Unit Cover Page

Unit Title: Animals

Key Skills: Care, Respect and Responsible Decision-Making

Grade Level: Kindergarten 1, 5 years old

Subject/Topic Area(s): Discovery of the World

Designed By: Ashleender Kaur (03), Ho Yi Ning Eunice (25), Jessie Lim Chion Rong (26), Jow Ming Tong (28), Lim Xiuwei Joey

(37)

Time Frame: 7 weeks (tentative, refer to weekly schedule)

Summary of Unit:

Introduction of Unit
Teacher will introduce the unit of animals through a video and a newspaper article of ‘Cecil the Lion’ which discusses the death
of a beloved, well-known lion in Zimbabwe. Children will then share their feelings towards the incident and discuss if animals should
be harmed. Children can also share about similar incidents that they have heard or read of (e.g. hunting of elephants for their tusks). In
addition, children will fill in the first two columns of the KWL chart, which include what children already know and what they want to
know about animals (for an example, refer to Annex A). As part of the unit, children will be going to the Singapore Zoological Gardens
for a field trip.

Purpose of Unit
This unit will help to raise awareness and expand children’s knowledge of animals. This is important as animals are integral assets
of the world we live in and they play a crucial role in sustaining life on Earth. In addition, animals are part of children’s daily lives (e.g.
see birds flying in the sky, pet animals, stray cats or dogs roaming around the neighbourhood) which makes the topic relevant to them.
Most importantly, children will learn to show care, respect and make responsible decisions towards animals as all kinds of life are
precious. This addresses the Ministry of Education’s 21st Century Competencies - values of care and respect, as well as responsible
decision-making (Ministry of Education, 2014).

Learning Activities
Generally, children will learn new information and knowledge about animals through a variety of experiences that include language
and literacy, music and movement, numeracy, social awareness, discovery of the world and research. The learning activities cater to
children’s interests, needs and preferences. This grants them opportunities to make decisions on the types of materials and people that
they want to work with, thus maximising their learning and development.

Assessment Tasks
● Children will produce a scrapbook that includes a compilation of pictures gathered, vocabulary learnt and information collected
throughout the curriculum, on the theme of animals.
● A mini-exhibition will be conducted where parents will be invited and children will present their scrapbooks to them.
● Children will also complete the last column of the KWL chart (what we have learnt about animals) at the end of the curriculum.
● Teacher will assess children’s learning through portfolios which includes a compilation of children’s responses, photographs,
videos and work samples etc.

Details about Key Skills that children will develop:

1. Bloom’s Taxonomy Thinking Skills

● Remembering- Children will recall information and facts about animals.
● Understanding- Children will understand that animals are precious.
● Applying- Children will transfer their learning.
● Analysing- Children will investigate the similarities and differences between animals.
● Evaluating- Children will justify their learning through class discussions and the mini exhibition.
● Creating- Children will produce a scrapbook.
(Roberts, 2008)

2. Discovery of the World

● Observing- Children will discover the various animals and their attributes.
● Comparing- Children will be able to compare and contrast animals across their habitats
 ● Classifying - Children will be able to categorize the animals according to their physical properties
● Asking questions - Children will raise questions that answer their queries.
● Problem-solving - Children will think critically and generate solutions to problems
● Reflecting- Children will be able to question/ collate their ideas and beliefs.
● Recording- Children will be able to note down/ film/ capture information gathered/learned.
● Communicating- Children will be able to verbalise their understanding of animals.
● Predicting- Children will predict information about animals based on their prior knowledge.
(Ministry of Education, 201

