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Learn and Do
Facilitator’s Guide
Term 3
Grade R
Dr N Scheepers A Venter R Venter
CAPS aligned
In our garden
Learning unit Sample
Feathered families
Claws, beaks and sharp eyes
Nests and eggs
Bugs in the garden
What does an insect look like?
can fly and walk
Worms that wriggle
Slimy snails and frogs that croak
11
Focus of learning unit 11
Listening and speaking:
• Listens to and performs instructions
• Uses language to describe characters and events
• Listens to and tells a story
• Recites poems
• Listens to stories for fun
• Uses language to develop concepts
• Uses language to describe similarities and differences
Emergent writing:
• Fine motor control
• Strengthening hand muscles and fine motor coordination with play dough/clay
• Repeats patterns
• Uses writing tools, e.g. crayons and paint brushes
• Uses pictures to convey a message
• Sense of direction
• Writes letters and draws pictures
Creative arts:
• Draws and interprets pictures
• Fine motor coordination
• Identifies colours
• Spatial awareness
• 3-D designs with play dough/clay
• Three-dimensional construction
Emergent reading:
• Directional activities
• Part and whole: Recognises that words consists of letters, and sentences consists of words
• Phonemic awareness: recognises the beginning sound of words
• Identifies sounds
• Reads high frequency words
Sample
Beginning knowledge and personal and social welfare:
• Which animals live in our garden?
• Life cycle of the frog
• Life cycle of the butterfly
• Introduction to birds
• Introduction to insects
• Introduction to spiders
• Animal sounds
In our garden
Physical education:
• Balance
• Gross motor development
• Spatial orientation
• Uses senses to observe
• Visual perception
• Auditive perception
• Moving forward
• Eye-hand coordination
• Sensory development
Mathematics:
• Counting concrete objects
• Rhythmic counting
• Count on, back and from
• Develops number sense
• Problem-solving
• Identifies and copies patterns
• Geometric shapes: circle, square, triangle and rectangle
• Identifies colours
• Identifies three-dimensional shapes
• Measuring
• Word problems
• More, less and equal
Rhymes, recipes and tips
Days of the week
Anna-Marie Venter & Nalize Marais
Monday, Tuesday, Wednesday, Thursday, Friday, and I stop I jump with both my feet Saturday, Sunday
Come quickly please!
Seven days I just sung And I also jumped!
(Sing to the tune of Ba-ba-black sheep)
Incy Wincy Spider
www.topmarks.co.uk/Flash.aspx?bbc=incyWincySpider
Incy Wincy spider climbed up the water spout, Down came the rain and washed poor Incy out, Out came the sunshine and dried up all the rain, So Incy Wincy spider climbed up the spout again.
Incy Wincy spider climbed up the water spout, Down came the rain and washed poor Incy out, Out came the sunshine and dried up all the rain, So Incy Wincy spider climbed up the spout again.
Sample
Birds fly high www.preschooleducation.com/sbird.shtml
Birds fly high and bees fly low, Caterpillars crawl and river flow, Cats meow and cows go ‘moo’. Puppies bark and babies ‘coo’. So many things to see and hear, I use my eyes and I use my ears.
(Sing to the tune of Twinkle Twinkle Little Star)
Counting rhyme: one, two, three, four www.nurseryrhymes.org/one-two-three-four-five.html
One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.
Day 1
Who lives in our garden?
Session 1: Free play inside
The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring book and crayons. Provide books/pictures about animals and plants in the garden. Enrich the free play by providing natural materialss the learners can touch and smell.
Session 2: Focus area: Life skills
Let’s talk about who lives in your garden
Start a conversation about garden creatures. Use the pictures and books that were provided during free play as a starting point.
• Have you walked outside in the garden and looked carefully at what animals live there?
• What animals did you find?
• Give the learners the opportunity to talk about the animals that live in the garden, e.g. birds, lizards, butterflies, beetles and worms.
• Talk about all these garden creatures’ eating habits so that the learners become aware of the ecological balance. The house cat catches mice and birds. A mole snake likes to catch mice. Birds and mice eat insects, insects eat each other. Hedgehogs eat crickets.
• Worms eat leaves and earthworms eat soil. Point out the mole’s hiding place!
• Chameleons and lizards have scales like snakes.
Sample
• The learners are introduced to the different animal ‘families’, e.g. birds have feathers, insects all have 6 legs and shells to protect their bodies, snakes and lizards belong together, etc.
• Use the picture (Garden creatures) in the Learning aid and talk about the animals that the learners identify in the picture.
• Look at the picture and find out how many animals live in the garden. Where are they hiding in this picture?
Week 21
• Why are they hiding in the garden? (The animals are very good at camouflage.)
• Where do you think mice live?
• How does a chameleon hide himself?
• Who lives in the trees or sits on the telephone lines?
• What do birds eat?
• What does the house cat eat?
• If you made a hole in the damp soil between the plants, what insects would you find?
• What other animals also live in the soil? (mole, mouse, snake)
• What do they eat?
