nursery 2:
EMPATHY
term 1:
local food
In Term 1, the Nursery 2 class was thrilled to learn about diversity and the different cultures of food in Singapore. Children will get to widen their exposure to people of different backgrounds. Introducing children to food enjoyed by many from other cultures is a meaningful and fun way to familiarise them with other cultures, as this encourages them to be proud of their own identities and fosters acceptance of human differences.
Parents were even involved to share their favourite traditional food recipes for our little ones to try out! The children had the opportunity to do hands-on food preparation for the different cultures each week. Through the purposeful cookery lessons on food cultures, children will be able to relate back to their personal experience as well.
term 2:
my neighbourhood
In Term 2, N2 Empathy got to learn more about their neighbourhood!
The children did a show-and-tell using the provided picture cards of our neighbourhood with their peers. Teachers were intentional about the choices of these picture cards as it suggests familiarity, thus, linking back to their personal experiences. In addition, the children did a mini project together as a class by creating artworks, integrated with shapes, on what they observed in their neighbourhood.
Also, each child was assigned to draw an item they regularly see in their neighbourhood (relating back to what they already know). The teacher prepared a handmade map full of road routes for the children to assemble their individual art pieces together as a class. This activity allowed them to appreciate their peer's contributions by learning from each other. Good job N2 Empathy!
term 3
Week 1:
Farm Animals
In Term 3, N2 Empathy were interested in finding out more about farm animals after their learning trip to The Animal Resort @ 81 Seletar West Farmway 5. They were fascinated about the close encounter with the farm animals. They learned that rabbits were not just a pet animal, but was also considered a farm animal.
Hence, this lesson reinforces on farm animals and the children get to create their own 'Rabbit Toilet Roll Finger Puppet' art work!
Here are the photographs of N2 Empathy's Rabbit Toilet Roll Art! The children had so much fun decorating their rabbit art. The teacher used a mahjong paper to jot down the children's verbalisations during lesson closure and was pasted on the art wall.
Here are the photographs of N2 Empathy's Rabbit Toilet Roll Art! The children had so much fun decorating their rabbit art. The teacher used a mahjong paper to jot down the children's verbalisations during lesson closure and was pasted on the art wall.
Farm Animals Lesson
term 3, week 1: Lesson Plan
Theme: Types of animals
Topic: Farm animals
Learning area(s)
Arts and Creative Expression (A&E)
Learning objective(s)
Children will be able to...
1. Identify the different animals in the farm
2. Use a variety of art elements (lines, shapes, colours) to express ideas in their artwork
Teaching technique
Documentation and facilitation
teaching techniques
According to MacNaughton and Williams (2009), documenting refers to gathering and organising information to provide a written or pictorial record of children’s learning. In doing so, children's interest and curiosity in each other's interest, techniques, learning and achievement will also be stimulated, thus eliciting interactions between them as they contribute to the process of documenting (MacNaughton and Williams, 2009). Therefore, during the lesson, Teacher Rose gave the children the opportunity to use the iPad to take photographs of their peers learning experiences. Additionally, documentation makes learning visible to its audience. The teacher was seen jotting down children's verbalisations on a mahjong paper and displayed on the wall. This evidence will also invite children to re-visit and interpret their learning experiences (Krechevsky, Mardell, Rivard and Wilson, 2013).
While, facilitation refers to the process of making children's learning easier (MacNaughton and Williams, 2009). MacNaughton and Williams (2009) also states that teachers can deliberately engage children in learning by having a clear purpose of what they are tasked to do, giving explicit instructions and providing them with the materials needed. Before the main activity, the teacher firstly showed a sample of the art and craft, and told the children that they will be creating their own 'rabbit toilet roll finger puppet' while the required materials were already readily prepared. Explicit instructions were also given, as the teacher facilitated the children with a step-by-step process on how to create the finger puppet.