All work has been copied directly from Shu-Chen Jenny Yen’s teachers album

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A1.5. POURING WITH FUNNEL

 

 

 

Tray, pitcher, bottle with narrow opening, funnel, sponge.

PREPARATION:

 

 

Child has practiced using pouring materials dry and liquid. He has especially used dry funnel pouring. Materials are ready. Work space is available. Invite child. Show where work is located. Name activity.

PRESENTATION:

 

 

1. Take material to work area Sit.

2. Observe materials. Draw attention to narrow bottle opening and wide opening of funnel. Explain use of funnel briefly.

3. Place funnel in bottle, narrow opening receiving narrow part of funnel.

4. Pick up pitcher as described in step 4 of pouring with pitchers.

5. Pour water slowly into funnel.

6. Observe water pouring in funnel and out into bottle.

7. Wait for last drop. Wipe pitcher spout with sponge. Replace pitcher and sponge.

8. Check tray for water spills and clean up as needed.

9. Remove funnel and replace on tray.

10. Grasp bottle with two hands and pour water into pitcher.

11. Wait for last drop and wipe with sponge. Replace both. Clean up.

12. Child can repeat above steps as often as desired.

13. Replace work.

CONTROL OF ERROR:

 

 

1. Not using funnel.

2. Leaving water in bottle.

3. Pouring from side of pitcher.

4. Spilled water on table, tray or self.

5. Materials not restored to original state.

POINTS OF INTEREST:

 

 

1. Shape of bottle.

2. Using funnel.

3. Watching water pour into funnel and out into bottle.

4. Pouring water from bottle.

5. Sound of water pouring into funnel and then into bottle.

DIRECT AIMS:

 

 

Order, concentration, coordination, independence, eye-hand coordination, fine muscle control.

INDIRECT AIMS:

 

 

Learning how and when to use a funnel. Learning to pour into containers with narrow openings.

VOCABULARY:

 

 

Tray, bottle, pitcher, funnel, sponge, pour, narrow opening, neck.

AGE:

 

 

3 years and up.

VARIATIONS/EXTENSIONS:

 

 

1. Using a larger bottle.

2. Using several bottles.

3. Using a small funnel and a small bottle.

4. For young children use a very large bottle (sun tea jar) and a large canning type of funnel. Set this up on floor with large container of dry materials. Use a scoop. (no pouring here)

5. Use several funnels and dry materials to see what pours best in what size funnel. (Older children.)

NOTES:

 

 

1. Make sure you use funnel with dry materials to make sure they don’t block it.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A2.2. MAKING BUBBLES (WITH SPONGE)

 

 

 

Rubber mat, apron, rectangle basin, sponge for making bubbles and soap dish, clean-up sponge and soap dish, towel, pitcher, bucket, tray holding small container of soap flakes, and spoon which stays on shelf – set up on shelf left to right.

PREPARATION:

 

 

Child has practiced, pouring, and sponge squeezing. Materials are ready. Invite child. Show child where materials are located. Name activity. Put on apron. Roll up sleeves.

PRESENTATION:

 

 

1. Get mat and unroll and place on floor. Set materials out on mat, left to right

2. according to use. Bucket on far right. Remove things from basin also to set-up.

3. Bring basin to shelf and set for two spoonfuls of soap. Bring basin back.

4. Get water in pitcher. Pour water into center of basin. Observe water pouring. Wipe spout.

5. If needed repeat above step for more water. Place pitcher on mat when finished.

6. Place bubble making sponge in water and watch sponge absorb water.

7. Pick up sponge with two hands and squeeze.

8. Continue steps 5 and 6 as often as desired. Observe bubbles made by sponge.

9. Replace sponge when finished. Dry hands off.

10. Stand up and grasp basin with two hands (one on either side).

11. Move basin over to right above bucket. Tilt and pour water into center of bucket. Observe

12. Pour from corner. Wait for last drop, shake off. Replace basin on mat.

13. Empty bucket at sink. Rinse bucket, empty and wipe.

14. Take pitcher and get clean water. Pour into basin. Wipe pitcher and replace.

15. Wipe basin with clean-up sponge using new water in basin to rinse sponge. Squeeze out water in bucket. Dry hands.

16. Pour water into bucket, and wipe any last drops and soap up. Dry hands

17. Empty bucket. Rinse and wipe again if needed.

18. Return bucket to work area. Replace materials in basin and bucket. Return materials to shelf.

19. Wipe mat and floor with floor towel Roll up apron and replace.

CONTROL OF ERROR,

 

 

1. Water or soap on floor or mat.

2. Wet clothes.

3. Materials not restored to original state.

4. Slippery hands when finished.

5. Using too much soap.

6. Using too much water.

7. Inability to carry bucket.

8. Pouring from side inside of corner of basin.

POINTS OF INTEREST:

 

 

1. Feel of soap bubbles, in water, air and on sponge.

2. Colors, shapes and smell of bubbles.

3. Using one sponge to make bubbles and other to clean.

4. Pouring soapy water out.

5. Watching water and bubble pour.

6. Waiting for last bubble to fall out.

7. Squeezing sponge to make bubbles.

8. Texture of materials.

9. Soft sounds of bubbles.

10. Watching bubbles become more and more.

DIRECT AIMS:

 

 

Coordination, concentration, independence, order, developing positive self concept, developing self control

INDIRECT AIMS:.

 

 

Learning to squeeze a sponge, learning to clean-up, learning to rinse and clean, learning to wait for last drop, learning to pour using a pitcher, bucket and basin

VOCABULARY:

 

 

Apron, mat, basin, sponge, bucket, towel, soap flakes, spoon, bowl, tray, squeeze, pour, wipe, rinse, bubbles.

AGE:

 

 

3 years old to 5 years old.

VARIATIONS/EXTENSIONS:

 

 

1. Using different sponges (a natural sponge to make bubbles).

2. Using different soap, liquid soap, grated soap etc.

3. Controlling soap more – teacher gives soap.

4 Use a divided bucket to make bubbles in.

5. Use colored water with soap.

6. Use a kneeling pad.

NOTES:

 

 

Soap flakes work great.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A2.4. BASTING

 

 

 

Tray; 2 jars, baster, sponge, colored water.

PREPARATION:

 

 

All materials present; invite child; name activity; show child where activity is located on shelf.

PRESENTATION:

 

 

1. Take tray to table and place so jar with water is on left.

2. Show child squeezing motion of dominant hand.

3. Pick up baster with dominant hand, squeeze bulb show it is flexible.

4. Hold baster vertically over tar on left.

5. Lower baster into jar, squeeze bulb when baster tube is in water.

6. Release bulb & watch water level rise.

7. Move baster up & out of jar. Move baster over dc into right jar.

8. Squeeze bulb again, releasing water.

9. Repeat steps 4 through 8 until all the water is transferred from left to right.

10. Wipe tip of baster with sponge. Check tray & table for spills & wipe up with sponge.

11. Place baster on table, turn tray around, so eater is on left. Replace baster.

12. Tell child he/she can repeat as often as desired.

13. Replace work. Invite child.

CONTROL OF ERROR:

 

 

1. Water spilled.

2. Materials not replaced.

3. Water on left is not emptied.

4. Water not lifted into baster.

5. Water left in baster.

6. Baster left in jar.

7. Squeezing water before getting to jar.

POINTS OF INTEREST:

 

 

1. Seeing the water move up and down in the baster.

2. Sound of water being lifted into baster.

3. Sound of bubbles being created when baster is squeezed.

4. Sight of bubbles being created when baster is squeezed.

5. Sight of baster filled vs. partially filled vs. empty.

6. Ease of filling baster when water jar is full.

7. Seeing results differ when squeezing firmly or gently.

DIRECT AIMS:

 

 

Cooperation, order, independence, small muscle control, development of self esteem.

INDIRECT AIMS:

 

 

Hand squeeze; use of syringe or dropper, learning to use baster, learning to transfer liquid of baster.

VOCABULARY:

 

 

Tray; jar; sponge; squeeze; baster or dropper; water; bubbles.

AGE:

 

 

3 to 4 years.

VARIATIONS AND EXTENSIONS:

 

 

1. Use more then one size baster/dropper placing in separate containers to see volume differences.

2. Use baster or dropper to measure.

3. Use color coded droppers to mix paint colors or food colors.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A3.3 SUDS BEATING

 

 

 

Table, apron, glass bowl, glass pitcher, bowl with soap flakes, spoon, egg beaters, spatula, sponge and dish, towel, bucket, rubber mat.

PREPARATION:

 

 

Child has practiced using hand washing, spooning, and making bubbles. Materials are ready. Invite child. Name activity. Show child where materials are located. Put on apron and roll up sleeves.

PRESENTATION:

 

 

1. Carry bucket to sink. Fill with water (about 1/2 full or less).

2. Carry bucket back to work area and place to right of table.

3. Carry pitcher to sink and get water. Bring pitcher back to work area.

4. Pour water in middle of glass bowl. Wipe spout when finished. Replace sponge and then pitcher.

5. Take one spoonful of soap flakes and sprinkle over water in glass bowl.

6. Observe soap flakes floating on top of water.

7. Take spoon and swish in clean water in bucket on right.

8. Remove spoon and hold over bucket letting water drip off

9. Move spoon to sponge and wipe it on top of sponge, wiping top and bottom of spoon. Replace spoon.

10. Grasp egg beater handle on dominant handle. Place beater into water of glass bowl.

11. Grasp small turn handle with sub-dominant hand. Turn small handle using wrist.

12. Turn beaters faster and faster, keeping an even balance between both hands.

13. Observe action of beaters and increasing bubbles and suds.

14. Rotate beaters as long as needed. (soap only up to level of rim of bowl.)

15. Remove beaters from bowl using dominant hand. Let soap and water drip off.

16. Move beaters over to bucket on right. Swish in water to remove soap and bubbles.

17. Hold beaters above water and let water drop off. Use sponge and wipe bottom and sides of beaters.

18. Replace beaters and sponge.

19. Dry hands and replace towel.

20. Grasp bowl with both hands and pick up. Empty bowl into bucket on right. Wait for last bubbles to pour out. Shake out bubbles a bit.

21. Replace bowl on table.

22. Take spatula and scrap out remaining bubbles. Drop bubbles off spatula into bucket. Repeat as needed.

23. Wipe off spatula with sponge.

24. Bring bucket to sink. Empty and rinse.

25. Fill bucket about 1/2 full with water. Bring bucket back to work area

26. Rinse sponge in bucket. Wipe out bowl. Rinse. Wipe table. Rinse. Wipe anything else as needed.

27. Replace sponge. Dry hands. Empty bucket at sink. Rinse bucket and wipe.

28. Replace bucket. Check floor and wipe dry as needed. Replace apron.

29. Invite child to repeat.

CONTROL OF ERROR:

 

 

1. Using too much soap.

2. Making too many bubbles.

3. Slippery hands.

4. Soap left on many items.

5. Broken items.

6. Not being able to turn egg beaters.

7. Materials not restored to original state.

POINTS OF INTEREST:

 

 

1. Appearance of materials.

2. Using glass bowl and pitcher.

3. Watching flakes float on top of water.

4. Using egg beater.

5. Reflections in glass and water.

6. Action of egg beater on soap flakes.

7. Sizes and colors of bubbles.

8. Sound of egg beater.

9. Seeing bubbles increase.

10. Cleaning everything up.

11. Watching water pour.

12. Watching bubbles pour into bucket.

DIRECT AIMS:

 

 

Order, concentration, coordination, independence, developing sequential work pattern.

INDIRECT AIMS:

 

 

Learning to use an egg beater, learning how to clean up a big activity, learning how to pour soap bubbles, learning to use wrist and rotate hand.

VOCABULARY:

 

 

Egg beater, names of other materials, beat, twist, turn, rotate, empty, pour, wipe, rinse, dry.

AGE:

 

 

3 to 5 years old.

VARIATIONS/EXTENSIONS:

 

 

1. Use egg beater in a cooking activity.

2. Beat egg yolks for a recipe.

3. Use different types of whisks.

4. Use grated soap.

NOTES:

 

 

1. Use a good rubber mat with this activity.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A5.2 MAKING NECKLACE

 

 

 

Two plates that equal divided, construct paper that cut into different shapes, like triangle, square, circle and those shapes are punch hole in the middle, different color of straws that cut into 1 inch long a cup, yarn that cut into 15 inch long and a needle.

PREPARATION:

 

 

1. Consider the readiness of the child.

2. Check the availability of the materials.

PRESENTATION:

 

 

1. Invite the child to do this work, naming the work and point the location of the work.

2. Walk with the child to the table where the material is located.

3. Have the child sit on your sub-dominant hand.

4. Take the needle out and put it on the central of table.

5. Take one yarn string and stretch into a line.

6. Hold the end of yarn string and tie the one end of yarn string.

7. Pick up needle with sub-dominant hand and take the yarn string with sub-dominant hand.

8. Put the yarn string on the front of needle and fold the yarn string one inch place. 9. Hold the needle and string tight and stretch out the needle.

9. Look at the needle hole and push the folding point into the hole.

10. Pull the yarn string out.

11. Hold the needle with yarn string with dominant hand and pick up one straw or construct paper with sub-dominant hand.

12. Thread the needle through the straw or construct paper hole.

13. Repeat steps 13 & 14 until it is enough to make a necklace.

14. When it is finished, pull the needle out of the yarn string and back it back to the cup.

15. Hold both end of yarn stings and tie it together.

CONTROL OF ERROR:

 

 

1. Put too much straws or construct paper.

2. Do not put needle into the cup.

3. Another child.

POINTS OF INTEREST:

 

 

1. Appearance of materials.

2. Feeling use needle.

3. Seeing make a necklace.

4. Seeing different color of materials.

5. Seeing the yarn string thread through the hole of straw or construct paper.

DIRECT AIMS:

 

 

1. Development of O.C.C.I.

2. To development of inner discipline.

3. Development hand and eye coordination.

INDIRECT AIMS:

 

 

1. Learning how to use needle.

2. Learning different color and different shapes.

VOCABULARY:

 

 

Plate, yarn, needle, straw, the name of shapes, the color of materials and cup.

AGE:

 

 

3 and up

VARIATION EXTENSION:

 

 

1. Using different shapes.

2. Using sea shells.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A5.3 FOAM WORK

 

 

 

A tray, shave cream, apron, sponge in dish, and food color.

