DAY : 5🔗

Topic: Invite the children to the topic of follow the teacher.

Vocabulary: Enact nursery, body movement, etc.

Material required: picture book, rhyme book.

Presentation: • Tell the children that today we are going to learn a new nursery rhyme and let's have fun doing some actions using fingers and body movement. • Ask the children to sing their favorite rhyme and ask them to follow your finger movement and body movement. • To help the children learn the rhyme, say a line and then encourage them to follow the rhymes. • Invite the children to dance creatively along with you. • Sing an action rhyme like 1-2 buckle my shoes, hickory dickory, put your right hand in etc and ask the children to do actions with their finger movement.

Assessment: • Why do we follow instructions? • What help you to do actions? • Do you like to do actions for rhymes? • Why do we do actions? • Which is your favorite action rhymes? • How do you do actions for hickory dickory dock rhyme?

Closing: Recollect the information and observe how well they understood the rhymes.

Evaluation: Evaluate their bodily kinesthetic skills, auditory skills, language skills of cognitive skills.

Extension: Have children sing rhymes of their favorite and do actions and have an action rhyme party.

Material required: Uncolored art sheets, different poster colors, paint pallets, paint brush. Procedure: children can dip the paint brush in the paint (different colors) and paint the picture given holding the brush firmly. Children are encouraged to paint inside the picture. Skills developed: Develops their fine motor skills, eye hand coordination.

Material required: Uncolored art sheet, various color crayons, poster colors (different), brush. Procedure: Ask the children to first color the picture with crayon and then paint on it with poster colors. Skills developed: Fine motor skills, cognitive skills of understanding cause and effect.

Activity: To clip the paper using paper clip or cloth pegs and to crush papers using whole hand grasp. Goals: To improve their whole hand muscles movement, fine motor, cognitive skills of understanding cause and effect. Vocabulary: Crushing, Paper clips, Pincer grasp, Pinning, Pressing, and Opening Material required: Papers, Paper clips or cloth clips Presentation: Keep papers, paper clips or cloth clips ready before starting an activity. Crush the paper using fingers and palm. Hold a piece of paper with one hand and pin the paper clip by opening it using thumb and index finger (pincer grasp). Assessment: • How does the paper look? • What is the shape of the paper? • How do the cloth clips or paper clips look like? • Can we crush cardboard? Evaluation: Pincer grasp, Eye hand coordination, Tripod grasp, Math skill Conclusion: These activities improve fine motor skills of whole hand grasp, tripod grasp, and eye hand coordination.

Goals: To improve their whole hand movement, fine motor, self help skills. Vocabulary: Pick, broom, dustpan, clean, appalam, dirty, messy. Materials required: Toy broom, dust pan, bits of paper, appalam. Presentation: Make all the materials ready for the activity and show the children how to crush the appalam using palm. Then show them how to sweep the crushed appalam using dustpan and the broom. Give each child an appalam and encourage them to crush the appalam using their palm, then tell them to sweep crushed appalam from the table using toy dustpan and toy broom Evaluation: Evaluate their self help skills and fine motor and whole hand movement and record the observation. Skills Developed: Gross motor; Fine motor, Sensorial, problem solving and language Variation: They can clean up toys from different cubbies and sort it into right cubbies. Go out door and clean the garden. Tell them to sort the paper and leaves and other items into different bins. Mop after cleaning the dust using wet cloth or mop, learn to squeeze the towel or the mop.

Goal: To improve their gross motor skills and their hip muscles.

Presentation: Encourage children to stand in a half seated position and move forward in that position.

Skills developed: develops gross motor skills and their hip muscles.

Goal: To develop their cognitive skills of learning colors and their gross motor skills, social skills.

Presentation: One child who volunteers to be catcher will be made to tie or close their eyes. And the catchers will be asked “color, color, what color do you choose”. The catcher will name a color. All others should find and touch that color.

Skills developed: Gross motor skills, Cognitive skills, Social skills.

