Module 3 • Teaching Methods
THE PROPERTY – HARD/SOFT Objectives: Why do we teach it?
1. To develop the child’s awareness of hardness as a property of objects. 2. To help the child identify hard and soft objects. 3. To help the child associate the hardness and softness of objects with their appropriate functions.
4. To enable the child to change the property of hardness of objects. 5. To foster the child’s ability to describe hardness and softness both verbally and by creative arts.
Skills: What skills are learnt?
1. Observation and identification of soft and hard objects. 2. Testing an object as hard or soft using the sense of touch. 3. Identification of the relationship between the property of hardness/softness and the function of the subject; verbal description of the property or hardness.
Concepts: Soft/hard Language: What language is learnt? Soft/hard.
Statements: the pillow is soft and the wood is hard. Softer than or harder than. Clauses of condition, if ...
• A solid material is usually hard. ‘Soft’ and ‘hard’ are relative terms and are used to compare the degree of hardness between materials.
• Glass is harder than wood.Wood is harder than clay – the harder material can scratch or leave a trace on the softer one.
• Childrenmight confuse hardness of materials with the texture of the object or its weight. Let’s involve the children!
Activity Soft objects and hard objects
Put a number of objects in front of the children. Use, for instance, a tissue and a piece of wood and ask the following questions:
Possible questions:
How do we use a tissue? What do we do with it? (we wipe our noses) Why don’t we wipe our nose with a piece of cardboard? (it is too hard) Can you find two similar objects; one hard and one soft? Which is harder?
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