Water · KG1 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K1.6.3.1.2 - Listen and interact with teacher and peers as they listen to a read aloud text on the uses.

By the end of the lesson, learners can:

Sit in a semi-circle and participate in pre-reading discussions about the cover and pictures of a text on the uses of water.
Predict what the text is about by looking at pictures before the teacher reads.
Listen attentively to a read aloud information text on the uses of water and answer simple questions during the reading.
Use keywords from the text (such as drinking, cooking, bathing, washing) to make simple sentences orally.
Retell at least two uses of water and state the order in which the sources of water appeared in the text (1st, 2nd, 3rd).

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Curriculum details

Strand: All Around Us (Strand 6)
Sub-strand: Water (6.3)
Content standard: K1.6.3.1 - Demonstrate understanding of sources of water and its uses.
Indicator: K1.6.3.1.2 - Listen and interact with teacher and peers as they listen to a read aloud text on the uses.
Suggested placement: Term 3, Week 3 (Week 27 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. 74
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Have learners sit in a semi - circle position and take them through the pre-reading activities (e.g. discussing the cover page/front matter, picture walk, prediction, explanation of keywords, etc.). Have learners use some of the keywords to make simple sentences. During the reading, show and point to the words while reading an information text on the uses of water to the learners. Ask questions during the reading to assist learners monitor their understanding. Take learners through the post-reading activities (retell, answering questions, summarizing, etc.). Have learners write the names of 3 sources of water into their exercises books. Guide learners to tell the sequence/position/order of the sources of water as they appeared in the text (e.g. 1 st , 2 nd , 3 rd , 4 th ). You can explain the above numeracy
activity asking 5 learners to form a queue and say their position from e.g. 1 st to 4 th.