PREPARATION:

 

 

1. Consider the readiness of the child.

2. Check the availability of the material.

PRESENTATION:

 

 

1. Invite the child to do the work naming the work towel, pitcher and pointing the location of the work.

2. Walk with the child to the table where the materials is located.

3. Put on apron.

4. Get pitcher and fill with water.

5. Get shave cream and shake well.

6. Press the bottom and get some shave cream out on the tray.

7. Put shave cream back on the shelf and get the food color.

8. Get one or two drops of food color on the shave cream.

9. Mix the shave cream and food color with both hands.

10. If the child finished his work wash hand in pitcher and try hand with towel.

11. Pick up sponge and dip in water using two hands.

12. Squeeze water and wipe the shave cream out.

13. Dip the sponge in the water and squeeze the water.

14. Continue the same manner until the all tray are cleaned up.

15. clean up the table of spilt water with sponge.

16. Get dirty water to the bucket and pour the water into the bucket.

17. Get towel and dry hand.

18. Take off the apron and fold it.

19. Replace the material back to the tray.

CONTROL OF ERROR:

 

 

1. Put too much shave cream.

2. Put too much food color.

3. Get too much water.

4. Spilt water on the floor.

5. Do not clean up the tray or table.

POINTS OF INTEREST:

 

 

1. Seeing different color.

2. Seeing change color if you put two color together.

3. Feeling play with shave cream with hands.

DIRECT AIMS:

 

 

1. Development O.C.C.I.

2. Preparation for writing.

3. Development of two hand coordination.

INDIRECT AIMS:

 

 

1. Learning different color.

2. Learning to dean with sponge.

VOCABULARY:

 

 

Tray, sponge, shave cream, the name of color, apron, dish, food color.

AGE:

 

 

3 and up

VARIATIONS/ EXTENSION:

 

 

1. Take the paper and cover the shape that child make.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A5.5. OIL PASTEL STENCILS

 

 

 

A tray holding: A box of oil pastels. A selection of cardboard stencils. A small bit of rag, and mat.

PREPARATION:

 

 

Child has been explore painting work. Materials are ready. Invite child. Name activity. Show child were material is located. Child is ready to work with this activity.

PRESENTATION:

 

 

1. Walk with the child to the shelf where the material is located.

2. Pick up the tray with two hands and carry it to the table.

3. Select one piece of paper, stencil and an oil pastel, then bring them to the table.

4. Place a mat on the central of table.

5. Pick up the oil pastel with dominant hand and hold the stencil with sub-dominant.

6. Apply the pastel to the stencil, right at the design edge.

7. Place the paper on the mat and put the stencil over it.

8. Holding the stencil with sub-dominant hand and wipe the oil pastel with the index finger at dominant hand from the stencil edge onto the paper.

9. If children want more picture, continue the same manner that showing above. If they wants to change the color, they need to use the rag to clean the stencil. Then get the new color. Repeat step 5 to 8.

10. When the exercise is complete use the rag to clean the stencil.

11. Replace the material to the shelf and put the oil pastel and the stencil back to the place where it belongs.

CONTROL OF ERROR:

 

 

1. Seeing do not clean stencil.

2. Seeing wipe the oil pastel from the wrong side.

3. Don’t put the stencil and pastel to right place.

POINTS OF INTEREST:

 

 

1. Seeing different shape of picture.

2. Seeing different color.

3. Feeling wipe the oil pastel with index finger.

DIRECT AIMS:

 

 

1. Development O. C. C. I.

2. Preparation for writing.

3. Development hand and eye coordination

INDIRECT AIMS:

 

 

1. Learning drawing.

2. Learning different color and different objects.

VOCABULARY:

 

 

Oil pastel, stencils, mat, tray, the name of objects.

AGE:

 

 

3 and up

VARIATION/EXTENSION:

 

 

1. Combine using crayon.

2. Gluing different picture with children imagination.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A5.6. GLUING WORK

 

 

 

Tray to hold a paper and glue. Paper, glue with a small cup. A tray to sort different shapes of paper. Paper cut in different shapes. A table to set the work Paper towel and pencil on the tray.

PREPARATION:

 

 

1. Consider the readiness of the child.

2. Consider the readiness of the adult.

3. Check the availability of the materials.

PRESENTATION:

 

 

1. Invite the child to do this work, naming the work and pointing the location of the work.

2. Walk with the child to the table where the material is located.

3. Get a paper towel from basket which set on the shelf.

4. Place paper towel in front of you on the table.

5. Sit down.

6. Pick up a piece of rectangle cut paper, place it on the paper towel with dominant- hand.

7. Tracing the edge of the shape with dominant-hand.

8. Lift index finger of dominant-hand, dip glue then extend to the paper, apply glue near the edge of the entire shape.

9. Pick up the piece of paper with 2 hands carefully, turn it over with the glue side down, and place it on the paper in another tray where you like to.

10. Lift dominant-hand and press the shape with a flat, relaxed hand-one, two, three times. Allow time for the glue to set.

11. Repeat step 8 to 10 glue other shapes of paper until you feel enough.

12. Pick up the paper with 2 hands on the sides, gently shake it up and down.

13. Place it on the table, say: “Glue holds things together.”

14. Get a pencil with dominant-hand, and write your name on, say to child that if she or he needs teacher to write name for her/him s/he may ask teacher to help.

15. Stand up and push chair at the table.

16. Check table and floor before left.

POINTS OF INTEREST:

 

 

1. Appearance of materials.

2. Using paste.

3. Seeing different shapes of papers.

4. Apply glue near edge of the shape.

5. Press the glued paper with a flat.

6. Seeing shapes stick with paper.

7. Making a design.

CONTROL OF ERROR:

 

 

1. Amount of paste.

2. Paste on tray, table and child.

3. Shapes and paper can not stick together.

4. Shapes not glue with a flat.

5. Forget to check the table and floor before left.

DIRECT AIMS:

 

 

1. Development O. C C. I.

2. To develop inner discipline.

INDIRECT AIMS:

 

 

1. Learning to use the paste.

2. Learning to arrange and compose different colors, sizes and textures of geometric shapes into satisfying designs.

3. Preparation for writing.

4. Preparation for drawing.

5. Preparation for math.

VOCABULARY:

 

 

Name of the work names of the materials used, apply, names of the shapes.

AGE:

 

 

3 and up

VARIATIONS:

 

 

1. Using different kinds of glue an

2. Using wallpaper pieces.

3. Using variety of construction paper, colors, weights, textures.

4. Gluing with a outline shapes paper.

5. Follow an example to make same design.

6. Using cooked rice as paste.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A5.8. KOLAM

 

 

 

Tray, container with rice flour, two types of design makers, sponge, scoop, and a green board.

PREPARATION:

 

 

Child should have some practice in practical life exercises. Check to see if the materials are ready. Invite the child. Name the activity. Show them where the materials are located.

PRESENTATION:

 

 

1. Bring tray to the table and sit down.

2. Take the rice flour container and keep it on the table. Open the lid.

3. Take the design maker one at a time . Open its lid and fill it with rice flour using the scoop making sure that the flour does not spill out. Close the lid.

4. Bring the green board in front of you and clean it with a sponge.

5. Lift the design maker with three finger grip and place it gently on the green board. Gently press it if needed so that it gives the clear design on the board.

6. Repeat the above procedure for the other design.

7. Admire your work.

8. Wipe the board with a wet sponge.

9. Put the board, rice flour container and the design makers back into the tray.

10. Return the materials to the shelf.

11. Invite the child to do the work.

CONTROL OF ERROR:

 

 

1 They may spill the flour.

2 They may forget to wipe the board before and after.

3 Not be able to open and close the lids of the design makers.

4 Pressing it too hard or too lightly on the board.

5 Not returning the materials to their original place.

POINTS OF INTEREST:

 

 

1. Learning of a new culture.

2 Seeing and using the design makers.

3 Filling the design maker with rice flour.

4 Seeing the designs on the board.

5 Using the scoop.

6 Opening and closing of the design makers.

DIRECT AIMS:

 

 

Refinement of movements, development of small muscle control, eye-hand coordination, concentration, coordination and order.

INDIRECT AIMS:

 

 

Learn to decorate, feed insects and birds in a new way, learning a new culture and aesthetic sense development.

VOCABULARY:

 

 

Rice, flour, design maker, container, green board, wet sponge, press.

AGE:

 

 

Three years and up

VARIATIONS:

 

 

1. Using different types of design makers.

2. Connecting the dots to make such designs on a paper.

3. Using hands to draw such designs on the green board with rice flour (improves writing skills).

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.2. FORM TARGETS

 

 

 

One form targets board, includes different shapes, 4 yarn balls and 4 bean bags.

PREPARATION:

 

 

Material is ready; invite the children; name the activity; show the child where the activity are located.

PRESENTATION:

 

 

1. Have children stand two line and face each other.

2. Pick up one yarn ball or bean bag with dominant hand and hold it.

3. Show the children stepping with the opposite foot (the foot opposite the throwing arm). Raise the hand to back of your shoulder. Shoulder and hips go back and come through together. Release the ball and throw it to the target.

4. Have the first child stand on the line and face the form target boar.

5. Pick up one yarn ball and throw it to the target.

6. The first child goes the end of line and the second child stand on the line. Do the same manner as the first one child.

7. When the children finished the activity, replace the ball.

CONTROL OF ERROR:

 

 

1. Throwing two balls.

2. Children.

POINTS OF INTEREST:

 

 

1. Seeing different shapes.

2. Seeing beautiful design.

3. Seeing the ball throw into the target.

4. Excepting for next turn.

DIRECT AIMS:

 

 

Large motor coordination, concentration, order, independence, eye hand coordination.

INDIRECT AIMS:

 

 

Development throwing skill, development holding the object.

AGE:

 

 

3.5 and up

VARIATION/EXTENSION:

 

 

1. Tell the child to throw specific hole.

2. Have different shape or different type of balls.

3. Have the child try different postures from the target, like stand or crouch. 4. Have the child wear blindfolded to throw the target.

4. Have the child stand at various distance from the target

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.7. WALKING WITH HOLDING CANDLE OR CUP

 

 

 

Tray, candles with holder, cups with color water.

LESSON:

 

 

Small group or individual.

DESCRIPTION:

 

 

Invite the child to do the game. Naming the activity. Put the tray on the middle of circle and have each child hold the candle or cup. When each child hold the candle or cup, then they stand up and stand in line. The first child follow the teacher walking at classroom. Children need to be quiet and walk carefully because they holding the candle and cup with water. They need to concentrate their mind. When finished, children sit on the circle and replace the candle or cup to the tray.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.9. LISTENING THE SOUND

 

 

 

A tape and tape recorder.

USE:

 

 

Small group or big group.

DESCRIPTION:

 

 

Children should be ready to sit on the circle quietly and ready to play. Put the tape recorder in the middle of circle. Have children close their eyes and play the tape recorder. When listen one sound and stop the tape recorder. Have children open their eyes and call one child’s name. Ask the child what is the sound. If the child can not answer, try to listen again or call another child until he answer the correct sound. Continue the game and have the next child does the same manner until teacher feels that it is ready to stop.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.14. BALL GAMES

 

 

 

Ball (Vary size of ball, use small hard plastic ball, rubber ball, golf ball etc..)

USE:

 

 

Teacher starts games by calling out child’s name and then giving child the ball. Call in order, or mix up names. Child passes back same way.

Passes:

1. Roll ball (sitting)

2. Stand up and bounce

3. Stand up and roll

4. Throw up, bounce and catch etc.

Pretending with ball (pass in circle standing up)

1. Pretend ball is made of glass and very fragile. Pass ball carefully to each other.

2. Pretend ball is very heavy and pass.

3. Pretend ball is hot, and pass quickly but carefully.

Passing ball in line. Children line up. (Have a big space)

Change leaders as ball is passed down line.

Last child comes up to front.

1. Over pass – child in front passes ball over head. Other children continue same pass.

2. Under pass – child in front passes under legs. Continue.

3. Over and under pass – child in front passes under, next child takes it and passes over. Continue.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.16. BALANCE BEAM GAMES

 

 

 

Balance Beam

USE:

 

 

Place balance beam in center of whole group. Invite one child at a time to do the activity on the balance beam. At first let children do all the same stunt. Later when you have introduced all the shunts (at many different sessions) let children pick a stunt perform across beam. (e.g. having a basket with photos or drawings of each stunt child picks one) Have a beginning and end place. Stunts:

* walk across beam

* walk sideways

* walk to center, turn around and continue to end

* use giant steps

* walk on tip toes

* walk heel to toe

* walk to center and throw bean bag in bucket (at center)

* walk to end and throw bean bag in bucket (at end)

* walk with bean bag on head

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.17. PANTOMIME WITH WOOD

 

 

 

Small or long piece of wood.

USE:

 

 

Sit in group and pass stick to each child. Teacher starts game by pretending wood something else and acting it out. For a short piece of wood, suggestions: flute, drum stick, back scrubber, hammer, corn on the cob, and so on. For a long stick, suggestions: tennis racquet, golf club, baseball bat, shovel etc. For young children let them pick idea from pictures (either drawings or real photos). For older children, just pass wood around.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.18. DOG AND SQUIRREL

 

 

 

Chalkboard (Large wall) and one individual child or two children and child

USE:

 

 

Draw a dog house on left side and a tree on the right side of the chalkboard. To image teacher is squirrel and child is dog. Squirrel moves (or jumps) across board with dots. Dog chases squirrel by running after it making connecting lines between dots. (Good eye-hand control)

 

MATERIALS

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.20. SCREWDRIVER AND SCREWS

 

 

 

Tray, a board approximately 1.5″ x 3″ x 6″ containing 6-8 screws and a screwdriver.

PREPARATION:

 

 

1. Check for the availability of materials. Consider the readiness of the child.

2. Consider the readiness of the adult. Invite the child.

PRESENTATION:

 

 

1. Walk with the child to the shelf where material is located.

2. Pick up the tray with both hands. Carry it to the table and place it in the center of the table.

3. Pull out the chair using both hands and sit down.

4. Ask the child to sit on your sub-dominant side.

5. Point out to the screws and say “screws”

6. Place each of the screws into the hole of the board with your dominant hand.

7. Point out to the screw driver and say Screwdriver”

8. Grasp the handle of the screw driver with you thumb lying on the top and the four fingers placed under side of it.

9. Place the tip of the pointer on to the groves of the screw firmly.

10. To screw it tightly on the board turn or twist the handle of the screwdriver clockwise. making sure that the point is on the groove of the screw, until the screw is pushed down tight. Proceed with the remaining screws.

11. To unscrew; place the pointer of the screwdriver on the screws groove or the vertical line firmly and twist or turn it in a anti-clockwise way until the screw is loose and way up. Continue the proceeding with the remaining screws. Remove the screws and place it on the tray.

