MSD Activity Plan Template

Activity Plan
Title of Learning Experience: Date: Duration:
Protect Mr McGreely’s garden! 3 December 30 Minutes
2021
Age group / level: Number of Children:
3 to 4 Years Old/ Nursery 2 6
Fundamental Movement Skills and Concepts: <describe>
1) Jumping for Distance: This activity focuses on the space awareness concept.
This concept focuses on where the body is moving. In this
case, the children are jumping forward and turning in the opposite direction
according to the teacher’s cues.
2) Kicking: This activity focuses on effort and space awareness concept. The
effort awareness concept focuses on how the body is moving. In this scenario,
the children will determine the force and direction while kicking the ball to ensure
that the ball hits the bowling pins and causes it to fall.

Objectives (Integration with one other Learning Area): Children will be able to …
(Maximum 4 objectives)
1) Jump and land with 2 feet from one hula-hoop to another in alternating
directions according to teacher’s cues.
2) Aim and kick the ball with the appropriate amount of force to cause at least 1
bowling pin to fall.
3) Count reliably from 1 to 5 the number of bowling pins that are still standing.
Space, equipment/ materials and set up: <list/describe>
1) 3 Hula Hoops
2) Masking Tape
3) 5 Kids Plastic bowling pin
4) Laminated Printout of rabbits.
5) 1 Soccer ball
The hula hoops will be placed on the ground with a distance of 10cm between
each hoop. Beside the line of hula hoops, 5 bowling pins with laminated cutouts
of rabbits will be sticked onto it and placed in a circle. About 1 metre away from
the first bowling pin, there will be a tape on the ground to indicate where the child
will be standing at to kick the ball. There would only be one child using the set up
at a time, the rest of the children will be seated by the side of the classroom
further away from the the set up but still being able to view and cheer for their
classmates.

Safety Consideration: <list>

- Hula-hoops would be taped down and adjusted to each child’s need for
jumping distance, and to prevent slipping.
- Ball used is not too heavy or big for the child to kick and injure their legs.
- Hazardous objects like tables and chairs are moved to the corners of the
classroom where it is not accessible by the children in class.

Details of Learning Experience: (include transitions and suggested questions in

each section below)

Warm up activity (10 minutes):

1) Greet the children and start the lesson by doing the warm up using the
song ‘Head, Shoulders, Knees and Toes’. https://youtu.be/QA48wTGbU7A
Start from 0:53.
2) After the warm up, recap about what has happened to Mr McGreely’s
Garden in the storybook. ( “ Which animal destroyed Mr McGreely’s
garden?”)
3) Bring the children to sit at the safe corner of classroom before introducing
the activity.
Main activity (15 minutes):
4) Introduce the activity to the children: “ Today, we are going to try our best
to protect Mr McGreely’s garden!“
5) Explain why they are jumping for distance and demonstrate how they
should jump for distance: The hula-hoops represent the fence and they are
required to jump over it to reach the garden.
 6) Explain why they have to kick a ball to hit the bowling pins: The bowling
pins are the rabbits, which they have to kick the ball to chase away those
rabbits. After they kicked the ball, they have to count how many ‘rabbits’
are left standing.
7) Demonstrate how the activity is done for a round and check for queries.
8) Begin the activity with one child using the set-up at a time.
9) Intervene and assist the child if they are unable to do the movements with
verbal cues.
Differentiation:
Variation 1 for children with lower level of skill:
Children with lower level of skill can have a shorter distance between each hoops
that are placed on the ground. The ball would also be placed nearer to the
bowling pins by 10cm.

Variation 2 for children with higher level of skill:

Children with higher level of skill will have a further distance for them to jump
between each hoops. The ball will also be placed 10cm further away from the
original point away from the bowling pins.
Cool down activity and closure (5 minutes):
1) Get the children to help pick up the equipments and put it at a designated
area.
2) Recap and demonstrate the correct way to jump for distance and kicking.
3) Do the ‘Greater Singapore Workout’ for cool down. (https://youtu.be/rRt3tXSg-
U8) Start the video from 3:04.
4) Thank the children for their active participation.
 Appendix 2