Text(s):
● Videos
○ Examples:
■ ‘Cecil the Lion’: https://www.youtube.com/watch?v=KbR1xkpwVHw
■ ‘Vertebrates and Invertebrates’: https://www.youtube.com/watch?v=8wT5dihdt4E
● Newspaper articles
○ Examples:
■ ‘Cecil the Lion’ http://www.straitstimes.com/world/africa/cecil-zimbabwes-majestic-lion-remembered
● Books and encyclopedias
○ Examples:
■ The Great Animal Search’ by Ian Jackson
■ ‘Do Animals Have Feelings Too’ book by David L. Rice
■ ‘First 100 Animals’ by Roger Priddy
■ ‘My Big Animal Book’ by Roger Priddy
● Charts
○ Examples:
■ Animal-types and Habitat Charts (Refer to appendix)
● Computers/Laptops
○ Games and softwares related to animals
○ Internet resources
 ○ Examples:
■ http://www.sheppardsoftware.com/content/animals/kidscorner/gamesforkids.htm
■ http://kids.nationalgeographic.com/animals/
■ http://nationalzoo.si.edu/Audiences/Kids/facts.cfm
■ http://a-z-animals.com/
■ http://www.kidsbiology.com/animals-for-children.php
● Magazines
○ Examples:
■ Peta Kids: Kids’ Guide to Helping Animals
■ National Geographic Little Kids
● Concrete materials
○ Examples:
■ Toy Animals
■ Picture Cards and Cutouts
■ Pencils and Colour pencils
■ Paint and paintbrushes
■ Other art materials (e.g. scissors, glue etc.)
■ Placemat
■ Visual timer

List in a table format, Supports for Comprehension and Performance:

Sensory Support Graphic Support Interactive Support

● Pictures and photographs ● Graphic Organisers ● Choices to work in pairs or

● Real-life animals (e.g. mind-maps) partners
○ (e.g. animals in Singapore Zoo, ● Graphs ● Small group or big group learning
 bringing in pet animals into the ● Tables ● Internet resources
classroom) ● Books and encyclopedias ● Games and computer softwares
● Newspapers and Magazines ● Charts ● Teacher as mentor and facilitator
● Movement activities ● Pictorial Instructions ● Use of English Language (common
● Videos language used by children)
● Models of Animals (e.g. toys) ● Visual timer
● Art materials (e.g. colour pencils, ● Placemat
paint, brushes etc.) ● Laptops & ipads
● Animal cut-outs
● Auditory cues
● Audio clips & books

Culturally Responsive Pedagogy

Throughout the unit, the teacher will provide children with culturally relevant and sensitive experiences that takes their cultural
identity into consideration (e.g. race, religion, disabilities/abilities and family) (Gay, 2010). For example, in consideration of the muslim
children in the class, children will be given choices to research on different animals and are not restricted to only pigs, wild boars or
dogs. This is because it is against the Islamic Religion for muslims to touch pigs, wild boars and dogs, or eat pork. Moreover, this raises
awareness about the muslim culture amongst children of other religions and races. The classroom will be an inclusive setting, with the
inclusion of a child with ADHD- combined representation. In addition, for a fieldtrip to the Singapore Zoo, the teacher will research on
possible subsidies for children that come from lower-income families.

Universal Design for Learning

This unit is designed based on all children’s cultural backgrounds, strengths, needs and interests. Lessons and activities will be
presented through multiple means of representation (e.g. concrete materials, multimedia projects, and photos) to allow children to acquire
information in various ways, multiple means of action and expression (e.g. powerpoint and videos) to grant children different modes for
performance and multiple means of engagement (e.g. drawings and models) to tap into children's individual interests (Hall, Meyer &
Rose, 2012).

Differentiated Instruction
There are four elements to differentiating instruction. Children will be given easy access to a wide range of materials which allows
for tiered activities and instructions (content), whereby the teacher can provide differing levels of challenge and support for individual
learners (process). In addition, this allows children to learn through their significant learning styles and interest, with little regard to their
readiness to learn. For instance, children who are kinesthetic learners can complete the activity with more movement, while children
who are visual learners will be provided with videos and graphic organizers. Children will be able to demonstrate their knowledge
through using varied choices of stationery, materials and supplies, creating different products as long as the required criteria are met.
Both quiet spaces and areas for collaboration are present in the learning environment (Tomlinson, 2014). The child with ADHD will be
given a pictorial schedule that breaks down tasks into manageable steps, as well as a placemat with his name that serves as a reminder
to sit down. A multi-sensory approach will also be adopted to address his difficulties in visual spatial relationship.

