## ECE/PPY

• ##### Learning Pack

A learning pack has been made for use in future school closures or interruptions. It can be downloaded as a MS Word document or PDF file to suit your device.

## ECE/PPY

### 24th August: PPY Science

Presenters: Nestor, Sama and Diana

Target Audience: Teachers and Parents

Today’s Topic: PPY Science – Living and Non-Living Things

Recap from Previous Session:

Last time we learnt about the three strands in the Mathematics learning area in the PPY Curriculum.

Strand 1: Numbers and Operations

In this strand, learners will learn:

• To understand and describe the things around us
• Learn how to write numbers (Formations).
• Symbols and objects.
• Ordering numbers correctly.
• The symbols of addition and subtractions.

Strand 2: Shapes and Measurement

Learners will learn:

• Learn simple shapes and measurement
• More and less amount of water or sand in a container
• Using objects like sticks, shapes, rulers or even themselves to measure things.

Strand 3: Simple Statistics

Learners will learn:

• How to record the amount and write numbers
• Planting seeds and record numbers of the days it takes for seeds to grow.
• During game times, the score is kept using stones or lemons to keep track.

Today’s Session: Living and Non-Living Things

What are Living Things?

All living things can breathe, eat, grow, move and reproduce.

For example, living things are:

 People Animals Reptiles Plants Girls/Females Boys/Males Dogs Pigs Rats Cats Snakes Iguanas Crocodiles Lizards Bananas Trees Cabbage Flower

What are non-living things?

Non-living things are the opposite of living things. They do not eat, grow, breathe, move or reproduce.

Examples of non-living things include:

 bus canoe house radio mobile log timber books pencils crayons bottles school bags knives mat clothes

Activity 1a Listening Skills – Differentiate between living and non-living things.

Clap once if you hear a word that is a living thing. Clap twice if you hear a word that is a non-living thing.

Fish, bus, shell, mat, birds, canoe, plants, books, pencils, clothes, knife

Activity 1b

Identify the number of syllables in the list of words below. Snap your fingers to identify the number of syllables in each of the words in the list.

Fish (1), bus (1), shell (1), mat (1), birds (1), canoe (2), plants (1), books (1), pencils (2), clothes (1), knife (1)

Activity 2 Name living things and non-living things in different languages:

Living things:

 In Gela language  Girl – vaivine Fish – naiga Canoe – tiola In Makira language  Crocodile – huasa House – ruma Lizard – taetae In Choiseul language Bird Boys Knife In Simbo Language  Clothes Pig Mat

Resources to support Science learning area:

The following are resources that will support teachers in delivering the science lessons effectively to our Pre-Primary Year children.

Pictures of animals/people, charts, flash cards, shells, stones, rocks, A4 paper, crayons, pencils, colours, reading books, pictures of houses, canoes, mat, other living things and non-living things.

Roles of Parents and Teachers:

Teachers – What is the role of teachers in supporting our children to learn science effectively in the classroom context?

a) Planning and Preparation: teachers always need to do proper planning for their daily activities. Daily lesson planning needs to be planned and set before presenting the lesson to the children every day. This is the heart of teaching our little ones. It is the important road map for teaching. Teachers should focus their daily teaching on achieving the specific learning outcomes (SLOs) by the end of individual activity times in their class.

b) Background Knowledge: Teachers need to know and have a better background knowledge of concepts that are to be taught to children in the specific lesson activities under the three strands of science learning.

c) Teaching Approaches (Instructional): Teachers need to familiarise themselves with the teaching approaches used in PPY – play-based, value-based (integrated) embedding the OBE approach.

Parents – Involve your children in doing the following activities:

a) When doing jobs in the garden or around the house, ask children to identify living and non-living things.

b) Take them on bush walks and identify trees, birds, snakes, lizards, opossums, etc.

c) Swim in the river/sea and identify shells, fish, turtles, prawns, eels, coral, etc.

Here is a tree that is tall, tall, tall.

Here is a flower that is small, small, small.

The flower that is small will try, try, try,

To reach the tree that is high, high, high.