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Lesson Plan:
Plants

Term 2

Age 4 – Week 1

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Daily Activity Plan

Date: Monday

Age: 4 years’ old

Theme: Plants

Sub-Theme: What are Plants?

Circle Time: (Whole Group)

Topic /Activity Title: Who made plants, can plants be seen everywhere?

Duration: 20 -30 Minutes

Objectives: By the end of the activity, students should be able to:
1. Tell if plants can be seen everywhere after nature walk.
2. Listen and participate willing in discussion about plants during discussion.
3. Make comparison between plants and other living things during discussion.
Skills: Observing, speaking, listening.

Materials and Resources: Outside environment with various plants, markers (for white board
and writing on word cards), word cards, pictures of living/non -
living things.

Introductory Activity: Teacher will sing the song, ‘Who made the plants that grow, our father
God’ while students and teacher will go on a nature walk outside observing various plants.
Developmental Steps:
1. Teacher will ask students to observe and name objects/items seen outside e.g. stones, plants
etc. Students and teacher will then return inside where they will participate in discussion
about what was seen outside (colour, size, amount of item).
2. Teacher will ask students to recall the names of items that were seen outside, teacher will
then write the names of the items said by students on chalk/white board (teacher will then
assist students with pronunciation of words written on chalk/white board by pointing on
each word, saying the name of the word and showing pictures of the word said if
available).
3. Teacher will ask students to tell what was seen mostly on the outside- Expected answer-
plants, students and teacher will then participate in discussion about plants, questions to be
used as basis for discussion will include:
 Who made plants?
 Can plants be seen all over the world, if yes can you name some places where plants
can be seen?
 Are plants living, how can you tell when something is living?
 What are some things needed by plants to grow?

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4. Students will make their guesses and discuss their reasons, teacher will assist students and
confirm if their guesses/explanation made by students were correct.
5. Students will be shown various pictures of plants and other objects, students and teacher
will discuss which items are living or non-living.
Assessment:
1. Teacher will do whole group discussion about the needs of plants and other living things to
survive.

Reflection:

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SECTION 2 – GUIDED LEARNING Teacher Directed

Duration: One hour

Topic/Activity Title: What are the similarities/ differences between plants and other living
things?

Objectives: By the end of the activity students should be able to:

1. Tell at least two similarities/ differences between plants and other living things during
discussion.
2. Talk freely about observations made during discussion.
3. Complete worksheet by identifying items that are living.

Skills: manipulation, observing, listening, speaking.

Materials & Resources: Sentence strips (stating facts about plants and other living things)
headings (Plants and living things can, Only plants cannot), pictures of living things in motion.

Procedure:
Introductory Activity: Sing song, “Who made…” See content page. Students and teacher will
sing song together after which brief discussion will follow about who made the items and objects
mentioned in the song.

Developmental Steps:
1. Teacher will ask students to recall the names of some of the items mentioned in the song sung
for the introduction, students will observe as teacher reintroduce word cards that were made
during Circle time, as teacher says the names of each word card students will repeat the name of
each word and view pictures shown.
2. Students will then be called upon to match word cards with the pictures of object/items shown.
3. Students will then view picture of a plant, describing what is seen on picture e.g. a plant, sun,
water, teacher will prompt students to tell her the names of the items seen on the picture and why
they believe these items seen are in the picture (because plants need them to survive) teacher will
ask students to tell of any other items plants may need to survive that is not shown in the picture?
Expected answer (air, food).
4. Teacher will ask students to tell what are some things they as humans need to survive that
plants may also need- e.g. food, water, air, students and teacher will discuss if these items are not
received by plants or other living items what can happen- they may die.
5. Teacher will ask students to name some items that are non-living (stone, book, chair pencil
etc.) students and teacher will then discuss what actions they as humans can do that non-living
things can’t do (walk, talk, eat etc.)

Assessment: Students will complete worksheet given by colouring items shown on worksheet
and circling the items that are living.