Summary of class learning profile

This Kindergarten 1 class consists of 13 children who come from various cultural backgrounds- eight Chinese, two Malays, one
Indian, two Eurasians. The children in our class are visual, auditory, kinesthetic and tactile learners.

Name Gender Race Learning Styles Others

Siti Nurul Jani F Malay Visual, Kinesthetic Halal

Lee Ling Ling F Chinese Visual, Kinesthetic, Tactile -

Calvin Lim M Chinese Visual, Auditory -

Taylor Ho M Chinese Visual, Kinesthetic Allergic to peanuts

 Under Financial Assistance
Scheme (FAS)

Rachel Lee F Chinese Visual, Auditory -

Pan Ting Ting F Chinese Visual, Tactile -

Nur Minah F Malay Visual, Tactile, Auditory Halal

Jenny Tan F Chinese Visual, Tactile Allergic to seafood

Swift Kaur F Indian Kinesthetic, Tactile, Visual Under Financial Assistance

Scheme (FAS)

Harris Chua M Chinese Kinesthetic, Tactile, Visual Diagnosed with ADHD

Natalie Jane Sayson F Eurasian Kinesthetic, Tactile -

Jarez Ang M Chinese Visual, Auditory Vegetarian

Anthony Joshua M Eurasian Visual, Kinesthetic, Tactile -

Fernandez

Harris is newly diagnosed with Attention Deficit Hyperactive-Impulsive Disorder, combination representation. His Individual
Education Plan (IEP), as discussed with his parents, clinician and primary caregivers (grandparents), adopts the multimodal approach.
The IEP involves multiple methods of treatment, mainly medication prescribed by his clinician as well as behavioural therapy. As Harris
is very active, his IEP includes scheduled ‘motor breaks’ during the day where he can release excess energy. He will be taken out of
class as little as possible, to avoid too much disruption, but enough so that he is not so distracted and can focus better on a one-on-one
basis. He also has visual-spatial issues, so copying from a board will be too challenging. For such tasks, there will be a recorder available
to guide and reiterate the lessons of the day for Harris.
Stage 1: Desired Results
Content Standard(s):
Kindergarten Curriculum Framework - Discovery of the World
● Learning Goal 1: Show an interest in the world they live in.
○ Use the five senses, simple tools/technology to explore the world they live in.
○ Make simple observations of their observations and findings.
● Learning Goal 3: Develop a positive attitude towards the world around them.
○ Be aware of the importance, responsibility, care and respect for living things and the environment.
○ Be aware of the impact of human actions on themselves, others and the world they live in.

Enduring Understanding(s):
● It is essential to show care and respect towards animals.
● There are several types of animals (e.g. birds, amphibians,fish, mammals, reptiles).
● There are different classifications of animals (e.g. vertebrates and invertebrates).
● Animals live in different habitats.
● There are animals living in our local nature.
● Animals can be classified based on what they eat (e,g herbivores, carnivores, omnivores).
● The internet and newspapers can be used as a tool for research.

Essential Questions:
● Why should animals be shown care and respect?
● What types of animals are there?
● What are the classifications of animals?
● Where do animals live?
● What are some animals that we can find in our local nature?
● How can animals be classified based on what they eat?
● How can the internet and newspaper be utilised as a tool for research?

Learning Objectives:
 Children will know that…
● that it is important to show care and respect for animals
● there are birds, amphibians, fishes, mammals and reptiles.
● animals can be classified as vertebrates and invertebrates.
● different animals live in different places.
● that animals can be found in our local nature .
● there are herbivores, carnivores and omnivores.
● how to use the internet and newspapers as a tool for research of.