12. Making sure all the screw are put back on the hole and again screw tightly.

13. Place the screwdriver on the tray.

14. Slide the chair out, get up and push the chair back in to place.

15. Carry the material to its proper place.

POINTS OF INTEREST:

 

 

1. Seeing the screws

2. Seeing the screwdriver.

3. Movement in screwing and turning.

4. Seeing them connected to the board and unconnected from the board.

CONTROL OF ERROR:

 

 

1. Seeing that screwdriver slide if not placed on the groove of the screw properly.

2. Seeing that some screw are missing.

3. Seeing that screw not tightly screwed

DIRECT AIMS:

 

 

1. Development O.C.C.I.

2. Preparation for writing

INDIRECT AIM:

 

 

1. Learning to screw and unscrew

VOCABULARY:

 

 

Tray, screw, screwdriver, board, groove, clockwise and anti-clockwise

AGE:

 

 

3 and up

VARIATION:

 

 

1. Using various sizes of screw and screwdrivers

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.21. CARPENTRY — NUTS AND BOLTS

 

 

 

Tray; wooden block with bolts of varying sized permanently imbedded vertically in the wood and capped with corresponding nuts.

PREPARATION:

 

 

Materials ready; invite the child; name the activity; show the child where the materials are located.

PRESENTATION:

 

 

1. Place work on table with largest bolt on left side.

2. Grasp block with subdominant hand.

3. Place fingertips of dominant hand on nut on the left. Twist one complete turn. Remove fingers.

4. Repeat above step again until nut comes off.

5. Repeat steps 2-4 on each subsequent nut and bolt set until each nut is separated from the its bolt and placed it in front. Observe.

6. Take nut on left side in fingertips of dominant hand. Point to nut, then to bolt.

7. Place nut on top of bolt. Twist nut one complete turn. Remove fingers.

8. Repeat twisting movements in above step until nut is flush with board.

9. Repeat step 6-8 from left to right until all nuts are attached to the corresponding size bolt. Observe.

10. Replace work in proper location.

11. Invite child.

CONTROL OF ERROR:

 

 

1. Fail to replace work.

2. Use wrong size nut on bolt.

3. Fail to attach all nuts.

4. Fail to screw nut flush to board.

5. Unable to turn tight nut.

POINTS OF INTEREST:

 

 

1. Feeling threads on bolts.

2. Seeing nuts fit correct bolts.

3. Feeling weight, size and shape of nuts.

4. Seeing nut move down on top of bolt.

5. Being able to remove nuts & then replace nuts on bolts.

6. Seeing threads disappear in bolt.

DIRECT AIMS:

 

 

Small motor coordination, concentration, order, independence, eye-hand coordination, refinement of wrist movement, preparation for hand writing.

INDIRECT AIMS:

 

 

Matching hole to bolt size; feeling difference between tight and loose; learning to remove nuts, learning to replace nuts on bolts, preparation for other workshop activities.

AGE:

 

 

3.5 to 4.5 years

EXTENSION:

 

 

1. Use nuts and bolts of the same size but different lengths.

2. Use a wrench instead of hand.

3. Use basket with loose nuts and bolts of varying sizes.

4. Use bolts to connect two pieces of wood with pre-drilled holes.

5. Use basket with separate nuts and bolts that are color coded by size.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.22. LOCKS AND KEYS

 

 

 

2 or 3 locks and its’ corresponding keys on a key chain, basket to hold the locks and keys.

PREPARATION:

 

 

1. Readiness of the child.

2. Readiness of the material.

3. Invite the child to do the work.

PRESENTATION:

 

 

1. Go to the shelf with the child and pick up the basket with both hands and walk slowly to the table.

2. Ask the child to sit on your subdominant side.

3. Get each lock out and keep it on the table.

4. Get the keys out of the basket.

5. Show the child to pick up the lock by subdominant hand and hold it firmly facing up.

6. Show the child to hold the key with the thumb and the index finger on to the bottom part or the handle of the key.

7. Put the key into the keyhole of the lock and see if that key is the right one for the lock if it is not locking

8. After putting the right key into the key hole then put the one sided loose handle firmly into the slot of the lock. Hold it firmly with your subdominant hand.

9. Twist the key clockwise once and once the key is back to the center slide the key to of the lock.

10. Unlock- following steps 3-7; After putting the right key into the keyhole, twist it counter clockwise once and bring it back to the center and slice the key out of the lock. The handle should come out of the slot.

11. Repeat this with all of the locks.

12. Put all of the locks and keys back into the basket.

13. Stand up, bush the chair in, pick up the basket and replace it on the shelf.

POINTS OF INTEREST:

 

 

1. Changing sound of the keys

2. Key in a key chain.

3. Lock its’ handle and the keyhole.

4. Locking and unlocking.

5. Seeing different sizes and shapes of the locks and keys.

CONTROL OF ERROR:

 

 

1. Holding the basket incorrectly.

2. Dropping of keys on the floor or table.

3. Dropping the basket.

4. Being unable to lock the lock.

5. Being unable to unlock.

6. Seeing that the key does not fit the keyhole.

DIRECT AIMS:

 

 

1. To learn how to use lock-keys

2. To practice twisting.

3. Ability to match the right key to the right lock.

INDIRECT AIM:

 

 

1. Development of O.C.C.I.

2. To develop a sense of size perception.

VOCABULARY:

 

 

Lock, keyhole, handle, key chain, twisting center

AGE:

 

 

3 and up

VARIATION/EXTENSION:

 

 

1. Use different sizes of locks and keys.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

ELEMENTARY MOVEMENT

A6.23. HAMMERING

 

 

 

Piece of wood board with wood stands on both ends, small tray with assorted nails, hammer attached to wood block.

PREPARATION:

 

 

Check for availability of materials, consider readiness of the child, readiness of the teacher.

PRESENTATION:

 

 

1. Invite the child to do the work show the child where it is located and name the work.

2. Carry the work to an area under the outside stairs if working outside or to a rug if working inside.

3. Sit down with he child on your subdominant side.

4. Pick up one nail with the subdominant hand and place it on the board standing up while holding it with the thumb and index finger.

5. Grasp the hammer with the dominant hand and bring it to the top of the nail.

6. Gently pound on the nail head until it goes down all the way.

7. Place the hammer on the ground.

8. Repeat steps 4 to 7 for as many nails as you wish to hammer.

9. Turn the board upside down and chick to see protruding nails.

10. Return board to upright position.

11. Grasp hammer and place the prongs down on the right side of the nail

12. Gently tilt and slide it underneath the nail head.

13. Pick up nail with prong and tilt it back until the nail comes up with the hammer and also out of the board.

14. Take out the nail from the hammer and replace it in the tray.

15. Repeat steps 11 to 14 for all nails pounded into the board.

16. Return the material one at a time to their proper location.

POINTS OF INTEREST:

 

 

1. The appearance of the material.

2. Heaviness of the board and hammer.

3. Smallness of the nails.

4. Pounding the nails into the board.

5. Seeing the nails go into the wood.

6. Seeing the nails come out the wood.

CONTROL OF ERROR:

 

 

1. Dropping the board on your toe or the ground.

2. Hitting finger with the hammer.

3. Seeing the nails not come out of the wood.

4. Seeing the nails bend.

5. Seeing the materials in disorder when work is completed

INDIRECT AIMS:

 

 

1. Learning to hold the nail.

2. Learning to hammer.

3. Learning to grasp.

4. Care of the environment.

DIRECT AIMS:

 

 

1. O.C.C.I.

2. Sense of responsibility.

3. Positive self image.

4. Motor planning.

VOCABULARY:

 

 

Hammer, nail, wood board, pound, pull out, protrude, pronged

AGE:

 

 

3.5 and up

VARIATION:

 

 

1. Vary the size of the nails

2. Vary the size of the hammer.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C3.3. SWEEPING

 

 

 

Broom, dust pan, brush, container of sweeping materials, (pine shavings, wood chips, rose petals, etc.) special wastebasket, taped shape on floor, (rectangle, triangle, or square)

PREPARATION:

 

 

Make sure materials are ready and complete. Child should have worked with the table crumbing exercise. Invite. the child. Show child where materials are located. Name activity.

PRESENTATION:

 

 

1. Carry container of sweeping materials to shape. Open lid. Scatter handful of material around outside of shape. Use enough to go all around shape. Replace lid. Return container.

2. Carry broom to shape.

3. Place one hand at top of handle and other hand underneath but with a space between the hands. (Hold, like in fist type grips.)

4. Sweep by putting with bottom hand and letting top hand follow, but going in opposite direction. (This is what makes it hard for children, moving hands in opposite directions.)

5. Sweep materials into center of the shape. Walk and sweep in the same direction. Sweep from one side to the center.

6. Make a small pile of scraps in the center of the shape. Observe work.

7. Check around shape for left over materials. Repeat above steps as needed.

8. Replace broom. Bring dust pan and brush to shape.

9. Bend down. Hold dust pan in sub-dominant hand and place straight edge against tape line. Tilt pan up a little bit.

10. Hold brush in dominant hand, and sweep materials up and into the dust pan.

11. Check for left over materials. Move dust pan back and sweep materials again into dust pan. Repeat as needed until all materials are swept into pan.

12. Stand up. Place bush against dust pan edge. Carry pan to special wastebasket.

13. Move brush away from edge of pan. Tilt dust pan down. Empty materials into wastebasket. Brush excess out with brush.

14. Replace dust pan and brush.

15. Invite child to repeat.

CONTROL OF ERROR:

 

 

1. Knocking over sweeping materials.

2. Using too much of the sweeping materials.

3. Not using the broom.

4. Leaving some or all the sweeping material in the center of the shape.

5. Not holding brush against dust pan edge, to prevent spilling.

6. Not being able to use the broom. (Incorrect hand placement, or sweeping towards self.)

POINTS OF INTEREST:

 

 

1. Appearance, texture, smell, and feel of all the materials.

2. The way the sweeping material behaves when swept.

3. Sound of bristles sweeping.

4. Different hand holds on broom dust pan and brush.

5. Seeing the floor messy and then clean.

6. Using a small child sized broom.

DIRECT AIMS:

 

 

1. Development of coordination

2. Development of concentration

3. Development of independence

4. Development of order

5. Development of a good self-image

6. Development of large muscles in upper arms

INDIRECT AIMS:

 

 

1. Learning to sweep scraps into a pile using a broom

2. Learning to use a dust pan and brush to sweep up a pile of scraps into a dust pan

3. Learning to care for the environment

4. Learning to serve the community

VOCABULARY:

 

 

Broom, dust pan, brush, wastebasket, clean, messy, full, empty, sweeping, brushing, and name of activity

AGE:

 

 

3 years and up

VARIATIONS EXTENSIONS:

 

 

1. Using different sweeping materials.

2. Using different brooms.

3. Sweeping a patio or sidewalk, with a push broom.

4. Sweeping up the classroom as needed.

5. Using a wooden shape with a handle to help make pile of sweeping materials

ROCK SCRUBBING- MATERIALS:

 

 

Rock; pad; soap in dish; brush in dish; sponge in dish; apron; pitcher; basin; towel; bucket; rubber mat on floor at foot of permanent work table.

PREPARATION:

 

 

Materials are ready; invite child; name activity; show child where materials are located; put on apron; roll up sleeves.

PRESENTATION:

 

 

1. Take pitcher and fill with water.

2. Pour water into basin.

3. place rock in basin.

4. Take brush in dominant hand.

5. Put brush in water and shake out excess water.

6. Rub brush on soap; hold soap dish steady with subdominant hand.

7. Scrub rock with brush. Hold and turn rock with subdominant hand as you polish.

8. Turn rock over and repeat polishing.

9. Rinse brush in water and shake out excess water one or two times.

10. Return brush to dish.

11. Pick up sponge and dip in water using two hands.

12. Squeeze water from sponge over rock using two hands. g

13. Repeat step 13 two or three times until soap bubbles are gone.

14. Turn rock over and repeat step 13 and 14.

15. Return sponge to dish.

16. Pick up rock and replace on drip pad.

17. Take sponge and pat rock until excess moisture is absorbed.

18. Turn rock over and repeat drying with sponge; dry any spills on table.

19. Pick up towel, dry hands and replace towel

20. Pull out bucket from under work table.

21. Lift basin with two hands and pour soapy water into bucket.

22. Use sponge to wipe out basin; squeeze out sponge in bucket and replace.

23. Slide bucket from under work table.

24. Replace pitcher in center of basin.

25. Remove apron and replace.

CONTROL OF ERROR:

 

 

1. Using too much water in pitcher.

2. Using too much soap.

3. Spilling water in pitcher, basin, bucket.

4. Soaking clothing.

5. Dropping rock.

POINTS OF INTEREST:

 

 

1. Appearance of bubbles.

2. Fell of the rock.

3. Color of the rock.

4. Sound of brush on rock.

5. Effect of squeezing water on bubbles.

6. Contrast of weight of materials.

7. Contrast of texture of materials.

DIRECT AIMS:

 

 

Coordination, concentration, order, independence, two hand coordination.

INDIRECT AIMS:

 

 

Using a brush; learning to clean with and rinse away soap; learning to squeeze sponge; learning to empty bowl; learning to scrub things.

VOCABULARY:

 

 

Apron; pitcher; bowl; towel; soap, brush; rock; dish; sponge; bucket; scrubbing.

AGE:

 

 

3 years and up

VARIATIONS EXTENSIONS:

 

 

1. Use other materials to polish such as shells, smaller rock, or a brick.

2. Use colored water.

3. Use brushes of various sizes or requiring various grips.

4. Scrub a pumpkin or other seasonal item.

5. Wash a doll.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C3.4. TABLE SCRUBBING

 

 

 

Apron, table, rubber mat, basin, soap dish with soap, soap dish with brush, soap dish with sponge, towel, and bucket, pitcher. (materials set on shelf in left to right order.)

PREPARATION:

 

 

Child has practiced pouring, hand washing, sponge squeezing and making bubbles. Materials are ready. Invite child. Name activity. Show child where materials are located. Put on apron. Roll up sleeves.

PRESENTATION:

 

 

1. Carry a table over to work area with child.

2. Bring materials to work area starting with rubber mat, basin, and then bucket. Set materials out on rubber mat to right of table.

3. Bring pitcher to sink and obtain water. Bring pitcher back and fill basin.. Wipe pitcher and replace.

4. Take in dominant hand, brush, dip into water and shake off excess water into basin.

5. Rub brush over soap. Look at soap on bristles of brush. Place brush on table, upper hand corner.

6. Make big circles or cursive “e’s” on table with brush, starting at corner and moving left to right and top to bottom.

7. Add more soap as needed following steps 4 and 5. Observe work.

8. Repeat step 4 and replace brush on soap dish.

9. Get sponge and wet in water. Squeeze out excess water using two hands. Place sponge on table in upper left corner.

10. Wipe table with sponge, moving sponge down left side of table, using two hands. Turn sponge over and observe soap on sponge.

