Gr R-Learn and Do-Facilitator's Guide Term 3

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LEARN AND DO FACILITATOR’S GUIDE 3/4 Grade R

A member of the FUTURELEARN group

Learn and Do Facilitator’s guide 3/4

1800-E-LAD-FG03

Í2ÂÈ-E-LAD-FG03BÎ

Grade R

CAPS aligned

Dr N Scheepers A Venter R Venter

Grade R~ Facilitator’s Guide 3

Table of Contents

Week 21 – 30 Learning unit 11: In our garden...........................................................................................5 Day1: Who lives in our garden? ......................................................................................9 Day 2: Feathered families ............................................................................................ 13 Day 3: Claws, beaks and sharp eyes ........................................................................... 17 Day 4: Nests and eggs ................................................................................................. 21 Day 5: Bugs in the garden ............................................................................................ 25 Day 6: What does an insect look like? ......................................................................... 29 Day 7: Bugs can fly and walk ....................................................................................... 33 Day 8: Worms that wriggle ........................................................................................... 37 Day 9: Slimy snails and frogs that croak ...................................................................... 41 Day 10: Spiders ............................................................................................................ 45 Learning unit 12: Everything about trees and animals..................................................... 49 Day 1: I dream of a tree ................................................................................................ 53 Day 2: Trees have friends and enemies ....................................................................... 57 Day 3: The story of the old oak tree ............................................................................. 61 Day 4: A forest and a jungle... ...................................................................................... 65 Day 5: Who lives in the branches? ............................................................................... 69 Day 6: What do we find under the tree? ....................................................................... 73 Day 7: Trees are useful ................................................................................................ 77 Day 8: Wood, paper and fire ........................................................................................ 81 Day 9: The origin of fire ................................................................................................ 85 Day 10: Fires that can scorch the earth ....................................................................... 89 Learning unit 13: What lives on the earth?...................................................................... 93 Day 1: Chameleon in the tree, lizard and snake on the ground ................................... 97 Day 2: Tortoise and crocodile ..................................................................................... 101 Day 3: Animal giants ................................................................................................... 105 Day 4: Who eats grass and leaves? ........................................................................... 109 Day 5: Big game ..........................................................................................................113 Day 6: Small game ......................................................................................................117 Day 7: Predators ........................................................................................................ 121 Day 8: Mother Earth’s cleaners .................................................................................. 125 Day 9: Dinosaurs ........................................................................................................ 129 Day 10: What do we have here? ................................................................................ 133 Learning unit 14: From here to there!............................................................................ 137 Day 1: What has wheels? ........................................................................................... 141 Day 2: Before there were wheels ............................................................................... 145 Day 3: Sailing on the water ........................................................................................ 149 Day 4: High above the clouds .................................................................................... 153 Day 5: On two tracks between stations ...................................................................... 157 Day 6: The mighty army ............................................................................................. 161 Day 7: Wind and roll up and down ............................................................................. 165 Day 8: Trucks and buses ............................................................................................ 169 Day 9: Two wheels ..................................................................................................... 173 Day 10: Rockets fly very fast and very far! ................................................................. 177 3

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Grade R~ Facilitator’s Guide 3

Learning unit 15: On the farm........................................................................................ 181 Day 1: Old MacDonald had a farm ............................................................................. 185 Day 2: Milk is good for you ......................................................................................... 189 Day 3: Wool is warm .................................................................................................. 193 Day 4: Meat on the table ............................................................................................ 197 Day 5: Egg in a shell .................................................................................................. 201 Day 6: Bake a bread, eat a mealie ............................................................................. 205 Day 7: Machines and equipment ................................................................................ 209 Day 8: Water is wonderful .......................................................................................... 213 Day 9: Vegetables ...................................................................................................... 217 Day 10: Fruit ............................................................................................................... 221

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Learning unit In our garden 1. Who lives in our garden?

2. Feathered families 3. Claws, beaks and sharp eyes 4. Nests and eggs 5. Bugs in the garden 6. What does an insect look like?

