Setting: Nursery (garden) Ability to concentrate long enough to be able to listen question and answer it Ability to read simple map Observation skills sufficient enough to be able to perform the guessing/ exploring activities Advance Preparation for the Lesson: – practice the activity and check that all required resource are available before making presentation to the child/ children; ensure that chosen activity is appropriate to the age of child/ children. Step by Step Guidelines: This is a group presentation Introduce the activity at the circle time, name it and link to the child’s prior earning (if appropriate) Invite children to garden Name the activity: Treasure hunt 1 .
Teacher at the circle time will introduce activity to the children and will explain that activity will be in the garden 2. Older group – butterflies 20 children will be divided between 4 teachers to be taken in the garden 3. Teacher before activity is to start will hang on visible place in the garden little envelops with questions and also will hide treasure (chocolate coins) according to map 4. Each teacher takes group of the children in the garden and start treasure hunt 5. By answering to each question children are moving loser to treasure 6. When all questions are answered children start to read map which will lead them to treasure (chocolate coins) 7. The child carries on this way until all he/she is happy to do activity 8.
- Thesis Statement
- Structure and Outline
- Voice and Grammar
Teacher should bear in mind that children at this age may will not know the sequence of the activity, but teacher should lead child until final aim 9. If the children wishes to continue, they may do so, but otherwise, this presentation can be undertaken on another occasion Differentiation: – This activity may be difficult/hard to manage if child does not have previous eneral knowledge about different objects/animals/plants from everyday life , or if he/she does not have any knowledge about treasure hunt and what is it mean – This activity is fun and simple and requires verbal communication, and may be difficult to children with hearing problems, speech delays, or children whose first language is different to that used in the settings.Implementation of the Lesson: Children’s name: Older group of children – Butterflies Children’s age: Between 3 years old and 5 years old At the circle time teacher tells children that today we are going in treasure hunt in the garden. She explains children that they will be divided into four groups and they will go in the garden to look for little envelopes open them and with teacher’s help read the question and try answer it.
If they correctly answer question they Will move on other one. After children answered all questions correctly in last envelope will be hidden treasure map which will lead them to the treasure. After it children are getting ready for their treasure hunt. Each teacher takes her group of children in the garden and activity starts.They all together looking for the envelop hanging on the trees and looking for the questions.
Some of the questions are: 1. What colour starts with r? 2. What comes after 4? 3. What animal is a pink and has curly tail? 4.
What can you cut paper with? Most ofthe children easily answer those and similar questions which in the end lead them to last envelop where is hiding treasure map. Once when children open the map they can see main points that will help them to find treasure. Some of the pointes are tree, bush, sandpit etc. Children are already very familiar with those objects in the garden and they are going to look around them for treasure.With such excitement very quickly children reach reasure but even more happy they become when they discover that treasure is chocolate coins. After activity is completed children will go back to the classroom with their teachers.
Evaluation of the Implementation: The direct objective of the activity was going into Treasure hunt by following clues (answering on the questions from all different curriculum areas – general knowledge) appropriate to their age. I felt that activity gave children opportunity to explore and understand that general knowledge helps them in discovering more and to have fun in the same time. They were confident in nswering questions, reading map and finally finding treasure. Activity itself was not tricky for children.They were happy to do activity and very confidently they answered on each question which led them to the very end – treasure.
Engaging children in this particular activity, and their repeating the action time and time again, they began to control movement of their actions. feel that the freedom given to children to explore this activity, gave me opportunity to present outdoor activity by using concrete materials. By using this concrete exploration we are building the foundation for later abstract hinking and knowledge (MCI, 2009). Every another time they do similar outdoor activity, their intellectual energy employed new interest in surprising amount of work (Montessori, 2007b).Looking at children’s pleasure when they start treasure hunt, and giving me a big smiles after admiring their success – is good evidence which showed their confidence and self-esteem had been supported. I feel that the freedom given to children to explore this activity on their own was crucial to achieving this ‘aim’. I haven’t interrupted their work, but did suggested when it was necessary to complete the cycle of he activity ” helping them to read questions.
A child was urged on to act by his own inside drives and no longer by me (Montessori, 2007a). Many times, outdoor activities are seen as just go and play, I feel confident with children’s pleasure to do this particular activity and I hope that this will take them on the great journey of even more planned outdoor activities.Outdoor activities are fun ” we need to offer many different ways to prepare the children for exploring their outdoor environment through general knowledge, ways which engage the mind and the body to intensify the experience. Overall, children ere focussed on their task until very end, and activity supported their ongoing development of concentration. I think that activity met the aims set out. Personal Learning/Refiection: Before start to plan activity I thought it will be tricky for me to choose an appropriate outdoor activity that is new and that will be interesting to children.
Reading and working on my lesson plan I found it very enjoyable and not very complicated so I could not wait to present lesson. Also now I feel more confident with activities that engage body and mind.