WILD ANIMALS🔗

Topic: Introduction of zoo animals.

Vocabulary: cheetah, hippopotamus, giraffe, zebra, wolf, kangaroo, gorilla, mongoose, wild boar, tiger, lion, zoo, zoo keeper etc.

Material required: Plastic wild animals, pictures, CDs or books, blocks, plastic trees, model of zoo

Presentation: ● Wild animals live in forest. ● They do not build their homes. They choose natural shelters. Lion is the king of forest. ● Tiger is the national animal of India. ● Kangaroo is the national animal of Australia. ● Discuss their visit to the zoo. ● Talk about zookeepers- Zoo keepers take care of the zoo animals; they feed the animals and keep them clean. ● They have to provide food to the animals on time. ● It is necessary for a zoo to have enough space for each animal. ● Cheetah is the fastest animal. ● Build a zoo in the circle area and invite the children to come up one at a time and choose an animal. ● We cannot keep wild animals as pets.

Assessment: ● What are wild animals? ● Name some of the wild animals ● What is the job of the zoo keeper? ● Have you visited any zoo? ● Do you remember your visit to the zoo? ● Name the national animal of India ● Which animal is called the king of the forest? ● Which is the fastest animal? ● Can we keep wild animals as pets?

Closing: Tell the children about zoo or wild animals, zoo keeper, national animals etc.

Evaluation: Cognitive skills –classification of animals according to the habitat, construction of zoo.

Extension : Children can have a puppet show using wild animal puppets.

Topic: Animal sounds

Vocabulary: roar, trumpet, growl, bray, bark

Material required: picture and sound book, drum, plates, spoons.

Presentation: ● Encourage and ask the children to produce sounds of different animals. ● Show them the sound book and familiarize them with the sounds. ● Tell the children how the lion and tigers roar, elephants trumpet etc. ● Ask the children to communicate with their friends using animal sounds. ● Produce some sound and ask them to guess. ● Make some sound and ask them which one is loud or soft. ● Zebras make sounds, they bark or bray.

Assessment: ● How do animals communicate? ● What sound does a lion produce? ● What is the sound of the tiger called? ● What is the sound of the elephant called? ● How do animals call or communicate with other animals? ● Do Zebras neigh?(No they bark)

Closing: To make children understand how sounds are important for communication. Encourage them to understand the different sounds.

Evaluation: Auditory skills- by guessing sound. Expressive language skills-producing sounds.

Extension: Children can play a treasure hunt by using toy wild animals.

DAY: 3

Topic: Animals and their babies

Vocabulary: cub, joeys, calf, infant, fawn.

Material required: Pictures and puzzles of zoo animals and their young ones.

Presentation: ● Recall the previous topic. ● Ask them if they have seen the young ones of the zoo animals. ● Most of the zoo animals give birth to young ones. ● They feed their babies when the very small. ● Kangaroo carries its young one in its pouch. ● Use the “animals and their young one” puzzle and show them what you call the young one of zoo animals like tiger-cub, lion-cub, bear-cub, elephant-calf, monkey-infant, deer-fawn, kangaroo-Joey, fox-cub, giraffe-calf, zebra-calf. ● Ask the children to sit in circle, give them each an animal and ask them to pick the young ones.

Assessment: ● Do elephants give birth to their young ones or lay egg? ● What do we call the young ones of a tiger? ● What do we call the young ones of a lion? ● Have you seen a cub? ● Have you seen a calf in the zoo? ● How do they feed their young ones? ● What is the young one of kangaroo called? ● Can you name the animal which keeps its young one in a pouch? ● What is the young one of deer called?

Closing: Through the animal and their young one puzzle they learn and identify the names of zoo animals and their young ones.

Evaluation: Pre reading skills- understanding and identifying pictures. Expressive and receptive language skills- understanding the topic and answering.

Extension: make a lion face using paper plates, wool etc.

Topic: Animal homes and eating habits.

Vocabulary: shelter, flesh, grass, sugar cane, coconut, leaves, plants, banana, nuts, fishes, bee hive, den, jungle, trees, herbivorous, carnivorous.

Material required: picture book, what animals eat animals and their homes.

Presentation: ● Recall the previous topics. Ask them what breakfast they had. ● Tell them we eat food to get energy. ● Animals like stag, zebra, giraffe and elephant eats plants (they are called herbivorous). ● Some animals like lion, tiger, wolf, and crocodile eat other animals (they are called carnivorous). ● Some animals like bear eat both plants and animals, they are called omnivorous. ● Animals eating flesh or other animals, have canine i.e. sharp teeth. ● Elephant eats sugar cane, coconut. Bear eats bee hive, fishes. Monkey eats banana nuts. ● Zoo or wild animals mostly choose natural shelter. ● Lion, tiger stay in den. Monkey swings from one tree to another and stay on it. ● Ask them if they have seen the board which says 'do not feed the animals'. ● We must follow the rules because we try to feed popcorns or chips to animals which are not good for them. Also sometimes they eat them with the plastic wrapper and it hurts their tummies.