Appendix 2: Learning Plan Template

Learning Plan Date: 16 November 2021

Level / Age group: Nursery 2 / 3 – 4 years old Number of children: 5

Theme / Topic: Vegetables/MunchA! MuncHa! Duration: 40 Minutes
MuNcha!
Brief information about the interest, abilities and prior knowledge of the group of children:
The children is very familiar with the story ´ḾunchA! MuncHa! MuNcha!´ as they have
been brought through this book for the whole term. The children are also very interested
in the topic of vegetables and fruits. They able to describe the appearance and know the
name of the common fruits and vegetables.
Learning Learning Key Knowledge / Skills / Dispositions:
Areas1 Goals (e.g. 1/ (From NEL’s Educators’ Guide)
(A&C/ DOW/ 2/ 3/ 4)
L&L/ MSD/
NUM/ SED)
Language & LG2: Speak to - Talk about personal experiences with others.
Literacy convey - Ask simple questions.
meaning and - Respond appropriately to ‘who’, ‘what’ and
communicate ‘where’ questions.
with others
Discovery of LG1: Show an - Uses the five senses, simple/tools/
The World interest in the technology to explore the world they live in.
world they live - Talk about their observations and findings.
in.
Learning Objectives2: Children will be able to …
 Touch and learn how to describe the different textures of fruits and vegetables.
 Learn at least 3 new words to describe texture of vegetable and fruits.
Learning Disposition: (choose ONE from NEL’s PRAISE)
 Sense of wonder and curiosity
Materials:
 Fresh Vegetables (Peas, Corn, Cabbage, Tomato, Carrot)
 ḾunchA! MuncHa! MuNcha! Storybook
 Whiteboard and marker
Environmental Set-up:
Children will be seated on the floor in the gathering area of the classroom in a circle with
the teacher throughout the whole session. The whiteboard would be placed behind the
teacher so all the children can see. The materials will be held by the teacher during
introduction and passed around during the activity itself.
Procedures: (include transitions and suggested questions in each section below)
Introduction (10 minutes)
(introduce something that triggers children’s interest in the topic)
1. Teacher will start the lesson by greeting the children and bringing the children
back to recap about the main events of the book while flipping through the
book.
2. While recapping, the teacher would prompt a few questions such as ‘What do
you see on this page?’ before continuing to the next main event.
3. The teacher would ask the children about what they know and what they want
to know about vegetables.
 What do they know about the vegetable’s appearance?
 How to describe it?

Activities (20 minutes)

4. Teacher will introduce the vegetables in a basket selected for this activity and
get them to guess how it feels like based on its appearance, before they get to
touch it.
5. Teacher will then write down the words the children have suggested onto a
whiteboard for the class to see.
6. Teacher will now gather the children to sit in a large circle and give 5 minutes
for all the children to touch and feel the textures of the vegetables. The basket
of vegetables will be placed in the middle of the circle.
7. During this 5-minute experience session, the teacher would answer the
children's queries and acknowledge children's answers.
 8. After 5 minutes, the teacher will hold up each of the vegetable and get the
children to describe its texture. Teacher would also guide and introduce them
to words like:
 Bumpy
 Smooth
 Hard
 Soft
9. Ensure every child has the chance to share their answers.
Closure and Clean up (10 minutes)
10. To round up the lesson, the teacher will lead the class to recap on the words
the class have suggested and what the teacher have taught. The children will
be seated facing the whiteboard.
11. Teacher also prompt questions such as “What are the new words you have
learnt today?”
12. Teacher would then thank the children for their active participation and get
them to go wash their hands.

1
Integrate at least TWO learning areas in the learning plan e.g. Language &
Literacy (L&L) and Aesthetics & Creative Expression (A&C).
2
Objectives should be age-appropriate and indicate observable and specific
behaviours that are derived from key knowledge, skills and dispositions. Write at least
TWO objectives from different learning areas to show integrated learning.
Evaluation and Suggestions for Improvements
Evaluation: The activity planned was effective in getting the children to meet the
objectives of learning at least 3 new words to describe textures and to have a hands-on
experience during the lesson. I have repeatedly emphasised on how the word such as
‘bumpy, smooth, hard and soft’ meant and feels like throughout the entire lesson and
also got the children to repeat after me. I also prompted a few questions to get them
thinking and guess about how the textures of the vegetable feels like before they got to
touch it and therefore constructing new knowledge on what they have knew beforehand.
Most of the children have met the objectives of learning the 4 new words and also learnt
how to spell those words with the help of the teacher. The instructions given to the
children were simple and easy to comprehend
Success and Challenges:
Suggestions:
 NUM Learning Plan Template

Learning Plan Date: 15 November 2021

Level / Age group: Nursery 2 / 3-4 years Number of children: 6

Theme / Topic: Muncha! Muncha! Muncha! Duration: 45 minutes
Brief information about the interest, abilities and prior knowledge of the group of children:
Children have been introduced to the storybook ‘MunchA! MuncHa! MuNcha!’ during
their L&L lessons. They are able to identify the different colours and name of it. They
also show interest in vegetables and fruits.

Learning Learning Key Knowledge / Skills / Dispositions:

Areas1 Goals (e.g. 1/ (From NEL’s Educators’ Guide)
(A&C/ DOW/ 2/ 3/ 4)
L&L/ MSD/
NUM/ SED)
Numeracy LG1: - Match, sort and compare things by one
Recognise attribute.
and use
simple
relationships
and patterns.
Social and LG4: - Work and play cooperatively in a group
Emotional Communicate,
Development interact and
build
relationships
with others
Learning Objectives2: Children will be able to …
 (NUM) Sort the vegetables and fruits provided by 3 different colours (Yellow,
Red, Green) in groups of 3.
 (SED) Communicate and work together as a team of 3 to arrive at their final
answer.