Reflection:

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Independent Activity 1/ Art and sensory Centre:

1. One group of students will draw and colour one item needed by plants to survive e.g. the sun.

Independent Activity 2/ Manipulative and Cognitive Centre:

2. One group of students will fit together a puzzle showing plants and describe the picture of the
puzzle fitted together using S. J. E.

Reflection:
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Creative Activity:

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Duration: 30 minutes

Topic/Activity Title: Collage of a picture of a tree

Objective: By the end of the activity students should be able to:

1. Listen and follow instructions given.
2. Tear paper into small pieces and fill in the pattern of the tree.

Skills: Listening, speaking, tearing pasting.

Materials & Resources: coloured paper (green, yellow), glue, picture showing the outline of a
tree.

Procedure:
Introductory Activity: Finger play, ‘I have ten little fingers’
Developmental Steps:
Step 1: Students will view picture chart of Plants describing the colours seen. Students will be
told to listen carefully while instructions are given.
Step 2: Students will be given the outline of a tree. Students will choose coloured paper of their
choice of which they will tear into small pieces and fill out the glue-filled outline.
Assessment:
1. Were students able to fill out the outline of the tree?

Reflection:

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Story Time:

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Duration: 30 minutes

Story Title: The Little Rose Plant

Objective: By the end of the activity, students should be able to:
1. Participate willingly in discussion about story’s title during discussion.
2. Predict from title of the story’s title told what the story will be about and give one reason for
their prediction.

Skills: Speaking, listening, predicting.

Materials & Resources: story, “The Little Rose Plant” (see content page).

Procedure:
Introductory Activity: Teacher will sing song, "Are you Listening?" (students will be sitting in
a circle).
Developmental Steps:
Step 1: Teacher will ask students to recall what was being discussed during Circle Time, each
student will be given the opportunity to recall what they remember.
Step 2: Teacher will introduce to students the story that will be read by saying the name of the
story, The Little Rose Plant, teacher will ask students to tell what is known about plants (what
they need to grow etc.).
Step 3. Teacher will ask students to make their predictions and guesses to what the story will be
about (based on the title of the story heard) each student will be given the opportunity to tell their
predictions or guesses, (will the plant be big/little, what colour will the plant be? Will all the
plants be red? What will happen to plant(s)) teacher will inform students that story will be read
the following day.

Assessment: Students will recall the title of the story.

Reflection:
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Parental Involvement: Parents/guardians will observe the colours of plants and assist with the
completion of assignment given.

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Content Page
(Summary of content, words of songs, poems, etc.)

Concepts: Plants, living things, water, food, air.

Content:
God made all plants; plants grow all over the world. Plants are living things; they need food, air,
sunlight and water to live or they will die. Plants are different from other living things; they do
not move from place to place as people or other living things do.

Song “Who Made…”

Who made the plants that grow, the plants that grow, the plants that grow?
Who made the plants that grow? Our father God.

(Other verses Birds that fly, plants that sway, you and me.)

Song, "Are you Listening?"

Are you listening?
Are you listening? boys and girls, boys and girls.
Please pay attention, please pay attention.
Look this way, look this way.

Finger Play, “I have ten little fingers”

I have ten little fingers; they all belong to me.
I can make them do things, would you like to see?
I can open them wide, I can shut them up tight.
I can put them together or make them all hide.

Picture for puzzle

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Tree to be used for collage

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Story: The Little Rose Plant

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A little Rose plant lived inside a dark damp room. One day she
heard a soft tapping on her door, “Who’s there?” she asked. “I am
little Raindrop. Please let me in,” cried the visitor. “No way!” said
the Rose plant angrily. Little Raindrop was very sad for being
turned away. After sometime the Rose plant heard a soft rustle
near the door. “Who’s there now?” she asked. “I am Sunny
Sunshine,” said the new visitor. “I don’t have time for sunshine,”
said the Rose plant haughtily.