Material required: Uncolored art sheet, paint of various colors.

Procedure: The children are asked to dip their fingers in the paint and do the finger painting on the given picture. They can do finger painting with various poster colors.

Skills developed: Fine motor skills, sensory skills.

Material required: Plain sheets, pencils or crayons or sketch pen, stencils (related to various themes or a block or shapes.

Procedure: Provide plain papers to the children and give them a stencil or a block or a shape and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil or block or shape, inside or outside.

Skills developed: Pre writing, fine motor skills, eye hand coordination.

Goals: To improve their Sensory awareness skills, Fine motor skills, olfactory skills

Vocabulary: Dough, flour, essence, wheat, knead.

Material required: Water, Flour (wheat/maida), plates, poster color, paint brush.

Introduction and Presentation: Get all the materials ready for the activity and give each child a plate and tell them to sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add little water and tell them mix it with their fingers to make a dough. After making dough tell them to make any type of model with dough. They can color the dough using the poster color.

Assessment: ● What is the texture of the dough? ● Does the texture change when you add water to the flour? ● How do you feel soft or rough? ● Is it gooey and sticky or stiff and hard? ● What is the color of the flour? ● What is the color of the dough?

Skills developed: Sensory awareness skills, tactile skills, olfactory skills, whole hand grasp.

Goals: To encourage children to improve their auditory skills, gross motor skills.

Presentation: We can make children follow the action sequence for the rhyme 'Come birdy birdy somebody touch me elbows up, knees bend, bottoms up, tongues out, say quack, quack turn around sit down'

Skills Developed It improves their auditory skills, gross motor skills, symbolic play

Goal: To develop their balance, gross motor skills.

Presentation: Children are asked to walk on the low wedge to improve their balance. For safety place mats all the four sides of the wedge and beam. They can be directed to walk on low balancing beam and high balancing beam. Observe how well they are able to balance on wedge, low balancing beam and high balancing beam.

Skills developed: Gross motor skills, Hip muscle stability. Balancing skills.

Extension: They try balancing with an object on the beam or wedge.

Material required: Uncolored art sheet, different color chalks dipped slightly in water with chalk holder.

Procedure: Children are asked to hold the chalk holder firmly and color inside the given picture with different colored chalk.

Skills developed: Tripod grasp, pre writing skills, eye hand coordination.

Goal: To develop their fine motor skills, pincer grasp, eye hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Material needed: Different shapes cuts outs of color paper or cloth bits or foam sheet, glue, uncolored art sheet, related to the theme.

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity. Give each child an uncolored art sheet, or outline of few shapes drawn on the plain sheet, cut out of shapes and describe the picture and present them the way to stick the shapes inside the given space. Apply glue on the picture wherever required. Ask them to pick one shape cut out using the thumb finger and pointer finger and to stick inside the picture wherever required.

Skills developed: Develops their fine motor, pincer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Activity: To do fishing with toy using magnetic rod.

Goals: To develop their fine motor skills, eye hand coordination, cause and effect relationships.

Vocabulary: Fishing, magnet, water, swimming, attraction, rod.

Material required: Toy fishes with magnets attached, magnetic, stalk, big bowl of water.

Introduction and Presentation: Make the children sit in a circle give each child turn to hold the magnetic fishing stalk and catch the magnetic fishes. They have to move the stalk according to the position of the toy fishes in water in order to catch the fishes. We can make the children understand how fish swims in water. Children can actually feel the force of attraction which the magnetic stalk and the toy fishes.

Assessment: • Where do fishes live? • Have you seen real fishes? • Will a plastic be attracted by magnetic? • Can fishes walk? Why? • In this activity why fishes are attracted to the magnetic stalk? • Can fishes live out of water?

Evaluation: Evaluate how well they understood the cause and effect relationship.

Skills developed: Develops their fine motor skills.

Eye hand coordination.

Cause and effect relationships.

Vocabulary - Pouring, transferring, bowl, liquid, full, half, empty, quarter, more, less.

