additional information

Location

Memory verse

Proverbs 30:25

10.1

Discussion

Cover another discussion idea

10.2

Science experiment

A flower changing colour

10.4

Gross motor coordination A spider

10.7

Fine motor coordination

Edible bug art, A crafty grasshopper

10.11, 10.12

Mathematical concept forming

A triangle/square popcorn 10.15 shape

Reading time

Thematic book

Completed

Library

101

Edusense

Preschool Program

Age: 3-4

Week 30: Bugs Activity type

Additional information

Location

Memory verse

Proverbs 30:27

10.1

Discussion

Cover one of the listed discussion ideas

10.2

Auditory perception

Silly sentences

10.19

Gross motor coordination Rolling downhill

10.8

Fine motor coordination

Making a snail

10.13

Mathematical concept forming

Matching lids and containers, Clapping 1-3

10.16, 10.17

Reading time

Thematic book

Library

Completed

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

102

Edusense

Preschool Program

Age: 3-4

Shopping List Supplies General: Pen Flower Container Food colouring Empty containers and lids Egg holder Knife Fruit and vegetables Newspaper Scissors Paper Crayons Tray Whiteboard marker Permanent marker Popcorn Paint Coloured paper* Glue Googly eyes Play dough Masking tape Popsicle sticks Drinking straws DIY Challenge: Paper (White) Container (big enough for a piece of paper to fit in) Food colouring Water

DIY Challenge Coloured paper Materials: 

Paper (White)



Container (big enough for a piece of paper to fit in)



Food colouring



Water

Directions: 1.

Fill a container with water. (The water should cover the entire surface of the container.)

Add 1 teaspoon of food colouring to the water and stir.

Submerge a piece of paper in the coloured water for a few seconds.

Remove the sheet of paper from the water and allow to dry.

Your own activities: ___________________________________ ___________________________________ ___________________________________

Edusense

11Bugs

Preschool Program Theme 10 Bugs

Age: 3-4

After completing this lesson the learner should be able to:        

identify a bug sign the word: butterfly name a few insects roll sideways create art using recycled materials open and close containers grasp concepts: 1-3 use a simple shape using play dough

Memory verse

Activity 10.2

10.1 Ants

According to the dictionary a bug is a small insect. A small insect has two pairs of wings and six legs. Its body can be divided into three parts: head, thorax, and abdomen. This lesson is about many little creatures that do not necessarily fall into the bug/insect category.



Go to the ant, O sluggard, Observe her ways and be wise. Proverbs 6:6 (NIV)

Additional thematic verses: Proverbs 30:25, Proverbs 30:27

Discussion 10.2 Little creatures  

Name some interesting little creatures (worms, butterflies, ants, grasshoppers, flies, bees and spiders). Discuss some of the unique attributes and abilities that some of these creatures possess. (Explain that some worms, called caterpillars, do not stay worms; instead they transform into butterflies. Flies start out as maggots. These maggots look like small white worms. They change into flies. Ants are hard workers, they can carry objects that are very heavy and much bigger than themselves. Spiders have eight legs and spin wonderful webs. They use these webs to catch insects with. They eat these insects.)

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Edusense

Preschool Program

Age: 3-4

Sign language

Activity 10.3

10.3 Saying butterfly

A learner signs butterfly.



Instructions: Let the learner cross his hands in front of him, his palms should face his body. Show him how to interlock his thumbs and wiggle his fingers. Origin as a sign: The fluttering wings of a butterfly. Usage in a sentence: A colourful butterfly amongst the flowers.

Science and discovery 10.4 A flower- changing colour (Scissors, flower, container, food colouring, water) 



Pick a white flower from your garden. Leave its stem attached to it. Examine the flower from up close. Look for little creatures that live between its petals. These are called aphids and they are ladybugs’ favourite snack. Add red or blue food colouring to water. Place the flower’s stem in the water and wait a few hours. Soon you will see the flower changing colour.

Activity 10.4 During this science experiment the little learner gets to see how flowers work. The water in soil travels up the roots of flowers to their leaves. Even without roots, this flower’s stem can carry water to its leafs.

Gross motor coordination activities

Activity 10.5

10.5 Paper fun (Pages from a newspaper/magazine, masking tape)

A learner crawls between the newspaper sheets without touching any of them.