A few days later, the leaves of the Rose plant turned brown in
colour, and her young stem began drooping. Then one day, she
heard the chirping of birds, and opened her door to see outside. It
was spring and there were colourful flowers and greenery all
around. The Rose plant realised her mistake. So, when Rain and
Sunshine returned, she welcomed them warmly. And after a few
days she had a pretty pink rose, for which she thanked the
Raindrop and the Sunshine.

Daily Activity Plan

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Date: Tuesday

Theme: Plants

Sub-Theme: What are Plants?

Circle Time (Whole Group)

Topic/Activity Title: All about Plants.

Duration: 20 -30 Minutes

Objectives: Children will be able to:

1. Listen and participate willing in discussion after listening to poem said.
2. Describe plant by using S. J. E after observing puzzle fitted together.
3. Examine word cards seed, root, stem, leaves, root, stem, fruit, flower.

Skills: Speaking, Manipulation, Observing, labeling.

Materials & Resources: Plant, word cards, poem, A little seed, puzzle pieces used during
Monday.
Procedure:
Developmental Steps:
Introductory Activity: Students will listen to the words of the poem, “A little seed” students
and teacher will say poem together.
Steps
1. Students and teacher will discuss poem heard, students will say what the poem said was about,
a plant students will be given puzzle pieces to fix together, after the fitting of puzzle pieces’
teacher and students will be engaged in discussion, students will describe what is seen using S. J.
E. an example, "It's a picture of a plant." "The plant is a big green tree." "The tree has green
leaves." Teacher will assist students with words describing the picture.
2. Students will be guided by teacher to examine word cards with the following words, seed,
root, leaf, stem, flower, fruit.
3. Word cards will be used to name the parts of the plant shown on fitted puzzle. Each word will
be discussed as they are used to label the picture e.g. seed -a seed is planted in the soil and will
grow up to be either a big tree or a small tree, root-the root is attached in the ground, stem -
nutrients and water from soil travel through the stem to the rest of the tree, leaves, leaves - the
leaves help the plants to make food, the flower- This is the coloured part of the plant, fruit- the
fruit is the part of the plant with seeds.
4. Teacher will have students observing pictures of other plants, describing the colours, shape
and size, S. J. E. will be used to describe what is seen.
5. Students will be allowed to talk about their observations, stating the type of tree is shown and
telling reasons for their guesses.

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6. Lesson will close with the song, "Big plant, little plant" tune Big foot, little foot, song will be
shown on chart.

Assessment:
 Teacher will do whole group questioning about plants (colour, shape and sizes).
 What is the name given to the coloured parts of plants- flower.
 Where are seeds placed?

Reflection:
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Guided Learning (Teacher Directed)

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Duration: 1hr

Topic/Activity Title: Can you match my plant part names?

Objectives: By the end of the activity, students should be able to:

1. Recall at least two parts of a plant after saying introductory poem.
2. Identify and match at least two word cards to the correct part of the plants shown during
activity.

Skills: Observing, manipulation, speaking listening.

Materials & Resources: Word cards with names of parts of plants e.g. root, stem, flower, seeds,
fruits, cut out of plant with matching parts.

Procedure:
Introductory Activity: Students and teacher will repeat poem said during Circle Time "A Little
seed" See content page, students will recall the parts of plants that they can remember.
Developmental Steps:
Step 1: Students will then view pictures of the parts of plants, each part shown will be named by
students with teacher's help, word cards will then be shown to match the name of word said.
Step 2: Students will then identify where each word card named should be placed on chart (cut
out of a plant)
Step 3: Students will be encouraged to match word cards to each part of the plant while recalling
the purpose of each plant part (in their own words). Teacher will assist with information for
clarity.
Assessment/Guided Practice: Students will continue to match the parts of plants with word
cards as teacher observes and guides.

