Book
2
In line with the latest National Preschool Curriculum
Skills inking rder Th O r e h Hig
nted Augme
App Reality
g App ecordin Voice R
Suggested Activities P2
Bring the children out to the garden. Ask them to observe the living things in the garden. Give a piece of drawing paper to each child. Ask the children to draw the living things that they see in the garden. Then, guide them in naming the living things (e.g. tree, flower, butterfly and bee).
P3
Ask the children to bring baby pictures of themselves to class. Discuss how they have grown (from a baby to a young child). Show picture cards of animals and their young, and also plants and seeds. Tell the children that living things can grow and have young. Ask the children what they do every day (e.g. eat, breathe, drink and move). Tell them these actions are what living things do.
P4
Discuss the importance of air, food and water for living things to stay alive. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P5
Prepare some drawing paper. Ask the children to name the non-living things in the classroom. Bring them out to the garden. Ask them to find the non-living things in the garden. Give a piece of drawing paper to each child. Ask them to draw the non-living things that they see in the garden. Then, name the non-living things (e.g. bench and table).
P 7-8
Ask the children what they ate yesterday. Discuss which types of food are healthy, and which are unhealthy.
P9
Prepare picture cards of food. Divide the whiteboard to 2 sections. Label one section “Plants” and the other, “Animals”. Give the children the picture cards. Ask them to stick the cards in the appropriate sections that show where they think the food comes from (e.g. stick the rice picture card in “Plants” section). Ensure all cards are stuck in the right sections. Then, discuss with the children.
P 10´
Discuss with the children why food is important to us (e.g. keeps us alive, gives us energy and helps us grow). Discuss also what will happen to us if we do not have any food to eat.
P 12´
Prepare a recording of sounds that are nice and sounds that are not nice. Let the children listen to them. Ask them to cover their ears with their hands when they hear the sounds they do not like. (Suggest using Kids’ Voice application to encourage children to record and listen to their voice for better pronunciation.)
P 13´
Prepare and show the children picture cards of different birds and ask them to name the birds. Then, get the children to sort the cards into two groups – birds that can fly and birds that cannot fly.
P 14´
Prepare a big picture of a bird and some word cards that describe the different parts of a bird. Divide the children into two groups. Get the children to stick the word cards next to the correct parts of the bird. The group that has more correct answers wins. Jumble up the word cards and repeat the activity.
Suggested Activities P 16´
Ask the children who have pets to bring photos of their pets to class. Ask them to talk about their pets (e.g. pets’ names and pets’ food). For those without pets, ask them what pets they would like to have.
P 17´
Prepare a big picture of an animal and word cards of its body parts (e.g. tail, eyes and
Contents
ears). Stick the animal picture on the whiteboard. Give the word cards to the children and ask them to put the cards next to the correct body parts. Repeat this activity with other animals.
Unit P 18´
Divide the children into three groups. Ask Group A to name some animals that have fur, Unit
At Home
At the Pet Shop 4 have feathers. Choose one child from each group to draw on the whiteboard one of the Group B to name some animals that have scales and Group C to name some animals that
Living things
animals their group had mentioned. 2
Animals
16
What can living things do? 3 Parts of an animal Prepare recordings of several animals’ sounds. Play them in the class and guide the children P 19 What do living things need to stay alive? 4 Fur, feathers and scales in mimicking each animal’s sound. Non-living things 5 Animal sounds
18
Let’s revise P 20
Animals and their young Prepare picture cards of animals6and their young (e.g. dog and puppy, duck and duckling). Animals and their food Jumble up the cards. Ask the children to match the adult animals with their young.
20
Let’s revise Prepare picture cards of animals and the food they eat. Divide the children into a few
22
P 2 1´
Unit
19 21
groups. Give each group the picture cards. Ask each group to match the animals to the food they eat (e.g. dog with bone, cat with fish).Unit The group that matches correctly all the
Mealtimes
2
cards first is the winner.
23-24 HealthyPfood Unhealthy food
5
In the Garden
Prepare picture cards of insects (e.g. ladybird, mosquito, ant and bee). Ask them to count 7 Insects the insects’ legs. Then, ask them which insects can fly. 8 Insects grow
Where does food come Let’suseful reviseto us and tell them how they are Showfrom? the children picture cards 9of insects that are P 25 What does food douseful for us? 10 Repeat this activity with insects that are harmful to us (e.g. bees produce honey). Let’s revise (e.g. mosquitoes suck blood). 11
Unit
17
P 26
Sounds P 28-29 Birds Parts of a bird Let’s revise P 30-3 1 ´
27
Unit like butterflies and give reasons why. (Suggest using Kids’ Time application to view
6
At the Market
Bring a papaya, a mango and an apple to class. Cut the fruits and show the children the 12 Fruits seeds. Wash the papaya seeds and let them dry (or prepare the dry seeds before class). 13 Seeds Let the children make art pieces with the seeds. They can draw a picture, put glue on it and 14 Vegetables then stick the seeds onto the picture. 15 Let’s revise Prepare picture cards of vegetables. Ask the children if they eat vegetables every day. Ask,“What kind of vegetables do you like to eat?” Show the picture cards and guide the children in naming them. Prepare some cut okras, a piece of drawing paper and a palette containing watercolours. Let the children do vegetable printing.