Performance Objectives:
Children will be able to…
● demonstrate care and respect for animals through a variety of activities.
● sort animals according to their types
● classify animals according to vertebrate and invertebrates
● name habitats of animals
● list animals that can be found in our local nature
● identify animals that are herbivores, carnivores and omnivores.
● research about a specific type/classification of animal using a variety of media
● create a scrapbook on the selected type/classification of animal with the information gathered from their research
● communicate their ideas and thoughts of animals to their teacher, peers and parents

Stage 2: Assessment Evidence

Performance Task(s):

Goals
Children will each design a scrapbook, with reflections on what they have learnt throughout the curriculum (ongoing assessment). For
the final entry in the scrapbook, children will create a report on their favourite animal. After which, parents will be invited to a mini
exhibition where children will display and present their scrapbooks.

Role
Children are animal researchers.

Audience
Children will share their scrapbooks with their teacher, peers and parents.

Situation
The research can be done individually or in small groups. The sharing of the scrapbook will be within the class and with parents.

Product/ performance
Children will create a scrapbook and present it during the mini-exhibition.

Standards
The scrapbook should include children’s reflections, specific information and visual interpretations of animals.

Key criteria for project, final assessment

Scrapbook
● Daily reflections
● Specific information about animals
● Visual Interpretations of animals

6 Facets of Understanding
Children will be able to:
● Interpret information found/collected and use it effectively.
 ● Apply and transfer knowledge learnt to new situations.
● Empathise with animals and display care and respect for them.
● Demonstrate self-knowledge by reflecting on their learning experiences.
(Wiggins & McTighe, 2005)

Other Evidences:

Children’s Portfolio (done by teacher)

● Observation- Children’s responses towards class discussions and presentations
● Photographs
● Videos
● Work Samples (e.g. posters)

KWL Chart
● Children completing the last column on ‘What have we learnt’ about animals after the curriculum has been implemented.

Stage 3: Explain Learning Plan

W (How students will know where they are headed and why?)
 Children will learn how to obtain information from a variety of media, represent information about a selected type/classification
of animal through various medium in their scrapbook, and share their scrapbook with their teacher, peers and parents.

H (How instructor will hook students into engaging instruction?)

Watch a video and read a newspaper article on “Cecil the Lion”. Discuss the importance of showing love, care and respect for
animals. Extension activities can include reading “Do Animals Have Feelings Too” to teach children about compassion towards
animals and allow them to talk about different types of animals they have seen/know.

E (What events can students experience to make ideas and issues real?)

Children will read storybooks, watch videos, conduct research using a variety of media, go on a fieldtrip, and participate in class
discussions.

R (How will you cause students to reflect and rethink, to dig deeper into the core ideas?)

Teacher will help children rethink and revise through books, videos, various forms of media, class discussions and thought-
provoking questions.

E (How will students exhibit their understanding about their final performances and exhibits?)

Children will exchange ideas through class discussions and scrapbook entries.

T (Tailor and personalize- How will you use UDL, CRP and DI to meet your students’ needs?)
Lessons and activities will be presented through multiple means of representation, action and expression, and engagement.The
teacher will convey instructions that caters to children’s learning abilities and styles. Children can conduct research through materials
of their choice such as Smartboards, iPads, books and magazines, before creating entries to their scrapbook with a variety of art
materials.
 Calvin and Taylor, who are kinesthetic learners can complete activities that require more movement, while Jenny and Anthony,
who are visual learners will be provided with videos and books. Appropriate amount of support will be provided to children based on
their learning abilities.
In this unit, there is a good balance between the use of indoor and outdoor spaces when teacher plan for activities. The outdoor
setting permits and encourages children to participate in active and enthusiastic play. Activities in the outdoor setting also helps to
improve Harris’s concentration (Watts, 2013). In addition, Harris will be given pictorial instructions that break down tasks into
manageable steps, a timer to inform him how long he will be spending on the task as well as a placemat with his name and photograph
printed on it. A multi-sensory approach will be adopted to address his difficulties in visual-spatial relationship.
Taking into consideration the Muslims in the class (Siti and Minah), children will be given choices on the animals to research
on and not be restricted to only pigs, wild boars or dogs. Also, as Taylor, Swift, Calvin and Harris come from lower-income families,
teacher can research on possible subsidies for the field trip to Singapore Zoo.

