Class: Pre-School Level 4
Term: Second Term
Week: 3
Age: 5 years
Duration: 30 minutes
Subject: Creativity
Curriculum Theme: Creativity
Previous Lesson: Drawing and Colouring Simple Shapes
Topic: Moulding Different Objects with Plasticine
Subject Matter: Plasticine. Weekly focus: Moulding Different Objects with Plasticine.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify plasticine by sight and touch.
Name simple objects that can be moulded with plasticine.

Affective Domain

Show interest and enjoyment in working with plasticine.
Participate actively in moulding different objects.

Psychomotor Domain

Roll, flatten, and pinch plasticine to create basic shapes.
Mould simple objects like a ball, snake, or worm with plasticine.

Share plasticine and tools (if any) with classmates.
Take turns when demonstrating or using shared resources.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 4
Relevant Early Childhood Care and Education resources

Instructional Materials

Assorted colours of plasticine
Clean, flat surfaces or small mats for moulding
Pictures of simple objects (e.g., ball, snake, plate, cup)

Rationale for the Lesson

This lesson is essential for Pre-School Level 4 pupils as it develops their fine motor skills, hand-eye coordination, and creativity. Working with plasticine allows children to express their imagination, understand three-dimensional shapes, and build confidence in their artistic abilities, which are crucial for their overall development at this age.

Prerequisite/Previous Knowledge

Pupils have previously engaged in activities involving touching and feeling different textures, identifying various colours, and may have played with soft materials like dough or sand.

Lesson Content/Board Summary

Moulding Different Objects with Plasticine

Plasticine is a soft, colourful material that we can squeeze, roll, and shape into many different things. It helps us use our hands and fingers to create new objects.

To mould with plasticine, we can:

Roll: Use our palms to roll plasticine into a long snake or a round ball.
Flatten: Press plasticine down with our hands to make it flat like a pancake or a plate.
Pinch: Squeeze small parts of plasticine with our fingers to make details or small shapes.
Twist: Turn two pieces of plasticine together to make a twisted shape.

Some simple objects we can mould are:

A round ball
A long snake or worm
A flat plate or cookie
A small cup
Simple fruits like an orange or apple

Key Words

Plasticine – A soft, colourful material used for moulding.
Mould – To shape or form something with your hands.
Roll – To move something over and over to make it round or long.
Shape – To give something a particular form.

What the Teacher Should Show or Draw

The teacher should hold up and display different colours of plasticine. The teacher will demonstrate how to roll, flatten, and pinch plasticine. The teacher will also show pictures of simple objects like a ball, snake, and plate, and then mould these objects in front of the pupils.

Moulding Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Plasticine, plasticine, soft and bright,
Roll it, roll it, with all your might.
Shape a ball, a snake so long,
Moulding, moulding, sing a happy song!
Flatten, pinch, and make a treat,
Plasticine fun, can’t be beat!

Actions:

“Plasticine, plasticine, soft and bright” – Show plasticine, gently squeeze it.
“Roll it, roll it, with all your might” – Roll hands together as if rolling plasticine.
“Shape a ball, a snake so long” – Form hands into a ball, then stretch them out for a snake.
“Moulding, moulding, sing a happy song!” – Clap hands happily.
“Flatten, pinch, and make a treat” – Flatten palms, then pinch fingers together.
“Plasticine fun, can’t be beat!” – Thumbs up!

How to use the rhyme: Sing the rhyme together as a class before and during the moulding activity to reinforce the actions and vocabulary related to working with plasticine.

Video Demonstration

The teacher can show a short video demonstrating how to mould simple shapes with plasticine or play-doh.

https://www.youtube.com/watch?v=v0yQ13-8o8w

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Practical Activity, Songs and Rhymes, Question and Answer, Imitation, Manipulation of Objects.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Activating prior knowledge

Teacher’s Activity: The teacher greets pupils and starts with a warm-up song. The teacher asks pupils if they have ever played with anything soft that they can change its shape, like dough or clay. The teacher introduces plasticine as a fun material for making things.

Pupils’ Activity: Pupils respond to greetings, sing along, and share their experiences with soft materials. They listen attentively to the introduction of plasticine.

Learning Point: Pupils are engaged and their curiosity about plasticine is sparked.

Step 2: Identifying Plasticine

Time: 4 minutes

Teaching Skill: Identification/Sensory exploration

Teacher’s Activity: The teacher distributes small pieces of plasticine to each pupil. The teacher guides pupils to touch, feel, and describe the plasticine (e.g., “Is it hard or soft?”, “What colour is it?”). The teacher asks pupils to hold up their plasticine.

