Curriculum Materials

Activity Plan 1

Previous Knowledge:Children have been introduced to the topic of boats and their uses. Learning Outcomes (Strands):

• Wellness: Develop motor skills through movement activities.

• Aesthetic Expression: Engage in creative play and boat-themed art.

• Intellectual Empowerment: Learn how ferries function and their role in transportation.

• Citizenship and Belonging: Understand how ferries help people travel and connect communities.

Effective Communication: Express ideas through discussion, pretend play, and hands-on activities.

Objectives:

Children will be given opportunities to:

Knowledge:

• Identify 2 things that a ferry would carry and describe ferry boats.

• Recognize the purpose of ferry boats in transportation.

Skills:

• Develop fine motor skills through art activities.

• Strengthen listening and comprehension skills during discussions and storytelling.

Attitudes:

• Show curiosity and excitement about ferry boats.

• Demonstrate cooperation during group activities.

Dispositions:

• Express interest in transportation systems.

• Participate actively and respectfully in group discussions and activities.

Materials/Resources/Equipment:

• Pictures/videos of ferry boats

• Toy boats (including ferries) and water bins

• Large cardboard box (to create a pretend ferry)

• Art supplies (paper, glue, markers, craft sticks)

• Visual schedule for children with autism

Differentiated Strategies:

• Use visual aids (pictures, models, and real-life videos) to support understanding.

• Provide clear, step-by-step instructions with visual cues.

• Offer a quiet space for children who may need sensory breaks.

• Allow children to engage in hands-on exploration at their comfort level.

Procedure:

Introduction: 

• Show pictures and/or play a short video of ferry boats in action.https://www.youtube.com/watch?v=FIC9XegK7F0 

• Ask guiding questions:

"Have you ever seen a ferry boat?"

"What do you think a ferry does?"

"How is it different from other boats?"

Step 1: 

• Show a large picture of the inter-island ferry.

• Ask, “What do you see? Where do you think this boat is going?”

• Explain that the ferry takes people and cars between Trinidad and Tobago.

• Show a simple map of Trinidad and Tobago, highlighting the ferry route.

Step 2

• Give each child a pretend ferry ticket.

• Set up a small “boarding station” where they hand in their ticket.

Step 3:

• Set up a pretend ferry using a large cardboard box.

• Children “drive” their toy cars onto the ferry or walk aboard.

• Discuss safety rules on the ferry.

• Discuss where ferries take people and vehicles.

Step 4: 

• Movement activity: "Ferry Boat Ride"

• Play sounds of the sea and ferry horn.

• Encourage movement (swaying like waves, pretending to be the engine).

• Discuss what children might see on the journey (birds, water, land in the distance).

• Encourage children to make ferry sounds (e.g., "toot toot!").

Step 5: Arriving in Tobago

• Announce arrival.

• Have children “drive” off or walk off the ferry.

• Ask, “What would you like to do in Tobago?”

Step 6 (Closure/Recall): 

• Review the journey using a visual story.

• Ask questions: “What did you like best about the ferry ride?”

• Sing a short transportation song about the ferry.

Assessment (Authentic, e.g., questioning, portfolio, observations, etc.):

• Observe children's participation in discussions and activities.

• Ask open-ended questions to gauge understanding.

• Document children's engagement through anecdotal records or pictures of their crafts and play.

Follow-Up Activities (for subsequent lesson):

• Read a storybook about ferry boats.

• Take a pretend ferry ride during outdoor play.

• Expand on transportation by introducing different types of boats in the next lesson.

Reflection 

Be guided by the following questions:

How do you think the lesson went? 

The lesson did not go as planned but the children did enjoy themselves.

What do you think worked very well in this lesson?

The children loved the interactive part of the lesson, pretending to be on a ferry.

 How can you use what worked well in your next lesson? 

I can create lessons that require the children to be interactive in the lesson.

What did not go well?

Organization was a problem.

 If you could teach the same lesson again, what would you do differently? 

I would teach the lesson inside the school and set up my stations in different classrooms.

Activity Plan 2

ACTIVITY PLAN

 Theme:  Water Transportation
Sub-Theme: Harbour and Dock – Different Boats that Dock
Name of Activity: Welcome to the Harbour!
Date: 25th March 2025
Age Range: 3-5 years
Special Needs (if any): Adaptations included for children with autism
Duration: 30 minutes

Previous Knowledge:

Children have learned about water transportation, including boats and ships.

Learning Outcomes (Strands):

• Wellness: Engage in movement activities related to docking boats.

• Aesthetic Expression: Use creative materials to make a harbour collage.

• Creative Expression: Participate in a role-play about boats arriving at the dock.

• Intellectual Empowerment: Identify and categorize different boats that dock at harbours.

• Citizenship and Belonging: Discuss the importance of harbours in a community.

Objectives

Children will:

• Knowledge: Identify different types of boats that dock at a harbour (e.g., fishing boats, cargo ships, ferries).

• Skills: Use fine motor skills to create a harbour scene and engage in role-play.

• Attitudes: Show curiosity about harbours and the jobs connected to them.

• Dispositions: Develop an appreciation for teamwork in managing a harbour.

Materials/Resources/Equipment

• Toy boats of different types

• Blue fabric or paper to represent water

• Cardboard, paint, glue, and paper for harbour craft

• Visuals of harbours and docks

• Social story visuals (for autism-friendly support)

• Soft instrumental ocean sounds (to create a calm atmosphere)

Differentiated Strategies (Autism-Friendly Adaptations)

• Visual Schedules: Provide a picture schedule of activities.

• Sensory Considerations: Use soft ocean sounds and allow noise-canceling headphones if needed.

• Role-Play Alternatives: Some children may prefer observing rather than participating.

• Clear Expectations: Use social stories or step-by-step images for each activity.

Procedure

Introduction 

1.  Ask: What do boats need to move? or“Where do boats go when they need to stop?”

   • It’s called a harbour

   • “Have you ever been to a harbour?

   • https://www.youtube.com/watch?v=Tql5ueK8e0Y

2. Introduce different types of boats that use harbours:

   • Fishing boats, cargo ships, ferries, tugboats.

Step 1: 

• Spread out toy images of different boats.

• Children categorize boats based on size and function (e.g., small fishing boats vs. big cargo ships).

Step 2:

• play a game of “Simon Says.”

• Simon Says be a rowboat- children pretend to row a boat. 

Step 3:

• Carry kids to visit a harbour ( create a pretend harbour)

• Ask about different boats in the harbour

Step 4: 

• Help children create a harbour using art supplies

Step 5: Closure/Recall (3 minutes)

• Review key points with questions:

  • “What kinds of boats use a harbour?”

  • “Why do boats need a dock?”

• Celebrate everyone’s participation.

Assessment (Authentic)

• Observation: Monitor engagement in role-play and sorting activities.

• Portfolio: Take pictures of the children’s harbour crafts.

• Questioning: Ask children to describe their favourite boat.

Follow-Up Activities

• Read a story about a harbour (e.g., Boats by Byron Barton).

• Visit a local dock (if possible) or watch a short video about how harbours work.

Reflection

• How do you think the lesson went?

The lesson went extremely well. The children really enjoyed the lesson.

•  What do you think worked very well in this lesson? 

The video lesson, the boat representation and the art project worked really well.

• How can you use what worked well in your next lesson? 

I can have a variety of different activities that would appeal to my students.

• What did not go well?

Everything worked out really well.

•  If you could teach the same lesson again, what would you do differently?

I would focus some more on the technical terms e.g the word “dock” the children did not understand what the word meant therefore I would explain the term.