11. Repeat above step starting at left top of table and wiping down.

12. Rinse sponge out in water

13. Repeat steps 10 and 11 always wiping in rows, top to bottom and left to right. Check table edges and wipe. Observe work.

14. Rinse sponge and replace in soap dish.

15. Get towel and open up on table. Fold comers in towards middle, one at a time.

16. Place palm of dominant hand on top of middle of towel.

17. Use circular motions to wipe table dry with towel. Wipe table edges too.

18. Fold towel up and replace. Observe work.

19. Pick up basin and empty into bucket. Wait for last drop.

20. Wipe out basin with sponge. Replace both.

21. Dry hands briefly. Bring bucket to sink and empty.

22. Rinse and wipe bucket as needed. Return bucket to work area.

23. Replace materials in basin and bucket and return to shelf.

24. Dry mat with floor towel. Check and dry floor as needed.

25. Roll up mat and replace. Carry table with child to original place. Replace apron. Invite child to repeat.

CONTROL OF ERROR

 

 

1. Materials and area not restored to original state.

2. Dropping materials.

3. Carrying table alone.

4. Water or soap on floor or mat while working.

5. Wet clothes.

6. Carrying bucket or pitcher with only on hand.

POINTS OF INTEREST:

 

 

1. Texture, color, shape and sound of materials being used.

2. Seeing table become covered with soap.

3. Seeing lines of soap on sponge.

4. Seeing clean row of wipes on table.

5. Folding towel new way.

6. Carrying full then empty pitcher and bucket.

7. Pouring water using pitcher, basin and bucket.

DIRECT AIMS:

 

 

Coordination, concentration, independence and order.

INDIRECT AIMS:

 

 

Learning to clean tables, learning to take care of environment. Learning sequential work patterns. Learning to balance, preparation for handwriting.

VOCABULARY:

 

 

Names of all materials, scrub, rub, wipe, dry. pour, empty.

AGE:

 

 

3 and up.

VARIATIONS/EXTENSIONS:

 

 

1. Activity is set up at a stationary place. Only the table is brought over to area.

2. Scrubbing a picnic table outside, or outdoor furniture.

3. Scrubbing a plastic chair from environment.

4. Scrubbing the floor, using a separate but similar set of materials.

5. Scrubbing a bike, or car tire using a separate but similar set of materials,

6. Scrubbing a pumpkin for Halloween.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C3.5. DISH WASHING

 

 

 

Apron, two dishpans, pitcher, soap, soap container, scrub brush, brush holder, tray to hold dished, drainer, two towels (one for hands and one for dishes), bucket, dishes, basket for dishes, and a sponge in a soap fish, all color coordinated.

PREPARATION:

 

 

Readiness of the child, readiness of the teacher, and the availability of the material.

PRESENTATION:

 

 

1. Invite the child to do the work and with the child walk to the area where the dish washing is located and name the work.

2. Put the apron on and roll up sleeves.

3. Take the pitcher to the water source and get warm water if possible.

4. Return to the dishwashing area and pour the water into the center of the left basin.

5. Repeat steps 3 and 4 until both basins have 2 pitchers full of water.

6. Squeeze dish detergent into the left basin and swish the water carefully with hands to create suds.

7. Place dishes for washing the basin one at a time using both hands.

8. Using the scrub brush in the dominant hand, scrub both sides of the dished in a circular motion while holding the dish with the subdominant hand. After scrubbing place the brush in the bater.

9. Hold the dish with tow hands and let the water drip off into the sudsy water, then place the dish in the rinse basin.

10. Place the sponge in the rinse basin and squeeze water over the dish to rinse off the remaining soap suds. Hold the dish with two hands over the rinse basin to allow water to drip off, then place the dish in the dish drainer.

11. Repeat steps 8 to 10 for all dishes to be washed.

12. When all the dished have been washed, drape the towel over your dominant hand and place a dish on top of the towel. With subdominant hand wipe off excess water, alternating hand until the entire dish is dry, then replace the dish to the container.

13. Repeat step 12 for all dishes.

14. Fold towel and replace it to proper location.

15. Slide the bucket out from under the table

16. Show the child the corner you will use to pour the water from the basin into the bucket.

17. Empty the soapy water into the bucket and wipe out the basin.

18. Repeat steps 16 & 17 for rinse basin.

19. Wipe up any spilt on the table with the sponge and squeeze water into the bucket.

20. Carry the bucket to the appropriate receptacle and empty water in the prescribed manner. If suds remain in the bucket get fresh water and swish the water around and empty the bucket again.

21. Replace the bucket under the table.

22. Check the floor for any spills and wipe them up.

23. Dry hands with towel and hold it and replace it.

24. Remove apron, fold it and replace it to its proper place.

POINTS OF INTEREST:

 

 

1. Sound of Brush on dishes.

2. Swishing of water.

3. Seeing the soap suds

4. Seeing the dishes clean

5. Seeing the water get dirty.

6. Feeling the water both warn and soapy.

CONTROL OF ERROR:

 

 

1. Using too much or too little soap.

2. Feeling water of self.

3. Water on the floor or table.

4. Soap left on table or floor.

5. Dishes still dirty.

INDIRECT AIMS:

 

 

1. Learning to wash dishes.

2. Learning to squeeze the sponge with two hands.

3. Learning to care for environment.

4. Learning how to dry dishes.

DIRECT AIMS:

 

 

1. Sequential work patterns.

2. Motor planning.

3. Inner discipline

4. Sense of responsibility for self and group.

5. Eye and hand coordination

VOCABULARY:

 

 

Names of the containers, names of the dishes, dishrack or dish drainer

AGE:

 

 

3 years and up

VARIATION:

 

 

1. Using snack dishes to be washed.

2. Washing different works in the environment.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C3.6. FOLDING

 

 

 

Tray with same sized squares of materials, (5 squares) each square of material has different stitched on lines.

PREPARATION:

 

 

Child has used some of the small muscle activities, such as pouring, peg boards, knobbed puzzles etc. Invite child. Name activity. Show child where material is located.

PRESENTATION:

 

 

1. Carry tray to table and sit down.

2. Remove first napkin from tray. Observe it.

3. Using index finger of dominant hand, trace stitched line, left to right.

4. Using index and thumbs of both hands, pick up top corners of material and match to bottom corners and edges.

5. Now smooth folded edge with dominant hand, moving left to right. Observe work.

6. Slide this folded napkin up to upper left side of table.

7. Repeat above steps 2 through 6 for remaining napkins. Always trace and smooth folds left to right. (This means you will have to turn many napkins to get fold line in correct place.)

8. Place folded napkins one at a time as finished, in a row left to right across top of table.

9. Slide napkin down from upper row, starting on right.

10. Unfold napkin and place on tray. Smooth out.

11. Repeat steps 9 and 10 for each napkin. ( Move napkins down right to left.)

12. Replace work, on shelf. Invite child to repeat.

CONTROL OF ERROR:

 

 

1. Not using stitched lines to make folds.

2. Materials not restored to original state.

3. Edges not matched.

POINTS OF INTEREST:

 

 

1. Folding napkins along stitched lines.

2. Feeling raised stitches.

3. Color and texture of material.

4. Noticing different shapes made when folding.

5. Noticing different stitched lines.

6. Unfolding napkins.

7. Using index finger to trace lines.

8. Smoothing out a fold.

DIRECT AIM:

 

 

Coordination, concentration, independence and order.

INDIRECT AIMS:

 

 

Learning to fold napkins, learning different kinds of folds, indirect preparation for folding aprons, and other towels and mats in environment.

VOCABULARY:

 

 

Tray napkin, fold, press, smooth, stitching lines. unfold

AGE:

 

 

3 and up

VARIATIONS/EXTENSIONS:

 

 

1. Basket of napkins that have a all the same folds, so child can master one kind of fold at a time.

2. Iron folds.

3. Fold napkins for day for use with snack or lunch.

4. Use stiff cloth napkins for fancy restaurant napkin folds.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C4.6. METAL POLISHING

 

 

 

Metal object to polish, basket, glass wax, cut in half Q-tip for an applicator, polishing cloth or mitt, apron, mat, egg timer.

PREPARATION:

 

 

Experience in mirror or wood polishing readiness of the materials.

PRESENTATION:

 

 

1. Invite the child to do metal polishing and show him where it is on the shelf.

2. Carry the work to the table.

3. Place the work on the table.

4. Put on the apron.

5. Arrange the work on the table so the mat is in the center front of the table. The objects to be used should be placed in order of their use from left to right. Place the basket in the upper right corner of the table out of the way of the work.

6. Pick up caster and go to the source of polish to get a small amount.

7. Apply polish with applicator as done in wood polishing.

8. Pick up the timer and observe where the sand is.

9. Turn the timer over and set it on the table and say, “We must wait”. Observe the sand flowing through the timer.

10. Observe that the polish dried while waiting.

11. With the polishing cloth wrapped in fingers or a polishing mitt, remove the polish using a circular motion, starting at the top and working from left to right and from top to bottom.

12. Observe the black tarnish on the cloth.

13. Observe the shiny object.

14. Clean excess polish out of the caster with the cloth or mitt.

15. Take used Q-tip to the waste basket and discard.

16. Check table and mat for spills, cleaning if necessary

17. Put dirty cloth in proper place.

18. Get clean supplies for the basket.

19. Place all objects in the basket in an orderly fashion.

20. Remove apron and fold it.

21. Place apron in the basket on top of the other objects.

22. Return object, mat and baskets to proper places on the shelf.

CONTROL OF ERROR:

 

 

1. Polish left on the finished item

2. Polish on mat or table where finished.

3. Arrangement of materials when finished.

POINTS OF INTEREST:

 

 

1. Seeing the difference between the area with polish and without polish.

2. Seeing the difference between cleaned and tarnished areas.

3. Seeing polishing cloth get back

DIRECT AIMS:

 

 

1. Development of O.C.C.I.

INDIRECT AIMS:

 

 

1. Learning to polish.

2. Preparation for writing.

VOCABULARY:

 

 

Polish, name of metal polished, timer, shiny tarnished, dull.

AGE:

 

 

3 and up

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C5.2. PARSLEY PLANTING

 

 

 

Box, small container, round tub, dishpan, watering can, new, unsharpened pencil, lid of a coffee can, 2 scoops, sponge, soap dish, strips of contact paper, pieces of broken clay pot, gravel, potting soil, parsley seeds, water, clay pot and saucer.

PREPARATION:

 

 

Child should have experience with scooping and wet pouring. Materials are ready. Invite child. Show her where activity is set up. Name activity.

PRESENTATION:

 

 

1. With both hands, reach underneath table and pick up one clay pot. Place in white box.

2. With both hands, reach underneath table and pick up clay saucer. Place on table near the bottom right hand corner.

3. Take out one strip of green contact paper. Ask teacher to print child’s name with permanent marker.

4. Ask teacher to remove backing from contact paper. With one hand on each end wrap label around top of clay pot.

5. With both hands, raise pot and observe hole in bottom of pot. Lower pot back into box.

6. Using dominant hand and three finger grip, choose 1 piece of broken clay pot. Place in pot to cover hole.

7. Pick up scoop from round tub in dominant hand. Lower scoop into gravel. Scoop up gravel. Pour into pot. Return scoop to original location.

8. Pick up scoop from dishpan in dominant hand. Lower scoop into potting soil, Scoop up soil. Shake off excess, pour into pot.

9. Repeat step 8 three times to fill pot. Use bottom of scoop to smooth out soil.

10. Observe seeds.

11. With index finger and thumb of dominant hand, pick up one seed. Place on dirt.

12. Repeat step 11 three times.

13. Observe where seeds are located.

14. Grasp pencil with dominant hand and use unsharpened end to push seeds gently into soil. Replace pencil.

15. Use both hands to lift pot out of box and place on saucer.

16. Check for spilled dirt in white box. With both hands, raise white box. With dominant hand tap side, indicate corner and pour excess soil into dishpan containing soil. Replace box.

17. Point to green line on watering pitcher.

18. Grasp handle with dominant hand, use sub-dominant hand for support.

19. Carry to sink. Obtain water. Fill to green line.

20. Carry watering pitcher back to table where activity is located.

21. Pour water into clay pot. Wipe spout with sponge. Replace sponge.

22. Choose a sunny window for pot. Ask teacher to place pot on window sill.

CONTROL OF ERROR:

 

 

1. Placing saucer in white box.

2. Not using piece of clay pot to cover drainage hole.

3. Watering seeds with pot in white box.

4. Pushing seeds in too deep.

5. Seeing water spilled on floor and/or materials.

6. Materials not restored.

POINTS OF INTEREST:

 

 

1. Smoothness of the piece of clay pot

2. Sound of the gravel as it falls into clay pot.

3. Seeing the soil compact as the water is poured.

4. Picking up the tiny parsley seeds and placing them on the soil.

5. Appearance of materials.

6. Choosing a place to put the pot.

DIRECT AIMS:

 

 

Development of a sense of order, development of eye-hand coordination, development, of self- esteem, development of concentration, development of small muscles.

INDIRECT AIMS:

 

 

Learning to plant seeds, preparation for outdoor gardening, learning to create an environment conducive to seed growth.

VOCABULARY:

 

 

Box, small container, round tub, dishpan, watering can, unsharpened pencil, lid of a coffee can, piece of clay pot, gravel, potting soil, parsley seeds, clay pot, saucer, sponge, soap dish, scoop, plant, germinate, window sill, carry, pour, water.

AGE:

 

 

3 years old and up.

VARIATIONS/EXTENSIONS:

 

 

1. Use a sponge as the planting medium.

2. Plant bulbs indoors for forcing.

3. Use different seeds.

4. Use pint milk cartons as the pot.

5. Place pots in a dark place and observe what happens to the seeds.

6. Use parsley in a food preparation activity.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C5.3. FLOWER ARRANGING

 

 

 

Large container to hold fresh flowers (in at least 6″ of water- room temperature), flowers, tray holding: scissors/knife, florists scissors, soap dish and sponge, towel, deep bowl, pitcher, bucket, waste basket, supply of small vases, apron (exercise set-up at table) funnel if needed.

PREPARATION:

 

 

Child has practiced with various pouring activities. Materials are ready. Invite child. Show where materials are located. Name activity. Put on apron. Roll up sleeves.

