Sultan Qaboos University College Of Education Early Childhood Education (ECED2060)

Done by:

Noof Omran AL-Maamri AsmaGafil AL-Gharabi Fatma Nasser AL-Sheuili. Samiya Ali AL-Durei.

Submitted to: Dr.AzzaHabib

Cognitive Domain
Domain title Type of activity Goals Objective Cognitive (Science) Parts of tree.(living thing) Individual activity The child will recognize that a whole tree is divided into special parts. - The child will recognize that the farmer is the one who take care of the trees. -the child will recognize the name of the tree. - The child will recognize that the parts of the tree start form down to up. - The child will know that the tree consist of different parts. - The child will recognize the name of each part of the tree. - The child will be able to put each part in its correct place. A tree is a plant. It has root, leaves, branches, stem and fruit. A tree is living thing because it need to water, it move and it grows.

Content

Materials

Note: the child will do the activity on the mat. - Picture of the farmer. - Picture of a completed tree as a model. - Plastic parts of tree (root, leaves, branches, stem and fruit). - Mat.

Procedures

Simplification

Extension

Assessment and Evaluation

- Let the child know the name of the activity. - Ask the child from which area we can find this activity? - Then Ask the child about the picture of the tree. - The teacher can show the child the picture of the tree and tell him that the root is the first part of the tree. - The teacher will do the first step by taking the root and put it at end of the mat. -The teacher will let the child complete the activity by his own. Teacher goes with children to plants farm to see children the tree and see the he part of tree. Teacher should focus part by part to simply the information to children. Let the children grow the tree and observe it to know all part of tree. - Remove the picture of the tree and let the child do the activity without the picture. - Hide one part of the tree and let the child guess what is missing. - Does the child use the words part and whole? - Does the put the parts correctly in the right order? - Observe the childs actions: Does the child start from down to up? Does she the child when part of something is missing?

Cognitive Domain

Domain title Type of activity goal objective

Cognitive(science) Bubbles have air and the air is from the nonliving thing. Individual activity To know that bubbles have air and air is living thing construct a bubble making machine by manipulating materials and air to produce bubbles 1-Collect materials. 2-Cut straws into small sections. 3-Mix bubble solution Bubble solution of eight tablespoons liquid detergent and one quart waters, straws, four-ounce plastic cups.

Content

Materials

Procedures

--Initiating activity: Demonstrate an assembled bubble machine .Have children observe the machine and tell what they think is happening. -Help children assemble bubble machines. Insert straw into the side of the cup .Pour the bubble mixture to just below the hole in the side of the cup. Give children five minutes to explore blowing bubbles with the bubble machine .the ask children to see how many bubbles they can blow. -Ask: what do your bubbles look like? Describe

your bubbles. Add food coloring for more colorful bubbles. What happens to your bubbles? Do they burst? How can you make them last longer? / What do you think is in the bubble? Can you think of something else that you blow air into to make larger? Simplification Extension Provide the all materials that children need it to make bubble. -Have students tell a story about the bubble machine as you record it on chart paper. -Encourage children to make bubble books with drawing that depict their bubbles, bubble machines, and the exciting time they had blowing bubbles. Encourage the children to write or pretend to write about their pictures. -make a bubbles bulletin board. Draw a cluster of bubbles and have students add descriptive words about bubbles. -challenge student to invent other bubble machines 1-Were the children able to blow bubbles? 2-Did they experiment with blowing differing amounts of air? 3-Did the children say thing like, look what happens when I blow real hard?

Assessment and Evaluation

Social Domain
Domain title Goals Social ( careers ) a play about police men Children will know that police is a career and they can work in it when they become adult. Also children will know the names of the parts of the police man uniform. Moreover the children will develop plans to catch the thief. Give the children the police men uniform and ask them to be them. Also tell the children about their role in the play. Ask them to think with you about ideas and plans to catch the thief. the child will: -were the uniform.( asked about each part and why it is not living ) -know each part of the uniform. -think of plans to catch the thief. Discuss that police man help to protect living things (people ,animals and plants ) -know what his role in the play. -Know when he\she should start acting. A police is a career. We could work with the police when we will be adult. Police man has a uniform. It include " hat, shit, pens, belt and gun " Police men should develop different plans to catch the thief.