O (How will you organize your lesson for optimal effectiveness?)

Scaffold children’s learning over seven weeks of lesson plans, through facilitation of: (I) class discussions, (II) reading of books
on animals, (III) research findings on a specific type/classification of animal, (IV) entries to their individual scrapbooks. Lessons are
planned with a good balance of indoor and outdoor spaces, as some concepts can be better learned in an outdoor setting rather than in
an indoor setting. Additionally, there are individual, small and large group spaces that will cater to individual and group learning.

Weekly Schedule

Week One and Two

● Hook: Discussion on ‘Cecil the Lion’ Animal conservation (Educate children on that)
● Talk about local animals in Singapore.
● Types of animals - birds, amphibians, fish, mammals, reptiles

Week Three and Four

● Recap on the various types of animals

● Introduce animal habitats
○ Land, Sea, Grassland, Farms, Jungle and Forest
○ Surroundings (e.g. plants, trees, coral reefs, seaweed, hay, waste)
● Field Trip to Singapore Zoological Gardens
● Discuss about what children have observed at the zoo and how they can relate it to their learning thus far.

Week Five

● Recap on animal habitats

● Introduce animal classification (vertebrates and invertebrates)
○ Vertebrates: Warm-blooded and cold-blooded
○ Invertebrates: With jointed legs and without legs
 Week Six

● Recap on animal classification

● Introduce the terms ‘herbivore’, ‘carnivore’ and ‘omnivore’ to children
○ Children will conduct a research to find out the meanings of these terms.
● Compare the similarities and differences in animals that are herbivores, carnivores and omnivores (e.g. sharpness of teeth, size
of body etc.)

Week Seven

● Discuss the need to show care and respect towards animal

● Encourage children to identify possible factors that are causing harm towards animals
○ Air, water and land pollution
○ Physical Abuse
● Raising awareness towards showing care and respect for animals.
*This schedule can be modified when/where necessary
(E.g. Children may require more time towards topics that interest them thus teacher can be flexible in adjusting the schedule).

Lesson Plan 1
Theme: Animals

Age Group: 5 years old

Number of Children: 13

Student’s Lesson Products: An adaptation to the game “Duck, duck, goose” (Snake, snake, crocodile)

Skills: ● Matching
● Classifying
● Gross Motor
Thought-provoking questions for ● How can we classify the animals?
lesson: ● Why did you group the animals in this way?

Learning Objective: Children will be able to classify animals according to their types.

Supports for Comprehension and Performance

Sensory Support ● Auditory cues

● Movement activity

Graphic Support ● Pictorial instructions

Interactive Support ● Placemat

● Choices to work in pairs (when leading ‘duck, duck, goose’)
● Teacher as facilitator
● Use of English Language (common language used by children)

Procedures

Tune-in Activity:
● Gather children around the outdoor field
● Recap on the different types of animals - birds, amphibians, fish, mammals, reptiles

*There will be a placemat for Harris to attract his attention to sit down.

Pre-assessment:
● Ask children: “What are the different types of animals?”

Main Activity:
● Get children to pick an animal-type card from the bag (e.g. reptile).
● Encourage children to suggest animals that belong to the animal type.
● Ask children: “What animals are reptiles?”
 ● Demonstrate how to play the game “duck,duck,goose”, and substitute “duck” & “goose” with the animals children suggested.
(For example: ‘snake, snake, crocodile’)
● Invite a child to lead one round of the game.
● After a few rounds, encourage another child to pick another card from the bag.
● Challenge children to think about the animals they may misclassify
● Ask children:
○ “Why did you classify crocodiles under mammals?”
○ “Which category do crocodiles belong to?”
● Ensure that each child is given a chance to lead the game.