PRESENTATION:

 

 

1. Choose a vase and place on table.

2. Obtain water in pitcher and bring to work area.

3. Pour water into deep bowl and wipe pitcher. If needed obtain more water. Fill deep bowl as needed and your vase. Wipe and replace pitcher. (Use funnel for vase if needed.)

4. Choose 3-4 flowers from large container of flowers and place in deep bowl.

5. Place one flower in vase, to see about height and size.

6. Return flower to deep bowl and cut flower under water at an angle. (This ensures that an airlock will not form, thus blocking flow of water to flower.)

7. Place flower in vase. Trim and Cut any foliage that in water would promote bacterial growth if left on stem.) Use knife.

8. Continue steps 5 through 7 for remaining flowers.

9. Arrange flowers to a pleasing grouping.

10. Observe work. Place vase somewhere in room.

11. Clean up work area by wiping up water spills and throwing away discarded leaves and extra foliage.

12. Wipe hands dry. Discard water from deep bowl. Check floor and wipe with floor towel.

13. Take off apron and replace at work area.

CONTROL OF ERROR:

 

 

1. Leaves in water.

2. Removing too many leaves.

3. Cutting stem too short.

4. Flowers not fitting in vase.

5. No water in vase.

6. Materials not restored to original state.

POINTS OF INTEREST:

1. Actually working with real flowers.

2. Making the environment beautiful.

3. Making a pleasing arrangement of flowers.

4. Cutting off some leaves.

5. Making flowers fit vase.

6. Appearance of flowers.

DIRECT AIMS:

 

 

Order, concentration, coordination, independence, developing positive self image, learning to care for flowers, learning to appreciate nature.

INDIRECT AIMS:

 

 

Learning to arrange flowers, using a funnel in real work.

VOCABULARY:

 

 

Flowers, bucket, vase, towel, knife, scissors, bowl, tray, sponge, apron, foliage, angle.

AGE:

 

 

3.5 years and up.

VARIATIONS/EXTENSIONS:

 

 

1. Arrange artificial flowers.

2. Use garden flowers.

3. Use dried flowers to make an arrangement.

4. Dry flowers.

5. Press flowers.

6. Change water for flowers (daily).

7. Add two drops of chlorine bleach and a little sugar to water (one regular size vase) which provide glucose to flowers.

8. Add a flower preservative to water or aspirin. (same reason)

NOTES:

 

 

1. Sometimes you can get old flowers at a supermarket for free, if you tell them it is for school.

2. Do not pick garden flowers at midday, (moisture content is low). Pick flowers in early morning when buds are just beginning to open or in the early evening when food stores are at peak. Make cuts at a slant and immediately place in water.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C6.2. NUT CRACKING

 

 

 

Basket with nuts, two small baskets, small dust pan and brush, nutcracker, sign to limit nuts, tray, box to hold nut “meat”.

PREPARATION:

 

 

Child has practiced using bottles and lids, nuts and bolts, screwdriver and U bolts. Material is ready. Invite child. Name activity. Show child where material is located. Wash hands.

PRESENTATION:

 

 

1. Bring tray with materials to table. Sit down. Take basket with nuts and place on left. Take two other baskets and place on right. Place dust pan and brush above tray.

2. Take nuts and match to sign.

3. Grasp nut cracker with sub-dominant hand and point to end of screw with dominant hand.

4. Demonstrate how nut cracker works by turning end of screw. Use whole wrist.

5. Turn screw other way so it comes out of nut cracker bowl.

6. Place nut inside bowl of nutcracker. Cover bowl with sub-dominant hand.

7. Turn screw with dominant hand. Continue to turn screw until it cracks nut in bowl. Twist a few more times to make sure it is cracked

8. Place nut cracker on tray. Release hands and observe work.

9. Hold nut cracker as in steps 6 and 7 and turn screw opposite direction, until nut is

10. released.

11. Turn nut cracker over, to remove net and pieces from bowl.

12. Separate “meat” from nut shell. Pick up meat pieces and place in top right hand basket. (three finger grip).

13. Pick up shell pieces and place in bottom right hand basket.

14. Continue steps 6 through 12 for remaining nuts.

15. Sweep up remaining pieces from tray with small dust pan and brush. Empty into

16. shell pieces basket.

17. Empty shell pieces basket into a near by wastebasket.

18. Bring basket back to table. Put materials back on tray

19. Bring pieces of nut “meat” in basket to box on shelf. Empty nut pieces into box. Replace basket.

20. Replace tray on shelf. Invite child to repeat.

CONTROL OF ERROR:

 

 

1. Not cracking the shell.

2. Not being able to remove “meat” from shell.

3. Not placing shells and “meat” in different baskets.

4. Not using dust pan and brush to clean up.

5. Materials not restored to original state.

POINTS OF INTEREST:

 

 

1. Turning screw.

2. Hearing shell crack.

3. Feeling nut tighten in bowl.

4. Separating shell and meat.

5. Using nut cracker.

6. Using small dust pan and brush.

7. Appearance of materials.

DIRECT AIMS:

 

 

Coordination, concentration, order, independence, developing positive self image.

INDIRECT AIMS:

 

 

Learning to use a nutcracker, learning parts of nut to ear or use.

VOCABULARY:

 

 

Nut, (type of nut used) nut cracker, basket, dust pan brush, tray, meat, bowl, turn.

AGE:

 

 

3.5 years and up.

VARIATIONS/EXTENSIONS:

 

 

1. Cracking different kinds of nuts.

2. Using different nut crackers.

3. Using nut pick to remove small pieces of meat.

4. Using nuts in different recipes of meat.

5. Using nuts to feed animals (bird, squirrels).

6. Crack nuts from different countries.

NOTES:

 

 

1. Remember very young children have difficulty chewing small pieces like nuts. Use these nuts for a group food activity, not to be passed or eaten individually.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C6.4. CARROT CUTTING

 

 

 

Table, chair (optional), apron, pitcher, two bowls, strainer in one bowl on right scrub brush on soap dish, sponge on soap dish, cutting board, vegetable peeler, crinkle cut chopper, paper towels, plate towel, bucket, supply of carrots, waste basket.

PREPARATION:

 

 

Child has used pouring, hand washing, some of the longer cleaning exercises and the beginning food preparation activities. Invite child. Name activity. Show child where exercise is set up. Put on apron, roll up sleeves. Wash hands. Clear rules for passing food.

PRESENTATION:

 

 

1. Get carrot and place on cutting board. Obtain pitcher and get water.

2. Pour water into bowl on left. Wipe spout. Repeat and get water for remaining bowl. Replace pitcher.

3. Take paper towel and place under carrot.

4. Dip brush into left bowl. Shake off excess. Take carrot hold down into bowl.

5. Scrub all sides of carrots by turning it. Brush down towards bowl.

6. Wet brush. Shake off and replace.

7. Remove carrot and place on paper towel.

8. Hold carrot in sub-dominant hand. Use vegetable peeler in dominant hand.

9. Peel carrot away from body. Place peel on paper towel. Turn carrot and repeat as often as needed.

10. Rinse peeler in bowl. Shake and wipe with sponge. Replace peeler.

11. Place carrot on side and fold up paper towel with peelings. Place in waste basket.

12. Place carrot on board again. Use chopper. Cut off end and top. Dispose of in waste basket.

13. Using chopper again press down firmly and chop carrot into pieces. As a piece is cut, drop into strainer in bowl on right. Continue until whole carrot is chopped.

14. Wipe off chopper with sponge. Replace both.

15. Pick up strainer and shake to remove drops. Wipe bottom with sponge. Replace sponge.

16. Pour carrots onto plate on right. Place strainer on cutting board.

17. Slide bucket out from under table. Empty bowl of water (on left) into bucket. Wipe with sponge, inside and edge. Replace.

18. Repeat above step for next bowl. Replace.

19. Use sponge to wipe cutting board, strainer, bowls and table. Squeeze out excess as needed.

20. Carry bucket to sink and empty. Wipe out as needed.

21. Replace bucket. Check floor and dry as needed.

22. Pass carrots to classmates according to ground rules.

23. When finished, rinse and wipe plate as needed at sink. Replace,

24. Hang up apron. Invite child to repeat.

CONTROL OF ERROR:

 

 

1. Not washing hands

2. Not washing carrot.

3. Not removing all peel.

4. Inability to peel or chop carrot.

5. Materials not restored to original order.

POINTS OF INTEREST:

 

 

1. Smell, texture, taste and appearance of carrot before and after being chopped.

2. Using a peeler and a chopper.

3. Offering carrots to another.

4. Wavy ridges on carrots when chopped.

5. Sound of chopping and peeling.

DIRECT AIMS:

 

 

Coordination, concentration, order independence, and positive self-image

INDIRECT AIMS:

 

 

Learning to use a peeler and a chopper, learning to scrub a vegetable, and learning to pass and offer food, using peeler in a cooking recipe.

VOCABULARY:

 

 

Name of all materials, apron, carrots, pitcher, bowls, strainer, chopper, vegetable peeler, sponge, towel, bucket, paper towels, hand towel, waste basket, rinse, chop, peel, clean-up, wipe.

AGE:

 

 

3.5 years and up.

VARIATIONS/EXTENSIONS:

 

 

1. Use a low table, where children can sit on floor or on knees. (use knee pad).

2. Child could eat carrots by self.

3. Use different kinds of choppers and peelers.

4. Create an exercise for cutting apples, celery, cucumbers, potatoes.

5. Dish washing could be part of any of the involved food preparations and certainly a part of the recipe activities. It could just be set up with soapy water and used as part of clean-up.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C6.5. APPLE CUTTING

 

 

 

Apron, mat, cutting board, apple corer, knife, bowl, tray, bucket under table, waste basket to right of table, supply of apples in refrigerator or on a high shelf.

PREPARATION:

 

 

Carrot cutting.

PRESENTATION:

 

 

1. Invite the child.

2. Name and location in room.

3. Put on apron.

4. Obtain apple and carry to table.

5. Pull put chair and sit down.

6. Place apple on center of cutting board. Point to stem or center.

7. Pick up apple corer from tray, holding it with both hands.

8. Move over and above apple.

9. Move apple corer down and place on apple. Center corer on apple.

10. Push down on apple corer with both hands until corer cuts apple and hands are touching cutting board.

11. Now place hand on handle and push down further until corer hits cutting board. Observe the work.

12. Carefully remove apple slice and place on mat.

13. Remove seeds.

14. Remove corer of apple and place in waste basket.

15. Place apple corer on tray.

16. Place a slice of apple on cutting board.

17. With right hand pick up knife by handle.

18. Cut apple in small pieces as in carrot cutting and place in bowl.

19. Repeat above step for remaining slices of apple.

20. Child may eat apple piece or offer them to other children.

21. Stand up, push chair in. Pick up bucket and carry to water source.

22. Fill bucket with water and bring back to table.

23. Place bucket on floor, to left of table.

24. Place dish, knife, apple corer, cutting board, and sponge into bucket.

25. Squeeze sponge out with both hands.

26. Wipe table and mate clean. Use downward strokes, moving left to right starting at top.

27. Wipe tray clean.

28. Place sponge in basket and squeeze out.

29. Now clean objects in bucket.

30. Wipe dry cutting board and replace on table.

31. Wipe off knife carefully and replace on tray.

32. Clean off apple corer, each section. Replace on cutting board. 33. Wipe clean bowl and replace.

33. Squeeze out sponge and replace on soap dish.

34. Empty bucket, Replace under table.

35. Hang up apron.

CONTROL OF ERROR:

 

 

1. Seeing core of apple left in corer.

2. Cutting apple with dull side of apple corer.

3. Placing apple core in bucket.

4. Seeing seeds in apple slices.

POINTS OF INTEREST:

 

 

1. Hearing apple corer cut through apple.

2. Hearing apple corer hit cutting board.

3. Seeing arrangement of apple slices in apple corer.

4. Placing apple corer directly on center of apple.

5. Smelling and tasting apple.

DIRECT AIM:

 

 

Development of cutting apple.

INDIRECT AIMS:

 

 

Development O.C.C.I.

VOCABULARY:

 

 

Apple, apple core, stem, cutting board, seeds

AGE:

 

 

3 and up

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C6.7. CELERY WITH PEANUT BUTTER

 

 

 

A tray, paper plate, celery in container, ice cream stick in the mug peanut butter, and a recipe book

PREPARATION:

 

 

1. Consider the readiness of the child.

2. Consider the readiness of the adult.

3. Check the availability of the materials.

4. Need to wash hand before doing this work

PRESENTATION:

 

 

1. Invite the child to do this work naming the work and pointing out the location of the work.

2. Walk with the child to the table where the material is located.

3. Have child sit on sub-dominant hand.

4. Take a plate and put it on the central of table.

5. Get the recipe book out and put it on the left side of plate.

6. Turn on the first page and read it “Take one celery”, taking one celery on the plate.

7. Turn on the next page, “Open peanut butter’s lid’ holding the peanut butter bottle with sub-dominant hand and open the lid with dominant hand.

8. Turn on the next page, “Take one ice cream stick’ taking one ice cream stick and putting on the plate.

9. Turn on the next page, “Take peanut butter and spread on the celery”, holing peanut butter bottle with sub-dominant hand and take ice cream stick with dominant hand. Get peanut butter out and spread on the celery.

10. Turn on the next page, “Clean up”

11. When finished, close the peanut butter bottle lid and replace on the tray.

12. Take the ice cream stick to the trash.

13. Enjoy it.

CONTROL OF ERROR:

 

 

1. Do not clean up.

2. Put too much peanut butter.

3. Another child.

POINTS OF INTEREST:

 

 

1. Reading the food recipe.

2. Feeling spread peanut butter on the celery.

3. Enjoy peanut butter with celery.

DIRECT AIMS:

 

 

1. Development O.C.C.I.

2. Development of sequential work patterns.

3. Preparation for reading

INDIRECT AIMS:

 

 

1. Learning to serve himself or people.

2. Learning to read food recipe.

3. Learning to take care of environment.

VOCABULARY:

 

 

Celery, peanut butter, plate, tray, mug, ice cream stick lid, food recipe book and container.

AGE:

 

 

3 and up

VARIATION EXTENSION:

 

 

1. Using different object, like carrot, or bread.

2. Using jelly.

3. Make peanut butter sandwich.

RECIPE FOR CELERY WITH PEANUT BUTTER

 

 

1. Take one paper plate.

2. Get one piece of celery

3. Open peanut butter jar’s lid.

4. Take one ice cream stick.

5. Get peanut butter.

6. Spread peanut butter on celery.

7. Enjoy

8. Clean up.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

CARE OF ENVIOMENT

C6.8. GRAPE JELLY SANDWICH

 

 

 

Two trays, breads, cutting board, knife, grape jelly, recipe, and ice cream stick in the mug.