Objective

Content

Materials

- Police men uniform for the children includes all the parts of the uniform "hat, shit, pens, belt and plastic gun ". Tables and chairs to be like an office for the police men.

Procedures

Extension

Simplification

Objective 1: the children will were the uniform and they will know their role in the play. Objective 2: the children will learn the names of the part of the police man uniform. Children must were the uniform and point at each part of the uniform and say its name, for example, this is the hat. Objective 3: the children will think with the teacher of the plans that can help them to catch the thief. *children will recognize that police men work with people not with object. For older children the teacher can ask them to think about more idea to catch the thief, also she can add more sentences for them in the text. And she must ask them to use full sentence when they want to tell the name of the part of the uniform, for example, this is a hat. They were it on their head. For young children the teacher should tell the children the text many times, also she should give each one of them simple and less sentences. Also the teacher should give the children the plans to catch the thief, because young children need help in thinking. Moreover the teacher should teach the children the names of the uniform and she should focus on 2 or 3 part for example, hat, shirt, pens.

Assessment and Evaluation

-Child participation : Give the children more chance to express their ideas and ask them to listen to each other. What children learned : -first the children will say simple sentence when they tell the name of the uniform part, for example, this is a hat. Then the teacher can make the sentence more complex by asking them to add this sentence: this is a hat. We were it on the head. -children understand the text and act very well. -children develop higher thinking process because they think of plans to catch the thief. -Children will learn how to work with other children in the play. Teaching Effectiveness : - The materials (uniform, tables, chairs) meet the needs of the children. -The activity planned in good way, but we can change the text to be more complex in the next time. Also if we need to use the text with smaller children we can make it simple. -to teach the children the part of the uniform is very important. So in the next time we should make sure that all the children know them and they should use more complex sentence to define them. * I learn from this activity if you want to teach the children the name of uniform of a famous career you should bring the uniform for them and make them act as police men to make them understand this career very well. So I understand that making the children act is very useful way of learning.

Social Domain
Domain title Goals social Careers (a play about joiner). Living &non-living thing Children will know the career (joiner). Also they will learn the different materials that the joiner may use for example, hammer, nail and wood. Also children will know that joiner can do many beautiful thing throw his job for example, (door ) Give the children the material that they need to do the joiner role for example, hammer, nail and wood. The child will: -put all the materials he need in front of him. -sit down on the floor. - say the name of the material before he use. -Joiner is a career. We can work as a joiner when we become adult. Joiner work with an living materials(hammer, nail and wood) - This is the hammer. And focused if it is non livingbecause ,do not move, dont breath . - This is the nail. - This is the wood. -Objects (wood, plastic nail and plastic hammer)

Objective

Content

Materials

Procedures

Objective 1: the child will put the entire object in front of him\her. Objective2: the child will point at the object and name it. Children should know that hammer, nail and wood are nonliving.

Simplification

Extension

Assessment and Evaluation

For young children we can give the children simple sentences in their role. Also when we ask them to point at the object it is enough to tell the name for example, hammer. For older children we can add more complex sentence in the text. Also ask them to add more sentences when they are naming the objects for example, this is a hammer. Hammer is a tool used to hammering the nail. Child participation : Give child more chances to ask questions about (joiner) and about the objects such as (hammer, nail and wood). What children learned : -In first time children did not know the job (joiner) so the teacher should explain its meaning for children and in the next time children must know its meaning. -Children should link the real object with its name. -Children will learn how to work with other children in the play. Teaching Effectiveness : - The materials meet the needs of the children. -The activity planned in good way, but we can change some sentences on the text to fit the different level of children. - This play helps the teacher to teach the children how it is important to work to gather. - If I will use this activity again, I will put all the objects on a box and I will ask children to give me for example a hammer, so the child should walk to the box and chose the hammer and bring it to me. - I learn from this activity that children learn more by the play because they use the object and they interact with them and with other materials.