Assessment: ● Why do we eat food? ● What does monkey eat? ● What the favorite food of elephant? ● When you go to zoo what does a signboard warn us of in the zoo? ● What are the flesh eating animals called? ● Where do monkeys live? ● Why do tiger, wolf, lion have canine teeth? ● Why doesn't elephant build a house? ● What does bear love to eat? ● Can you name the character in the story book who loves honey? ● What do you call the home of a lion or tiger?

Closing: Recollect the subject and ask them to tell the food of various animals and about the homes of animals.

Evaluation: Logical thinking- answering open ended questions. Cognitive skills-classification of animals according to food habits.

Extension: Using the pictures ask the children to classify and sort animals as carnivores, herbivores and omnivores.

Topic: Visit to the zoo and taking care of zoo animals

Vocabulary: zoo keeper, weekend, ticket counters, fence, food shops, fountain, queue, tickets.

Material required: “Barney goes to the Zoo” book, paper tickets, plastic coins.

Presentation: Take the book of “Barney goes to the Zoo” and read the book to the class. ● Discuss about ticket counters, money and queue. ● Zoo is a place where wild animals are kept in enclosures for the people to see ● Zoo keeps animals from different parts of the world. ● A zoo must have a veterinarian to vaccinate the animals and treat them when they are not well. ● Give the information about local zoo that they can visit with their family. ● Talk about the difference between the zoo and safari. In zoo the animals will be in cages and we go around and see them but in a safari the animals will be roaming free and we go around in closed vehicles to see them.

Assessment: ● Have you visited a zoo? ● What is a zoo? ● When did you visit a zoo? ● How did you start? What were the procedures to enter the zoo? ● Did you see any sign board in the zoo? ● What did you do to get a ticket? ● Explain the role of a zoo keeper ● What is the role of the veterinarian in the zoo? ● Why do we have to go with adults while going to the zoo? ● What is the importance of fence in zoo? ● What are the things we must do in zoo? ● Have you experienced the safari ride?

Closing: To make them understand by pretend play, pictures. they will enjoy the topic of zoo and role of zookeepers.

Evaluation: Cognitive skills-listening, making a model of the zoo. Social/ emotional skills – Sharing their experience. Expressive language skills- through vocabulary.

Extension: Children can pretend play game of visit to zoo. Children can make a model of the zoo as a group activity. Let the children buy tickets by giving plastic coins, standing in queue. Tell the instructions before entering zoo. Let a mentor be a zoo keeper and introduce the visitor to zoo. Talk what the zoo animals eat, about their babies, homes.

Goal: To develop their creativity, fine motor skills, cognitive skills of understanding and exploring cause and effect.

Material required: Any vegetable which can be cut in to shapes (e.g. carrot, potatoes, onion, lady's fingers, radish etc), poster colors, paint brushes, uncolored art sheet.

Introduction and presentation :

Motivate children to sit ,demonstrate the ways they can do vegetable printing.

Keep vegetables cut in to shapes or patterns ask them use paint brush to apply paint on vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

Skills developed: Develops their creativity, fine motor skills, tactile skills, cognitive skills of understanding cause and effect.

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 required: 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 sheet with outline of few shapes drawn on the plain sheet and describe the picture and demonstrate them the way to stick the shapes inside the given space.

Apply glue on the picture wherever required.

Ask them to pick one cut out of the shape 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.

Goals: To improve their fine motor skills, pre math skills of patterning, arranging animals according to the size.

Evaluate: whether they can tell the difference between the sizes and understand the concepts.

Materials: Different size toy animals.

Preparation: Arrange the animals in size, some in pairs, and some in a group from big to small.

Presentation: Give each child different toy animals and ask them to order the toy animals according to the size. Ask them to find a matching pair. To arrange in a row. Ask about colors and sizes. Give them a pattern to repeat. Ask them to sort in to two or three groups by size.

Vocabulary: Small/ medium/ large, Colors, Pattern, Matching, Pairs

Evaluation: Evaluate each child's ability to arrange objects according to their size, patterning, grouping and naming the animal.

Goal: To stimulate their cognitive skills, observing skills, memory skills, curiosity, thinking skills, social skills.