Reflection:
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Independent Activity/Art and Sensory Centre 1: One group of students will draw and colour
one big plant and colour green and one small plant and colour yellow.

Independent Activity 2/ Reading and Language Centre: One group of students will match the
letters of sight words to word cards with the words plant, seed, sun, air.

Reflection:

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Creative Activity:

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Duration: 30 minutes

Topic/Activity Title: Collage of the plant (continues)

Objectives: By the end of the activity, students should be able to:

1. Continue to listen and follow instructions given about how to complete collage during activity.
2. Continue to tear paper into small pieces and fill in the pattern of the tree.

Skills: Manipulation, listening.

Materials & Resources: coloured paper (green, yellow), glue, plant collage started day before.

Procedure:
Introductory Activity: song sung from Circle time, "Are you Listening”.
Developmental Steps:
Step 1: Students will recall what was done previous the day before, instructions given will be
recalled.
Step 2: Students will continue to tear coloured paper into small pieces and fill out the glue-filled
outline of a tree.
Assessment: Students will showcase their collage done telling which colour their plant is.

Reflection:
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Story Time:

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Duration: 30 minutes
Story Title: The Little Rose Plant

Objectives: By the end of the activity, students should be able to:

1. Recall the title of the story said the day before during discussion.
2. Recall their predictions and guesses about the story to be read.
3. Listen and tell if the predictions made were correct.

Skills: Speaking, observing, recalling.

Materials & Resources: Story, “The Little Rose Plant” (see day 1 content page).

Procedure:
Introductory Activity: Teacher will sing song, "Story Time, story time*3"
Developmental Steps:
Step 1: Students will recall the title of the story to be read, if students are unable to recall teacher
will assists students by telling them the story’s title, students will also recall predictions they had
made the day before, teacher will assist by recalling information; students will be asked if they
will like to change the predictions they had made.
Step 2: Students will be told to listen as teacher begins to read the story, teacher will stop for
students’ as they recall their predictions to see if they were correct an e.g. was the plant
big/little? What was the colour of the plant etc.
Step 3. Teacher and students will then discuss what was read, where was the plant living?
Who/what was the first and second visitors of the little red rose? How did the rose respond to the
visitor?

Assessment:
 Teacher and students will discuss what was read to them.
 Were students able to participate in discussion about the parts of the story read?

Reflection:
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Parental Involvement: Parents/guardians will observe plants/trees already growing out door and
plant seeds of peas or beans.

Content Page
(Summary of content, words of song, poem, etc.)

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Concepts: New plants, seeds, stems, leaves, different colours, shapes, sizes, big/tall, little/small.

Content: New plants come from the seeds, stems, leaves or roots of older plants. Plants are of
different colours, shapes and sizes; some plants grow big and tall, e.g. mango and sour
sop trees; some plants are little/small and short e.g. sorrel and mint plants. Trees are
plants that can grow big and tall. Not all plants are tree; some plants are grass, bushes or
ferns.

Daily Activity Plan

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Date: Wednesday

Age: 4 years’ old

Theme: Plants

Sub-Theme: What are Plants?

Circle Time: (Whole Group)

Topic/Activity Title: How does plants look/feel?

Duration :20-30 minutes

Objectives: By the end of the activity, students should be able to:

1. Listen and participate willing in discussion about plants after going on nature walk.
2. Make comparison of the textures and flexibility of plants and leaves after observations.
3. Name at least three colours that plants have after viewing pictures.

Skills: Observing, comparing, speaking, listening.

Materials & Learning Resources: Miniature plants of different colours and textures, pictures of
plants, real plants (teacher will ensure that these plants are safe
for touching) other objects that have various textures e.g. sand
paper, sponge etc.
Procedure:
Developmental Steps:
Introductory Activity: Song, Big plants/Little plants (see content page).

