My unit theme will be on Flowers. I chose flowers because they are beautiful works of art, that were created as we were by God. They come in various shapes, forms and styles, as we as humans have been created withour many different varieties and diversities. As humans we battle with self-esteem issuses, some high and some low. We, like flowers have to grow and adapt to our society that we are place to live in. Therefore we have to be watered and nurtured so that we can survive just like a flower. The word of God tells us that we are “Fearfully and wonderfully made”. It also tells us in Philippians 4:13, that we can do all things through Christ who strengthens us. A flower is nurtured through proper nutrition and love,as we as human bodies are nurtured through love and God’s word will be our food. I chose Kindergarden because it all starts from a seed. Children at the lowest level of age should be nurtured and they grow into beautiful beings, as a flower grows from a seed. And in doing so, this can be nurtured and mastered in the visiual arts and family life education pieces of children seduction, by showing the students the beauty of a flower and what is within themselves and how to hold on to their beauty according to the word of God.
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| LESSON PREPARATION | |
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Topic: Flowers
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Concept: Flowers and their characteristics/ importance |
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Subject: History
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Grade: kindergarten |
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State Standard:
Primary SOL (Virginia Standard of Learning) for each subject Family Life Education K.1 The student will experience success and positive feelings about self. Descriptive Statement: These experiences are provided by the teacher through the climate of the classroom environment and include, but are not limited to, experiencing success in school, effectively handling routines, experiencing self-acceptance, and acceptance from others. Parents are encouraged to reinforce these positive experiences and feelings at home. Emphasis is placed on respect for differences.
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Primary Objective:
Be able to point out different characteristics of flowers such as color, scent, structure, names, and other traits. Name parts of a flower |
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Classroom Diversity and Differentiated Instruction: The classroom diversity would be considered. The classroom consist of visual impared students, students with learning disability, average students, and bright students. These groups woud require the teacher to use different tactics to teach the learners about the flowers. For the learners with visual impareness, the teacher would use scent and touch to differentiate the flowers. For the slow learners, the teacher would repeat the concept until they can confortably name different types of flowers and perhaps their use in the society other than being a source of beauty to our environment. The teachers could use the bright students to interact with the other students in physical activities concerning the lesson |
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Materials/Equipment:
The material to be used incude pencil, plane paper, errazor, ruller, and different flowers. Also books showing bright and attractive drawings of flowers could be used to take the place of the flowers, which are not readily available in the immediate environment. |
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Technology Integration:
Video depicting natural environments full of beautiful flowers could be used. |
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Character Principle:
Self-esteem – Belief in one’s self and one’s potential for successful participation in our society. Must be moderated with tolerance for others. “I can do all things through Christ which strengthens me.” (Philippians 4:13)
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| LESSON PRESENTATION | |
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Set :
Students would be devided into various groups. The teacher would take care of students with special needs but the rest could be groups in terms of a mixture of studenst with different learning abilities. |
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Teacher Instruction:
Visual Arts K.2 The student will create works of art that express feelings and ideas.
Teacher Modeling: Use actual flowers and flowers depicted through electronic sources. Reflect then to the forces of nature and reflect their importance. Their use could be beauty, source of sweet scent, source of food to living organisms like nector for bees and oil for humans among other
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Guided Student Practice:
The teacher would guide all groups through the flowers in terms of naming them and classifying them by the plants from which they originate.The teacher could help them describe the flower scents. |
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Independent Student Practice:
Learners would be required to state some possible used of each flower. Independently, students could be asked to name the flowers. They would also differentiat the various colors of the flowers. They would be asked to draw and paint the same in their plane papers or books.
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Closure:
Gather the learners and ask them what they have learned, gained, or could be applied in real life such as occasions.
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Summative Assessment:
Students should be able to reflect what they have learned in drawing, painting, and describing flowers by their names, scent, or other traits.
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| LESSON REFLECTION | |
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I would expact that all students remain engaged in the lesson and full participation from all students.
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I would anticipate that students understand the lesson fully and reflect beauty to religious beliefs. |
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