Aesthetic Domain
Domain title Goals Art Wooden Spoon People Children will make a people from these wooden spoons. They will make a story by these people for example, today the father ask his son to go to the school but the sun refuse.., so the children will create different stories every day and that will develop their thinking. Give the children all the materials that they need (Wooden kitchen spoon, Glue, Yarn, Buttons, and Markers). -The child will: - Use a wooden kitchen spoon to make a spoon person. - The child will glue yarn onto the top of the spoon to make hair and buttons to make eyes. - Draw a mouth and nose with markers. - Make several of these for a spoon family, and the child will to tell a story with these little people. This is the Wooden kitchen spoon. This is the Glue. This is the Yarn. This is the Buttons. This is the Markers. The children will develop their own stories. -Wooden kitchen spoon. -Glue. -Yarn. -Buttons. -Markers. Procedures Objective 1: the child will put the materials in front of them. Objective2: the child will take each material and will say its name for example, this is the glue. Objective 3: the child should develop different stories

Objective

Content

Materials

Simplification

Extension

Assessment and Evaluation

every day when he wants to play with the Wooden Spoon People. -For young children, it is enough for them to name the materials by saying its name for example, when the teacher asks them: what is this? They say: glue. - Also the teacher can focus on 2 or 3 materials for example, glue, markers and wooden kitchen spoon. -the teacher can help the children with the stories by telling them some key words or by asking them questions. - For older children: the teacher can ask the children to give her full sentence when they naming the materials for example, this is the kitchen wooden spoon. We use it to mix the food in the kitchen. -the teacher can ask the children questions about their stories to enhance their thinking. -Child participation : Give child more chances to ask questions about the materials and how to make the kitchen wooden spoon. What children learned : -In the first time children did not understand how to make wooden spoon people, so in the next time the teacher should explain more for the children and she should do it first. -the teacher should say the full sentence when she names the material, so the children in the next time can say it correctly. Teaching Effectiveness : -The materials meet the needs of the children. - The activity planned in good way, but if the children have difficulties in making the wooden spoon people, the teacher can change the materials and bring an empty water bottle and ask the children to draw a hair, eyes, nose, mouth, clothes . - if I will do this activity again I will ask the children to make more than 2 wooden people and I will ask them to make a play with them in the dramatic play to develop their ability in making stories. - I learn from this activity that we can children think and create by asking them to do such activities. Because in this activity children will learn the name of the materials, how to make toys, and how to create their own stories.

Aesthetic Domain
Domain title Goals Art Nature Colors (living thing) Children will correlate between the nature items and the crayons that they have. They will learn the names of colors. - Walk with the children, and bring home a variety of plants and flowers, such as grass, leaves, dandelions, and so on. - The child will : - collect the nature items from the garden and he will bring it back to the outdoor. - Name the color before he\she uses it. - Correlated between the nature items and the crayons that they have. -This is a read flower, so the child will draw a read flower as what he sees. -These are green grass, so the child will draw a green grass as what he sees. These are green leaves, so the child will draw a green leaves as what he see. -This is read. -This is yellow. -This is green.

Objective

Content

Materials -Garden that have nature items such as, plants, flowers, grass, leaves, dandelions, and so on. -crayons and paper for children.