Steps:

1. Students will be encouraged by teacher to walk and view the pictures and miniature
plants being displayed.
2. Students will observe the plants colour, shapes and texture students will experiment to
tell which plants can be bent and which ones cannot, which parts of the tree feels rough/
smooth.
3. Students and teacher will engage in discussions about what was observed on table
provided, students will touch and say which parts of the plants can be bent and why they
believe it is possible (maybe because the stem/trunk of the plant may be smaller than
others).
4. Teacher will have students feel the textures of other items and say how it feels e.g.
sandpaper-rough, sponge-soft.
5. Students will be given miniature plants to feel the texture and tell if the texture is rough
or smooth, students will speak freely about observations made.

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Assessment: Teacher will do whole group questioning on the texture and colour of plants e.g.
1) What are the different textures of plants (rough/smooth.
2) What are the various colours plants can have (green, brown).
3) Why they believe some plants can be bent while others cannot?

Reflection:
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Guided Learning (Teacher Directed Activity):

Duration: 1hr

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Topic/Activity Title: Flexibility and texture of plants.

Objectives: By the end of the activity, students should be able to:

1. Examine plants and tell which ones can bend and which ones cannot during activity.
2. Complete worksheet by circling the plants/objects/items that can be bent with a yellow
crayon.
3. Choose the yellow crayon from amongst crayons shown during activity.

Skills: Manipulation, speaking, listening.

Materials & Resources: Worksheets showing various items, plants, grass, aloe vera, chart
showing plants/ trees and their names, yellow crayon.

Procedure:

Introductory Activity: Students will view objects displayed, students with teacher’s help will
name each item observed e.g. grass, aloe vera etc.

Developmental Steps:
Step 1: Students will then be taken outside to view various items, students will say if any of the
items/plants seen outside was viewed on the table seen inside, students will describe each item
teacher will guide by giving information and corrections when needed (e.g. colour and size of
any item seen).
Step 2: After returning inside students will be guided by teacher to experiment with various
plants by bending to see how flexible the plant is e.g. aloe vera, grass- each plant will be named
while experiment is being done.
Step 3: Students will say why they think a particular plant/ part of tree can or cannot be bent,
teacher will use questioning to prompt students to respond and provide information when needed
e.g. is the plant big/little, is the skin of the plant rough/smooth etc.

Assessment/Guided Practice: Each student will be given a worksheet where each object on
worksheet will be named and discussed (e.g. the size of the object named). Several objects will
be placed on table for students to observe (some will be items seen on worksheet), students will
experiment with items and complete their individual worksheets. Students will be told to choose
from crayons provided a yellow crayon which will be used to mark items that can be bent.

Reflection:
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Independent Activity 1/Centre of Interest: One group of students will group plants/objects
according rough/smooth, shape, colour.

Independent Activity 2/ Reading and Language Centre: Another group of students will be
directed to write simple words e.g. rough, smooth.

Reflection:
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Creative Activity:

Duration: 30 minutes

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Topic/Activity Title: Leaf Rub.

Objective: By the end of the activity, students should be able to:

1. Participate willing in activity by following instructions.
2. Do show and tell describing their leaf rub after activity.

Skills: Listening, manipulation, speaking.

Materials & Resources: Leaf, white paper, crayons.

Procedure:

Introductory Activity: Students will say jingle, "Open them, shut them."

Developmental Steps: Students will be told to listen carefully as instructions are given.
Step 1: Each child will have a leaf of their choice tapped to their table top, a white sheet of paper
will be placed over the leaf to make a rubbing.
Step 2: Students will be told to rub their crayon back and forth over the white sheet of paper
that's covering the leaf to make a pattern, teacher will guide students through demonstration.
Step 3: Each student will describe their pattern by stating the colour or shape of the pattern
made.

Assessment: 1. Were children able to make leaf patterns from the rubbings done?
2. Were students able to describe the colour and pattern of leaf rubbing done.
Reflection:
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Story Title: “The Little Rose Plant."

