Question

OH NO! Gulp, Gulp! She's been eaten by a tuna fish! Tuna fish, tuna fish, flashing in the water, Tuna fish, tuna fish, just doing what he oughter. OH NO! Gulp,Gulp! He's been eaten by a great white shark! Great white shark, great white shark, lurking in the water, Great white shark, great white shark, just doing what he oughter. OH NO! Gulp,Gulp! He's been eaten by a giant whale! Giant whale, giant whale, spouting in the water, Giant whale, giant whale, just doing what she oughter. OH NO! Gulp, gulp! BURP! Excuse ME! Figure 2: Slippery Fish (Pasadena Public Library, 2018) Show pictures of various sea pictures and sea creatures and discuss what learners know about each one. Discuss each of the stations set up in the classroom. Explain to the learners that they will be rotating to each station throughout the morning. Then, group the leamers and assign them to a station. Station 1: Sensory Bin Exploration Set up a sensory bin filled with sand, blue-coloured water, and toy sea animals. Encourage learners to explore and identify different sea creatures by touch and sight. - Goal: Learners will explore and identify different sea creatures by touch, sight and through informal fantasy play. Station 2: Sea Creature Art Provide stickers of sea animals that learners can colour in. Then, they can peel them off and stick them on an ocean scene to create stories of their own. - Goal: Learners will colour the stickers while developing their fine motor skills by manipulating the watercolour pencils. Station 3: Story and Discussion Page 5 of 9 Have picture books about sea creatures available. The teacher reads the story, "Commotion in the Ocean" by Giles Andreae (2019) to a small group of learners and asks them questions about the story to encourage discussion. - Goal: Engage learners in conversation about what they learned from the story. Station 4: Build the Ocean Chart Provide a large reel of paper and large paint sticks. Learners will draw and label different sea creatures they have learned about. - Goal: Collaboratively create an "Under the Sea" mural. Conclusion Gather the class and review the goals set for each station. Ask leamers to share what they accomplished and what they found interesting. Provide positive feedback and encouragement. Assessment: Observe leamers during activities to assess their engagement and understanding. Use the completed art projects and group discussions to gauge their grasp of the topic. Provide feedback to each learner on their participation and achievements. (Engelbrecht, 2024) INDICATE four (4) differentiated instructional techniques as suggested by Tomlinson (1999) that were evident in the Morning Lesson Plan. DISCUSS where in the lesson plan each was used. 4.2 DESCRIBE the importance for you as a teacher of placing the child at the centre of learning and play-based learning. Use the mark allocation to guide you in how much to write in your answer. [6] Page 6 of 9

OH NO! Gulp, Gulp! She's been eaten by a tuna fish!
Tuna fish, tuna fish, flashing in the water,
Tuna fish, tuna fish, just doing what he oughter.
OH NO! Gulp,Gulp! He's been eaten by a great white shark!
Great white shark, great white shark, lurking in the water, Great white shark, great white shark, just doing what he oughter.
OH NO! Gulp,Gulp! He's been eaten by a giant whale!
Giant whale, giant whale, spouting in the water,
Giant whale, giant whale, just doing what she oughter.
OH NO! Gulp, gulp! BURP! Excuse ME!
Figure 2: Slippery Fish
(Pasadena Public Library, 2018)
Show pictures of various sea pictures and sea creatures and discuss what learners know about each one.

Discuss each of the stations set up in the classroom. Explain to the learners that they will be rotating to each station throughout the morning. Then, group the leamers and assign them to a station.

Station 1: Sensory Bin Exploration
Set up a sensory bin filled with sand, blue-coloured water, and toy sea animals. Encourage learners to explore and identify different sea creatures by touch and sight.
- Goal: Learners will explore and identify different sea creatures by touch, sight and through informal fantasy play.

Station 2: Sea Creature Art
Provide stickers of sea animals that learners can colour in. Then, they can peel them off and stick them on an ocean scene to create stories of their own.
- Goal: Learners will colour the stickers while developing their fine motor skills by manipulating the watercolour pencils.