Presentation: Children can be grouped as young ones and mother animals. Allot places naming as den, hole, shed, cave, kennel etc. Name the one group of children as cub, pup, Joey, calf, foal etc. Name the other group of children who has been grouped as mother animals as tiger, dog, cow, kangaroo, horse etc. Ask the young ones group children to hide. The mother animals will find their babies and take them to their respective homes .

Goal: To develop their gross motor skills.

Presentation: Children are asked to half sit on the ground with their hands placed in the front on the ground. Children are asked to jump from half sitting position and get back to the same position as leaping like a frog.

Skills developed: Gross motor skills, cognitive skills of symbolic play.

Goal: To improve their balance, co-ordination, spatial awareness and gross motor skills.

Presentation: Children who are learning to tumble can use the wedge placed on the safety mats to tumble. Place mats on all the sides. They can do tumbling on the grass also.

Skills Developed: Develops their spatial awareness, hip muscles, gross motor skills, balance and co-ordination.

Variation: Children can also do tumbling using their hands.

# WILD ANIMALS

Goal: To develop their creativity, fine motor skills, tactile skill, cognitive skills of understanding and exploring cause and effect.

Material required: Uncolored art sheet, tooth brush, different color poster colors, combs.

Introduction and presentation: Encourage children to sit for the art, demonstrate the ways they can try out different types of spray painting. Ask the children to take one tooth brush each and to dip it in to their favorite color. Ask them to place the tooth brush bristles pointed down towards paper.

Guide children to use their thumb finger to move the bristles of tooth brush or they can move the tooth brush on the comb.

Goal: To develop their fine motor skills, eye hand coordination, sensory awareness skills and their creativity.

Material required: Clay dough (it can be colored or the white clay dough as preferred). Moulds or cookie cutters of different shapes.

Presentation: Motivate children to create some thing new using play dough related to the theme. Each child is offered required amount of play dough. They are directed to take clay dough and asked to roll it using both their hands initially u on the ground or table, later using only their hands. They can roll it round or long or short or oval as they wish.

They can try out different models. They can also use moulds and cookie cutters to cut out the dough according to their interest. They can also paint it once it dries.

Skills developed: Develops fine motor, eye hand coordination, sensory awareness & creativity.

Goals: Familiarize them with different smells, ability to differentiate ,match, identify the smells.

Vocabulary : Smell, nose, olfactory, pleasant, pungent, strong.

Material required: Different smelling objects/materials in similar boxes with small openings to smell. (Clove,Cardamom, vanilla, etc.) Two boxes of each item consisting of same materials kept in non transparent boxes.

Presentation: Introduce the different smells to the children ask them to smell each. Always keep the boxes in pairs so that they can match the smells when being blindfolded.

Assesment: · Which is the organ used for smelling? · Which is your favorite smell? · Which are the items smells good? · Which smell do you dislike? · Do you like the smell of ice cream? · Can you identify an object with its smell? · Which animals are very good in smelling?

Variation: Introduce new smells with different objects like fruits, flowers etc.

Evaluation: First do the activities with their eyes open and then evaluate them, with their eyes closed. Note down what all the smells they identified and matched. Keep a record of all open ended questions they answered for future progress. Analyze how many smells they can match and can identify. Repeat the activity until they become very clear in identifying.

Conclusion: Become aware of the olfactory discrimination.

Goals: To develop their fine motor skills. pincer grasp and eye hand coordination.

Vocabulary: Paper, chart paper, box, thin, thick, tear, fold, crease.

Material required: Paper, scale.

Introduction and Presentation: Ask them to fold the paper first one fold and then repeat it multiple times and crease it using their fingers. Children can now unfold the paper and predict the number of boxes.

They can also fold the paper to make multiple designs and models by seeing a model.

They can fold even chart paper. Children are asked to tear the paper in the folded pattern.

They can also tear the paper in to very thin stripes using scale or tear the paper randomly in to very small bits. After tearing paper in to small bits they can sweep the bits of paper with toy dust pan. They can estimate the numbers which more or less of the bits of paper.

Assessment:

• Is it easy to tear paper?

• Which is easier to tear large paper or small bits of paper?

• Is paper hard or soft?

• If paper is torn in to very small pieces can we get back the full paper again?

• Where do we get paper from?

• What are the uses of paper?

Evaluation: Evaluate the fine motor skills, eye hand coordination. Pincer grasp. Pre math skills of estimating, predicting. Cognitive skills of cause and effect.

Goal: To develop their gross motor skills, symbolic thinking.

Material needed: Mirror

Presentation:

• Motivate the children to sit in a circle.

• Each one can come and stand near the mirror and do silly faces like animals.