Objectives: By the end of the activity, students should be able to:
1. Recall information about story that was introduced to them during discussion

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2. Draw and colour a picture depicting their favourite part of the story told.

Skills: Speaking, observing, recalling, drawing, colouring.

Materials & Resources: Book, " The Little Rose Plant", plastic rose, paper, crayons.

Procedure:
Introductory Activity: Teacher will sing song, "Story Time, story time*3"
Developmental Steps:
Step 1: Students will recall events based on their memory from the story told e.g. Where was the
rose plant living? Who knocked on the rose plants door? How did the rose plant respond? Why
did the rose plant leaves start changing colour, etc.
Step 2: Students will be told to listen as teacher continues to read the story The Little Rose Plant,
teacher and students will discuss what was read.
Step 3: Students will then be given paper and crayons where they will be told to draw and colour
their favourite part of the story The Little Rose Plant.

Assessment: Students will use their drawings to retell the part of the story their picture depicts.

Reflection:
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Parental Involvement: Parents/guardians will be encouraged to observe and compare trees and
leaves texture, informing students about textures, colour and size.

Content Page
(Summary of content, words of song, poem, etc.)

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Concepts: Colours- green, different textures, bark (skin), rough/smooth, flexible, stiff/bent

Content: Plants have different colours but most plants are green. Plants have different textures.
The leaf and bark(skin) of the plant can be rough or smooth. Some plants are flexible; they can
be bent. Some plants are stiff; they cannot be bent.

Song “Big plants/ Little Plants” tune Big Foot, Little Foot.

Big plants, little plants, they are Gods.

Big plants little plants they are Gods.

All plants belong to God.

“Open them, shut them”

Open them, shut them.
Make a little clap!
Open them, shut them place them in your lap

Name each object seen, mark the objects that can be bent with a yellow
crayon.

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Daily Activity Plan

Date: Thursday

Age: 4 years’ old

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Theme: Plants

Sub-Theme: What are Plants.

Circle Time: (Whole Group)

Topic /Activity Title: How can plants be used?

Duration: 20 -30 Minutes

Objectives: By the end of the activity, students should be able to:
1. Listen and participate willing in discussion about plants.
2. Talk freely about observations made after fitting together a puzzle of a plant in use.
3. Tell at least two uses of plants after discussion.
4. Fit together sentence strips with teacher's directive.

Skills: Observing, speaking, manipulating, listening.

Materials and Resources: Puzzle showing plant usage, sentence strips.

Procedure:
Introductory Activity: Students with teacher's help and directives will fit together puzzle
pieces, students will tell what is seen.

Developmental Steps:

1. Students and teacher will have discussions about puzzle fitted together describing what is seen
in the picture of the puzzle, students will say who and what can be seen in the picture and what
activity they doing.
2. Students and teacher will have discussions about some other usage of plants/ trees, teacher
will use questioning to assist students with expressing their knowledge and experiences of how
trees are being used by them, e.g. for climbing, shade, where does favourite fruit or vegetable
comes from? etc.
3. From discussion done teacher will assist students with structuring sentences about plants and
the various usage of plants, sentences constructed will be written on sentence strips.

Assessment/Questioning
1. Teacher will do whole group questioning where sentence strips will be read and students will
tell if the sentences read are true or false.
a) All plants can be eaten? T/F
b) Some plants can be used as shade? T/F

Reflection:

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SECTION 2 – GUIDED LEARNING (Teacher Directed)

Duration: 1 hr.

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Topic/Activity Title: Use of Pants

Objectives: By the end of the activity, students should be able to:

1. Recall at least two uses of plants during discussion.
2. Discuss safety measures before eating plants fruits, vegetables, being careful when climbing
or swinging on trees.
3. Complete worksheet with teacher's help by colouring the correct pictures which depicts the
use of plants.
Skills: Speaking, Listening, manipulating.

Materials & Resources: Worksheet showing various usage of plants, crayons, pictures showing
various ways which plants/trees can be used.

