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Grade R Cycle 5 The water of life, Integration: English is integrated…
Grade R Cycle 5
The water of life
English Home Language
Listening and Speaking:
Answer straight and reasoning questions; also own-opinion questions.
Continue practicing to remember and repeat 4 words/sounds/pictures in a series. - Auditory memory
Complete 3 easy instructions in a series with immediate reaction and in correct sequences.
Read the story "The little river" to the learners. Afterwards ask memory questions about the story's contents.: Name everything that grew along the little river. Why did the water in the river grow less and less? Where did the people get water? What smart plan did one lady make to save water? Follow up the memory questions with a few thinking questions: Why is it important for us to use water sparingly? Who in the story did you like the most? Why? What do you think will happen if nobody saves water? Why do you say that?
Auditory memory:
Read words from the story "The sardines are coming" Read out a word series. Repeat the word series but leave 1 word out. Learners have to say which word was left out. E.g. ball/sea star/boat, sea/sand/bird, monkey, net, sea, boat/sea star/wind.
Using language to think and reason:
Give a series of words and the learners have to saw which one does not fit AND they have to justify their answers. E.g. Ice/snow/freezer/tea; (tea is hot and the rest are cold) so the same with: water/river/teeth/dam; river/sea/dam/bus; fish/leaves/flowers/trees; weaver/sparrow/ostrich/horse. Complete the ISN activity with pictures.
Emergent Reading:
Eye-motor: Focusing far and nearby with eyes open and closed.
Term 3 Sight Words Reading
Visual discrimination - identify visual differences/similarities/constancy in pictures/symbols.
Recognize sounds (s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, b, j, y) Add z, w
Eye and hand movement:
Before you start reading the story, let learners first follow a large left to right movement with their eyes, then up/down. Ask them to focus on something far away and then something nearby. Let them place their hands flat on their table and in front of them and stretch out as large/clench it as small as possible.
Ask learners their own opinion about the character in the story.
Emergent Writing:
Writing Upper case and Lower case letters: s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, b, j, y (Add z, w)
Writing number symbols 0 - 14
Left and right lines/waves.
Up and down lines/waves.
Hand muscle development
: Learners make sea mobile for the classroom. Learners can choose between pictures of dolphins, sea star, turtle with holes punches in them. Learners must cut out the picture and then paint tit using water colours. They must thread a piece of wool through the hole and decide where to hand it in the classroom.
Learners trace 5 fish and cut them out. They will use the fish for their grouping activity in mathematics.
Grammar:
Collective Nouns (Introduce orally)
(Assessment Task activity)
What does one call cars, trains, busses and airplanes (Transport)
What does one call pens, pencils and erasers? (Stationary)
What does one call hammers, nails, saws and drills? (Tools)
What does one call dolls, small cars, puzzles and balls? (Toys)
Phonological Awareness:
New phonics: z, x
5 sounds in a sound series, remember and repeat in the correct sequence
Rhyme: Saving water
Letter sound crafts:
Learners make a zebra
Learners make x-ray with chalk and earbuds
Initial sounds:
Learners must identify the initial sounds of the objects in the pictures. E.g. ball, sea, boat, net, bird.
Mathematics
Numbers, Operations and Relationship:
Concept 1:
Grouping with concrete items. Make groups of:
How many groups?
How many left/remain?
(Assessment task activity)
Expect learners to work in groups to find answers DC 1
Number: 14
Continue practicing the concept of which number comes before/between/after.
Shift attention to mental arithmetic up to 6.
Attention to problem solving.
Number Operations up to 6.
Learners use the 5 fish they made in English and they must divide the fish into equal groups. How many groups do they have? (2 groups) How many fish are left over? (1 is left over)
Number and number name game:
Mix up the number names and number symbol cards. Learners look at the number symbol then count out the correct number of counters. They must identify the number name that goes with that number symbol.
Patterns, Functions and Algebra:
Left and Right of the body and with special attention paid to spatial relationship.
Patterns of 4 units: copy, extend, remember and pack out.
Special attention given to directionality in patterns.
Colours: yellow, red, blue, green, black, orange, brown, white and add purple
Pattern:
Learners use wet chalk to make a wavelike pattern across a piece of newspaper. Use a cotton wool ball dripped in yellow paint to make blobs along the wave. These are ducks. Draw orange beaks for the ducks
Space and Shape:
Math/STEAM integration:
Heavy and light - objects that float and sink in water (integrated with Science)
Continue giving attention to empty/full; more than/less than; a lot/a little.
Water Science:
Learners experiment with objects around the classroom that float and objects that sink. (Wood blocks, toys, polystyrene cups, cold drink bottle, bottle tops, ice-cream sticks, lego blocks, stones.)
Measurement:
Concept 2:
Capacity - Measuring water, concept of full/empty, fuller/fullest, emptier/emptiest, just as much as/equal MR1
(Assessment task activity)
Understands the concepts 'light, heavy, lighter, heavier, lightest, heaviest. (Informal Assessment)
Learners go outside and take turns measuring water. They have to measure how many small containers of water it takes to fill or "fit into" the bucket or bigger container. They pour water from one container to the other and count how many times they have to fill up small container to fill up the larger container.
(Informal Assessment)
Data Handling:
Pictograph: Collect and sort
Represent Data
Discuss and report
(learners will do a kinesthetic activity by placing concrete items, then in ISN they will cut the pictures and place then in a graph) DC 2
After learners test which items float and which one’s sink, they must then draw the items they used in the appropriate columns. They must compare how many items floated and how many sunk.
PSWD
"Who needs water?"
People need water! (Discover more about the uses of water and why we should save water)
Plants need water!
Animals need water! (Discover things that live in and around water)
Water Science
Objects that float and sink
Things that live in the water.
Mixing different things in the water
to change what looks like.
Pouring and measuring water.
Saving water.
Safety at the water
The Arts
Visual Arts:
Design Indaba Model - Toy
Create freely using a range of materials: small boxes, recyclable materials, buttons, egg boxes, cardboard offcuts and other. (Informal Assessment)
Performing Arts:
Music:
MU5 - Different containers filled with water at different levels - what sounds does it make?
ICT
ICT17: Drag and drop pictures to create posters on the items that float and sink.
Science
Experiment:
Grow a bean plant
Float and sink: Uses of water
Value Concept: Love
Learners listen to the story Ï like myself" Then they talk about what they love about themselves. Learners must draw what they love about themselves.
https://youtu.be/7VjArGrLyQw
Focus Story:
The little river, "The sardines are coming"
Story time with Ms. Ramahada
Integration:
English is integrated with Mathematics, PSWD, The Arts , ICT and Sciences.
Integration:
Mathematics is integrated with English, PSWD, The Arts , ICT and Sciences.
Integration:
The Arts is integrated with Mathematics, PSWD, and Sciences.
Integration:
Science is integrated with English, Mathematics, PSWD and ICT
Integration:
ICT is integrated with Mathematics, PSWD, The Arts and Sciences.
