Grade Level: kg 2

Subject: English
Learning Outcome:
Students will be able to identify the color orange and brown.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
 A projector to show the PowerPoint  The PowerPoint slides are working
 A computer  The colors song is ready
 Board markers  The activity worksheets are enough for each
 Whiteboard group.
 Worksheets  Make sure every group has one colored pencils
 Colored pencils box.
 Pencils  The rewards are ready.
 The projector and the computer are working
 A box with different colors objects.
Key vocabulary
 brown
 orange
Opening (warmer activity + teacher introduction/demonstration of small group activities)
Whole Group

 Start with the basic steps before each class (greeting, what day is today? what month are we
in?)
 Explain to the class what you are going to do today (learn new two colors) and remind them
how should they behave and show them what they can get in if they did.
 Guided Experience
 Play the PowerPoint slides, and introduce the colors (brown, orange), the PowerPoint will
contain different shapes and colors, some pictures of brown and orange objects and the word
brown and orange, while you are showing them the PowerPoint, ask them related questions
(e.g. who can tell me where is the brown triangle?)

 after you play the PowerPoint ask the students to name brown and orange things they notice in
the classroom.

 bring a box that have different items with different colors in it, ask your student to pick the
Small Group

orange and brown objects once, and once to pick the objects that are not orange or brown.
 Ask them to say what is the object and explain to them when to use an and a, (this is a brown
bear) (this is an orange tiger).
Time:

Independent Experience
 Low – level group:
Students will glue the orange and brown paper pieces in the orange and bear white and
black drawings, then they will trace the words: brown and orange.
 Middle- level students:
Students will color the things that are brown and orange, then they will copy the word
brown and orange.

 High-level students:
Students will draw one orange thing and one brown thing and they will complete a sentence
about it.
Whole Group

Closing
 Play the colors song.

Assessment
 Show pictures of different items with different colors in a PowerPoint slide and ask the student to
point at what you’re going to say.
 Grade Level: kg 2
Subject: science
Learning Outcome: Students will be able to recognize the names of zoo animals and identify some of their
characteristics.
Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
 A projector to show the story  Dear zoo by rod Campbell audio –video story
 A computer to play the audio-video story  The activity worksheets are enough for each
 Whiteboard group.
 Worksheets  Make sure every group has one colored pencils
 Colored pencils box.
 pencils  The projector and the computer are working
 pictures cards of the story animals  The animals’ masks are prepared And The animal
pictures card too
Key vocabulary
Zoo
Elephant
Giraffe
Camel
Frog
Snake
Puppy
Lion
Monkey
Opening (warmer activity + teacher introduction/demonstration of small group activities)
Whole Group

 Start with the basic steps before each class (greeting, what day is today? what month are we
in? who is absent today?)
 Explain to the class what you are going to do today (dear zoo) story
Ask them questions about the zoo and animals (have you been to the zoo before? what did you
see? What animal you liked the most?)
 Guided Experience
Small group
 Play the story and during the story, pause on the parts where the next box will show up
Ask them to guess what come next (what animal do you think the zoo will send this time?
This is a tall box, what tall animal do you know will fit here?)

 After finishing the story ask them questions like (did you like the story? How many animals
did you see? what was your favorite? Why?)
whole Group

Guided Experience:
Choose 8 boys to come and wear the 8 animal’s masks, each boy will wear a different animal that
been mentioned in the story, let them line up and ask the other students to organize the animals
based on what came first, and while doing that talk about the animal and ask questions (e.g. what
animal is this, what does he eat? how many legs does it have? it’s too heavy can I keep him or
send him back to the zoo? What do you think?)
Plan B:
In case things didn’t go well for any reason, instead of the masks, bring pictures of the animals in
the story and show it to the kids, let them order the animals based on appearance and ask the same
questions, the only difference is that you’re going to use pictures in the white board.
 Independent Experience
Before you send the students to their groups, give them instructions about what should they do,
they will have to draw their favorite animal and color it,
For high level students:
Time:20 Time: 15

Write 2 sentences using words they already know (I can see a lion, look it’s a lion)
For mid- level students:
Write one sentence using words they already know (I can see a lion or look it’s a lion)
For low level students:
Write one word to describe the animal (yellow/ big)
Whole Group

Closing
Each student will show their drawing to the rest of the class and will talk the animal he chose and
describe it.

