Gardening · KG1 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K1.6.7.1.3 - Use a variety of new vocabulary learnt about soil to make simple sentences about it.

By the end of the lesson, learners can:

Say and repeat at least six soil-related words from the word cards, such as sand, soil, stone, mud, clay, and dig.
Point to the correct word card when the teacher names the word.
Make a simple sentence of three to five words using at least one soil vocabulary word (e.g., “I play in the sand”).
Listen to a short story about the picture poster and join in by saying the soil words they recognise.
Draw a simple picture to match a sentence they have made about soil.

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Curriculum details

Strand: All Around Us (Strand 6)
Sub-strand: Gardening (6.7)
Content standard: K1.6.7.1 - Demonstrate understanding of the types of soil.
Indicator: K1.6.7.1.3 - Use a variety of new vocabulary learnt about soil to make simple sentences about it.
Suggested placement: Term 3, Week 9 (Week 33 of the year)
Term is the curriculum's own; the week within it is our suggestion, laid out in curriculum order. Follow your school's scheme of learning.
Curriculum reference: Kindergarten Curriculum (KG1 and KG2), 2019, p. 87
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Using word card game, teacher places word cards upside down in front of learners. In turns, learners pick cards for teacher to read. Learners repeat the word.
Asks learners to form own sentence with the word (e.g. I play in the sand. Some trees are tall). Write some of the sentences on the board for them
Using conversational poster, have learners through LEA compose a simple story on the pictures using some of the keywords on the word cards (Write their story on manila card). Guide them to illustrate their story
With the use of conversational poster, have learners identify the following: people, farm tools, buildings, and trees. Have learner represent them with counters (bottle tops, sticks, shells, etc) and count the number in each group. Let learners use comparative language to describe the groups. You can extend this to include addition and subtraction