Miles Of Smiles
In this term, our Nursery 2 learners had fun exploring their own physical features as they observed and compared their appearance such as their eye color, lip sizes, hair length and nose shape.
The children also had the opportunity to create their personal self portrait where they were given a mirror to draw their faces.
At the end of the activity, children were able to identify the difference and develop a deeper appreciation for their physical appearances as well as their peers.
All About Me - Physical Features
In this term, our Nursery 2 children explored the life cycle of a butterfly.
Through the outdoor walks and a trip to the Singapore Botanical Garden, the children had the opportunity to observe up close the different stages of a butterfly, and acquire an in-depth understanding of what happens at each stage of the life cycle of a butterfly.
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Insects - Lifestyle of a Butterfly
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In this term, our Nursery 2 children will be exploring the functions of different body parts.
For this term, the children will be going on a field trip to the science centre and reading enriching books on the human body to learn more about the names of different body parts and the things they can do with different body parts.
My Body - Functions of different body parts
Term 1
Term 2
Term 3
Nursery 2
Termly Overview
Objectives:
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Make one-to-one correspondence when singing the ‘head, shoulders, knees and toes’ song while touching the 8 different parts of the body.
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identify and match the body part to the correct function.
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Learning Areas:
Discovery of the World
Motor Skills Development
Lesson Overview:
Based on the theme of body, children will be learning about the functions of different body parts in this lesson.
The Nursery 2 children went on a hunt around the classroom to look for the different puzzle pieces of body parts and match the corresponding actions to the different body parts.
Lesson: Functions of different Body Part
Guidance
Positive Guidance involves establishing predictable routines, setting clear rules with children, and modelling kindness and respect (Sanchez, Steech-Doran, & Jablon, 2013). Together, all these actions sets the context in promoting children’s self-control, teaching responsibility and consequences and ability to make thoughtful choices (KLC international Institute, n.d.) and ensures that teachers can conduct their lessons more effectively as they spend less time correcting children’s misbehavior.
A number of Positive guidance strategies was used in Teacher Hwee’s lesson.
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In the beginning of the lesson, Teacher Hwee set clear and consistent limits and expectations on how children should behave during the lesson using the golden rules chart. Etc: Turn on your listening ear.
This ensures that children are provided with guidance as to what behavior is acceptable or not and enables children to develop self-control and self-discipline (Ministry of Education, 1998).
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During the storytelling, redirection was observed when Teacher Hwee redirected children’s attention from poking and talking in class to the storybook verbally, by asking the misbehaving child , " can you point to me where the ear is in the book?". This draw the inattentive child’s attention back to the lesson.
Using redirection is a positive and helpful tool in distracting children from a challenging behaviour, and guiding them to a more appropriate behaviour while promoting exploratory learning at the same time (FarnHam, n.d.).
Questioning
According to Tofade, Elsner, & Haines (2013), Effective Questioning helps children to uncover what has been learned, to comprehensively explore the subject matter at hand, and generate discussion and peer-to-peer interaction.
This not only stimulates the recall of prior knowledge, promote comprehension and build critical thinking skills in children (Tofade, Elsner, & Haines, 2013), but also allows teachers to assess children’s learning in terms of what they bring to the lesson and what they are taking from the lesson (Effective Questioning, n.d.)
Teacher Hwee asked a mixture of questions throughout the scavenger hunt activity. The questions ranges from closed-ended questions such as, “ Can you look with your nose?”, “what body part is this?”, to open-ended questions such as, “What body part can you use to look?”, “ Can you think of another action you can do with your knees/mouth?”.
National Institute of Education (2009) states that, questions should cover the entire range of lesson objectives. Include both low- and high-orders questions that are relevant and related to the skills and content of the lesson.
Closed-ended, low order questions, helps with facilitating recall of facts and encourage participation,
while open-ended, high order questions are used to test children's knowledge application, ability to think on a deeper level, and provide an understanding that not all questions have a straight-forward, simple answer (Women’s and Newborn Health, 2018).
At the end of the lesson, Teacher Hwee reinforced children’s learning and assess what they have learnt from the lesson using the KWL chart.
The teacher relate the questions asked to the children to the “What I Wonder” column and proceeded to write down children’s responses.
By doing so, It not only activates children’s prior knowledge from the storytelling and the scavenger hunt activity played earlier, but also provide opportunities for children to review their learning, while improving their reading comprehension (Harnessing the Power of KWL Charts in Education, 2019).
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