• They can do silly faces like animals in front of other children.

• Other children can guess which animal is it?

• They can show the faces like animals such as monkey, pig, lion, elephant, dog, rabbit, cat, snake etc.

Skilled developed: Develops their gross motor skills and symbolic thinking

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 on 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 can try balancing on the beam or wedge with an object on the head.

Material needed: Alphabet stamps, Stamp pad, Pictures of bird.

Procedure: Ask the children to press the Alphabet stamps on the stamp pad and do stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the alphabet prints on the paper. Children can make the words like wild animals name with the alphabet prints.

Skills Developed: Fine motor, cognitive skills of understanding cause and effect.

Goal: To develop their fine motor, eye hand coordination, tactile, pre math skills of patterning.

Material needed: Black and white paper strips or color paper stripe, uncolored art sheet related to the theme.

Presentation: • Motivate children to sit and explain them about the activity. • Each child is given art sheet and they can apply glue themselves inside the picture. • Direct them to stick the stripe one by one inside the given space within the picture. • They can also follow the pattern as black and white.

Skill developed: Develops their fine motor, eye- hand coordination, tactile, patterning.

Goals: Fine motor skills, pre writing skills

Presentation: Ask them to feel the bubble wrap sheet. They can describe whether it is soft or rough. Each can take a sheet and observe the bubbles explain what is inside the bubbles. Show them how to pop the bubbles on the bubble wrap sheet using thumb and index finger. They can also use their toes to pop the bubbles. After popping it makes a sound because the air that goes out.

Vocabulary: Bubble, wrap, pop, thumb, index, flat, air, pressure.

Material needed: Bubble wrap sheet

Assessment: What does come out when you pop the bubble? What is present inside the bubble? Which fingers do you use for popping a bubble? What is the texture of the bubble wrap? Why is the sheet not flat? How is it similar to popping a balloon?

Evaluation: Fine motor, sensory, cognitive skills of cause and effect, eye hand coordination.

Variation: They can use the bubble wrap paper to do coloring.

WILD ANIMALS

Goals: To improve their intrinsic hand muscle power, their fine motor skills. Familiarize them with the taste of lemon. Content: Vocabulary: squeezing, tasting, sour, acid, tongue Material needed: Lemon, lemon squeezer, tumbler Presentation: Present to them how to squeeze lemon using lemon squeezer. Show them how to squeeze lemon without using lemon squeezer. Tell them lemon taste sour because of the citric acid present in lemon. Assessment: ● Can we squeeze a hard material? ● Can we squeeze a rock? ● What happens when we squeeze a lemon? ● What is the taste of lemon juice? ● Explain the reason behind the sour taste of lemon. ● Explain about the vitamin present in lemon . Variations: Squeezing activities can be done with tomato, wet sponge soaked in water (or) soap water. Evaluation: Evaluate the children fine motor skills and to know how well they understood about lemon by asking questions. Conclusion: By this activity the children will develop their fine motor skills and they will understand about the uses of lemon and its taste.

Goal: To develop their gross motor skills, cognitive skills and auditory skills, expressive language skills and social skills. Presentation: ● Draw a circle on the ground and keep some animal toys related to the theme. ● Mentors can call out the animal name. One child can come and pick the toy and jump in to the circle and they can talk about that animal and the child can go back to position. ● Another child can also follow the same. Skill developed: Auditory, Cognitive skills, expressive language skills, gross motor skills.

Goal: To develop their direction skills, gross motor skills and social skills, auditory skills Presentation: ● Children are encouraged to stand in a circle. ● They are asked to do body movements for action rhymes or for the music or to the instructions e.g. freeze to your right, freeze to your left. ● When they hear the word freeze being told by the mentor they have to stay still in what position they are in. ● Whoever moves will be out of the circle and say freeze as a catcher. ● When they hear the word melt they can move. Skilled developed: Develops their direction skills, gross motor skills, social skills, auditory skills..

Material required: Plain sheet or news paper, tissues, grey poster colors, glue, cello tape, safety scissors, cup of water, paint brush. Preparation: Keep the required material on the table, and roll the paper and stick it. Cut the paper rolls in equal size as four pieces, keep cut out of ear for the elephant on a plain sheet. Twist two small plain sheets for the tail and trunk. Procedure:

Step: 1 Crush the plain sheets or news paper to make one small ball and one big ball.

Step: 2: Stick tissue paper bits on the balls using glue and then wet the tissue with water gently tapping using the paint brush and leave it to dry.

Step: 3: Stick both the balls together using glue. Fill the neck portion using tissue bits.

Step: 4: Stick the trunk (twisted paper roll) using glue and cello tape.