7. Bugs can fly and walk 8. Worms that wriggle 9. Slimy snails and frogs that croak 10. Spiders

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11

Grade R ~ Facilitator’s Guide 3

Focus of learning unit 11 Listening and speaking: • Listens to and performs instructions • Uses language to describe characters and events • Listens to and tells a story • Recites poems • Listens to stories for fun • Uses language to develop concepts • Uses language to describe similarities and differences

Emergent writing: • Fine motor control • Strengthening hand muscles and fine motor coordination with play dough/clay • Repeats patterns • Uses writing tools, e.g. crayons and paint brushes • Uses pictures to convey a message • Sense of direction • Writes letters and draws pictures

Creative arts: • Draws and interprets pictures • Fine motor coordination • Identifies colours • Spatial awareness • 3-D designs with play dough/clay • Three-dimensional construction

Emergent reading: • Directional activities • Part and whole: Recognises that words consists of letters, and sentences consists of words • Phonemic awareness: recognises the beginning sound of words • Identifies sounds • Reads high frequency words

In our garden Physical education: • Balance • Gross motor development • Spatial orientation • Uses senses to observe • Visual perception • Auditive perception • Moving forward • Eye-hand coordination • Sensory development

Beginning knowledge and personal and social welfare: • Which animals live in our garden?

• Life cycle of the frog • Life cycle of the butterfly • Introduction to birds • Introduction to insects • Introduction to spiders • Animal sounds

Mathematics: • Counting concrete objects • Rhythmic counting • Count on, back and from • Develops number sense • Problem-solving • Identifies and copies patterns • Geometric shapes: circle, square, triangle and rectangle • Identifies colours • Identifies three-dimensional shapes • Measuring • Word problems • More, less and equal

Rhymes, recipes and tips Days of the week

Birds fly high

Anna-Marie Venter & Nalize Marais

www.preschooleducation.com/sbird. shtml

Monday, Tuesday, Wednesday, Thursday, Friday, and I stop I jump with both my feet Saturday, Sunday Come quickly please!

Seven days I just sung And I also jumped!

Birds fly high and bees fly low, Caterpillars crawl and river flow, Cats meow and cows go ‘moo’.

Puppies bark and babies ‘coo’.

So many things to see and hear, I use my eyes and I use my ears.

(Sing to the tune of Ba-ba-black sheep)

(Sing to the tune of Twinkle Twinkle Little Star)

Incy Wincy Spider

Counting rhyme: one, two, three, four

www.topmarks.co.uk/Flash. aspx?bbc=incyWincySpider Incy Wincy spider climbed up the water spout, Down came the rain and washed poor Incy out, Out came the sunshine and dried up all the rain, So Incy Wincy spider climbed up the spout again.

Incy Wincy spider climbed up the water spout, Down came the rain and washed poor Incy out, Out came the sunshine and dried up all the rain, So Incy Wincy spider climbed up the spout again.

www.nurseryrhymes.org/one-two-threefour-five.html One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again.

Why did you let it go?

Because it bit my finger so.

Which finger did it bite?

This little finger on the right.

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Grade R~ Facilitator’s Guide 3

Week 21 Day 1

Who lives in our garden?

Session 1: Free play inside The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring book and crayons. Provide books/pictures about animals and plants in the garden. Enrich the free play by providing natural materialss the learners can touch and smell.

Session 2: Focus area: Life skills Let’s talk about who lives in your garden

• • • • • • • •

Start a conversation about garden creatures. Use the pictures and books that were provided during free play as a starting point.

• Have you walked outside in the garden and looked carefully at what animals live there?

What animals did you find?

Give the learners the opportunity to talk about the animals that live in the garden, e.g. birds, lizards, butterflies, beetles and worms.

Talk about all these garden creatures’ eating habits so that the learners become aware of the ecological balance. The house cat catches mice and birds. A mole snake likes to catch mice. Birds and mice eat insects, insects eat each other. Hedgehogs eat crickets.

Worms eat leaves and earthworms eat soil. Point out the mole’s hiding place!

Chameleons and lizards have scales like snakes.

The learners are introduced to the different animal ‘families’, e.g. birds have feathers, insects all have 6 legs and shells to protect their bodies, snakes and lizards belong together, etc.

Use the picture (Garden creatures) in the Learning aid and talk about the animals that the learners identify in the picture.

Look at the picture and find out how many animals live in the garden. Where are they hiding in this picture?

• • • • • • • • • •

Why are they hiding in the garden? (The animals are very good at camouflage.)

Where do you think mice live?

How does a chameleon hide himself?

Who lives in the trees or sits on the telephone lines?

What do birds eat?

What does the house cat eat?