PREPARATION:

 

 

1. Child should have experience of bread slicing.

2. Consider the readiness of the adult.

3. Check the availability of the materials.

4. Need to wash hand before doing this work

PRESENTATION:

 

 

1. Invite two children to do this work naming the work and pointing out the location of the work.

2. Walk with them to the table where the material is located.

3. Take the cutting bread and place in the central of table.

4. Get the knife out.

5. Take the recipe out and put it on the left side of cutting board.

6. Turn on the first page of recipe and read “Take one piece of bread and cut into half with knife”. Take one bread on the cutting board and cut into half.

7. Turn the next page and read “Open jelly jar’s lid”. Get the grape jelly and open it.

8. Turn the next page and read “Take one ice cream stick”. Get one ice cream stick.

9. Turn the next page and read “Get grape jelly”. Get grape jelly with ice cream stick.

10. Turn the next page and read “Spread jelly on one of half bread. Spread jelly on one of half bread.

11. Turn the next page and read “Put two half bread together”. Put two half bread together.

12. Repeat step 6 to 11 until the children do as many as serving children.

13. When finished, clean up.

14. Replace the material to the tray.

15. Serving to the children and enjoy it.

CONTROL OF ERROR:

 

 

1. Do not clean up

2. Put too much jelly on bread.

3. Do not wash hand when children do this work 4. Another child.

POINTS OF INTEREST:

 

 

1. Reading the food recipe.

2. Feeling spread jelly on the bread.

3. Enjoy jelly sandwich.

4. Cutting bread with knife.

DIRECT AIMS:

 

 

1. Development O.C.C.I.

2. Development of sequential work pattern. 3. Preparation for reading

INDIRECT AIMS:

 

 

1. Learning to use knife.

2. Learning to read food recipe.

3. Learning to serve himself and people.

4. Learning to take care of environment.

VOCABULARY:

 

 

Bread, knife, tray, mug ice cream stick lid, food recipe, jelly, cutting board.

AGE:

 

 

3 and up

VARIATION:

 

 

1. Using different kind of jelly.

GRAPE JELLY SANDWICH

 

 

1. Take one bread and cut into half with knife.

2. Open jelly jar’s lid.

3. Take one ice cream stick

4. Get gape jelly.

5. Spread jelly on one of half bread.

6. Put two half breads together.

7. Enjoy.

8. Clean up.

 

MATERIALS:

PRATICAL-LIFE DEVELOPMENT ALBUM

SOCIAL DEVELOPMENT

D1.2. SOCIAL RELATIONS – TABLE SETTING

 

 

 

Tray, plate, glass, knife, fork, spoon, napkin, control placemat.

PREPARATION:

 

 

Materials are ready. Invite child. Name activity. Show child where material is located.

PRESENTATION:

 

 

1. Bring tray to table.

2. Place mat in front of you and tray at upper part of table.

3. Remove utensils and match to places on mat.

4. Remove plate and glass and match to places on mat.

5. Remove napkin and place correctly.

6. Observe work.

7. Return articles to tray one at a time.

8. Return tray to shelf.

CONTROL OF ERROR:

 

 

1. Not putting each article in it’s correct place.

2. Breaking a dish.

3. Materials not restored to original state.

POINTS OF INTEREST:

 

 

1. Setting table.

2. Using real china and silverware.

3. Placing each item in correct place.

4. Seeing table set.

5. Attractiveness of materials.

DIRECT AIM:

 

 

Order, concentration, coordination, independence, responsibility.

INDIRECT AIM:

 

 

Learning to set a table, learning different ways to set a table, preparation for individual eating snack.

VOCABULARY:

 

 

Tray, placemat, plate, glass, knife, spoon, fork, napkin, “set”, replace, name of activity.

AGE:

 

 

3 years old and up.

VARIATIONS/EXTENSIONS:

 

 

1. Vary this exercise and you can use it many ways.

2. Add items such as: flower arrangements, napkin rings, more place settings and dishes (for 2 people, for 4 people) tablecloth, soup or cereal or salad bowls, salt and pepper shakers, cup and saucer, seasonal center pieces.

3. Change the settings with use of different control charts.

4. Let children help set table for real occasions, e.g. tea time, lunch, breakfast, etc..

5. Set table with no control chart.

NOTES:

 

 

1. Show this activity standing up.

 

All work copied directly from She-Chen Jenny Yens teachers album

 

MATERIAL:

SENSORIAL-MOTOR ALBUM

3. THE BROWN STAIR

 

 

Ten brown prisms of the same length but differing in breadth and height. All are 20 centimeters long but he widest is ten centimeters wide and the narrowest is one centimeter wide.

PRESENTATION:

 

1. Bring the materials to the rug.

2. Take the biggest block and put it on the bottom left of the rug.

3. Choose the thickest block and put it in front of the previous one.

4. Continue doing the same action to the rest of blocks.

5. Disassemble the stairs, and let the child do it.

POINT OF INTEREST:

 

The moment at which the last prism is put in place.

CONTROL OF ERROR:

 

Visual disharmony.

DIRECT AIM:

 

Visual discrimination of dimension: breadth.

INDIRECT AIM:

 

Preparation for mathematics; Decimal system.

AGE:

 

3 years.

LANGUAGE:

 

Wide, narrow, wider, narrower, widest, narrowest.

MATERIAL:

SENSORIAL-MOTOR ALBUM

4. THE RED RODS

 

 

The red rods which vary only in length. The shortest one is ten centimeters long and the following ones increase progressively by ten centimeters each, with the last one reaching one meter in length.

PRESENTATION:

 

1. Bring the materials to the rug.

2. Choose the longest rod and put it on the bottom of the rug.

3. Choose the second longest rod and set it on the left side of the previous one.

4. Continue doing the same action to the rest of rods.

5. Disassemble the rods and let the child do it.

POINT OF INTEREST:

 

The moment at which we place the last bar.

CONTROL OF ERROR:

 

Visual disharmony.

DIRECT AIM:

 

Visual discrimination of the dimension of length.

INDIRECT AIM:

 

Preparation for mathematics; metric decimal system.

AGE:

 

3 years.

LANGUAGE:

 

Long, short, longer, shorter, longest, shortest.

MATERIAL:

SENSORIAL-MOTOR ALBUM

6. THE BINOMIAL CUBE

 

 

1 red cube, 3 black and red prisms.

3 black and blue prisms, and 1 blue cube.

A box with 8 prisms which represent the elements of (a+b)*(a+b)*(a+b) , that is:

PRESENTATION:

 

1. Bring the materials to the table and make sure the inches are in front of you.

2. Take the top out and open the box.

3. Insert the top to the box where was open.

4. Take the cubes out by layers and arrange them in order.

5. Starting with the big red cube and put it on the place showed in the top.

6. Look for corresponding cubes and put them on the place they should be.

7. Finish one layer and then begin the second layer until build a cube.

8. Disassemble the cube and let the child do it.

POINT OF INTEREST:

 

The moment at which one finishes building the cube.

CONTROL OF ERROR:

 

If the cube is not formed.

DIRECT AIM:

 

Visual discrimination of form; construction of the cube.

INDIRECT AIM:

 

Preparation for algebra.

AGE:

 

3-3.5 years.

LANGUAGE:

 

Cube, prism, binomial.

MATERIAL:

SENSORIAL-MOTOR ALBUM

8. THE SEQUENCE OF THE POWERS OF 2

 

 

A box with 7 pieces which represent the powers of 2; i.e., 2, 2, 2, 2, 2, 2.

2 small, yellow cubes; 1 white rectangular prism; 1 green, quadrangular prism; 1 large, yellow cube; 1 large, white, rectangular prism; 1 large, green, quadrangular prism.

PRESENTATION:

 

1. Open the box and put the box above the top. Then set the cubes on the table randomly.

2. Put 2 small yellow cubes next to each other. Then put the small white cube behind the two yellow cubes.

3. Put the small green cube on the previous cubes.

4. Put the large yellow cube on the side of the previous yellow cubes.

5. Put the white rectangular behind the previous shape.

6. Put the large green square on the top of the previous shape.

7. Disassemble the cube and let the child do it.

8. Open the box and use fingers to take the cubes to back to the box from the largest one.

POINT OF INTEREST:

 

The moment in which one finishes constructing the cube.

CONTROL OF ERROR:

 

If the cube is not formed.

DIRECT AIM:

 

To construct a cube.

INDIRECT AIM:

 

Preparation for the Binary System.

AGE:

 

3 years.

LANGUAGE:

 

Cube, prism.

 

 

 MATERIAL:

 

SENSORIAL-MOTOR ALBUM

10. GEOMETRIC CABINET

 

 

A cabinet with six drawers which contain:

1. Circles

2. Rectangles

3. Triangles–i.e., equilateral, isosceles right-angled, isosceles acute-angled, isosceles obtuse-angled, scalene right-angled, scalene obtuse-angled.

4. Polygons–i.e., pentagon, hexagon, heptagon, octagon, nonagon, decagon.

5. Curvilinear figures–i.e., oval, ellipse, quatrefoil, and curvilinear triangle.

6. Irregular figures–i.e., rhombus, parallelogram, trapezoid, trapezium.

PRESENTATION:

 

1. Bring one tray of Geometric tray to the rug.

2. Tell the child that you are going to work with these shapes.

3. Take the shapes apart and put them on the rug randomly.

4. Pick up one shape and trace it by any of your 2 fingers.

5. Feel the frame by any of your 2 finger.

6. Continue doing the same action to the rest of the shapes.

POINT OF INTEREST:

 

Feeling the form with the fingers; the moment at which the inset enters into its frame.

CONTROL OF ERROR:

 

If the inset does not fit perfectly into the frame.

DIRECT AIM:

 

Visual discrimination of form.

INDIRECT AIM:

 

Preparation for geometry; preparation for writing.

AGE:

 

3 years.

LANGUAGE:

 

The names of the figures (as given above in Material).

MATERIAL:

SENSORIAL-MOTOR ALBUM

12.THE CONSTRUCTIVE TRIANGLES: TRIANGULAR BOX

 

 

A triangular box with:

1. gray, equilateral triangle

2. green, scalene right-angled triangles

3. yellow, isosceles obtuse-angled triangles

4. red, equilateral triangles

PRESENTATION:

 

1. Bring the triangular box to the rug.

2. Take all triangles out and put the box away.

3. Tell the child that “I am going to build the triangle like this one”, and put the gray equilateral triangle on the left bottom side.

4. Take one green triangle and put it on the bottom of the rug.

5. Looking for the same color shape triangle and slowly sliding it into the previous one by matching the black line together.

6. Take the yellow triangles and matching them as an equilateral triangle by set the black lines upward.

7. Take the red triangles and matching them as an equilateral triangle by set the black lines on the middle.

8. Put all triangles back to the box and let the child do it.

POINT OF INTEREST:

 

The moment in which new triangles are constructed.

CONTROL OF ERROR:

 

If the newly-constructed figures are not triangles in which the black lines come together.

DIRECT AIM:

 

Visual discrimination of form and construction of new forms.

INDIRECT AIM:

 

Preparation for geometry.

AGE:

 

3 years.

LANGUAGE:

 

Equilateral triangle, scalene triangle, isosceles triangle.

MATERIALS:

SENSORIAL-MOTOR ALBUM

13. THE CONSTRUCTIVE TRIANGLES: RECTANGULAR BOX

 

 

A rectangular box containing the following pairs of triangles:

2 isosceles right-angled triangles, green

2 isosceles right-angled triangles, yellow

2 scalene right-angled triangles, gray

2 scalene right-angled triangles, green

2 scalene right-angled triangles, yellow

2 equilateral triangles, yellow

1 isosceles obtuse-angled triangle, red

1 scalene right-angled triangle, red

PRESENTATION:

 

1. Bring the box to the rug.

2. Tell the child that ” I am going to show you how to build rectangles”.

3. Pick up one isosceles right-angle triangle as a control one and find another same one.

4. Slide the second isosceles right-angled triangle into the control one slowly to make a square by matching the black lines.

5. Pick up one scalene right-angle triangle as a control one and find another same one.

6. Slide the second scalene right-angle triangle into the control one slowly to make a rectangle by matching the black lines.

7. Pick up 2 equilateral triangles and repeat the previous action to make a rhombus.

8. Pick up 2 isosceles right-angle triangles and repeat the previous action to make a parallelogram.

9. Pick up 2 scalene right-angle triangles and repeat the previous action to make a parallelogram.

10. Pick up 2 scalene right-angle triangles and repeat the previous action

11. to make a parallelogram.

12. Pick up 1 scalene right-angle and 1 scalene obtuse angle and repeat the previous action to make a trapezoid.

13. Separate the triangles and let the child do it.

POINT OF INTEREST:

 

The moment at which the new figures are constructed.

CONTROL OF ERROR:

 

If the block lines do not match in the newly constructed figures.

DIRECT AIM:

 

Visual discrimination of form and construction of new forms.

INDIRECT AIM:

 

Preparation for geometry.

AGE:

 

3 years.

LANGUAGE:

 

Square, rectangle, parallelogram, rhombus, trapezoid; (names of the triangles if appropriate to age and interest of child)

MATERIALS:

SENSORIAL-MOTOR ALBUM

14. THE CONSTRUCTIVE TRIANGLES: LARGE HEXAGONAL BOX

 

 

An hexagonal box containing the following triangles:

1 large equilateral triangle, yellow

6 isosceles obtuse-angled triangles, yellow

2 isosceles obtuse-angled triangles, red

2 isosceles obtuse-angled triangles, gray

PRESENTATION:

 

1. Bring the box to the rug and mix the triangles on the rug.

2. Tell the child that ” I am going to show you how to build hexagons”.

3. Pick up one obtuse angle triangle as the control one and find another same triangle.

4. Slide the second triangle into the first one slowly to make a rhombus by matching the black lines.

5. Pick up an obtuse angle triangle and find another one to make a parallelogram.

6. Pick up 1 equilateral triangle, then find other three obtuse angle triangles and slide them slowly into the equilateral triangle to make a hexagon.

7. Pick up one obtuse angle triangle as a control one and then find other two same triangle and matching them as a equilateral triangle.

8. Separate the triangles and let the child do it.

POINT OF INTEREST:

 

The moment at which the new figures are constructed.

CONTROL OF ERROR:

 

If the block lines do not match in the newly constructed figures.

DIRECT AIM:

 

Visual discrimination of form and construction of new forms.