During-Lesson Assessment:
● Teacher is to identify if children are able to name the animals in each type

Closure:
● Recap the animal types once again.
● Ask children:
○ “Do crocodiles and lions belong to the same animal type?”
○ “Why/Why not?”
● Encourage children to reflect on their learning experiences in their scrapbook.
End of Lesson Assessment:
● Reflection in the scrapbook
Lesson Plan 2
Theme: Animals

Age Group: 5 years old

Number of Children: 13

Student’s Lesson Product: Animal Parade

Skills: ● Sorting
● Comparing
● Observing
● Communicating
● Gross motor

Thought-provoking questions for ● What are some animals that live on grasslands?
lesson: ● Why can’t all animals live in the same habitat?

Learning Objective: Children will be able to sort animals according to their habitats.

Supports for Comprehension and Performance

Sensory Support ● Auditory cues

● Movement activities

Graphic Support ● Pictorial instructions

Interactive Support ● Placemat

● Choices to work in pairs/ small groups
● Teacher as facilitator
● Use of English Language (common language used by children)

Procedures

Tune-in Activity:
● Recap with the children what are some of the habitats that animals live in.
● Show children the habitat designs they created during the previous lesson.
● Show children a video on the various animal movements and get them to move along
○ https://www.youtube.com/watch?v=26guG6wr5so

*There will be a placemat for Harris to attract his attention to sit down.
Pre-assessment:
● Get children to suggest some movements by animals
● Ask children: “How does a horse move?”

Main Activity:
● Teacher is to paste the habitat designs (from previous lesson) around the classroom.
○ Label each habitat and place coloured felt on the floor to match the habitat (eg. blue felt for sea, green felt for grassland)
● Gather the children and get them to move as a class according to the animal they have chosen.
● Teacher will facilitate children’s movement and bring them to each habitat.
● Encourage children to identify which habitat they belong to.
● Ask children: What are some animals that live on grasslands/ farms?
● Once children have all gone into their habitats, discuss if they have correctly placed themselves into the various habitats
(the teacher can make use of this opportunity to correct misconceptions)
○ Ask children: “Do horses only live on grasslands?”
● Teacher is to summarise the correct placements of animals in their habitats.

During-Lesson Assessment:
● Teacher will be able to identify if children are able to place themselves in the right habitat.

Closure:
● Recap the various habitats with children again.
● Get each child to verbalise an animal to its habitat
● Ask children:
○ “What did you like about the activity?”
○ “What have you learnt?”
● Encourage children to reflect on their learning experiences in their scrapbook.

End of Lesson Assessment:

● Reflection in the scrapbook
Lesson Plan 3
Children have prior knowledge of what are vertebrates and invertebrates
Theme: Animals

Age Group: 5 years old

Number of Children: 13

Student’s Lesson Product: An activity chart with cutouts that are classified under vertebrates and invertebrates

Skills: ● Classifying
● Comparing
 ● Observing
● Communicating

Thought-provoking question for ● What are some vertebrates and invertebrates?

lesson: ● How are vertebrates and invertebrates different from one another?

Learning Objective: Children will be able to classify animal cutouts according to vertebrates and invertebrates.

Supports for Comprehension and Performance

Sensory Support ● Animal cutouts (Labelled images)

● Photographs of animals
● Auditory cues

Graphic Support ● Pictorial instructions

Interactive Support ● Laptop

● Visual timer
● Placemat
● Teacher as facilitator
● Use of English Language (common language used by children)

Procedures

Tune-in Activity:
● Teacher will gather children at the circle time area
● Recap the terms “Vertebrates” and “Invertebrates”
● Ask children: “What is the difference between vertebrates and invertebrates?”

*There will be a placemat for Harris to attract his attention to sit down.

Pre-assessments:
● Show children pictures of animals that are vertebrates and invertebrates.
 ● Get children to identify whether that specific animal is a vertebrate or invertebrate while holding up picture cards.
● Ask children: “Is the lion a vertebrate?”

Main Activity:
● Explain to children that there are animal cutouts hidden in the classroom which they have to find for the classification activity.
● Introduce the chart to children where they have to classify the cutouts according to vertebrates and invertebrates by pasting
them in the right column.
● Allow children to go around the classroom and look for the cutouts.
● Gather children once they are done and get them to classify the cutouts by pasting them on to the chart which you will be
holding.
● Identify the cutouts that children had classified under “vertebrates” and “invertebrates”.
● Ask children:
○ “Why is the starfish an invertebrate?”
○ “How do vertebrates move?”

