Unit Topic/Learning Experience Name

Cut and paste shapes





Key Learning Area

Language/literacy, Maths, Science







The play-based is suitable for these children as they already know how to name, draw, and colour various shapes. In this activity, they get introduced to more interesting adventure where they learn to hold and use a air of scissors cut out the shapes they have already drawn and coloured.


Lesson Specific Objective/s

Ø Revisit activities involved drawing and colouring of different shapes

Ø Improve motor skill development through proper holding and use of scissors

Ø Sharpen coordination of eyes and fingers are children learn to cut out the shapes along the outer line of the drawings


Link to EYLF Learning Outcomes

Outcome 1 – Children have a strong sense of identity

Outcome 1.4.2 – engage in and contribute to shared play experiences

Outcome 4 - Children are confident and involved learners

Outcome 4.1 - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Outcome 4.1.2 - are curious and enthusiastic participants in their learning

Outcome 4.1.4 - follow and extend their own interests with enthusiasm, energy and concentration

Outcome 4. 3 - Children transfer and adapt what they have learned from one context to another

Outcome 4.4.3 - experience the benefits and pleasures of shared learning exploration

Outcome 5 - children are effective communicators

Outcome 5.1 - Children interact verbally and non-verbally with others for a range of purposes

Outcome 5.4 - Children begin to understand how symbols and pattern systems work

Outcome 5.5 - Children use information and communication technologies to access information, investigate ideas and represent their thinking





Papers, scissors, drawing pens/pencils, markers, colour pencils or crayons, glue, cardboards


Plan/Lesson Structure


The teacher reminds the children of a previous class activity in which they drew and coloured several shapes, and leads children through the activity by asking them to name the shapes and colours.

Teaching Strategies:

Observation: Given that this is a reminder of activities does earlier on, the teacher will observe the children to see if they remember what they did during that lesson.

Scaffolding: This could be necessary if some children still show difficulty recalling what was taught in the past.  The teacher will figure out the teaching and learning methods that will improve the child’s skills in this area.


Main Body:

The teacher places children in small groups and distributes the drawing tools and materials. If each group consists of five children, the teacher may decide which child draws a circle, square, rectangle, triangle, and oval. If specific colours are preferred er shape, the teacher may instruct the children. The teacher should also come with a shape and demonstrate before the children how they should use the scissors to cut them out and use glue to paste it on to the cardboard.

Teaching Strategies:

Role modelling: The teacher demonstrates how to hold the scissors when cutting out and paste the various shapes.

Inclusion: The teacher should find ways to help every learner to take active role in class activity.


Supervision: The teacher walks around the classroom to observe and document how each child holds the scissors and how many can cut out and paste the shapes correctly.



The activity introduces children to using scissors to cut out shapes they already drew. The following questions may be asked at the end of the activity:   


How did you feel when holding the scissors to cut out the shapes?

How difficult was it using the scissors?

Were you able to cut out your shape along the correct line?

Did you have any problem when pasting the cut out shapes?


If the children complete the task fast enough, the teacher could provide more drawings for them to cut out and


Teaching Strategies:

Open ended questions: To make children explain what they have learnt in details. The method enables the teacher to know how much each child understood and can help to identify areas that require coaching to improve understanding of the topic.


Observing: Helps to determine the ease of difficulty each child faces when performing the class activity.


Scaffolding: To identify additional strategies that enable attainment of lesson objectives.



Variations, Extend and Special Needs


Ø Allow room for use of non-verbal communication when explaining the challenges encountered when performing the activity.




Ø Check if children can recall and name the shapes and colours they previously worked on in the class

Ø See if the children can observe the teacher’s demonstration closely and hold the scissors as instructed

Ø Notice if the children are able to cut out the shapes along the correct line

Ø Examine if any child has trouble using glue to paste the cut out onto the cardboard




Ø How effective was the activity? Were there any limitations?

Ø Which part of the lesson did the children enjoy most?

Ø What improvements can make the activity more inclusive?

Ø What other teaching methods could be added to the activity to improve its effectiveness?