• An earthworm farm is easy to start and can in turn lead to a compost heap and a small organic vegetable garden in a wooden crate.
Session 3: Focus area: Mathematics
Counting exercise:
• Count rhythmically: from 1 to 10.
• Count out objects: Count out 5 counters and place them in a row from left to right and say that it is 5.
• Add 1 (+1). Count all the counters again. Say it is 6. Then say the sum verbally: 5 + 1 = 6.
• Count back: from 6 to1
Complete Activity 131 in workbook 1: The learners cut out the blocks with mice.
• Place the 4 cards on top of one another.
• The facilitator provides number cards and number names from the Learning aid.
• Match the number cards to each picture with the corresponding number of mice.
• Compare the numbers.
• Ask the following questions:
• Which card contains the most mice?
• Which card contains the least mice?
• Which card has 1 more?
Sample• Arrange the number name cards from 1 to 4, as it matches each number.
• Which card contains the most mice?
• What number is more than 3?
Session 4: Movement play and free play outside
Physical actions:
Go on an excursion in the garden. Take a bug box with and look under tree leaves, rocks and shrubs for insects. If you have a suitable tree, the learners can climb the tree. Let the learners lie on their backs under the tree and look up at the top branches. Give the tree a hug and feel how rough the bark is.
Move like the following animals: slither like a snake, run like a mouse, fly like a bird, crawl like a cricket and jump like a grasshopper.
Jump with one leg on four stepping stones and land with both feet and bent knees at the end of the stone path.
Free play outside for about 40 minutes.
Session 5: Creative activity
Drawing
The learners draw the tree under which they lay during outside play. What does the tree look like? Were there birds or insects in the tree? Were there other small animals in the garden? You can also draw a mouse in a tunnel in the ground.
Decide on your own what you want to draw and cover the entire page with your beautiful drawings. Encourage the learners by saying: “Remember that trees are much bigger than houses.”
Regularly provide learners with an opportunity to draw or paint what they want. Learners must experience the power of making their own choices. It teaches them that they can also make decisions. It is important not to restrict their creativity. There should be sufficient opportunity for creative ideas!
Session 6: Focus area: Language
Say the following sentences aloud. The learners listen and repeat each sentence with the words in the correct sequence:
• The owl says: Hoo-hoo, there is a mouse. He is as big as my face.
• Look at the snake. The snake hisses, that is how it is. Be careful, he is poisonous!
Complete Activity 132 in workbook 1:
• Have you ever seen a monkey? Monkeys swing from branch to branch in the trees.
• Draw a pattern to show how the monkey swings.
• The facilitator demonstrates the swing pattern on the white board.
• Start at the top of the line and draw a straight line down. Just before the monkey touches the ground, it swings up again to the next branch (top of the line).
Session 7: Story time
Notes:
Feathered families Day 2
Session 1: Free play inside
The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring book and crayons. Provide books/pictures about animals and plants in the garden. Enrich the free play by providing natural materials the learners can touch and smell.
Session 2: Focus area: Life skills
Let’s talk about feathered families
Read the rhyme: Birds fly high
• Provide books, pictures and magazines with information about birds. The learners page through the books and look at the pictures. Use the books for the rest of the learning unit.
• Start an exhibition about birds that will be supplemented over the next three days. Use feathers (contour feathers, down feathers, flight feathers), egg shells, an empty nest.
Facilitate the following conversation:
• You have skin to protect your body. Birds have feathers to protect and keep their bodies warm and dry.
• What animals have feathers? (The learners must realise that only birds have feathers.)
• What animals lay eggs? (birds and reptiles)
• Emphasise the difference between the two groups. Birds have feathers, they can fly and have only two legs. What do reptiles look like?
Sample
• Can all birds fly? (Show pictures and let the learners reach a conclusion.)
• Can the bird in this picture fly? (Show the ostrich in the Learning aid. An ostrich cannot fly, even though it has wings.)
• What does a chick’s feathers look like? What do we call those feathers? (Down feathers)
• What are the birds’ enemies? (Snakes and iguanas: they eat the eggs in birds’ nests).
Session 3: Focus area: Mathematics
Count rhythmically: from 1 to10.
Count out objects: Count out 5 counters, arrange them in a row from left to right, and say that it is 5.
• Add 1 – say aloud: plus 1. Count all the counters again. Say that it is 6.
• Say the sum verbally: 5 + 1 = 6.
• Count back from 6 to1.
Look at the picture: Activity 133 in workbook 1.
• Count the birds on the branches. How many birds are there? Write the number down.
• How many black birds can you see?
• How many squirrels are there in the tree? The facilitator claps 5 times.
• How many times did I clap? Put down the same number of counters.
• Use your counters to solve the following word problem:
• There are 5 eggs in the bird’s nest, 2 birds hatch. How many eggs are left? (3)
Number conservation:
• Count out 5 red blocks and arrange them in any pattern (e.g. in a row next to each other).
• Count out 5 green blocks and arrange them in another pattern (e.g. 5 under one another).
