Psed 7 manlangit

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Preschool Education 7

Preschool Education 7

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  • 1. PSED 7 SCIENCE DR. MARIA GLORIA LUGO Name: JOHN NOE S. MANLANGIT Date: June 27, 2014 I.D. NO.:2008-0611 BATTERY EXAMINATION 1. How does the teacher teach science in kinder learner? Science is very important for kindergarten children for many reasons. Young children are naturally curious about their environment and are struggling to make sense of the world around them. A good science program engages all children in a way that builds on this natural curiosity, supports their attitudes and dispositions toward learning, and fosters inquiry skills. In addition to setting the foundation for later science learning, science investigations support other curriculum areas by providing many opportunities for developing literacy skills, applying mathematical ideas, and working together. Teaching inquiry-based science carries particular responsibilities for the teacher. We must demonstrate a variety of roles that promote science learning. We must be clear about the goals we have for learning and how their actions relate to those goals. We must also embed the skills and the attitudes of inquiry into the daily routine of their classrooms. The children must actively investigate. They must record and discuss their experiences and observations.
  • 2. Design of Integrative Teaching in Science LESSON PLAN IN KINDERGARTEN THEMATIC TEACHING APPROACH Prepared by: John Noe S. Manlangit Lesson Plan in Arts Pre-School I. Objectives At the end of the lesson the pupils should be able to: A. identify the different parts of kinds of colors and shapes. B. appreciate the importance of colors and shapes. C. give some examples of colors and shapes. II. Subject Matter A. Unit I- MAPE Lesson: Shapes and Color B. Materials Pictures; Charts; Chalkboard; Crayons Chalk C. References Enjoying Arts p. 12 Liwliwan Mal Abed II. Methodology Teacher’s Activity Pupil’s Activity A. Preliminary Activities 1. Prayer Let us Pray. 2. Greetings Good morning class! You may now take your seats. 3. Checking of Attendance Is there anybody absent today? 4. Motivation Alright Children we’re going to sing a song Colors of the Rainbow. (chorus) The colors of the rainbow Red, orange, yellow, green, and blue – purple too The colors of the rainbow Red, orange, yellow, green, and blue Red, a fire truck so bright Red is an apple shining in the light Orange, is a tiger and it's stripes Orange leaves on a tree are a sight (chorus) Yellow, the color of the sun in the sky Yellow is the color of lemon pie Green are leaves, and green is the grass Green is the Christmas tree we have The sky is blue - the ocean is too And lilacs are beautiful purple - for me and you B. Presentation Our Father. Good morning teacher; good morning classmates (chorus) The colors of the rainbow Red, orange, yellow, green, and blue – purple too The colors of the rainbow Red, orange, yellow, green, and blue Red, a fire truck so bright Red is an apple shining in the light Orange, is a tiger and it's stripes Orange leaves on a tree are a sight (chorus) Yellow, the color of the sun in the sky Yellow is the color of lemon pie Green are leaves, and green is the grass Green is the Christmas tree we have The sky is blue - the ocean is too And lilacs are beautiful purple - for me and you
  • 3. I Have here a pictures of different shapes This is a triangle Triangle is color red What is the shape on the picture? What is the color of a triangle? This is a circle, Circle is color What is the shape on the picture? What is the color of a circle? This is a square, Square is color blue. What is the shape on the picture? What is the color of a square? This is a rectangle, Triangle is color violet. What is the shape on the picture? What is the color of a rectangle? This is a star, Star is color yellow What is the shape on the picture? What is the color of a star? This is an oval, Oval is color orange. What is the shape on the picture? What is the color of an oval? C. Practice Identify the different kinds of shapes and each color. 1. 2. 3. 4. 5. 6. D. Generalization: What are the different kinds of shapes? What are the different kinds of colors? E. Application Draw a triangle on the chalkboard. Draw a square on the chalkboard. Draw a star on the chalkboard. Draw a circle on the board. Draw a rectangle on the board. Triangle Red Circle Green Square Blue Rectangle Violet Star Yellow Oval Orange 1.Star, color orange 2.Circle, color violet 3. Triangle , color green 4. Oval, color red 5.Square, color yellow 6. Rectangle, blue Star, circle, square, oval, rectangle, triangle. Red, Yellow, Blue, Green, Violet, Orange
  • 4. IV. Evaluation Encircle the picture that is different from the others. V. Assignment Bring an example of different kinds of shapes Draw an oval on the board. Shade a triangle with a color blue. Shade a square with a color orange. Shade a star with a color violet. Shade a circle with the color red. Shade a rectangle with the color yellow. Shade an oval with a color green.
  • 5. 1. HOW IMPORTANT MUSIC IN TEACHING SCIENCE? The media's popularization of findings from studies indicating a causal link between music training and spatial reasoning in young children (Rauscher et al. 1993, 1997) has caught the attention of many and spurred interest in the inclusion of music in early childhood education. Curriculum models that substantiate this point of view are credible; however, music educators need to remind decision makers about other valid reasons for teaching music in the early childhood curriculum. The purpose of this article is to survey some of the work in music education that validates the inclusion of music for its own sake in models for early childhood learning. Music is a way of knowing. According to Harvard psychologist Howard Gardner (1983), music intelligence is equal in importance to logical - mathematical intelligence, linguistic intelligence, spatial intelligence, bodily - kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence. According to Thomas Armstrong (1994,5), "Intelligence is galvanized by participation in some kind of culturally valued activity and that the individual's growth in such an activity follows a developmental pattern; each activity has its own time arising in early childhood." Making music is as much a basic life skill as walking or talking. Peery and Peery (1987) suggest that it is desirable for children to be exposed to, trained in, And enculturated with music for its own sake. That is, it is a birthright for all people to be able to sing in tune and march to a beat (Levinowitz and Guilmartin, 1989, 1992, 1996). To ensure a comprehensive learning experience, music must be included in early childhood. Practically speaking, the argument that music education is a frill finds no objective support. The importance of music instruction for music development during the early years of childhood has been widely investigated since World War II. The Pillsbury studies (1937 - 1958) (Moorhead and Pond, 1977) provided the first glimpse into preschool children's musical lives and informed us about the nature of their spontaneous music behavior. Characteristic music performances of young children provide a window through which music psychologists and educators can understand the sequence of the child's developing music skills.
  • 6. Brain-based Approach (LESSON PLAN) LESSON PLAN IN KINDERGARTEN BRAIN-BASED APPROACH Prepared by: John Noe S. Manlangit I- Objectives: At the end of the lesson the pupils are expected to: a. Recite a poem A FLOWER b. Enumerate the parts of a flower c. Appreciate the importance of a flower d. Draw a flower II- Subject matter: Topic: the Flower References: science book page 126, internet Materials: drawing of a flower, pictures Manila paper. III- Procedure: a. Review The teacher will review about the plants b. Motivation: The teacher prepares a poem a flower the teacher will read first then followed by the pupils. c. Lesson proper The teacher will show the parts of a flower then ask the pupils regarding the parts of a flower. d. Group activity Group 1- draws the petals Group 2- dramatized the importance of a flower Group 3- draw the whole parts of a flower then color it. e. Generalization: The teacher will ask the children about what are the parts of a flower? Petals, stem, leaf, roots, flower
  • 7. f. Valuing: How do we take good care of a flower? IV- Evaluation: Draw a flower then color it. V- Assignment: Have a cut out of a gumamela flower then paste it on a short band paper.