Learning Disposition: (choose ONE from NEL’s PRAISE)

 Appreciation (listen to the views of others)
Environment Set-up and Materials:
 Plastic Toy Vegetables and Fruits (Yellow, Red and Green colour).
 6 baskets with laminated labels of colours and name of colours

The children will be seated in an open space in the middle of the class facing the teacher
first. During the activity itself, children will be split into groups of 3 with 3 baskets each at
the center of where each team is seated at.

Procedures: (include transitions and suggested questions in each section below)

 Introduction (15 minutes)
(introduce something that triggers children’s interest in the topic)
 The teacher will greet the class and recap on what did Mr. McGreely did in the
storybook and which are the vegetables he planted while showing a picture of page 5
of the storybook.
 While the children are recapping, also prompt questions about commonly seen
vegetables and fruits such as: “ What is the colour of the carrot or broccoli?”.
 Introduce today’s activity materials and instructions.
1. Instructions: Children are required to work together in a group of 3. They will
be provided a range of fruits and vegetables that are of 3 different colours.
They will be required to sort these fruits and vegetables to their respective
colour’s boxes. The pairs must agree with each other for the team’s final
answer. Once the team has completed, they will receive stickers as a reward.
(All children will receive stickers as a reward eventually.)

Activities (10 minutes)

 Before the activity starts, set rules.
1. Good sitting.
2. Good talking.
3. Good listening.
 The class would be given 5 minutes to complete their sorting.
 Teacher would walk around the class to check and ensure the safety of the children
and also to guide teams which may disagree or have the wrong answers.
 After 5 minutes, check whether all the children have gotten the correct answers and
give them their rewards.

Closure and Clean up (10 minutes)

 To round up the lesson and activity, gather them back together.
 Teacher to sit in front of them and get them to recap and say out all the vegetables
and fruits’ respective colours. (Example: Lemon is yellow.)
 After the recap is done, get them to return all the materials to the front of the
classroom and thank them for their active participation.

1
Integrate at least TWO learning areas in the learning plan e.g. Language &
Literacy (L&L) and Aesthetics & Creative Expression (A&C).
2
Objectives should be age-appropriate and indicate observable and specific
behaviours that are derived from key knowledge, skills and dispositions. Write at least
TWO objectives from different learning areas to show integrated learning.
 Appendix 3: Play Space/ Learning Centre Activity Plan Template

Theme/ Topic: Vegetables Level/ Age Group: Nursery 2

Name of Learning Centre: Numeracy Learning Centre
Activity 1: What colour is this vegetable or fruit?
Objective(s): Children will be able to …
(Write at least one age-appropriate objective that targets a KSD from NEL)
 Sort correctly at least two of each respective vegetable to its colours’ container
while working in pairs .
Materials:
 Felt fruits and vegetable of 4 main colours (green, yellow, red, orange)
 Paper plates with 4 laminated labels sections (green, yellow, red and orange)
 Instruction Sheet
 Answer Chart with the picture of which vegetable belongs to which container.
Brief description of Activity 1
 Children will be given a set of felt vegetables and fruits, 4 containers labelled with
its respective colours. They will also be provided with the instruction sheets.
 The felt vegetables and fruits does not only consist of one colour on each item,
therefore children are required to recognise which colour takes up the majority of
the surface area and therefore sorting to its respective container.
Number of children: 2 players.
Simple instructions that educator will use to explain the activity to the children:
 There are a total of 12 different fruits and vegetables in the main box.
 Children will have to see which colour makes up most of the food item and
therefore place it into the container that is labelled with the colour.
 After the children are done, they can check their answers with the answer sheet
provided.

Activity 2: Create your own AB pattern!

Objective(s): Children will be able to …
(Write at least one age-appropriate objective that targets a KSD from NEL)
 Create their own AB Pattern with the coloured ice cream sticks and template
provided.
Materials:
 Coloured ice cream sticks
 Glitter bottle
 Instruction sheet
 4 Black and White template
Brief description of Activity 2
 This activity would require 2 or more players where they compete against each
other to see who is the first to complete the AB pattern correctly. There will not
be any answer sheets provided as the children would have to help each other to
check whether their answers are correct or wrong. This is to help them learn
better from their friends’ mistake.
Number of children: 2 to 4 Players.
Simple instructions that educator will use to explain the activity to the children:
 Children will be provided with a tray of coloured ice cream sticks, laminated
templates and a glitter bottle timer.
 One child would shake the bottle to start the timer and the children can compete
against each other to see who can create the right AB pattern correctly and
accurately.