*Harris (child with ADHD) will be provided with a visual timer for him to see how much time he has left for the task.

During-Lesson Assessment:
● Activity chart completed with cutouts pasted

Closure:
● Mix up the cutouts pasted on the board.
● Get children to classify the cutouts.
● Recap with children what are vertebrates and invertebrates
● Ask children: “Do invertebrates have backbones?”
● Encourage children to reflect on their learning experiences in their scrapbook.

End of Lesson Assessment:

● Reflection in the scrapbook
Lesson Plan 4
Theme: Animals

Age Group: 5 years old

Number of Children: 13

Student’s Lesson Product: A scrapbook entry with children’s findings recorded in it

Skills: ● Recording
● Communicating
● Writing
● Drawing
● Pasting
● Cutting
● Cooperation
Thought-provoking questions for ● What is a herbivore/carnivore?
lesson: ● How can we find information about herbivores and carnivores?

Learning Objective: Children will be able to identify what is a herbivore and carnivore.

Supports for Comprehension and Performance

Sensory Support ● Pictures and photographs

● Newspapers and magazines
● Videos
● Toy animals
● Art materials (e.g. colour pencils, paint, brushes etc.)
● Auditory cues

Graphic Support ● Books and encyclopedias

Interactive Support ● Games - computer softwares

● iPads
● Visual timer
● Placemat
● Choices to work in groups
● Teacher as facilitator
● Use of English Language (common language used by children)

Procedures

Tune-in Activity:
● Introduce the terms ‘herbivore’ and ‘carnivore’ to children.
● Inform children that they will be finding out the meaning of these two terms.

*There will be a placemat for Harris to attract his attention to sit down.

Pre-assessment:
 ● Encourage children to predict the meaning of ‘herbivore’ and ‘carnivore’
○ Ask children: “Can you guess what is a herbivore/carnivore?”

Main Activity:
● Children will choose if they want to work on researching on herbivores or carnivores.
● Provide children with a variety of materials on herbivores and carnivores to conduct their research
○ Storybooks, non-fiction books, encyclopedia, children science magazines, pictures, videos, games on computers and
iPads etc.
○ Children can choose to do research individually or in small groups.
○ Individual entries in scrapbook.
● Ask children questions to extend their learning and research
○ e.g. “What are some differences between herbivores and carnivores?”
● Children are to record their findings in a scrapbook, in any way they want to (e.g. drawing, copying information, colouring,
pasting pictures etc.)
● Encourage children to present their findings to the class.
● Teacher is to summarise children’s findings.

*Harris (child with ADHD) will be provided with a visual timer for him to see how much time he has left for the task.

During-Lesson Assessment:
● Entry in scrapbook

Closure:
● Encourage children to write a reflection in their scrapbook.
● Ask children:
○ “What is a herbivore/carnivore?”
○ “What did you learnt?”
○ “Which part of the lesson did you like the most?”
● Encourage children to reflect on their learning experiences in their scrapbook.

End of Lesson Assessment:

● Reflection in the scrapbook
Lesson Plan 5
Theme: Animals

Age Group: 5 years old, Kindergarten 1

Number of Children: 13

Student’s Lesson Product: A poster on air, water and/or land pollution

Skills: ● Drawing
● Painting
● Colouring
● Pasting
● Designing
● Fine-motor
● Communicating
● Recording

Thought-provoking questions for ● Who is responsible for taking care of the animals in the world?
lesson:
 ● What can we do to stop pollution?
● Where can I find information to create the poster?

Learning Objective(s): Children will be able to create a poster on what people can do to stop water, air or land
pollution.