• Count out 5 blue blocks and arrange them in yet another pattern (e.g. a domino pattern).
• Count out 5 white blocks and arrange them in a pattern as well.
• The learners must discover that 5 remains 5 regardless of the arrangement.
• Can you still remember how to write the number 5? The facilitator writes 5 on the board/paper.
• Give the learners the opportunity to make a 5 with play dough. Roll snakes with play dough and build the number 5.
• Roll 5 balls and arrange them next to your 5.
Sample
Session 4: Movement play and free play outside
Physical actions:
Free play with swings and jungle gym or open spaces for 20 minutes. Recite the rhyme ‘Birds fly high’ and perform the animal actions.
Midline crossing:
• Clap your hands, cross your arms over your chest and touch your shoulders. Clap hands again.
• Repeat this action rhythmically and gradually faster.
• Repeat a few times until the learners can rhythmically do it along with you.
Enjoy playing outside for another 15 minutes until you tidy up.
Session 5: Creative activity
The facilitator provides a paper plate and scrap material.
The learners make a bird. Paint the paper plate to colour in the bird’s body.
Remember, a bird has a beak, 2 eyes, 2 wings and a tail.
See if you can give your bird feet. Gather twigs in the garden and attach your bird’s feet.
Session 6: Focus area: Language
The learners recite the rhyme: Birds fly high.
• What word sounds like low? (flow)
• Demonstrate high and low.
• What other animals are there in the poem? (caterpillars, cats, cows, puppies)
• Which of these animals can live in your garden?
• Why would you enjoy being a bird? Provide opportunity for the learners to think about a bird and why it would be fun to be a bird.
• Have you listened to birds and chickens? What sounds do they make?
• A rooster crows very loudly. Can you crow?
• And how does the hen cackle when she has laid her eggs?
• What sounds do the sparrows in the garden make? They chirp. Can you make a chirping sound?
• What about the pigeons? What sounds do the pigeons in the garden make? They coo.
• Have a good laugh and mimic the bird sounds.
• e.g. chirp - peep - quack
• The facilitator says the following ‘sentences’ aloud. The learners listen and repeat the same:
• chirp; cackle-cackle-cackle; crow! (repeat rhythmically a few times)
• chirp, chirp, peep, peep, quack, says the duck!
Sample
Session 7: Story time
Claws, beaks and sharp eyes
Session 1: Free play inside
The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring book and crayons. Provide books/pictures about animals and plants in the garden. Enrich the free play by providing natural materials the learners can touch and smell.
Session 2: Focus area: Life skills
Let’s talk about birds
Yesterday you learned about birds. Can you still remember what birds look like? All birds have feathers, wings, two legs and they lay eggs.
• Talk more about birds today.
• Refer to the pictures in the Learning aid. Discuss the beaks and feet of different birds.
• Birds have claws. Where on the bird’s body do you find their claws? What do the claws look like and why do they look like that?
• Birds use their beaks to peck. What do they peck?
• Birds of prey, such as falcons, eagles and owls eat meat. Their claws are adapted to grab their prey and their sharp beaks to tear the meat.
• Water birds: ducks, coots, flamingos and penguins. Their feet are webbed for swimming and their beaks are usually not sharp.
Sample• Garden birds: sparrows and woodpeckers. Their claws help them to hold on to tree branches. Their beaks are sharp for eating insects and strong to crack seeds.
• Does a bird have a tongue? (Yes. The tongue has a bone to make eating seeds easier.)
• Can you remember what sounds birds make? (Refer to yesterday’s conversation.)
Session 3: Focus area: Mathematics
Counting:
Count rhythmically from 1 to 10
• Count out objects: Count 6 counters and arrange them in a row from left to right. Say aloud that it is 6.
• Add 1 (+1). Count all the counters again. Say it is 7. Then say the sum verbally: 6 + 1 = 7
• Count back: from 7 to 1.
Revise the learners’ details:
• Can you remember your parents’ telephone numbers?
• Try to remember other numbers. The facilitator says the following numbers aloud. The learners must memorise the numbers and repeat it aloud.
• 436-720, 502-8641 and 56794.
Use a skipping rope for the next measuring activity.
• Put the skipping rope on the floor. Measure the rope foot by foot and count how many feet long the rope is.
• Measure the rope with your hands. Count how many hands long the rope is.
• Use the rope and measure the carpet, table and door.
• Count how many ropes the carpet, table and door are.
• Put down numbers with counters. The carpet is 2 ropes long. Put down 2 counters and place the number card 2 next to it.
Session 4: Movement play and free play outside
Use a thick rope (about 1,5 m long) and a ball.
• The facilitator hides the rope and ball. Give the learners instructions to find the ball and rope, e.g. give 3 steps to the left. Crawl on the grass. Jump over the garden hose. Look for the ball.
Sample
• Place the rope on the grass. Walk on the rope without falling off. Walk backward on the rope.
• Bounce and catch the ball. Play a fun ball game in the garden.