Procedure:
Introductory Activity: Picture walk- students will view pictures showing various use of plants,
students will describe what is seen.

Developmental Steps:
Step 1: students will recall the various ways in which they use or have seen plants/ trees being
used e.g. providing us with food to eat- fruits/vegetables.
Step 2: Students will tell of the experiences they have had when climbing trees, swinging etc.
Teacher and students will have discussion about safety measures before 1. Using plants/trees. 2.
How to be safe when climbing a tree. 3. Why they should wash vegetables and fruits before
eating etc.
Step 3: Students will be given worksheet which will be explained by teacher, students will
complete worksheet by circling the correct pictures which depict the correct usage of trees.
Assessment/Guided Practice: Each student will be given a worksheet, where students and
teacher will discuss each picture, students will complete worksheet while teacher guides and
observes.

Reflection:
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Independent Activity 1: (Art and Sensory Centre) One group of children will draw and colour
a picture showing their preferred way of using a tree.

Independent Activity 2/ Reading and Language Centre) One group of students will picture
read books about plants and the use of plants.

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Reflection:
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Creative Activity:

Duration: 30 minutes

Topic/Activity Title: Use of plat parts to make a collage (seeds, twigs etc.)

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Objectives: By the end of activity, students should be able to:

1. Use at least two plant parts to complete a collage during activity.
2. Show enjoyment while completing a collage using leaves, seeds and twigs.
Skills: Identifying, speaking, listening, manipulating.

Materials & Resources: White sheets of paper, twigs, seeds, glue, leaves etc.

Procedure:
Introductory Activity: students will sing song, "Big plants, little plants."
Developmental Steps:
Step 1: Students will recall the various ways which plants can be used- as shade, for a swing,
eating etc.
Step 2: Teacher will inform students that parts of plants can also be used for decorations.
Students will be shown various parts of a plant, students will name the parts of the plants shown
known to them, teacher will assist students with name of plants parts they don’t know, students
will then be given blank sheets, students will be told to choose from among the display what is
needed to make a picture.

Assessment/Guided practice: Students will make a picture using what they have chosen,
students will display their pictures and describe what they had made.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Story Time:

Story Title: The Little Rose Plant

Objective: By the end of the activity, students should be able to:

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1. Retell story told in sequence.

2. Dramatize parts of the story, “The Little Rose Plant”.

Skills: Speaking, observing, recalling, dramatizing.

Materials & Resources: Props from dramatic/dress Centre, drawings done The Little Rose
Plant.

Procedure:

Introductory Activity: Teacher will sing song, "Story Time, story time*3" (traditional)

Developmental Steps:
Step 1: Students will try to recall events from the story (told days before) told in sequence
(teacher will assist when needed).
Step 2: Students will be placed in groups where they will dramatize the story as they
remembered.
Assessment: Students in their groups will dramatize the story while teacher reads.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Parental Involvement: Parents will be encouraged to discuss with their child how plants can be
used in different ways.

Content Page
(Summary of content, words of song, poem, etc.)

Concepts: Useful, shade, tree houses, swings

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Content: Plants are useful; big trees provide us with shade and interesting places to play, e.g. we
can make tree houses, we can hang swings on trees, we can climb trees.

Song “Big plants/ Little Plants” tune Big Foot, Little Foot.

Big plants, little plants, they are Gods.

Big plants little plants they are Gods.

All plants belong to God.

Pictures to use for picture discussion or to make puzzle.

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Colour the pictures which show how plants can be used.

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Daily Activity Plan

DATE: Friday

Age: 4-year-old

Theme: Plants

Sub-Theme: What are Plants?

Circle Time: (Whole Group)

Topic/Activity Title: Words that begin with the letter" Ss."