Procedures

Simplification

Extension

Assessment and Evaluation

Objective 1: the child will put the nature items in front of him and he will chose any color of them. Then he will use the crayon to paint. Objective2: the child will take the nature item for example, flower. Then he will say the flower is pink. Objective 3: the child will correlate between the real color and the color of the crayon. For young children, teacher should say the name of the nature item and say its color for the children. -it is ok for young children to say the name of the color without sentence for example, if the teacher ask him" what is this color?" the child will say" red". So no need to make the child say the whole sentence" the flower is red". -For older children: teacher can ask the children to collect more nature items and make sure that they chose different colors. -Ask the children to say the name of the nature items and its color for example, this is a flower. It is red. Child participation : Give child more chances to ask questions about the nature items and its colors. What children learned : -In first time Children may have difficulties in saying the names of the nature items, so next time the teacher should focus more on the names and she should make sure that each child take different types of nature items. - Children understand that they should look at the

nature items color and use the same color to draw their own paint. -children have some problems with color, they mix between them for example, they say purple for the blue. Teaching Effectiveness : -The materials meet the needs of the children. - The activity planned in good way, but we need to focus more on the color and how the child correlated between the nature items and the crayons that they have. - If I will use this activity again, I will focus more on the names of nature items and I will ask the children to use the crayon without looking at the nature items, to make sure that they know each color. - I learn from this activity that if you want the children to understand the concept of color or anything "art will help". The children love to do such activities that allow them to use the nature items.

Language Domain
Domain title Goals Language Animals are living Children will correlate between the picture of animals and the first letter of its name. Child learns the sounds of consonant letters and learns that animals are living things. Give the child objects of animals and cards of letters, and ask him\her to do the activity in the carpet. The child will : 1. Put the animals in line. 2. Point to animals, name it and say why it is living? . 3. correlated the names of animals and the card of letter (first put the card of letter near the object.) (For English in left side). 4. Say the sounds of letters and the names of animals. This are animals, animals are living (animals eat ,breath, move This is a cat, this is a fish, and this is a horse ..Etc. -C is for cat .cat is eating fish, so it is living. -F is for fish .fish is moving ,so it is living -H is for horse .horse is breathing, so it is living. -M is for mouse. -P is for pig. -S is for sheep. -D is for donkey. -C is for cow. Objects "toys" of animals. Cards of letters.

Objective

Content

Materials

Procedures

Simplification

Extension

Objective 1: the child will put the animals in line. Child must organize the toys in line and use carpet for this activity. Teacher can remember child to use carpet if he forget. Objective2: the child will point to animals and name it. Child know that animals are living so animals can eat ,breath, and move Child must point by his finger to each object and name it from top to down in the line. If the child does not know the name of animal, teacher can give child three options. Objective 3: the child will correlated the names of animals and the card of letter (put the card of first letter near the object.) (For English in left side). After names the animal's child must know the first letter for each name, so he can correlate the card of first letter to object. Teacher must observe that child put card in right direction [left for English]. Also teacher can help child if he does not know the letter by saying the name of animal slowly. Objective 4: the child will say the sounds of letters and the names of animals. The child must recognize the different of letter's sound in different words ,so he can pronunciation the letter [ learn the of sound C in cat is different than C in cow] .Teacher can help child if he does not know the sound of letter by asking child to say the name of animal or teacher saying the name of animal slowly . - For young children, teacher saying the name of animal slowly if the child does not know the sound of letter. -And Focus on only familiar animals for child. - Also Focus on the sound of letters only, do not focus in names of animals. -For older children: Add cards of animal's names to the activity, so child learns the print names. -Add more questions about each animals for example : Eating: What is the cat eating? etc. Color : what is the color of cow?...etc.

