Singing about flowering plants. Singing about things in the environment in tonic solfas. Cultural and Creative Arts Primary 3 First Term Lesson Notes Week 5 & 6
Term: First Term
Class: Primary 3
Subject: Cultural and Creative Arts
Topic: Singing about Flowering Plants and Things in the Environment in Tonic Solfas
Duration: 45 minutes
Previous Lesson: In the previous lesson, we learned about identifying different elements in our environment and their usefulness.
[mediator_tech]
Reference Materials:
- Tonic Solfa chart
- Pictures of flowering plants and the environment
- Whiteboard and markers
- Song lyrics handouts
- Audio recording of the song
Instructional Materials:
- Tonic Solfa chart for display
- Visual aids (pictures of flowering plants and the environment)
- Song lyrics handouts for students
Behavioral Objectives: By the end of this lesson, students should be able to:
- Identify and name different elements in the environment, particularly flowering plants.
- Sing a simple song about flowering plants using tonic solfas.
- Demonstrate an understanding of the connection between elements in the environment and the song.
Embedded Core Skills:
- Creativity and expression
- Observation and identification
- Listening and singing skills
- Collaboration and participation
Learning Materials:
- Visual aids
- Handouts
- Audio recording
Content
Baa, Baa, Black Sheep: Baa, baa, black sheep, have you any wool? Yes, sir, yes, sir, three bags full. One for the master, one for the dame, And one for the little boy who lives down the lane.
(Sing along in the key of C) C C D E E D C Baa, baa, black sheep, have you any wool?
G G F E D C Yes, sir, yes, sir, three bags full.
E E D D C One for the master, one for the dame,
D E E D C And one for the little boy who lives down the lane.
Twinkle, Twinkle, Little Star: Twinkle, twinkle, little star, How I wonder what you are! Up above the world so high, Like a diamond in the sky.
Tonic Solfa
(Sing along in the key of C)
C – C – G – G – A – A – G
Twinkle, twinkle, little star
F – F – E – E – D – D – C
How I wonder what you are
G – G – F – F – E – E – D
Up above the world so high
G – G – F – F – E – E – D
Like a diamond in the sky
C – C – G – G – A – A – G
Twinkle, twinkle, little star
F – F – E – E – D – D – C
How I wonder what you are
Mary Had a Little Lamb: Mary had a little lamb, Its fleece was white as snow; And everywhere that Mary went, The lamb was sure to go.
(Sing along in the key of C) E D C D E E E Mary had a little lamb,
D D E G G Its fleece was white as snow;
E D C D E E E And everywhere that Mary went,
E D D E D C The lamb was sure to go.
Rain, Rain, Go Away: Rain, rain, go away, Come again another day. Little children want to play, Rain, rain, go away.
(Sing along in the key of C) C C E F G F E D Rain, rain, go away,
C C E F G F E D Come again another day.
G F E D C Little children want to play,
C C E D C Rain, rain, go away.
Evaluation
1. Trees provide us with __________ and materials like wood.
a) Shade
b) Milk
c) Books
d) Cars
2. What do bees do in our environment?
a) Sing lovely songs
b) Pollinate flowers
c) Build houses
d) Drive cars
3. Grass helps prevent __________.
a) Pollution
b) Soil erosion
c) Insects
d) Sunburn
4. We share our environment with animals like birds, insects, and __________.
a) Robots
b) Aliens
c) Mammals
d) Computers
5. Rivers, lakes, and oceans provide us with __________.
a) Toys
b) Computers
c) Water
d) Houses
6. What is the importance of air in our environment?
a) It provides food
b) It gives us oxygen
c) It makes music
d) It builds houses
7. What do waste bins help us do in our environment?
a) Collect toys
b) Keep our surroundings clean
c) Make art
d) Play games
8. Cars, buses, and bicycles help us with __________.
a) Flying
b) Swimming
c) Transportation
d) Dancing
9. Houses provide us with __________.
a) Shade
b) Toys
c) Shelter
d) Food
10. What do schools help us with?
a) Swimming
b) Playing games
c) Learning
d) Sleeping
11. __________ are where we buy food and other things we need.
