New Sunrise Preschool C Teacher's Guide Unit 1

12 Week 2 Lesson 6 Science Key • cold • hot Extended • Is it hot? • Yes, it is. • It’s cold. • It’s hot. • I feel it’s cold/hot. • Sheets of paper • Colors • Pencil • Small bean bag • Clothesline • Clothespins • Buckets Psychomotor • Coordinates hearing sensations with movements properly. • Identifies limits in a figure and colors within the lines. Cognitive • Analyzes phenomena, facts, and readings, and solves daily life situations. • Understands the concept of folding and folds following instructions. • Recognizes and draws some natural phenomena. Affective • Shares with the other classmates while playing. Linguistic • Interprets images and stories, developing his/her literacy ability. • Has widened and increased his/her vocabulary with new words. • Recognizes and traces the letters learned correctly. Progress Indicators and Assessment Vocabulary and Expressions Materials Warm up Say: It’s cold , while putting gloves on your hands and shivering. Say: It’s hot, while you fan yourself. Distribute two sheets of paper to each student and have them draw and color a glove on one sheet of paper. Make and color a fan by folding the other sheet of paper in the form of an accordion. Hang a clothesline where you secure three gloves and three paper fans with clothespins. Play the song Little Gloves! at least three times. Tell students that they are going to play a chasing game. Play the first line and tell students to run. The child you catch should act out and sing the next line. Repeat until the song has been played entirely three more times. Little Gloves! Three little gloves hanging on the line… It’s cold, and then there were two. Two little gloves hanging on the line… It’s cold, and then there was one. One little glove hanging on the line… It’s cold, it’s cold, and it’s cold. Three little fans hanging on the line… It’s hot, and then there were two. Two little fans hanging on the line… It’s hot, and then there was one. One little fan hanging on the line… It’s hot, it’s hot, and it’s hot. Cold and Hot Cold, cold, cold, I feel it’s cold! Hot, hot, hot, I feel it’s hot! Cold, cold, cold, I feel it’s cold! Hot, hot, hot, I feel it’s hot! Chasing games, in which people run after each other, are fun and can help to reinforce vocabulary. Teaching Tip Draw a sun and a snowman on newspapers on the floor. Get a bean bag and ask students to stand in a line. Have them throw the bean bag to either the sun or the snowman according to what you say. Say: I feel it’s (cold). The student should repeat the sentence and throw the bean bag at the snowman. Repeat with hot . Continue with the rest of the students. Extra Activity Application Write on the board: I feel it’s cold and I feel it’s hot. For a science experiment, display two buckets in front of the class: one with cold water and one with warm water. Have children take turns, putting their fingers in each bucket. Each student should say the correct expression for each bucket. Presentation Use the circle time strategy. Play the song Cold and Hot and let students listen to it several times. Next, have them sit in a circle and sing along the first two lines. Ask students to act them out. Continue with the rest of the lines and repeat the song. Practice Have students look at page 12 and invite them to read the sentences It’s hot and It’s cold . Then, ask students to paste the stickers in the correct place. Play the audio and ask students to repeat. Divide the class into two groups. Show to one group the illustration of cold , and have them say: Cold, it’s cold . Then, show to the other group the illustration of hot and have them say: Hot, it’s hot . Repeat a couple of times. Then, go around the class pointing to the illustration of hot and asking: Is it hot? Elicit the answer: Yes, it is. Follow the same procedure with the illustration of cold .