Use masking tape to stick four sheets of a newspaper or a magazine to a floor. (These should be placed half a meter apart.) Let the learner jump from one sheet of paper to the next. Let the learner crawl between the fixed sheets of paper without touching any.

104

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Preschool Program

10.6 Midline crossing (Newspaper/paper, masking tape)    

Roll up a piece of newspaper or paper. Tape the loose ends up so that the roll maintains its shape. Let the learner pass the roll from the one hand to the other. Place the roll on the floor. Let the learner jump over it. Ask the learner to sit on the floor. Place a ball in front of him. Let him use the roll to hit the ball towards you. Roll it back towards him. Repeat the above-mentioned activities a couple of times.



Let the learner pretend that his hand is a spider. Let the “spider” walk over a surface. Have the learner pretend that he is a spider. Let him crawl from one end of the garden to the other.

10.8 Rolling downhill (Downhill area) 

Activity 10.9-11. Crafts have been around since the beginning of time when people made everything they used with their hands. Crafts were initially created for trading, selling, spiritual or artistic expression, as well as creating personal and household articles. Today, crafts are a great pastime and educational tool for kids. It keeps kids entertained on rainy days. It extends a child’s fine motor skills. Develops concepts like colour or numbers and gives the learner the opportunity to see scientific processes like glue and paint drying.

10.7 A spider 

Age: 3-4

If you have a slight downhill slant in your garden, show the learner how to roll down it. Let him lie down on his side with his arms crossed over his chest. Let him wiggle his body until he gains momentum and starts rolling down the slant.

Fine motor coordination activities 10.9 Fly-swatter (Coloured paper, permanent marker, drinking straw, masking tape) 

Use a permanent marker to trace around the learner’s hand on a coloured piece of paper. Cut this hand shape out. Tape it to the top part of a drinking straw. This is a fly-swatter. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

10.10 A dragonfly (Popsicle sticks, glue, googly eyes/buttons) 

Place a popsicle stick (in a vertical position) in front of the learner. Let him glue two additional sticks (in a horizontal position) to it. The two sticks should be placed two centimetres away from the bottom stick’s edge. Glue two googly eyes or buttons to the two centimetre space then allow the dragonfly to dry.

Age: 3-4

Activity 10.11 A learner and mother has created a grasshopper. They used sliced bits of cucumber, carrot sticks and a grapes to create it with.

10.11 Edible bug art (Fruit and vegetables) 

Provide the learner with a variety of little pieces of fruit and vegetables. Let him use these to create an edible creature. Activity 10.12

10.12 Crafty grasshopper (Egg holder, paint, coloured paper, scissors, glue, googly eyes/buttons) 



A “Crafty grasshopper”.

Cut three compartments from an egg holder. (Keep these attached.) Let the learner paint the compartments any colour he wants to. Cut six strips and two wing shapes from coloured paper. Glue the “wings” to the middle of the three compartments. Glue the strips to the area where a grasshopper’s legs would go. Add two googly eyes to the face of the grasshopper.

10.13 Making a snail (Play dough)  

Let the learner roll a piece of play dough into a worm-like shape. Let him roll one end of the worm shape up until it resembles a snail’s shell. Add play dough tentacles to the figure to complete it. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

106

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Preschool Program

Mathematical concept forming activities 10.14 Swatting flies (The “flyswatter” made in an earlier activity, popcorn, paper plates) 

Create three piles of popcorn. One should consist of a single piece of popcorn, another of two and another of three pieces. Pretend that these are flies. When you say “one” the learner swats one fly with his homemade flyswatter. When you say “two”, the learner swats the two flies. When you say “three”, the learner swats the group that consists of three flies.

Age: 3-4

Activity 10.16 A learner matches a lid to a jar. It takes a few moments before he figures out which way to turn the lid to close the jar. This activity fascinates the learner, keeping him occupied for many minutes.

10.15 A triangle/square popcorn shape (Tray, whiteboard marker, popcorn) 

Use a whiteboard marker to draw a triangle or square shape on a tray. Let the learner pack popcorn on the rim of whichever shape you decided to draw.