Material required: water, cup, utensils, measuring cups

Introduction and presentation: Show the children how to transfer water from one container to another with and without using the funnel. Encourage and help the children to pour water from container to another with and without using the funnel. Children can compare the water levels each other and they can learn which are more, less, full, empty, half, quarter. They can use measuring cups to measure the water levels. Tell them about the unit we used to measure the liquid.

Assessment: • Can we count the water? • In which way you can measure water? • Is it possible to carry water in hand without spilling? • Can we pick water if it spills? • Which is more, half cup or full cup? • Can we fill an empty cup and make it full? • What is the color of water? • Name the unit which we use to measure liquid. • What is the shape of water?

Closing: Ask them which is full, half, empty etc.

Evaluation:Evaluate how each kid is transferring with or without spilling, record the results for further analysis. Evaluate which all terms they learnt.

Skills developed: Fine motor skills, eye hand coordination, pre math skills.

Goal: To develop their socio-emotional skills of seeking and giving companionship.

Presentation: Each child can hold the shoulder of another child and stand in a line. They can move like a train, singing a song, train rhymes. They can move in a zig-zag line, or in a curved line path. The train can move in different directions.

Skills developed: This activity develops their gross motor skills, social-emotional skills, direction sense, co-ordination, learning to be a member of a group, co-operative play.

Chicken Dance: Goal: To develop their gross motor skills.

Presentation: Ask the children to keep their hands folded to their ribs like the wings and ask them to flap their arms and keep squatting along with the music.

Skills Developed: It will develop their gross motor skills, symbolic thinking.

Goal: To familiarize the children with different shapes and to develop their auditory skills and gross motor skills.

Presentation: Different shapes should be drawn on the floor. Children are asked to walk around the shapes and listening to the music. When the music stops they have to stand on the shapes and name the shape correctly.

Skills developed: It stimulates their auditory skills, gross motor skills, receptive language skills, cognitive skills of knowledge of different shapes. Musical chair (But in musical chair whoever did not get chair to sit will be out waiting for next turn).

Material required: Straws, different poster colors, uncolored birds picture.

Procedure: Each child is given a straw and they are asked to blow the paint using the straw on the picture. The children are asked to observe the flow of paint when they blow.

Skills developed: Oro-motor skills, cognitive skills of understanding cause and effect.

Goals: To develop their eye hand coordination, fine motor skills, logical thinking skills.

Material required: Any materials, pictures related to the theme can be chosen, a small book with plain sheet has to be made, glue, crayons.

Introduction and presentation: Children are given one book each and they can be explained about theme and they can stick the pictures or materials or children can draw related to the theme in their book.

Skills developed: Develops their eye hand coordination, fine motor skills, logical thinking skills.

Goals: To improve their pre math skill of measuring and comparing, fine motor skills, cognitive skills, eye hand coordination.

Vocabulary: Clips, object, pick.

Material required: Clip, bowl, different objects.

Presentation: Place the objects, plates and clips on the table

Pick the objects using clip from one plate to another.

After transferring the object they can count the object which they transferred.

Assessment: • How many objects you transfer using clip? • Name the objects which you transferred. • How many objects have you transferred?

Conclusion: By this activity we can improve their fine motor skills and whole hand grasp.

Goal:- To stimulate their alertness, auditory skills, gross motor skills, social skill of participating in group play.

Presentation: Children are asked to sit in a circle. One person will have an object and will be walking around the circle for the song. When he/she hears drop it they can drop the object to one of them in the circle. The person who has the object should run and catch the person who dropped the object to him/her. The runner can sit in catchers place. The catcher now can pass the object to another person. Like that each one in the circle will get turn to be the catcher at the end of the game.

Skills developed: This game improves their alertness, auditory skills, gross motor skills, social skill of participating in group play.

Topic: Tug of war

Goals: To stimulate their gross motor skills, whole hand grasp, social skills, auditory skills.

Presentation: Motivate the children and group them as two A and B

Offer them on long ribbon or cloth to hold on either ends.