Pupils’ Activity: Pupils touch and feel the plasticine, describing its texture and colour. They hold up their plasticine when asked.

Learning Point: Pupils identify plasticine by its physical properties and name its colour.

Step 3: Teacher Demonstration of Basic Moulding

Time: 5 minutes

Teaching Skill: Demonstration/Modelling

Teacher’s Activity: The teacher clearly demonstrates how to roll plasticine into a ball, then into a snake or worm. The teacher also shows how to flatten a piece of plasticine to make a plate. The teacher uses simple, clear instructions for each step.

Pupils’ Activity: Pupils observe the teacher’s demonstration carefully, watching how the plasticine is handled and shaped.

Learning Point: Pupils understand the basic techniques for moulding plasticine.

Step 4: Guided Practice

Time: 6 minutes

Teaching Skill: Guided practice/Support

Teacher’s Activity: The teacher guides pupils to try rolling their plasticine into a ball and then into a snake, just like the teacher demonstrated. The teacher walks around, offering individual help and encouragement, correcting techniques gently.

Pupils’ Activity: Pupils attempt to roll their plasticine into a ball and a snake, following the teacher’s instructions and demonstration.

Learning Point: Pupils practise and develop their fine motor skills while moulding basic shapes.

Step 5: Rhyme Reinforcement

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the class in singing the “Moulding Rhyme,” encouraging pupils to perform the actions while holding their plasticine or pretending to mould.

Pupils’ Activity: Pupils sing the rhyme and perform the actions, reinforcing the moulding concepts in a fun way.

Learning Point: Pupils consolidate their understanding of moulding actions through song and movement.

Step 6: Pupil Application/Creative Time

Time: 5 minutes

Teaching Skill: Application/Creativity

Teacher’s Activity: The teacher encourages pupils to mould different objects of their choice with the plasticine. The teacher suggests other simple objects like a plate, a cup, or a simple fruit, and praises their efforts. This is where pupils engage in the “individual activity to spot the difference” by creating their unique objects.

Pupils’ Activity: Pupils independently mould various objects using their plasticine, exploring different shapes and ideas.

Learning Point: Pupils apply their moulding skills creatively and explore different possibilities with plasticine.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“What is this soft, colourful material we used today?” (Holds up plasticine)
“Show me the object you moulded that looks like a ball.”
“Can you show me how you rolled your plasticine?”
“Tell me one other thing you made with your plasticine.”

Pupils’ Activity: Pupils respond orally by naming plasticine, and demonstrate by showing their moulded objects or performing the rolling action.

Learning Point: Pupils demonstrate understanding of the lesson by identifying plasticine and showing their moulded creations.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarizing/Praise

Teacher’s Activity: The teacher praises pupils for their creativity and effort. The teacher reminds them that they can always mould different things with plasticine and encourages them to clean up their work area.

Pupils’ Activity: Pupils listen to the teacher’s summary and praise, and begin to help with cleanup.

Learning Point: Pupils feel proud of their work and understand the importance of tidiness.

Lesson Keywords

Plasticine – A soft, colourful material that can be shaped.
Mould – To make something into a particular shape with your hands.
Roll – To turn something over and over to make it long or round.
Shape – The outside form or outline of something.

Differentiation

Support: For pupils who find it difficult, the teacher can provide hand-over-hand guidance for rolling and flattening. Give them larger pieces of plasticine, which are easier to manipulate, and focus on just one simple shape like a ball.
Extension: For pupils who quickly grasp the concept, encourage them to mould more complex objects, combine different shapes, or create a small scene with their moulded items. Ask them to describe what they have made and tell a short story about it.

Note for teachers using this lesson plan

Before the lesson, ensure you have enough plasticine for each child, or small groups, and a clean, flat surface for them to work on. Introduce plasticine as a fun, creative tool. Emphasize that there is no “right” or “wrong” way to be creative, encouraging exploration. Demonstrate the basic techniques (rolling, flattening, pinching) clearly and slowly, repeating as needed. Circulate among pupils during practice and creative time, offering positive reinforcement and gentle guidance. Observe how pupils manipulate the plasticine to gauge their fine motor development. Understanding can be observed by their ability to imitate your actions, create simple shapes, and identify plasticine when asked. Ensure proper hygiene by having pupils wash their hands before and after the activity.