Assessment and Evaluation

Child participation : Give child more chances to ask questions about animals What children learned : - In first time Children did not know what the meaning of different sound of letter, so next time teacher must explain with more details and examples, for children in the beginning. -Children understand and respond to directions and fellows class direction. -In the communicate needs to adults, child use simple sentences that are grammatically age-appropriate. -Child did not know differentiation between the voiced "B" and the voiceless "P", that is difficult for native speakers of Arabic. -Child did not ask questions orally, may use gestures and facial expressions to request permission etc. -Attributes phonetic sound of some letter symbols with appropriate word associations. -Recognize the print letters of the alphabet. Teaching Effectiveness : -The materials meet the needs of the children. - The activity planned in good way ,but we can change the sequence of the activity , first we focus in only familiars animals ( sound of easy letters) that make activity more age appropriate .Also , when we use scaffolding to help child give him the first sound of names ,then give him three options ,that help child to be thinker ,and try to remember by focusing in sound of letters. And we can provide print names of animals, to help child to recognize prints names. - This changes, help child to identify sounds of letters in words, when hearing it, also recognize letters when seeing it. Child can try to ask questions that begin with "what" and "what do" may with ungrammatical structures. -If I will use this activity again , I will repeat something E.X: Child must point by his finger to each object and name it from top to down in the line m because use concrete objects and asking child to point that help child to pay attention to the activity. Focusing that child put the cards in correct direction [ English in left side, Arabic in right],

because that help child to learn the different of direction in languages. -I learn from this activity if you want child to identify the correct sound, as a teacher I must attributes phonetic sounds correctly and clearly .Also the importance of using materials in teaching children.

Language Domain
Domain title Goals Language Vowels with living and nonliving. Children will correlate between the picture of objects and the vowels letters .child learns the sound of vowels letters. Give the child toys of objects, and long card of vowels, and then ask him\her to do the activity in the table. The child will : 1. Put each toy near the correct vowels (first sound of object (For English in left side). 2. Point first to vowels and articulates it. 3. Point second to toy and say the name. 4. Understanding the different between living and nonliving. -This are vowels , and this are toys which beginning with vowels -A, address (A is the first sound of apple), address is non-living. -E, elephant (e is the first sound of elephant) elephant is living. -I ,insect ( I is the first sound of insect ) insect is living -O ,octopus (o is the first sound of octopus ) octopus is living -U ,umbrella (u is the first sound of umbrella ) umbrella is non-living -Objects "toys". A - Long Cards of vowels .
E

Objective

Content

Materials

I U 1. Objective 1: put each toy near the correct vowel (first sound of object (for English in left side). Child must organize the toys inline nearvowels, child

Procedures

should know the first letter for each toys ,so he can correlated the toy with vowel . Teacher must observe that child put card in right direction [ left for English ]. Also teacher can remember child about the correct direction . Objective2 : point first to vowels and articulates it. Child must point by his finger to each vowel and say the correct phoneme . Saying first the vowel the object's name. If the child did not know the sound vowel, teacher asks him about the name of object first. Objective 3: point second to toy and say the name. Child must point by his finger to each object and name it slowly with correct sound of vowels. If the child does not know the name of object teacher give him first sound of name, then teacher can give child three options. Objective 4: understanding the different between living and non-living. Teacher ask child if object is living or non-living and why? She can help child by asking questions like: it is eating? It is breathing? -For young children teacher saying the name of object slowly if the child does not know the sound of vowels. -Focus on only in tow vowels each time. -Focus on only familiar object for child. -Focus on the sound of vowels only, do not focus in all names of objects, may two or three objects only. For older children :Add letter combinations : Ai airplane Ee eel Ie pie Oa oatmeal Ue- blue Child participation : Did the children understand, how doing the activity? What children learned : -Children understand and respond to directions and fellows class direction. -Child did know differentiation in phonemic of vowels that is difficult for native speakers of Arabic. -Attributes vowels and words correctly.

Simplification

Extension

Assessment and Evaluation

- Recognize the print letters of the alphabet. Teaching Effectiveness : -The materials meet the needs of the children. - we can change something , first we focus in only easy vowels that make activity more age appropriate .Also , if teacher want to help child give him three options ,that help child to be thinker .Moreover we can add more objects for each vowel. - This changes, help child to identify vowel in a lot of objects. Also recognize vowels when seeing it. -If I will use this activity again , I will repeat something E.X: Child must point by his finger to each object and name it because use concrete objects and asking child to point that help child to pay attention to the activity. -Asking child to repeat vowels three times. -I learn from this activity, as a teacher I must attributes phonetic vowels correctly and clearly.