INDIRECT AIM:

 

Preparation for geometry.

AGE:

 

3 years.

LANGUAGE:

 

Rhombus, parallelogram, hexagon (names of the triangles used in constructing these figures if appropriate to age and interest of the child)

MATERIALS:

SENSORIAL-MOTOR ALBUM

15. THE CONSTRUCTIVE TRIANGLES: SMALL HEXAGONAL BOX

 

 

A small hexagonal box containing the following triangles:

1 large equilateral triangle, yellow

6 isosceles obtuse-angled triangles, red

2 equilateral triangles, red

3 equilateral triangles, green

6 equilateral triangles, gray

PRESENTATION:

 

1. Bring the box to the rug and mix the triangles on the rug.

2. Tell the child that ” I am going to show you how to build hexagons”.

3. Pick up one equilateral triangle as a control one, then pick up other two equilateral triangle and slide them into the control one to be a trapezoid by matching the black lines.

4. Pick up 2 equilateral triangles and make a rhombus by matching the black lines.

5. Pick up three equilateral triangles and make a trapezoid, then use other 3 equilateral triangles and make another trapezoid.

6. Combine these two trapezoids and make a hexagon.

7. Separate the triangles and let the child do it.

POINT OF INTEREST:

 

The moment at which the new figures are constructed.

CONTROL OF ERROR:

 

If the block lines do not match in the newly constructed figures.

DIRECT AIM:

 

Visual discrimination of form and construction of new forms.

INDIRECT AIM:

 

Preparation for geometry.

AGE:

 

3 years.

LANGUAGE:

 

Rhombus, trapezoid, hexagon (names of the triangles used in constructing these figures if appropriate to age and interest of the child)

MATERIAL:

SENSORIAL-MOTOR ALBUM

18. COLOR BOX NO.2

 

 

A box with 22 color tablets: two red, two blue, two yellow, two orange, two green, two purple, two white, two black, two pink, two gray, two brown.

PRESENTATION:

 

1. Open the box.

2. Take all tablets out and put them randomly on the rug.

3. Use the rug in a horizontal way to set up the tablets.

4. Choose one tablet and put it on the left top of the rug.

5. Find a matching one and put it next to the previous one.

6. After you do 2 or 3 sets of them, you go and let the child do it until all of them match.

7. Ask the child if he know the color or not.

8. Pick up the color which the child does know and put them away from the matching group.

9. Give the child three period lessons for the names of the color he does not know.

10. Open the box and put the box top of the lid, them put all tablets into the box.

POINT OF INTEREST:

 

The moment in which the pairs are matched.

CONTROL OF ERROR:

 

Visual disharmony.

DIRECT AIM:

 

Visual discrimination of color.

INDIRECT AIM:

 

Preparation for art.

AGE:

 

3 years.

LANGUAGE:

 

The names of the colors: red, blue, yellow, orange, green, purple, white, black, pink, gray, brown.

MATERIAL:

SENSORIAL-MOTOR ALBUM

21. BASES FOR THE GEOMETRIC SOLIDS

 

 

A box with the following bases: 3 squares, 2 circles, 2 rectangles, 4 triangles.

PRESENTATION:

 

1. Bring the materials to the rug and set them randomly.

2. Tell the child that “I am going to show you how to work with shapes and bases.”

3. Take one shape by using your dominant hand and find a match base, then put the shape on the base.

4. Continue doing the same activity until all shapes are settled on the bases.

5. Take the cube and touch it by using 2 fingers, feel them, show to the child and tell the child that ” this part of cube is called base, I am going to find the base.”

6. Find the base and put the cube on its base.

7. Continue doing the same activity.

8. Explain to the child that some of shapes have 2 more bases and put the base in front of the shape, then place the shape on the new bases.

9. 9.Put all shapes back to the basket and let the child do it.

POINT OF INTEREST:

 

Discover how many bases each solid has.

CONTROL OF ERROR:

 

Visual disharmony.

DIRECT AIM:

 

Visual discrimination of form.

INDIRECT AIM:

 

Preparation for geometry.

AGE:

 

3-1/2 years.

LANGUAGE:

 

Square base, triangular base, circular base, rectangular base.

NOTE:

 

While the child got the experience on Geometric Solids and he can recognize their names, shapes, and sizes with eye close or open, then play this game.

EXTENUATION:

 

Build three towers and explain that the shapes have the same bases.

MATERIALS:

SENSORIAL-MOTOR ALBUM

33. TESTING BOTTLES

 

 

8 small bottles with dropper lids, made of dark glass:

2 with salty water;

2 with water sweetened with suger;

2 with water made bitter with coffee;

2 with water made acidic with vinegar.

PRESENTATION:

 

1. Tell the child that you are going to match the taste bottle.

2. Take the bottles out and arrange them in 2 lines.

3. Choose one bottle and drop a small dot on the back of your hand and taste it.

4. Choose other bottles and taste them one by one until find a matching bottle, then put them in front of the box.

5. Continue doing the same activity until all bottles match.

6. Mix them and let the child do it.

POINT OF INTEREST:

 

The substances themselves and forming the pairs.

CONTROL OF ERROR:

 

If they taste different.

DIRECT AIM:

 

Development of the gustatory sense–discrimination of taste.

INDIRECT AIM:

 

Making the child conscious of the 4 basic tastes.

AGE:

 

3-1/2 years.

LANGUAGE:

 

Salty, sweet, bitter, acid.

NOTE:

 

The tastes of different foods comes after this exercise.

MATERIAL:

SENSORIAL-MOTOR ALBUM

35. COLORED BEAD BARS

 

 

A box with 5 sets of colored bead bars: red, green, pink, yellow, light blue, purple, white, brown, and dark blue.

PRESENTATION:

 

1. Bring the materials to the rug.

2. Tell the child that “I am going to show you how to do with the colored bead bars”.

3. Begin to take bars out and put them together pair by pair.

4. Ask the child to pair them and you go.(depends on child’s age, you may let him sort by himself or help him to do so)

5. After the child finish the sorting activity, you begin to build a triangle by using the bars with different number beads.

6. Ask the child to build the other four triangles.

7. After the child finish this activity, ask the child goes to the Geometric Cabinet and take a pentagon as well as bring it back to the rug.

8. Tell the child that “I am going to show you something”.

9. Put the pentagon on the middle of the rug and begin to put the color bars on the edge of the pentagon.

10. Ask the child help to put the bars on the edge of the pentagon until finish a star.

11. Take out the pentagon.

12. Let the child do it alone.

POINT OF INTEREST:

 

The moment of completing the star.

CONTROL OF ERROR:

 

Visual disharmony.

DIRECT AIM:

 

Development of visual discrimination of size, color, and form.

INDIRECT AIM:

 

Preparation for mathematics.

AGE:

 

3-1/2 years.

LANGUAGE:

 

The numbers which correspond to each bead bar.

NOTE:

 

It can be both in sensory and math areas.

LANGUAGE DEVELOPMENT ALBUM

2. NOMENCLATURE CARDS

 

 

 

1. A container with 8 sets of cards, cards of control set have the name of the object printed beneath each picture. These cards can represent any area of study.

2. Cards of matching set with the name cut off.

3. One set of the name cards for labeling.

4. Rug.

PREPARATION:

 

 

Invite an individual child or a selective group of children who are familiar with the pictures in the set to do the exercise.

PRESENTATION:

 

 

1. Obtain the rug, point the location of the work, and naming the work.

2. Bring the container from its place on the shelf and place it in the upper right-hand corner of the rug.

3. Remove the control cards and name each one as it is placed left to right on the upper edge of the rug.

4. Remove the picture cards of matching set, place them at random beneath the container.

5. Point to the control card picture and find its matching picture card.

6. Remove the label cards, and place them at random beneath the container.

7. Point to the first picture and have the children say its name.

8. Point to the word beneath the first control card and slowly move the index finger under the word as you read it.

9. Closely observe the random labels and select the matching word. Clearly read the word.

10. Place the label beneath the control card word to compare and then place it beneath the unlabeled picture.

11. Read the control word and label after each successful matching.

12. After the exercise is complete, read and remove the labels and return them to the container.

13. Next remove the pictures of matching set, return them to the container.

14. Randomly pick up the control cards, replace them to the container.

15. Replace the material on the shelf properly, and replace rug.

DIRECT AIM:

 

 

1. Development of visual perception.

2. Development of a sense of left to right progression.

3. Labeling.

4. To enlarge and enrich the child’s vocabulary.

INDIRECT AIM:

 

 

1. Preparation for reading.

2. To develop the skill of classification.

CONTROL OF ERROR:

 

 

1. Control Card.

2. Teacher.

POINT OF INTEREST:

 

 

1. Seeing the material.

2. Naming the pictures of control sets.

3. Matching the pictures to control sets.

4. Labeling.

5. Learning the new words.

AGE:

 

 

3 to 5 years.

LANGUAGE:

 

 

Names are used for pictures.

NOTE:

 

 

1. Presentation may divided up: matching pictures, then when the child can name the pictures successfully, the child can be presented labeling the pictures of matching set.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

3. OPPOSITES

 

 

 

1. A container for the materials.

2. Sets of cards illustrating opposite concepts. Include exercises depicting position words, quality words, mood words, land and water concepts, etc.

3. Rug.

PREPARATION:

 

 

Invite an individual child or a selective group for presentation.

PRESENTATION:

 

 

1. Invite the child, naming the work.

2. Bring the material from shelf, place the container on the upper right corner of the rug.

3. Mix the cards and then select one.

4. Name the concept shown and ask the child to find the opposite concept.(happy-sad, dry- wet…etc.)

5. Select cards and find the opposites until all are matched.

6. Read each pair.

7. Have the child name a pair as he replaces the cards.

AIM:

 

 

1. To develop the ability to perceive opposite relationships.

2. To refine visual discrimination and picture interpretation skills.

3. To increase vocabulary or to extend its meaning.

4. To foster creative thinking.

CONTROL OF ERROR:

 

 

1. Teacher.

2. Child.

3. Control Marks.

AGE:

 

 

3+ up.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

4. RHYMING OBJECTS

 

 

 

A basket of small objects that rhyme the same sound. The objects could be in pairs, in group. You may use pictures illus trating rhyming words.

DESCRIPTION:

 

 

1. The teacher takes the objects out of the container, identifies them and lays them in a row on the rug.

2. Say to the child: ” We are going to try to find tow objects that rhyme. That means their endings are going to sound alike.”

3. The teacher then picks up the first object and says its name. You places it on the rug, then picks another object up, and says its name. Point both objects and say names again clearly, show you are concentrating to figure the rhyme, if they rhyme you shake your head “yes” and places them together on the left side. If they do not rhyme you shake your head “No” and tries another object. Continue the same manner until all objects have been paired. Then say the names of all the rhyming pairs.

4. Tell the child: ” We are going to mix up the objects so you can try to find the rhyming pairs.” The child makes the rhyming pairs and says the names of the rhyming pairs after all the objects have been paired.

5. When he has finished working the child returns the material to the shelf.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

6. GO-TOGETHERS

 

 

 

1. Two sets of pictures, one is control set, another one is matching set. The pictures can be paired if they can go-togethers, such as train needs track, can needs opener, etc.

2. Container for the cards.

3. Rug.

DESCRIPTION:

 

 

Lay out the control set, child may name the pictures. Told the child, we are going to find the card can associate to each other. Let the child express what he thinks the relationship between the paired cards. When he has finished this work, ask him to replace the cards in random order.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

7. CLASSIFICATION-ROOMS AND FURNITURE

 

 

 

1. Title cards for the rooms.

2. Picture is illustrated bathroom, bedroom, living room, kitchen and the name printed underneath of each picture.

3. Pictures that clearly depict the furniture in each room.

4. Container for the materials.

5. Rug.

DESCRIPTION:

 

 

Place the picture which illustrates kitchen, living room, bedroom and bathroom, discuss with the child what we are doing when we stay in each room, and naming the furniture in each room together, tell him the name of the room printed underneath the picture. Take the title cards out, compare it with names on the picture, so the child can know the names. Place title cards in a horizontal line across the rug. Random the furniture pictures on the rug, discuss each piece of furniture should put in which room, if it should be in bathroom, place the card under the title card-bathroom, classify all furniture in the certain room. When the child has finished, ask him to replace the materials properly.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

10. SORT BEGINNING SOUNDS USING PICTURES OF 2 DIFFERENT SOUNDS

 

 

 

1. A container with a tape indicating the beginning sound. (a green balloon O— may be attached to the top of the container.

2. Two group of pictures illustrating start with different beginning sound, ex. m/s, h/t, p/n, etc. (avoid similar sounds, ex. p/b, b/d, c/k.)

3. Symbol strip for beginning sound.

PREPARATION:

 

 

1. The child should have done other Auditory Discrimination exercises, oral language game and have practiced in sorting.

2. Check the availability of the materials.

3. Consider the readiness of the adult.

PRESENTATION:

 

 

1. Invite the child to do the work, naming the work, show him where the work is located.

2. Obtain a rug, spread it on the floor.

3. Bring the material to the rug, place it on the rug.

4. Sit down, let the child sit at your sub-dominant side.

5. Pick up the strip of green balloon symbol, explain to the child: ” The green baloon on the left, it means the words of the pictures has the same beginning sound. And we are going to sort the pictures in two different beginning sounds.

6. Place the green balloon symbol on the top of the rug.

7. Pick the control set out from box, naming them as you place them underneath the green balloon symbol.

8. Random the other pictures on the rug, select one, naming the picture and emphasizing on the beginning sound, then place it under the control card which has the same beginning sound.

9. Repeat the same manner to other pictures until they all are grouped.

10. Naming the pictures in same category, point the cards while you naming them. You may invite the child naming the cards with you.

11. When the child has finished the work, ask the child pick up the cards randomly for next child can use the work. Replace them in the container.

12. Replace the material properly on the shelf, replace the rug properly.

CONTROL OF ERROR:

 

 

1. Teacher.

2. The green balloon O— indicating the beginning sound.

3. The cards of control set.

4. The child and other children.

POINTS OF INTEREST:

 

 

1. Seeing the symbol of indicating the beginning sound.

2. Naming the pictures and sorting them in different beginning sounds.

3. Seeing the cards lay out on the rug.

DIRECT AIMS:

 

 

1. Auditory discrimination.

2. Vocabulary development.

3. Learning to identify the sound.

INDIRECT AIMS:

 

 

1. Indirect preparation for reading and writing.

AGE:

 

 

3 + up.