Supports for Comprehension and Performance

Sensory Support ● Audio clips & books

● Magazines
● Videos
● Photographs
● Auditory cues

Graphic Support ● Books

● Pictorial instructions

Interactive Support ● Laptops

● Computer software - SmartBoards
● iPads
● Visual timer
● Placemat
● Choices to work in pairs/ groups
● Teacher as facilitator
● Use of English Language (common language used by children)

Procedures

Tune-in Activity
● Recap on water, land and air pollution.
● Show and discuss pictures on each type of pollution, and have children identify what is wrong in each of the pictures displayed.
● Inform children that they will be creating their own poster to stop pollution (choose either water, land or air pollution).
*There will be a placemat for Harris to attract his attention to sit down.

Pre-assessment
● Ask children:
○ “Who are the animals affected by this type of pollution?”
○ “What happens to the animals when the water is dirty?”

Main Activity
● Provide children with various resources to research on what they can do to stop pollution (choose between water, air or land
pollution)
○ Children can decide whether to conduct research individually or in groups
○ Resources include: iPad, Smartboard, story-books, non-fiction books, encyclopedia, children science magazines,
pictures, videos etc.
● Ask questions:
○ “What can you do to show care for the environment?”
○ “Share some information you gathered from your research.”
● Supply children with multiple art materials for them to create a poster to stop pollution (choose between water, air or land
pollution)
○ Paint, pencils, crayons, paper, scissors, glue, felt

*Harris (child with ADHD) will be provided with a visual timer for him to see how much time he has left to do the task. He will also
be provided with a choice to do his work while sitting down or standing up.

During-Lesson Assessment:
● Poster created

Closure
● Children will present their posters to their teacher and peers in class.
● Ask children: “Who is responsible for taking care of animals?”
● Encourage children to reflect on their learning experiences in their scrapbook.

End of Lesson Assessment:

● Reflection in the scrapbook
References

Gay, G. (2010). Culturally responsive teaching: Theory, research and practice. (2nd ed.). New York, NY: Teachers College Press.

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Tools for practice: The universal design for learning guidelines. In T. E. Hall, A. Meyer

& D. H. Rose (Eds.), Universal design for learning in the classroom: Practical applications (pp. 9-24). New York, NY: The Guilford

Press.

Ministry of Education. (2014, March 17). 21st century competencies. Retrieved from http://www.moe.gov.sg/education/21cc/.

Ministry of Education (2012). A Framework for a Kindergarten Curriculum of Singapore retrieved August 04, 2015 from MOE:

http://www.moe.gov.sg/education/preschool/files/kindergarten-curriculum-framework.pdf

Roberts, J. (2008). Strategies for differentiating instruction: Best practices for the classroom. (2nd ed.). Waco, TX: Prufrock Press.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. (2nd ed.). Alexandria, VA: ASCD.

Watts, A. (2013). Outdoor learning through the seasons: An essential guide for the early years. New York, NY: Saxon Graphics Ltd.

Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: ASCD.
Annex A
Know
● Penguins live in cold places while
lions and tigers live in the hot places
● Zebras eat vegetables only
● Zoo animals are taken care by
zookeepers.
● Lions roar
● Zoo animals have different
movements.
● Zoo animals cannot be kept as pets.
● Zebra has stripes
● Polar bear has fur
● Cows do not live in the zoo
KWL Chart
Want to Know What we have Learnt
● Do penguins drink water? *Children to fill in this column upon
● Do different types of monkeys eat different completion of curriculum.
food?
● What are the differences between the lions
in the wild and those in the zoo?
● Who treats the zoo animals when they are
sick?
● What are some endangered animals in our
zoo?
● Where do the zoo animals come from?
● How are mammals different from reptiles?
● Why do zoo animals have different outer
coat?
● What sounds do zoo animals make?
● How long do lions live?
● How long do the animals sleep?
● Why do some zoo animals kept in the cage
 while others live in open area?
● How many animals can be found in the
zoo?
Annex B1
Animals Chart
Annex B2
Classifying animals based on where they live
Annex B3
Animals Matching Wheel
Annex B4
Matching animal body parts
Annex B5
Matching animals to corresponding numbers
Annex B6
Animal word list