AffectiveDomain

Domain title Goals

Objective Content

Materials

Affective I am living so I Have Feeling Give children aware of facial expressions. Help children to understand their emotions and managing it in appropriate way. Also recognizing emotions of others. -Child recognizes each feeling through facial expressions in the pictures. I am living so I have different felling, and others also have different felling .we can manage our felling. This person is happy. This person is sad. This person is scared. This person is surprised. This person is anger. This person is calm. Pictures for different emotions.

Procedures

Child recognizes each feeling through facial expressions in the pictures. Teacher ask child about feeling in the picture .also teacher ask child about how he can manage his feeling? e.g. If you felling anger, how you can manage this

Simplification

Extension

Assessment and Evaluation

feeling? , and how he can deal with others emotions? E.g. if your friend is sad what you are doing? teacher can help child if he does not know the feeling in the picture by first : acting the facial expressions , second : saying the first sound of word ,third: give child three options -Provide puppets for young children, to encourage them to discuss feeling. -For children how does not know the names of feeling teacher give child three options. -For young children focus only in familiar feeling like, happy, sad, anger. -For older children add card for print name of each feeling. -Asking children questions about the causes of feeling, e.g. why this boy is feeling sad? -Add complex emotions e.g. : Surprise, Disgust, Confusion , Excitement Child participation: Did the children understand, what is the meaning and aims of this activity? What children learned : -Children recognize each feeling through facial expressions in the pictures or by doing it. - Child knows that he has different felling depend in situation, but he can manage our felling in appropriate way. - Understanding others felling. Teaching Effectiveness: -The materials meet the needs of the children. - We can change something; first we focus in only familiar emotions for child and add print names of this emotion. Use dramatic play or video to show this emotions and causes. - This change, help child to identifies and understands each feeling, also this way help child to remember this concept more. -If I will use this activity again , I will repeat something E.X: -Show the feeling for child by doing facial expiration. -I learn from this activity, using visual materials help child to remember things.

AffectiveDomain
Domain title Goals Affective I am living I can do Helping child to evaluate their skill and competencies. Also help child to understanding the importance of helping others. Doing this activity in group .show for children pictures of different skills and ask them questions about this skills. The child will: 1. Understand the skill. 2. Taking about the skill and how he doing it. 3. Answers questions about skill. This is pictures of different skills. Because we are living and have energy to do many skills .to is independent I can . I can get dressed. I can set on the table to eat. I can brush my teeth. I can pick up toys. I can fold clothes. I can take a bath. Pictures for different skills.

Objective

Content

Materials

Procedures

Objective 1: understand the skill. Child knows the skill in the picture and can says the name of skill.

Simplification

Extension

Assessment and Evaluation

Objective2: taking about the skill and how he doing it? Child understand he has energy to do a lot of skills independently .then child can take about doing this skill at home, may he can act some skills. Objective 3: answers questions about skill. Teacher ask child different questions about the skills, this questions depend in the age of child, e.g. what is the feeling of your parents if you doing this skill? , what is the other skill you can do? For young children, Focus on only familiar and easy skills. -Teacher can act the skills to help understanding. -For older children: Add more complex skills. -Ask them to do some skill in classroom like, pick up the toys, clean the table etc. -Create a job chart for children each day. Child participation: Give child more chances to ask questions about skills and taking about their felling when doing this skill. What children learned: -Child evaluated their skill and competencies. - Children Understanding their personality. -Enhance children's growing sense of autonomy. -Understanding the impotence of helping others. Teaching Effectiveness: -The materials do not meet the needs of the children, for this activity we must use dramatic play. - The activity planned in good way, but we can change the materials, we can use video to show the skills. .Also , when we use scaffolding to help child give him the first sound of skill's name ,then give him three options ,that help child to be thinker. -If I will use this activity again , I will repeat something E.X: Asking questions about the skills.

