Keywords: Say please, Say thank you, share,
Scene 1: Roll Call Routine Teacher: “Children, let’s begin roll call. When I point to your name, stand up and say present!”
Child A (stands up): “Present!”
Teacher: “Well done, Lily! Now, next name: Tom.”
Child B (stands up): “Present!”
Scene 2: Recording Absence Teacher: “Who is absent today? Let’s check.”
Child C: “Emma is absent!”
Teacher: “Yes, Emma is absent from school today. We will mark it on the chart.”
Child D: “Why is Emma absent?”
Teacher: “She is sick. We hope she feels better soon.”
Scene 3: Explaining Attendance Teacher: “If you are here, say present. If you are not here, we say absent.”
Child E: “Like yesterday? I was absent because I visited Grandma!”
Teacher: “Correct! When you miss school, you are absent.”
Scene 4: Practice Session Teacher: “Now, pretend your name is called. Stand and say present!”
Child F (stands): “Present!”
Teacher: “Good! What if you are not here?”
Child G: “Then I am absent!”
Scene 5: End of Roll Call Teacher: “Today, three friends are absent: Emma, Leo, and Mia. Everyone else is present!”
Children (together): “We are all present!”
Show me your hands. We use our hands to do many different things. Let’s learn a song about our hands. Put your hands in the air and give a clap. Put your hands in the air and wiggle them up there. Put your hands in the air and give a clap. Put your hands in the air and give a clap, in your lap!
Say what happened
Share your feelings
Listen carefully
Think of ideas
Suggest a solution
Choose together
Say you’re sorry
Be friends again
Choose a toy
Ask your friend nicely
Share the toy
Take turns playing
Play nicely together
Wait for your turn
Say thank you
pigment
Scene 1: Introducing 3D vs. 2D Shapes Teacher: “Look at this cube! It is a 3D shape. We can hold it! Now see this square on paper—it is flat. We call it a 2D shape.”
Child A: “3D shape is fat? 2D shape is flat?”
Teacher: “Yes! 3D shapes are thick and can be touched. 2D shapes are thin and drawn on paper.”
Teacher: “How many faces does it have?”
Child A: “Six faces! Each face is a square!”
Teacher: “Yes! And how many edges?”
Child B: “Twelve edges! I count them: one, two, three… twelve!”
Scene 2: Touching and Comparing Shapes Teacher: “Touch this sphere. It is round like a circle, but it is a 3D ball! The circle is its flat friend.”
Child B: “My ball is 3D! The circle picture is 2D!”
Teacher: “Smart! Now, what 2D shape is on the cube’s face?”
Child C: “A square! Each side is a square!”
Scene 3: Tracing 3D Shapes to Find 2D Shapes Teacher: “Let’s trace the cylinder’s bottom. See? It makes a circle on paper!”
Child D: “I trace the cone! It makes a circle too?”
Teacher: “The bottom is a circle, but the side is a triangle! Trace it—oh, a triangle appears!”
Scene 4: Matching Faces to 3D Objects Teacher: “What 2D shape is on the pyramid’s bottom?”
Child E: “A square!”
Teacher: “And its sides?”
Child F: “Triangles! Pointy triangles!”
Scene 5: Play with Shape Hunt Teacher: “Find a 3D shape in the room. What 2D shapes hide on its faces?”
Child G: “I found a box! It has squares on every side!”
Child H: “My ice cream cone has a circle bottom and triangle side!”
Scene 2: Comparing 3D Faces to 2D Shapes Teacher: “Now, trace the face of this cylinder. What 2D shape do you see?”
Child C: “A circle! The top and bottom are circles!”
Teacher: “Good! How many faces on a cylinder?”
Child D: “Three faces! Two circles and one rectangle!”
Teacher: “And how many edges?”
Child E: “Two edges! Around the circles!”
Scene 3: Counting Edges and Faces on a Pyramid Teacher: “This pyramid has a square base. How many faces?”
Child F: “Five faces! One square and four triangles!”
Teacher: “How many edges?”
Child G: “Eight edges! I count the lines!”
Scene 4: Shape Hunt Game Teacher: “Find a 3D shape with six faces and twelve edges!”
Child H: “The cube! It has six square faces and twelve edges!”
Teacher: “Now find one with no edges but curved faces!”
Child I: “The sphere! It is smooth and round!”
Scene 1: Walking on the Pavement Teacher: “Stay on the pavement, children. Hold my hand.”
Child A: “I hold your hand. Can I run?”
Teacher: “No, walk slowly. Look at the traffic lights ahead.”
Scene 2: Preparing to Cross Child B: “How do we cross the road?”
Teacher: “First, find a zebra crossing. Wait for the green man.”
Child C: “What if there is no zebra crossing?”
Teacher: “Find the safest spot. Look left, then right, then left again.”
Scene 3: Traffic Light Rules Teacher: “Red light means stop. Green light means go. Yellow light means wait.”
Child D: “I see a yellow light! Do we wait?”
Teacher: “Yes! Wait until it turns green. Never run when it is yellow.”
Scene 4: Crossing Safely Teacher: “Now the light is green. Walk quickly but do not run.”
Child E: “I look left and right. No cars!”
Teacher: “Good! Keep looking while you cross. Hold my hand tightly.”
Scene 5: After Crossing Child F: “We are on the other side!”
Teacher: “Well done! Remember: Always use the zebra crossing and follow the lights.”