Duration: 20-30 Minutes

Objectives: By the end of the activity, students should be able to:

1. participate freely in discussion about the initial letter s after singing song
2. Name at least three objects that begin with the initial letter "s" after observing objects
shown.
3. Use pipe cleaners to make the letter "S" after teachers’ instruction.

Skills: Naming, listening, observing

Materials & Resources: Concrete and semi- concrete objects with the initial S sound, letter s,
objects hidden e.g. a sock, the numeral six, seven, sand etc.

Procedure:
Introductory Activity: Song, “Simply Suzan” x 2, soundly sleeping, soundly sleeping, sing
softly, sing softly …s s s… s s s she says.” Tune “The Bridge is burning.”
Developmental Steps:
Students will listen while teacher repeats the words of the song, teacher will then singsong while
students listen, students and teacher will sing song together.
1. From the song sung students will identify the letter sound that will be spoken about (s…, s-
sound).
2. Words in the song that begin with the “S” sound will be identified by students; words will be
written on c.b. example simply, Suzan, soundly, sing, softly, students and teacher will say the
words together as teacher points to each word written on c.b- students will be told to repeat
the letter sound that is being observed, as students say the sound teacher will write the letter
on the board, students will name the letter.
3. Students will be told that they will be going on a treasure hunt to identify objects with the
particular letter sound, teacher will ask students to repeat the initial letter sound and the letter
name.
4. Each student will be given the opportunity to stand and talk about the object they have found,
an e.g. six is a numeral; we wear socks on our feet.

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5. Students will tell of other objects known to them with the same letter sound that was not
found in the treasure hunt.
6. Students will observe as teacher write the letter on c.b. students will be given the opportunity
to write the letter on c.b.

Assessment: Students will use pipe cleaners to make the letter S.

Reflection:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Guided Learning (Teacher Directed)

Duration: 1 hr.

Topic/Activity Title: Show the Initial Letter S to words/pictures that begins with the s…s…
sound…

Objectives: By the end of the activity, students should be able to:

1. Identify at least three picture cards by name that begin with initial letter s during activity.
2. Show the letter s when they hear a word that begin with the same initial letter sound during
activity.

Skills: Speaking, observing, manipulation, identifying.

Materials & Resources: picture cards that begin with various initial letters (mostly letter s),
letter s cards.

Procedure:
Introductory Activity: Sing song, "Simply Suzan."
Developmental Steps:
Step 1: Students will recall the words from the song with initial letter s, teacher will ask students
to recall the names of objects found during treasure hunt, teacher will also ask students to tell the
name of the letter each object begins with and the sound made by the initial letter.
Step 2: Teacher will ask students to recall.
Step 3: Each student will be given a letter S card; students will be given the instructions to listen
carefully to each word said and raise the letter S if a word said or a picture shown begins with the
letter s.
Assessment/Guided practice: Students will be allowed to practice activity by demonstration of
instructions given, each student will be given a letter card with the letter S/s, students will listen
as teacher reads sentences, teacher will use words heard in the introductory song and during
Circle Time. Students will be told to raise the letter S for each time a word is heard with the /s/
sound. Teacher will observe and guide.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Independent Activity 1/Art and Sensory Centre: One group of students will be directed to
collage the outline of the letter s with crumpled leaves (see content page).

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Independent Activity 2/Reading and Language Centre: One group of students will complete
worksheet given.

Reflection:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Parental Involvement: Parents/guardians will be encouraged to identify by name objects with

letter s sound and assist with completing assignment given in text book.

Content Page
Concepts : /s/ sound, capital and common letter S s", sop, sorrel.

Content: The words sour sop, and sorrel begin with the /s/ sound; the /s/ sound is represented by
the letter "S s" the capital letter is written S and the common “s”.

Song, “Simply Suzan” Tune “The Bridge is burning.”

Simply Suzan (x 2).
Soundly sleeping, soundly sleeping.
Sing softly, sing softly …s s s… s s s she says.

‘Letter S’ to be used for collage

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Colour the pictures with the initial S sound.

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