If you made a hole in the damp soil between the plants, what insects would you find?

What other animals also live in the soil? (mole, mouse, snake) What do they eat?

An earthworm farm is easy to start and can in turn lead to a compost heap and a small organic vegetable garden in a wooden crate.

Session 3: Focus area: Mathematics Counting exercise: • Count rhythmically: from 1 to 10.

• Count out objects: Count out 5 counters and place them in a row from left to right and say that it is 5.

• Add 1 (+1). Count all the counters again. Say it is 6. Then say the sum verbally: 5 + 1 = 6.

• Count back: from 6 to1

• • • • • • • • • • •

Complete Activity 131 in the workbook: The learners cut out the blocks with mice.

Place the 4 cards on top of one another.

The facilitator provides number cards and number names from the Learning aid.

Match the number cards to each picture with the corresponding number of mice.

Compare the numbers.

Ask the following questions: Which card contains the most mice?

Which card contains the least mice?

Which card has 1 more?

Arrange the number name cards from 1 to 4, as it matches each number.

Which card contains the most mice?

What number is more than 3?

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Grade R~ Facilitator’s Guide 3

Session 4: Movement play and free play outside Physical actions: Go on an excursion in the garden. Take a bug box with and look under tree leaves, rocks and shrubs for insects. If you have a suitable tree, the learners can climb the tree. Let the learners lie on their backs under the tree and look up at the top branches. Give the tree a hug and feel how rough the bark is.

Move like the following animals: slither like a snake, run like a mouse, fly like a bird, crawl like a cricket and jump like a grasshopper.

Jump with one leg on four stepping stones and land with both feet and bent knees at the end of the stone path.

Free play outside for about 40 minutes.

Session 5: Creative activity Drawing The learners draw the tree under which they lay during outside play. What does the tree look like? Were there birds or insects in the tree? Were there other small animals in the garden?

You can also draw a mouse in a tunnel in the ground.

Decide on your own what you want to draw and cover the entire page with your beautiful drawings.

Encourage the learners by saying: “Remember that trees are much bigger than houses.”

Regularly provide learners with an opportunity to draw or paint what they want. Learners must experience the power of making their own choices. It teaches them that they can also make decisions.

It is important not to restrict their creativity. There should be sufficient opportunity for creative ideas!

Session 6: Focus area: Language Say the following sentences aloud. The learners listen and repeat each sentence with the words in the correct sequence: • The owl says: Hoo-hoo, there is a mouse. He is as big as my face.

• Look at the snake. The snake hisses, that is how it is. Be careful, he is poisonous!

• • • •

Complete Activity 132 in the workbook: Have you ever seen a monkey? Monkeys swing from branch to branch in the trees.

Draw a pattern to show how the monkey swings.

The facilitator demonstrates the swing pattern on the white board.

Start at the top of the line and draw a straight line down. Just before the monkey touches the ground, it swings up again to the next branch (top of the line).

Session 7: Story time

Notes:

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Grade R ~ Facilitator’s Guide 3

Day 2

Feathered families

Session 1: Free play inside The learners play inside the house/class to promote perceptual development. Provide educational toys, e.g. puzzles, blocks, colouring book and crayons. Provide books/pictures about animals and plants in the garden. Enrich the free play by providing natural materials the learners can touch and smell.

Session 2: Focus area: Life skills Let’s talk about feathered families

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• • • • • • • •

Read the rhyme: Birds fly high • Provide books, pictures and magazines with information about birds. The learners page through the books and look at the pictures. Use the books for the rest of the learning unit.

Start an exhibition about birds that will be supplemented over the next three days. Use feathers (contour feathers, down feathers, flight feathers), egg shells, an empty nest.

Facilitate the following conversation: You have skin to protect your body. Birds have feathers to protect and keep their bodies warm and dry.

What animals have feathers? (The learners must realise that only birds have feathers.)

What animals lay eggs? (birds and reptiles) Emphasise the difference between the two groups. Birds have feathers, they can fly and have only two legs. What do reptiles look like?

Can all birds fly? (Show pictures and let the learners reach a conclusion.)

Can the bird in this picture fly? (Show the ostrich in the Learning aid. An ostrich cannot fly, even though it has wings.)

What does a chick’s feathers look like? What do we call those feathers? (Down feathers) What are the birds’ enemies? (Snakes and iguanas: they eat the eggs in birds’ nests).