Step: 5: Stick the cut out of legs, ears and tail using cello tape and paint it grey.

Goals: To improve fine motor skills, eye hand coordination. Material required: Origami paper or plane paper. Introduction and Presentation: Children are encouraged to sit and each child is given a paper and directed to do paper folding related to the topic or theme carried out. E.g. cat, dog, horse, parrot etc. Skill developed: Develops their eye-hand coordination, fine motor skills.

Activity: Writing and drawing patterns, alphabets, strokes, designs, numbers, and pictures with the sand on the floor or table. Goals: To improve their fine motor skills, eye hand coordination, pre writing skills, creativity. Vocabulary: Sand, designs, patterns Material needed: Sand and samples of some designs, pictures. Presentation: Present the activity by drawing few strokes, designs, writing few alphabets and ask the kids to write and draw designs, make dots, patterns, alphabets, numbers, and pictures of their choice. Ask them to write their names, friends name, parent's name, school name. Assessment: ● Which are the body parts we use for writing? ● What are the material we use for writing? ● Which is your favorite writing tool? ● Can you write without using your thumb? Variations: They can write with other kinds of flour, kolam powder and semolina. Give them a pattern and then ask them to follow, make maze paths to follow. Add some small stones so they can make a pattern of dots and stones. Add food color to get color patterns. Evaluation: Evaluate each child's ability to draw, write, the coordination involved in writing, their creativity, their language skills, to explain what they drew. Conclusion: Talk about the designs, patterns that the kids draw/write.

Goals: To improve their reading skills, language skills Vocabulary: Tag, names, animals Material required: Plain paper, Pen/ marker, Scissors, toy animals. Introduction and presentation: Cut the paper with scissors making paper strips. Write the name of the animals on the strips with pen or marker. Make each child sit next to a table. Then keep all the name tags on the table and ask the children to find the animals name and match the tags with their respective animals. Assessment: ● Ask what is the starting letter or sound of any animal name. ● Which is your favorite animal? ● Name some animals ● Name some wild animals ● What names are written on the tags? Closing: Talk about animals and ask what letters are there and their starting sound. Whether they can read the letters which is written in the tag and match it to given toy animals. Evaluation: Evaluate each child's ability to recognize the alphabets, their language skills, reading skills. Variation: They can even write their name, friends name, flowers, vegetables, fruits etc on the tags. Make sentences using words. Count how many sight words they picked.

Goal: To develop their gross motor skills, spatial awareness. Presentation: Children can build a tunnel with the blocks and they can pass through it by crawling, creeping, knee walking etc. They have to pass carefully without knocking down the tunnel. Skills developed: Spatial awareness. Gross motor skills.

Explanation of the game: In this game of hide and seek, one child counts to a certain number while all the other children hide. At the end of the count, the child who counts gives a warning by saying, “Ready or not, here I come” and then seeks out the hiders. Skills developed: Gross motor, visual, spatial awareness, counting, auditory skills. Variation: You may hide different objects and make the children to seek it. Hide a musical toy just out of sight and make the children find it.

Goals: To stimulate their creativity, fine motor skills, eye hand coordination, tripod grasp, prewriting skills. Material required: Art sheet, different color wet chalk, chalk holder. Introduction and Presentation: Encourage children to sit around the table and give each child one art sheet and they can choose their colors from the wet chalk tray. Guide them to hold wet chalk using thumb, pointer and middle finger (tripod grasp). Encourage them to color inside the picture. Skills developed: Develop their eye hand coordination, fine motor skills, tripod grasp, pre writing skills, creativity.

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 material or children can draw related to the theme in their book. Skill developed: Develops their eye hand coordination, fine motor skills, logical thinking

CLEANING Goals: To improve their whole hand movement, fine motor, self help skills, pre math skills of grouping. Vocabulary: Pick, broom, dustpan, clean, paper bits, dirty, messy, gravity, sorting, grouping Materials required: Toy broom, dust pan, bits of paper. Presentation: Drop bits of paper on the ground present to the children how to sweep the bits of paper using toy dust pan. Closing: Ask them to try the same. Evaluation: Evaluate their self help skills and fine motor and whole hand movement and record the observation. Skill Development: 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 develop their gross motor skills. Presentation: ● Hop:-Children are asked to stand on one foot and move from one place to another by hopping. ● Crawl: - Children are asked to sit on their knee and to move using hands and knee. ● Creep: - Children are asked to lie down on the floor, on their tummy and move using hands and leg in laying position (like snake). ● Swim: Children are asked to lie on their tummy on the floor and they are asked to move their hands and legs and do swimming action. Skilled developed: Develops their gross motor skills.