VARIATIONS:

 

 

1. Change the beginning sounds and pictures often.

2. Sorting 3 different sounds when child is ready for it.

 

MATERIALS:

LANGUAGE DEVELOPMENT ALBUM

15. MATCHING OBJECTS TO PICTURES AND/OR TO OUTLINE

 

 

 

1. A container to hold all material.

2. 6 cards which illustrate the out line of objects, and the names are printed on the bottom of each card: box wrench, pliers, screwdriver, hammer, open and wrench , adjustable wrench.

3. 6 objects which wrote above.

4. Rug.

DESCRIPTION:

 

 

The child lay out the cards of object outline on the upper dge of the rug from left to right. Take out all objects and andom them on the rug. Select one object to match the object out card one at a time, continue this manner until all the objects are matched to outline. Give the objects name and say them clearly to the child, ask him to name it while he is matching or afterward matching. Ask him to return the work properly on the shelf and roll up the rug when he has finished his work.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

22. SIMPLE PATTERNING USING OBJECTS

 

 

 

1. 4 to 6 outline pattern cards of Animal shapes.

2. six different, colorful, foam cut out shapes of cats, bears, whales and etc.

3. A container to hold objects.

4. Rug.

5. A tray to hold all the materials.

PREPARATION:

 

 

1. Check the availability of the materials.

2. Consider the readiness of the child.

PRESENTATION:

 

 

1. Invite the child, naming the work and show him where is the work located.

2. Obtain the rug and spread it on the floor.

3. Bring the work to the rug, sit down, have the child sit on your sub-dominant side.

4. Select one pattern card, place it in front of you.

5. Look at the pattern card, get the cut out object one at a time, match the object with pattern card from left to right.

6. Repeat step 5 until all objects had been matched with pattern card.

7. Get another pattern card and repeat in the same manner until all the pattern card had been matched.

8. Remove the objects, place into the container.

9. Return all pattern cards properly on the tray.

10. Replace the work properly on the shelf, roll the rug up, and replace it nicely.

CONTROL OF ERROR:

 

 

1. The teacher.

2. The child self.

3. Another child.

POINTS OF INTEREST:

 

 

1. Seeing the work on the shelf.

2. Seeing the pattern card.

3. Matching the cut out shapes to the outline pattern card.

DIRECT AIM:

 

 

Visual perception of repeated pattern.

INDIRECT AIMS:

 

 

1. Strengthening visual discrimination needed later in reading exercises.

2. Preparation for reading and writing.

AGE:

 

 

3 + up.

LANGUAGE:

 

 

Name of the work, name of the objects.

VARIATIONS AND EXTENSIONS:

 

 

1. Using all kinds of objects to make patterning exercise.

2. Making pattern without pattern card, ask the child to create pattern by himself.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

23. SIMPLE PATTERNING USING SHAPE

 

 

 

A set of pattern cards with shape pattern on, and cut out shape such as circles, squares, triangles and rhombi. A container to hold the cut out shapes and a tray to hold all material, and a rug.

DESCRIPTION:

 

 

Select a pattern card, find the cut out shapes to match the pattern one at a time, until the shapes on the pattern card had been matched. Repeat in the same manner until all the pattern cards had been matched. Ask the child replace the work properly when he has finished.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

26. SANDPAPER LETTERS

 

 

 

Lower-case consonant letters (manuscript) cut from sandpaper and mounted on red backing (masonite or other very durable material.) Lower-case vowel letters (manuscript) mounted on blue backing. Sandpaper container with lower case letters – m, t, a, h. Table (the ’sound’ table).

PREPARATION:

 

 

1. Check the availability of the materials.

2. Consider the readiness of the child.

3. Consider the readiness of the adult.

PRESENTATION:

 

 

1. Invite the child, name the Sandpaper Letters, show where they are kept, and select two or three sandpaper letters (ex. s m t or the letter in his name, friend’s name, or name of the family) to the table. Place them on a table at which you can sit together.

2. Sensitise yours and the child’s fingers (see SENSITIZING THE FINGERS in the Sensorial Activities).

3. Show the child how to feel the letters, using a light, continuous touch of the index and middle fingers of the dominant hand, how to hold the board steady with the other hand, and how to sit up straight against the backrest of the chair with both feet on the floor. (To illustrate the proper lightness of touch, touch the child’s arm as you would the Sandpaper Letter).

4. Using the sound (ex. m) on one of the three boards, select few words which beginning sound has the sound (ex. m) in it: m-ug, m-op, m-ap, m-other, m-irro, you may ask the child to find some words the beginning sound – m, then say to the child: ” Would you like to see what the sound (m) look like?”

5. Place the board with that phonogram directly in front of you and the child. Pronounce the phonogram while you feel the letter(s), following the same pattern of movement that you would use if you were writing the letter(s), and invite the child to do the same. Say the phonogram while you feel the board again. Invite the child to trace the letter as you has shown.

7. Introduce the other two boards in the same way, and give a Three Stage Lesson, associating these sounds of speech with their symbols. In each stage, whenever the child points to or names one of the boards, the child should feel it and say the sound. After the third stage of the Lesson, ask the child to give you few words which have the sounds in, using each of the three sounds in turn.

8. Return the letter boards, tell the child that they can be taken down and used by the child at any time.

9. Privately record the letters that the child has learned.

NOTE:

 

 

1. Present all the Sandpaper Letters boards, in groups of three, as in the presentation, until the child has learned them all. Occasionally include in a lesson one already introduced, to be sure earlier ones are not forgotten.

2. Each letter is presented to the child by its sound rather than by its name. The child learns letter names indirectly. If the child tell you: ” This is (ex. C).” You may tell him “Yes, but the sound of this name is “k”.

3. When working with sandpaper letters it is well never to take the child’s hand to show him how to trace, as this usually causes muscular tension. If he has trouble tracing, show him again by tracing the letter yourself and asking him to imitate your procedure.

4. There are several ways to make sound booklet:

a. Booklet for the child to write down the sound he has learned.

b. The rubber letter chop, and picture chop (ex. m – the shape of moon) can be used for the young children who can’t write properly.

CONTROL OF ERROR:

 

 

1. Tactile – tracing out of the sandpaper.

2. Directress.

3. Another child.

POINTS OF INTEREST:

 

 

1. The feel of the sandpaper.

2. Learning the sound of the letter.

3. Making the sound booklet.

DIRECT AIMS:

 

 

1. To help the child associate the sounds of speech with their written symbols.

2. To develop visual and tactile perception of letters.

3. To foster visual memory.

INDIRECT AIMS:

 

 

1. To prepare the child for reading and writing.

AGE:

 

 

3 + Up.

LANGUAGE:

 

 

Trace; the sounds of each letter, and the words have the sounds in.

COMMENTS:

 

 

An possible orders of presentation: s m t a p f c a c h m p t b l i g n d b l n r s u h j k w o u v d e f g j v, etc. y z x q e

VARIATIONS AND EXTENSIONS:

 

 

1. Trace the letter on the rug, in the air or on the back of the child.

2. You may ask the child naming the objects in the classroom and ask the beginning sound and track the Sandpaper letter.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

27. SORTING BEGINNING SOUND PICTURES W/ LETTERS

 

 

 

1. A set of 2 wooden alphabet letter – consonant sound: z, r.

2. A set of 2 control miniature object pictures which beginning sound one is z, and another one is r.

3. A set of 4 matching miniature object pictures which beginning sound is z. Another set of 4 matching miniature object pictures which beginning sound is r.

4. Two symbols indicate the beginning sound O—, which look like a green balloon.

5. A container to hold all material, and the lid of container has the beginning sound symbol O—, indicate this work is sorting beginning sound.

6. Rug.

DESCRIPTION:

 

 

1. Invite the child, naming the work, show him where the work is kept. Spread the rug on the floor.

2. Bring the container to the rug, and place it on the upper right hand corner.

3. Get the 2 wooden alphabet letters out of the container and place them separately apart from each other on the left top corner of the rug. The child may tell you what are the sounds of them.

4. Randomly place and lay out all the cards below the container.

5. Place the beginning sound symbols under the place of the 2 wooden alphabet letters are placed. Tell the child, we are going to sort the beginning sounds start with z or r. Encourage the child make the z, and r sounds with you.

6. Select marked control card has miniature ring on it, place it under the r alphabet letter and beginning sound symbol, and place another control card has miniature zebra on it under the z alphabet letter and the beginning sound symbol. Point the zebra picture, sound: “z-z-z…zebra”. Point the ring picture, sound: “r-r-r…ring”. Be sure that sound the initial consonant clearly and ask the child to watch your mouth if it is possible.

7. Pick up one of the picture from random group, sound the word aloud: z-z-z-…zoo, and place the picture under the zebra. Pick up another one picture, sound it aloud: r-r-r…radio, place it under the ring, continue the same manner until all pictures are sorted out in two groups.

8. Point the z alphabet letter sound z, move down your index finger of dominant hand point to the picture and read z-z-z- zebra, then z-z-z-zoo, z-z-z-zipper, until all the pictures is read. Repeat in the same manner to another category.

9. Encourage the child to read them aloud all by himself, and explore the work.

10. When he has finished the work, ask him to return the cards randomly so next child can do this work. And ask him to replace the work and rug properly.

* Another kind of sorting beginning sound pictures with letter is the beginning sound symbol card printed with the beginning sound under O—.

 

MATERIAL:

LANGUAGE DEVELOPMENT ALBUM

30. MOVABLE ALPHABET: INTRODUCTION WORD BUILDING

 

 

 

1. Rug.

2. Box with some Sandpaper Letters which the child already known. (for presentation 1)

3. Movable Alphabet – the box contains 12 of all the letters of the alphabet, lower case only, made of plastic. The vowels are blue and the consonants are red.

4. Alphabet guideline mat for building word.

5. Objects and/or pictures (for presentation 3).

PREPARATION:

 

 

1. The child should have worked with the Sandpaper Letters, and auditory work with vowel and consonant sound.

2. Check the availability of the materials.

3. Consider the readiness of the adult.

PRESENTATION I: ASSOCIATE SANDPAPER LETTER WITH MOVABLE ALPHABET

 

 

1. Invite the child, naming the work, show him where the work is kept. Spread the rug on the floor and bring it to the rug.

2. Place the container on the left upper corner of the rug. Get 3 sandpaper letters which the child has learned to the rug, Place the Sandpaper letters right next to container. Sit at the long edge of the rug and have the child sit on your sub-dominant hand.

3. Tell the child: “Here are Sandpaper Letters that you have learned, let’s see if you remember what the sounds of the letters are?” Encourage the child to trace the Sandpaper Letter ex. “a”, and ask him to sound it aloud.

4. Tell the child: ” There is Movable Alphabet “a” and its sound is as same as Sandpaper Letter “a”, pick the Movable Alphabet “a” and hand to the child, ask him to place it right next to Sandpaper Letter.

5. Repeat step 3 and 4 to associate another two Sandpaper Letters.

6. Replace Movable alphabet each at a time to wooden box, and replace it on the shelf properly. Replace Sandpaper Letters to where they are belonged. Roll up the rug, return it nicely.

PRESENTATION II: WORD BUILDING WITH DICTATION

 

 

1. Invite the child who has worked on Movable Alphabet associate with Sandpaper Letter, naming the work, show the child where is the work kept.

2. Spread the rug, bring the material to the rug and place it on the left upper corner, spread the word building guideline mat in front of you, have the child sit next to your left hand.

3. Tell the child that we are going to use Movable Alphabet to build a word, you may ask him to chose the word he want to build. (Give him few words to chose.) If he chose “cat”, then tell the child, when we build the word, we need to find it beginning sound, middle sound, and ending sound, tell him that you’re going to read the word slowly so he can find the beginning sound.

4. Then you read “c-c-c….cat”, then ask him to find “c” of Movable Alphabet and place it on the left end of first line of guideline mat. Then you read “c-a-a-a…t”, ask him to find the ‘a’ sound of Movable Alphabet place next to the ‘c’ sound of Movable Alphabet. Then you read “ca-t-t-t”, ask him to find the ending sound of Movable Alphabet, place it on the guideline mat. (If the child can’t not catch the sound you may read it aloud again.)

5. Point the word you build, sound it aloud with the child. Showing him that you are so happy to build a word with him. Encourage him to chose another word and build it with him again.

6. Ask the child return the work properly on the shelf, and roll up the rug.

*NOTE:

 

 

Latter when the child can pick out the letters and spell words as you call, moreover he can make his own words without the help of the teacher or another child, he may work on Presentation III.

PRESENTATION III: WORD BUILDING WITH OBJECTS AND/OR PICTURES

 

 

1. Repeat step 1 and 2 as Presentation 2, and bring the objects with the work together.

2. Encourage the child to choose an object (ex. cup) he want to build the word, identify it then sound it aloud with the child.

3. Place the object on the left first square of guideline mat, ask the child to find the sounds: “c”, “u”, “p” of Movable Alphabet and build the word: “cup.” Slide your index finger from left to right under the word and again repeat it c-u-p –”cup”.

4. Select another object and place it directly below the first and repeat the steps above to build the word, continue the same manner to build the words until all objects have been built.

5. When all the objects are spelled, go over and ask the child to read each word again.

6. Place the letters back carefully into their respective slots of the movable alphabet box. Then return all the objects to their container.

7. Replace all the material to the shelf to their original places. Roll up the rug and replace it properly.

CONTROL OF ERROR:

 

 

1. Teacher.

2. The child self.

3. Another child.

POINTS OF INTEREST:

 

 

1. Seeing Movable Alphabet Box.

2. Finding the sound in the movable alphabet box the two colors, red and blue.

3. Seeing various types of objects.

4. Seeing a word built for the object.

5. Being able to sound and recognize letters to build words.

DIRECT AIMS:

 

 

1. Making connection of Sandpaper Letter with Movable Alpha bet.(for Presentation I)

2. Auditory and visual practice in the association of letters with sounds.

3. To develop visual and auditory memory.

4. Practice in sounding out words and forming them.

5. Seeing spoken word as written word.

INDIRECT AIMS:

 

 

1. Preparation for reading and writing.

AGE:

 

 

3 + up.

LANGUAGE:

 

 

Movable Alphabet.

The individual sounds of the letters.

The name of the objects and pictures.

VARIATIONS AND EXTENSIONS:

 

 

1. Using alphabet letter stamp to make booklet.

2. Using objects to build the words and picture with the word which is print on the back to control of error.

3. Ask the child who can write to copy the word he has built, and make a booklet.

4. Movable Alphabet with controlled word building (one could have controlled word building with objects first and later move on to uncontrolled. The controlled word building especially for a, e, i, o, u the short vowel sound. (see picture).

MATERIAL: