Early Childhood Work Product redo

Topic: Numbers

Sub-topic: Counting Numbers 0-10

School: Achievers Pre-School Academy

Learning goals and objectives:

By the end of the learning, the learner should be able to identify the numbers from 0-10

By the end of the learning activity, the learner should be able to count the numbers from o-10

By the end of the lesson, the learner should be able to count and comprehend numbers picked at random.

Materials and resources:

Whiteboard, number chats, curriculum resources, internet websites, desktops.

Introduction to the lesson:

The first five minutes are for drawing learner's attention basing on their typical day to day experiences. For instance, asking what they carried out with their parents at home and link them to number counting. For example, asking the population of the family members and link their respond to numbers and counting.

The main activity:

The first step is to write the numbers on the whiteboard from 0-10 or displaying them through the desktop.

Secondly, point at the written numbers while telling the learner the written numbers.

Thirdly, the learner should repeat the numbers after the teacher as the teacher points out the numbers. Steps two and three should be repeated until the learner is conversant with the number counting.

For special needs children, the teacher should reach the learner in person. For instance, if a learner is blind, the brail is used, and the learner is guided to use the brail and interpret it.

Assessment strategy:

The learner is evaluated based on the previously conducted activity:

Write and count the numbers in their writing materials for a math activity.

Conclusion:

The teacher summarizes the activity by engaging the learner by writing the figures and asking the learner to identify and count them.

Reflection section:

The teacher's teaching strategy in math is appropriate. It involves developing the learner's ability to identify and count numbers through writing the numbers and exploration of internet services and displaying them through the desktops with the teacher's guidelines.

Topic: Environment

Sub-topic: Names of Animals and Plant Products

School: Achievers Pre-School Academy

Learning goals and objectives:

By the end of the learning activity, the learner should be able to identify animals.

By the end of the learning activity, the learner should be able to identify plant products.

Materials and resources:

Whiteboard, animals and plants products charts, curriculum resources, internet websites, desktops, artifacts such as the pictures of animals and plants.

Introduction to the lesson:

The first five minutes are for drawing the learner's attention basing on their typical day to day experiences. For instance, ask learners to name animals and plants that they have in their homesteads, such as a cow, cat, and a dog.

The main activity:

The first step is to draw pictures of animals and plant products. It is also advisable that the various types of fruits are assembled and should merge with the drawings. Alternatively, desktops can be used to display multiple animals' images and plant products from internet websites.

Secondly, the teacher should point at the pictures and saying the names of the drawings. Artifacts containing the images of different animals can also be used.

Thirdly, the teacher should ask the learner to say the names of the images after the teacher as the teacher points them. The second and third procedures should be repeated until the learner is conversant with them.

For special needs children, the teacher should reach the learner in person. For instance, if a learner is blind, the brail is used, and the learner is guided to use the brail and interpret it.

Assessment strategy:

The learner is evaluated based on the previously conducted activity:

Identify and name the animals and plant products from the pictures for the science activity. The evaluation carried out to the learner must relate to the learning goals and objectives.

Conclusion:

The teacher summarizes the activity by assembling the plant products such as fruits and pictures and asking the learner to say their names.

Reflection section:

The teacher's learning strategy in science activities is appropriate in child development as it introduces the learner to science basics through the conducted events. For instance, artifacts on animals' images allow the learner to recognize and identify the animals since this can build imagery. Thus, it enables the learner to think and remember different animals logically.