10.16 Matching lids to containers (Containers, lids, tray) 

Place a variety of empty jars with their lids on a tray.(The lids should be separate from jars.) Let the learner match each lid to the correct jar.

10.17 Clapping 1-3 

Ask the learner to clap his hands once. Then twice, then three times. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Preschool Program

Activity 10.19

10.18 Tracing 1 (Paper, crayons) 

Age: 3-4

Let the learner watch as you draw a one. (Trace the number from the top to the bottom of the page.) Let him trace over the one with his index and middle finger, then use a crayon to trace over the number.

Auditory perception

This activity involves auditory association. Auditory association refers to the learner’s ability to sensibly organise and associate concepts which were given orally.

10.19 Silly sentences Let the learner listen as you read the sentences below. Let him say whether that which is read is right (possible) or wrong (impossible).

More activity ideas:

———————— ————————  Worms can fly ————————  You can fly ————————  Flowers can walk  You can walk ————————  You can talk ————————  Bees can sting ————————  You can sting ———————— Poem time ———————— 10.20 Little Miss Muffet ———————— ———————— Little Miss Muffet ———————— Sat on her tuffet Eating her curds and whey ———————— Along came a spider ———————— Who sat down beside her ———————— And frightened Miss Muffet away ———————— ———————— Traditional ———————— ———————— ————————————————————————— © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

108

Edusense

Preschool Program

Age: 3-4

Resources Bugs Printout for activity: 10.1

Go to the ant, O sluggard, Observe her ways and be wise. Proverbs 6:6 (NIV)

Ants are creatures of little strength, yet they store up their food in the summer. Proverbs 30:25 (NIV)

Locusts have no king, yet they advance together in ranks. Proverbs 30:27 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

109

Edusense

Preschool Program

Age: 3-4

Record of Progress Progress Monitor

I can sign the word: butterfly

Glue a picture of the learner completing a Bugs activity here.

I can identify and place the correct lid on a jar.

I can create an uncomplicated animal shape with play dough

Activity description: I can jump from one object to another-with ease

Notes on the learner’s progress:

110

Edusense

Preschool Program

Age: 3-4

Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

111

Preschool Program Recommended Schedule

Edusense

Age: 3-4

Week 31: Colours Activity type

Additional information

Memory verse

Psalm 51:7

11.1

Discussion

Cover one of the listed discussion ideas

11.2

Sign Language word

Colour

11.3

Gross motor coordination Positions

11.5

Fine motor coordination

A rainbow, revealing colours

11.7, 11.8

Mathematical concept forming

Red shapes

11.12

Reading time

Daffy-Down-Dilly

11.18

Location

Completed

Location

Completed

Week 32: Colours Activity type

Additional information

Memory verse

Psalm 23:2

11.1

Discussion

Cover another discussion idea

11.2

Science experiment

A colour symphony

11.4

Gross motor coordination Different ways of moving 11.6

Fine motor coordination

A rainbow drawing

11.9

Mathematical concept forming

Sorting colours, Rhythmic 11.13, 11.14 counting 1-5

Reading time

Thematic book

Library

Edusense

Preschool Program

Age: 3-4

Week 33: Colours Activity type

Additional information

Location

Memory verse

Psalm 68:13

11.1

Discussion

Cover one of the listed discussion ideas

11.2

Auditory perception

Listen and collect

11.17

Gross motor coordination Repeat: positions

11.5

Fine motor coordination

Colour hunting, mixing colours

11.10, 11.11

Mathematical concept forming

Position, size and colours, 11.15, 11.16 From short to tall

Reading time

Thematic book

Completed

Library

Your own activity ideas Activity type

Additional information

Location

Tried

Activities that the learner struggled with Activity type

Additional information

Location

Revised

Edusense

Preschool Program

Age: 3-4

Shopping List Shopping list General: Pen Blackboard Coloured paper Milk Tomato sauce Food colouring, dishwashing soap Coloured items (found around the home) Tray Chalk Cotton wool balls Paper Crayons Masking tape Streamers Sand Paintbrush Drinking straws Whiteboard marker Stacking cups Paint Popsicle sticks (colourful) Ziploc bag

DIY Challenge Blackboard Materials: 

Chalk paint



Paint roller



A cardboard box



Scissors

Directions: 1.