a) Schools
b) Markets
c) Cars
d) Rivers
12. What are gadgets like phones and computers used for?
a) Making music
b) Keeping us warm
c) Connecting us to the world
d) Growing plants
13. What does the moon do in the sky?
a) It makes rain
b) It tells stories
c) It shines at night
d) It grows flowers
14. We should be responsible and protect our __________.
a) Toys
b) Environment
c) Cars
d) Clothes
15. What is the main message of this lesson? We should take care of our __________.
a) Computers
b) Friends
c) Environment
d) Toys
Presentation Steps:
Step 1: Introduction (5 minutes)
- Greet the students and recap the previous lesson briefly.
- Introduce today’s topic: Singing about Flowering Plants and Things in the Environment in Tonic Solfas.
Step 2: Explanation and Discussion (10 minutes)
- Display pictures of flowering plants and elements of the environment.
- Discuss the importance of plants in our surroundings.
- Introduce the concept of Tonic Solfas and show the Tonic Solfa chart.
- Explain that we will be singing a song about flowering plants in Tonic Solfas.
Step 3: Learning the Song (15 minutes)
- Distribute song lyrics handouts to students.
- Play the audio recording of the song to familiarize students with the melody.
- Break down the song into smaller sections and teach them in Tonic Solfas.
- Practice each section with the students, encouraging participation.
Teacher’s Activities:
- Facilitate discussions.
- Explain Tonic Solfas.
- Guide students in learning the song.
- Provide examples and demonstrations.
Learners’ Activities:
- Listen and participate in discussions.
- Practice singing in Tonic Solfas.
- Ask questions and seek clarification.
Assessment (5 minutes):
- Ask students to sing the song in Tonic Solfas.
- Evaluate their ability to identify elements in the environment
[mediator_tech]
Evaluation
1. Flowers provide us with beautiful __________.
a) Songs
b) Colors
c) Computers
d) Cars
2. We use __________ to sing songs about flowering plants.
a) Tonic Solfas
b) Computers
c) Bicycles
d) Toys
3. What are we learning to sing about in this lesson? __________.
a) Animals
b) Our environment
c) Outer space
d) Video games
4. Tonic Solfas help us understand __________ in songs.
a) Computers
b) Music notes
c) Trees
d) Houses
5. Flowers are a part of our __________.
a) Environment
b) Playground
c) Library
d) Kitchen
6. What kind of music notes do we use in Tonic Solfas? __________.
a) ABCD
b) 1234
c) Do-Re-Mi
d) Red-Blue-Green
7. We can sing songs about __________ plants.
a) Flowering
b) Flying
c) Swimming
d) Running
8. Our environment includes things like __________.
a) Robots
b) Cars
c) Trees and rivers
d) Video games
9. Which of the following is not part of our environment? __________.
a) Books
b) Flowers
c) Air
d) Houses
10. Singing helps us __________ our feelings.
a) Hide
b) Share
c) Sleep
d) Build
11. We use our __________ to sing a song.
a) Feet
b) Ears
c) Toys
d) Lunchboxes
12. What does the term “Tonic Solfas” refer to? __________.
a) A type of flower
b) A way to sing songs
c) A kind of bicycle
d) A type of computer
13. We sing about things that are part of our __________.
a) Dreams
b) Imagination
c) Environment
d) Outer space
14. Flowers are important in our environment because they are __________.
a) Beautiful
b) Made of wood
c) Good for swimming
d) Good for eating
15. In this lesson, we are learning to sing about __________.
a) Video games
b) Our favorite toys
c) Flowering plants and our environment
d) Outer space adventures
[mediator_tech]
Evaluation Questions:
- What are some elements in our environment, especially flowering plants?
- Can you sing the song we learned today in Tonic Solfas?
- Why are flowering plants important in our environment?
Conclusion (5 minutes):
- Summarize the key points of the lesson.
- Encourage students to continue exploring and appreciating nature.
Assignment:
- Ask students to draw a picture of their favorite flowering plant and write a short sentence about why they like it. This will be collected and discussed in the next lesson.
This lesson plan aims to engage students in learning about their environment through music, fostering creativity and appreciation for nature