Station 3: Story and Discussion
Page 5 of 9

Have picture books about sea creatures available. The teacher reads the story, "Commotion in the Ocean" by Giles Andreae (2019) to a small group of learners and asks them questions about the story to encourage discussion.
- Goal: Engage learners in conversation about what they learned from the story.

Station 4: Build the Ocean Chart
Provide a large reel of paper and large paint sticks. Learners will draw and label different sea creatures they have learned about.
- Goal: Collaboratively create an "Under the Sea" mural.

Conclusion
Gather the class and review the goals set for each station. Ask leamers to share what they accomplished and what they found interesting. Provide positive feedback and encouragement.

Assessment:
Observe leamers during activities to assess their engagement and understanding. Use the completed art projects and group discussions to gauge their grasp of the topic. Provide feedback to each learner on their participation and achievements.
(Engelbrecht, 2024)
INDICATE four (4) differentiated instructional techniques as suggested by Tomlinson (1999) that were evident in the Morning Lesson Plan. DISCUSS where in the lesson plan each was used.
4.2 DESCRIBE the importance for you as a teacher of placing the child at the centre of learning and play-based learning.

Use the mark allocation to guide you in how much to write in your answer.
[6]
Page 6 of 9

OH NO! Gulp, Gulp! She's been eaten by a tuna fish!
Tuna fish, tuna fish, flashing in the water,
Tuna fish, tuna fish, just doing what he oughter.
OH NO! Gulp,Gulp! He's been eaten by a great white shark!
Great white shark, great white shark, lurking in the water, Great white shark, great white shark, just doing what he oughter.
OH NO! Gulp,Gulp! He's been eaten by a giant whale!
Giant whale, giant whale, spouting in the water,
Giant whale, giant whale, just doing what she oughter.
OH NO! Gulp, gulp! BURP! Excuse ME!
Figure 2: Slippery Fish
(Pasadena Public Library, 2018)
Show pictures of various sea pictures and sea creatures and discuss what learners know about each one.

Discuss each of the stations set up in the classroom. Explain to the learners that they will be rotating to each station throughout the morning. Then, group the leamers and assign them to a station.

Station 1: Sensory Bin Exploration
Set up a sensory bin filled with sand, blue-coloured water, and toy sea animals. Encourage learners to explore and identify different sea creatures by touch and sight.
- Goal: Learners will explore and identify different sea creatures by touch, sight and through informal fantasy play.

Station 2: Sea Creature Art
Provide stickers of sea animals that learners can colour in. Then, they can peel them off and stick them on an ocean scene to create stories of their own.
- Goal: Learners will colour the stickers while developing their fine motor skills by manipulating the watercolour pencils.

Station 3: Story and Discussion
Page 5 of 9

Have picture books about sea creatures available. The teacher reads the story, "Commotion in the Ocean" by Giles Andreae (2019) to a small group of learners and asks them questions about the story to encourage discussion.
- Goal: Engage learners in conversation about what they learned from the story.

Station 4: Build the Ocean Chart
Provide a large reel of paper and large paint sticks. Learners will draw and label different sea creatures they have learned about.
- Goal: Collaboratively create an "Under the Sea" mural.

Conclusion
Gather the class and review the goals set for each station. Ask leamers to share what they accomplished and what they found interesting. Provide positive feedback and encouragement.

Assessment:
Observe leamers during activities to assess their engagement and understanding. Use the completed art projects and group discussions to gauge their grasp of the topic. Provide feedback to each learner on their participation and achievements.
(Engelbrecht, 2024)
INDICATE four (4) differentiated instructional techniques as suggested by Tomlinson (1999) that were evident in the Morning Lesson Plan. DISCUSS where in the lesson plan each was used.
4.2 DESCRIBE the importance for you as a teacher of placing the child at the centre of learning and play-based learning.

Use the mark allocation to guide you in how much to write in your answer.
[6]
Page 6 of 9

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