Name:
26
Prepare a short video of a butterfly’s growth. Show it to the children. Ask them if they
A3DWalk in the Park animations.)
3
23
Class:
28 29 30 32
Unit 1 At Home
Date:
Living things
Living things are things that are alive. People, animals and plants are living things.
people
animals
plants
Which ones are living things? Circle.
Learning Standard: • Differentiate between living and non-living things.
2
Performance Standards: 1
2
3
Date:
What can living things do? Living things can…
eat
have young
drink
breathe
move by themselves
grow Learning Standard: • Identify the characteristics of living and non-living things.
Performance Standards: 1
2
3
3
Date:
What do living things need to stay alive? Living things need....
air
water
food
Learning Standard: • Identify the characteristics of living and non-living things.
4
Performance Standards: 1
2
3
Date:
Non-living things Non-living things do not eat, breathe or grow. They cannot move by themselves. They do not have young.
pan
television
table
bed
sofa
Learning Standard: • Differentiate between living and non-living things.
Performance Standards: 1
2
3
5
Date:
Let’s revise
Look at the pictures below. Write the letters in the correct boxes.
A
B
C
D
E
F
Living things
Learning Standard: • Differentiate between living and non-living things.
6
Non-living things
Performance Standards: 1
2
3
Unit 2
Date:
Mealtimes
Healthy food
There are different types of food. We need food every day. These types of food are good for us. They are called healthy food.
chicken
rice
eggs
milk
vegetables
fruits
Learning Standard: • State an observation through one’s work, or orally.
Performance Standards: 1
2
3
7
Date:
Unhealthy food These types of food are not good for us. We should not eat too much of them.
fried chicken
burger
sweets
ice cream
potato chips
carbonated drink
Learning Standard: • State an observation through one’s work, or orally.
8
Performance Standards: 1
2
3
Date:
Where does food come from? Some of the food we eat comes from plants.
Some of the food we eat comes from animals.
Learning Standard: • State an observation through one’s work, or orally.
Performance Standards: 1
2
3
9
Date:
What does food do for us?
Food keeps us alive.
Food helps us to grow.
Food gives us the energy to…
play
Learning Standard: • State an observation through one’s work, or orally.
10
do work
Performance Standards: 1
2
3
Suggested Activities P 16´
Ask the children who have pets to bring photos of their pets to class. Ask them to talk about their pets (e.g. pets’ names and pets’ food). For those without pets, ask them what pets they would like to have.
P 17´
Prepare a big picture of an animal and word cards of its body parts (e.g. tail, eyes and ears). Stick the animal picture on the whiteboard. Give the word cards to the children and ask them to put the cards next to the correct body parts. Repeat this activity with other animals.
P 18´
Divide the children into three groups. Ask Group A to name some animals that have fur, Group B to name some animals that have scales and Group C to name some animals that have feathers. Choose one child from each group to draw on the whiteboard one of the animals their group had mentioned.
P 19
Prepare recordings of several animals’ sounds. Play them in the class and guide the children in mimicking each animal’s sound.
P 20
Prepare picture cards of animals and their young (e.g. dog and puppy, duck and duckling).
P 2 1´
Prepare picture cards of animals and the food they eat. Divide the children into a few
Jumble up the cards. Ask the children to match the adult animals with their young.
groups. Give each group the picture cards. Ask each group to match the animals to the food they eat (e.g. dog with bone, cat with fish). The group that matches correctly all the cards first is the winner.
P 23-24
Prepare picture cards of insects (e.g. ladybird, mosquito, ant and bee). Ask them to count the insects’ legs. Then, ask them which insects can fly.
P 25
Show the children picture cards of insects that are useful to us and tell them how they are useful (e.g. bees produce honey). Repeat this activity with insects that are harmful to us (e.g. mosquitoes suck blood).
P 26
Prepare a short video of a butterfly’s growth. Show it to the children. Ask them if they like butterflies and give reasons why. (Suggest using Kids’ Time application to view 3D animations.)
P 28-29
Bring a papaya, a mango and an apple to class. Cut the fruits and show the children the seeds. Wash the papaya seeds and let them dry (or prepare the dry seeds before class). Let the children make art pieces with the seeds. They can draw a picture, put glue on it and then stick the seeds onto the picture.
P 30-3 1 ´
Prepare picture cards of vegetables. Ask the children if they eat vegetables every day. Ask,“What kind of vegetables do you like to eat?” Show the picture cards and guide the children in naming them. Prepare some cut okras, a piece of drawing paper and a palette containing watercolours. Let the children do vegetable printing.
programme to ignite A fun-filled Science of the world around children’s curiosity ientific skills them and develop sc
Contents are in line with the latest National Preschool Curriculum Varied interesting contents (Kids’ Voice application and AR technology) to make learning fun and engaging Book
es atic approach mak The use of the them d an l fu ng ni ng more mea teaching and learni effective Infusion of contents that help build Higher Order Thinking Skills (HOTS) to encourage children to think critically and creatively ook
Activity B
ive
effect Systematic reviews for more learning Learning Standards and Performance Standards are given to ease teachers’ assessment of children’s progress
Kids’ Time series aims to develop children’s essential language skills, while boosting their skills in technology through the use of mobile applications that complement the books. The engaging contents available in the mobile applications are able to stimulate children’s interest and to encourage fun learning. Download the free mobile applications from App Store or Google Play.
kids’ time
kids’ voice
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