Cut a cereal box up into cardboard sheets.

Stir the chalk paint well.

Paint these sheets of cardboard with a thin layer of chalk paint and wait until dry. Repeat this process twice.

DIY Challenge: Chalk paint Paint roller Ceareal box Scissors Your own activities: ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Edusense

Preschool Program

Theme 11 Colours

Age: 3-4

After completing this lesson the learner should be able to:        

identify the colours of the rainbow sign the word: colour demonstrate different ways of moving create a “3D” rainbow mix colours differentiate between colours sort objects according to length sort objects according to colour

Memory verse

Activity 11.2

11.1 Whiter than snow (Memory verse cut-outs)

You can influence your child’s speech by the way you talk to him. If you speak very quickly and you appear distracted, your child may feel that he has to keep up and that you are not interested in what he has to say. Always try to speak slowly and appear to be interested in what he has to say.

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Wash me, and I shall be whiter than snow. Psalm 51:7 (NIV)

Additional thematic verses: Psalm 23:2, Psalm 68:13

Discussion 11.2 Colours   

Name the colours of the rainbow: red, orange, yellow, green, blue and purple. Look for an example of each of these colours inside of the house or the garden outside. Name the colours of the clothes that you are wearing. Let the learner also stand in front of a mirror and describe the different colours of the clothing that he is wearing.

Activity 11.3 A learner signs colour.

Sign language 11.3 Saying colour 

Instructions: Place five fingers in front of the mouth and wiggle the fingers as the hand moves away slightly. Usage in a sentence: The colours of our flag are green, yellow, white, blue, black, red, and yellow. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Science and discovery

Activity 11.4

11.4 A colour symphony (Tray, milk, food colouring, dishwashing liquid, cotton wool balls)

The molecules of fat bend, roll, twist and contort in all directions as the soap molecules race around to join up with the fat molecules. During all of this fat molecule gymnastics, the food colouring molecules are bumped and shoved everywhere, providing an easy way to observe all the invisible activity. As the soap becomes evenly mixed with the milk, the action slows down and eventually stops.

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Place milk inside a tray. (It should cover the entire surface of the tray.) Add a few drops of different coloured food colouring. Let the learner dunk the tip of a cotton wool ball inside of the mixture. (Note that nothing happens.) Place a drop of dishwashing liquid on the cotton wool swab. Touch the milk mixture again and watch what happens. (The colours scatter in different directions.)

Gross motor coordination activities 11.5 Positions Ask the learner to:     

stand in front of you stand behind you stand next to you walk around you stand with your legs apart and let the learner crawl through, between your legs

Try adding another drop of soap to see if there's any more movement. If so, you’ve discovered there are still more fat molecules that haven't found a partner at the big colour dance.

11.6 Different ways of moving

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Let the learner: do a few bunny rolls on a soft surface. stand on his haunches and try walking forward

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 

Preschool Program

Age: 3-4

Activity 11.7

bringing his arms out to his sides and turning in circles. jump forwards.

Learners work best in organised settings.

Fine motor coordination activities 11.7 A rainbow (Scissors, coloured paper, paper, glue, cotton wool balls) 

Cut a strip off of a red, yellow, orange, green, blue and purple piece of paper. Help the learner to glue these strips to a sheet of paper. The end of each strip should be placed relatively close to its opposite end, forming an arch. Allow the learner to glue “clouds”(cotton wool balls) alongside the rainbow.

Have the learner sit down to do an activity after all the necessary preparation has been done: the strips of paper have been cut, the glue, paper sheet and cotton wool balls are on the table already.

11.8 Revealing colours (Paper, crayons, masking tape, tray, sand, paintbrush) 

Use a variety of different coloured crayons to colour in a blank piece of paper. Cut this colourful page so that is fits inside of a tray, then tape it to the tray. Cover the picture with sand. Let the learner use a paintbrush or his finger to draw a picture in the sand. As he wipes the sand away, a variety of different colours will be revealed.

11.9 A rainbow drawing (Paper, crayons, masking tape) 

Tape three different coloured crayons together. Let the learner draw a rainbow. For the desired result all three crayon tips should touch the paper when drawing.

Activity 11.8 A learner uses a paintbrush to draw a picture in the sand. As he wipes the sand away the rainbow colours on the sheet of paper are revealed.