Assessment
Ask the student related questions during his talk about his favorite animal, (why you chose this animal?
Where does it live? etc.)
Grade Level: kg 2
Subject: Math  
Strand:
Learning Outcome (ADEC code and words):
Copy simple repeating pattern

Resources (what materials/equipment will you
and the students use? Be specific)
projector to show the drawn pattern
Whiteboard
Colorful whiteboard pens
Preparation (what do you need to make or check
before class?)
Prepare the Legos for each group
Make sure that the data show projector is working
Make sure that there’s enough Legos for everyone

Key vocabulary
Pattern
Time:____ min Whole

Opening (warmer activity + teacher introduction/demonstration of small group activities)

The teacher will Bring colorful big shapes, tringle, square, and she will represent them in front of
the students and will explain how to make a pattern and during this students will say the shape
and it color out loud while the teacher makes the pattern , shell make a mistake on propos so the
students figure out what have she done wrong ,the teacher will ask questions like : is that right ?
who can help me ? what should I do ?
 Guided Experience and/or Independent Experience
Time: ____ min Whole

(group working with the teacher and/or students working independently)

every group will have a box of colorful Legos and they will try to make a pattern by their own ,
teacher will walk around and correct for these who’ve done it wrong and encourage them do it
again and for those who’ve done it right she’ll give them stickers and let them try another pattern
using different colors or shapes perhaps .
Time:____ min Whole

Closing
Every child will show other children the pattern he made and he will say what colors he used.

Assessment
On the white board, there will be a drawn pattern with colored shapes and the last shape will be missing,
the student should draw the last shape and color it based on the sequence of the pattern by his own.

Grade Level: kg 2
Subject: science
Strand: five senses
Learning Outcome (ADEC code and words): Describe the five senses and their corresponding body parts
Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Prepare each group with its supplies
White board and a big graph “for the warmer activity Group 1: that the purple cubes are ready and three cups are
“
On the group’s table” vinegar , water, soda”
Computer for class dojo
Group 2: the mysterious boxes are ready
Board ben so students can write in the assessment
Group 3: make sure that the doughs are ready and nothing
paper after they finish the experiment.
missing
Group 4: make sure that each box is ready and that the
objects are inside the boxes.
Group 5: prepare the juices cups and add “salt, lemon,
sugar” to them.
Make sure that each group’s table had the assessment paper
Key vocabulary
Smell – nose. Taste-mouth, Touch – hands, See – eyes.
Hear- ears
Time: 15 min Whole

Opening (warmer activity + teacher introduction/demonstration of small group activities)

The teacher made a big graph that divided to 5 parts and she will give each student a card that has one of
the five senses or things that belong to it “e.g. eye pic, the word see , a picture of sun “
So, each student should put his card with where he thinks it belong to and stick it on the graph.
Time: 15 min Small

Guided Experience (group working with the teacher)

Seeing
There will be 3 cups in front of the children, one has water only, one has water and vinegar and one has
water an soda, the group leader will take the purple ice coupe and he’ll put it inside one of the cups and
other students will do the same thing, they will notice how the colours are different, and they will explain
what they did and which sense they used
 Independent Experience (small group activity 1)

Hearing
the children have 4 boxes in each box there’s different objects and they must shake it and decide
what inside it by hearing

Independent Experience(small group activity 2)

Tasting
the children had 3 cups in front of them all cups have orange juice in it but the difference is the
flavours for example; salt, lemon, sugar, the child should taste and decide whether it is good or
bad.
Independent Experience(small group activity 3)
Smelling

For the smelling sense, there was 4 doughs mixed with different smells e.g. perfume, and
children must smell and say if it’s good or not.
Independent Experience(small group activity 4)
Touching

There will be 4 boxes with a whole in the top, every box has different object e.g. fluffy bear ,
clay. Child should touch the object and describe how it’s feel like.
Whole

Closing

Each group will stand up and will explain what they did and what result the come up with, and
what senses the used.
Time: 15
min

Assessment

each group will have assessment paper and they will fill it after making the experiment.