Physical Domain
Domain title Goals Objective Physical ride bicycle (using non-living object) For children to practice and learn that bicycle is nonliving object. 1-Teach the children the meaning of non-living objects 2-Teach children to ride and drive the bicycle to develop their motor skills 3-Let them to understand and analyze that bicycle nonliving object by recognize that bicycle cant eat, drink and breath. A place where children can drive and ride the bicycle easily. Caps and many bicycles for each child

Content Materials

Procedures

1-Let them to choose the bicycle and cap 2-Say for them those materials you use non-living and bicycle cant move without you move and use it. 3-Let them to practice and drive the bicycle. Model for them how to ride and drive the bicycle.

Simplification

Extension

Let them to use other non-living objects like ride scooter.

Assessment and Evaluation

Discuss with children and ask them what do you mean by non-living objects?

Domain title Goals Objective

Physical Trip to zoo for ride a horse (using living object) For children to practice and learn that horse living object. Teach the children the meaning of living objects Teach children to rid the horse to develop their motor skills Let them to understand and analyze that horse living object by recognize that horse can eat, drink and breath like human. A place in the zoo where children can ride the horse. Caps, safety clothes and horses for each small group of children with driver.

Content Materials

Procedures

Simplification

Let them to feed (water and grass) the horse. Say for them this animal is living object because can drink, eat and move. Let them to practice and ride the horse. Help them to ride the horse and simplification the concept of living objects by take the children to see other animals in a zoo. Let them to ride and feed the horse without help from adults. Discuss with children about living objects and ask them what do you mean by living objects? Ask them to Compares between non-living and living objects.

Extension

Assessment and Evaluation

Them:

Living, non- living For whom: children in preschool who have 3 to 6 years.

Unite focus:

In this unite, children learn about the characteristics that distinguish . living things from nonliving things. By examining variety of objects and organisms, children gather evidence and develop criteria to decide if something is living or nonliving. Recognize that living things grow, reproduce, and need food, air, and water

Field Trips for unit :

- Farm - Zoo - Police station

The purpose:

The unit will be introduced in beginning the first semester, so children learn a lot of concepts.

The unit can serve various areas such as social studies, language, math, dramatic and art area. Also it relates to children's environment and provides them the basic words and concepts that children can use it when they need.

Song helps in this unit

I Have Feeling I have feeling and you do to I'd like to share a few with you Sometimes I am happy and sometimes I sad Sometimes I am scared and sometimes I mad The most important feeling you see

My senses
I have two eyes to see with I have two feet to run I have two hands to feel with I have two ears to hear with And a tongue to say good-buy

Living and non living

Does it breathe air, or move Does it grow Does it need food and water if yes you know it is living things .

Does it breath air, or move, Does it grow, Does it need food and water if it is no, you know it is nonliving things.

References:
&Book:
-Ashlock, RB (1990). Parents can help children learn mathematics. Arithmetic Teacher, 38 (3), 42-46. Parents can help children learn mathematics. Teacher account, 38 (3) 0.42 to 46. -Gailey, SK (1993). Gailey, SK (1993). The mathematics - children'sliterature connection. Arithmetic Teacher, 40 (5), 258-261. Mathematics children's - Literature teacher contact calculation, 40 (5) 0.258 to 261. -Tregaskis, O. (1991). Tregaskis, O. (1991). Parents and mathematical games. Arithmetic Teacher, 38 (7), 14-16. Parents and sports.Arithmetic teacher, 38 (7), 14-16.

& website:
- http://psychology.about.com - http://www.first-school.ws(actvity - http://www.activityvillage.co.uk/ - http://dltk-teach.com/ - http://www.childactivityresource.com/