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11.10 Colour hunting (Masking tape, streamers, coloured items found around the home) 

Attach a piece of masking tape to a 30 cm piece of red streamer. A part of the masking tape’s sticky bit should protrude over the edge of the streamer. Hand this “sticky bit” to the learner. Let him look for something in the home that is red, then stick the streamer to it. Do the same with a green, yellow and blue piece of streamer.

11.11 Mixing colours (Ziploc bag, masking tape, paint) 

Place two different coloured paint inside of a Ziploc bag (red and blue/yellow and red/ yellow and blue). Close the bag up and tape it to a table or a tile floor. Let the child use his fingers to draw doodles on the bag, mixing the two colours together as he does so.

Age: 3-4

Activity 11.13 If your 4 year old is still having trouble learning some colours but not others, or consistently uses the same "wrong" colour term, such as always calling a green item brown, he might have colour vision deficiency (also known as colour blindness). A paediatric optometrist can administer a simple colour vision test. Early diagnosis can help parents and teachers find ways to work with a child so that their colour vision deficiency does not interfere with learning.

Mathematical concept forming activities 11.12 Red shapes (Tray, tomato sauce) 

Place red tomato sauce in a tray. Let the learner use his fingers to draw shapes in the sauce. Talk about the colour. If one of you are wearing this colour or the table you are working on is this colour, make mention of this.

11.13 Sorting colours (A variety of objects) 

Collect a variety of different coloured objects from around the home. Let the learner organise these objects according to colour. © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Activity 11.14

11.14 Rhythmic counting 1-5 

Count together from one to five. Clap your hands in a rhythmic manner as you count.

11.15 Position, size and colours (Stacking cups) 

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Hand the learner 3 stacking cups. Let him form a tower by fitting these into each other. Discuss the position, size and colour of each cup.

11.16 From short to tall (Whiteboard marker, tray/a blackboard, chalk, scissors, drinking straws) 

Age: 3-4

Use a whiteboard marker to draw six lines (ranging from short to tall) on the inside of a tray. Cut drinking straws into the same lengths as the lines. Let the learner place the correct straw onto the correct line. Adjustment: Use chalk to draw the six lines on a blackboard surface. Let the learner place the correct drinking straw on the correct line.

If you believe your little one will be able to count further than five then help him do so. Count to 10 with him.

Activity 11.16 It may seem that early math revolves around learning numbers and quantities but there is much more to it. By sorting, children come to understand how things are alike and how things differ. Getting practice with sorting at an early age is important for numerical concepts, grouping numbers and sets. Mastering all of these skills may only prove beneficial once the learner is older.

Activity 11.17

Auditory perception 11.17 Listen and collect (Colourful popsicle sticks) 

Place four different coloured popsicle sticks on a table. Ask the learner to fetch a green stick and bring it to you. Do the same with the other coloured sticks.

Keep one of each coloured shape with you. When you ask the learner to bring you a blue shape show him an example of a shape that is the colour you are referring to.

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Poem time

Activity 11.18

11.18 Daffy-down-dilly

This poem is very short, repeat it several times then leave a word or two (town and gown) out and let the learner say these himself.

Daffy-down-dilly Has come to town, In a yellow petticoat And a green gown. Traditional More activity ideas:

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Resources Colours Printout for activity: 11.1

Wash me, and I shall be whiter than snow. Psalm 51:7 (NIV)

He makes me lie down in green pastures; He leads me beside quiet waters. Psalm 23:2 (NIV)

Though you stayed among the sheep pens, [you will be like] the wings of a dove covered with silver, its feathers with yellow gold . Psalm 68:13 (NIV) © Edusense All rights reserved. This document may only be used by bona-fide Edusense subscribers. www.edusense.co.za stacey@edusense.co.za

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Record of Progress Progress Monitor

I can sign the word

colour

Glue a picture of the learner completing a Colours activity here.

I can sort objects according to length: from short to long/ long to short

I can identify the following colours: red, yellow, orange, green, blue and purple

Activity description:

I can draw a circle shape

Notes on the learner’s progress:

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Thematic Book Review

Book:

Author:

Stars:

Your own activity ideas:

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