Ask Group A to hold one end of the ribbon or cloth and Group B to hold the other end.

When they hear the clap sound they should start pulling from each side.

Skills developed: Develops his gross motor skills, whole hand grasp, social skills, auditory skills.

Material needed: Uncolored art sheet, bubble wrap paper, different poster colors.

Procedure: Children are asked to dip the bubble wrap in the different poster colors and print it on the given art sheet. They can observe the impression on the paper.

Skills developed: Develop their fine motor skills, cognitive skills of understanding cause and effect.

Material required: Plain sheet-2, safety scissors, cotton, poster colors or water colors, fevicol or gum, chart paper, cello tape

Preparation: Mix and paint the A4 sheet (2) with pink color for the body and top of the cake. Cut the chart in square shape for the bottom of the cake. Take 3 small sheets (1/4 of the A4 sheet) and color each sheet with three different colors (red, green, yellow) for the decoration.

Procedure: Step: 1:- Take a pink color sheet fold it and tear it in to two half sheet and paste the two sides. Now stick the other two sides to get the body of the cake

Step: 2:- Draw a circle shape in another pink color sheet for the top of the cake and cut it. Roll the yellow color paper (very thin) for the candle.

Step: 3:- Put the hole in the corner of the circle shape and insert the rolled paper in the hole (little) and stick it with cello tape. Then stick the circle shape on the top of the body of the cake (stick cello tape won't be visible)

Step: 4:- Apply the gum in the corners and stick the cotton like the cream or icing and roll the cotton like a ball and stick it in the top of the cotton and color the rolled cotton in red color. Stick some cotton and color it with orange color

Step: 5:- Draw a flower in the red color paper and cut it and draw a leaf in the green color paper and cut it. Paste the flower and leaf near the candle (top of the cake) for decoration. Now stick the chart for the bottom of the cake.

Variation: We can use color papers instead of A4 sheet.

Goals: To improve their fine motor skills of whole hand grasp, cognitive skills of one to one correspondence, pre math skills of grouping.

Vocabulary: Grains, drop, hold, place.

Material required: Egg carton, grains.

Introduction and Presentation: Place the egg cartons on the table ask the children to be seated and give each child few grains and ask each child to hold all the grains in their hand and drop one by one each in one hole of the carton. And then ask them to drop two grains each in one hole of carton. Alternate with the number of grains.

Evaluation: Evaluate how they are able to drop the specific number of grains by holding the remaining grains in the hard.

Skills developed: Fine motor skills. Whole hand grasp. Cognitive skills of one to one correspondence. Pre math skills of grouping.

Goals: To improve their oral motor skill, language skill, cause and effect.

Vocabulary: - Blow, straw, beads, air.

Material required: Beads.

Presentation: Make each child sit at the table. To present the activity, take straw and put beads on the table. Holding one end of the straw to your mouth and the other end above the beads, start blowing through the hole. Then demonstrate how the beads move when you blow. Ask each child to blow into a straw. What happens when they blow? Give some heavy objects and ask them to blow it. They can blow the beads without using the straw also.

Assessment: ● When we blow what comes out? ● What happens when we blow the beads with straw? ● Can we move heavy objects by blowing? ● What happens when you blow a whistle?

Variation: They can even blow water, bits of papers, wooden chips etc.

Evaluation: Evaluate each child's ability to blow with straw. Evaluate their oral motor skill, their concentration on the activity, their understanding of cause and effect.

Conclusion: This helps them understand the effects of air pressure and improves their oral motor skills and their understanding of cause and effect.

Goal: To develop their oral motor skills and eye hand coordination skills.

Presentation: ● Children are asked to blow bubbles or feathers. ● They can be asked to catch the bubble or feathers which flies higher. ● We can discuss about how it flies higher, shape of the bubbles, what is inside the bubbles to the children.

Skills developed: ● Oral motor skills ● Eye and hand coordination while catching the bubble or feather.