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Fa ti ma O baid H0 0 2 981 45

Activity1: Zoo animals' movement activity.


Subject: Sci ence The me: Animals.
Learning outcomes:
- Students will recognize the zoo animals.
- Identify how each zoo animal moves.
- Distinction between the zoo animals and the other animals.
Description:
Thi s acti vity will be about the zoo animals. Te acher will sing the zoo ani mals' song with the
stude nts and the students wi ll have to move l ike the animal s for e xample i f when the
te acher and students sing "Let's go to the zoo and stomp l ike the e lephants do." part they
wi l l stomp l ike the e lephant and so on until they finish the whole song and move their
bodi es l ike the zoo animals.
I choose this activity because I want the students to acknowledge the zoo animals and how
the y move moreover I want the students to be active i n the cl assroom and I want to
de l iver the i nformation for then i n an e asy and fun way.
I wi l l do this activity because I think i t's good for the students and i t will make the
stude nts memorize the zoo animals and how they move e asily moreover i t will help the
stude nts develop their physical skills.
Domains:
Language: Students will develop their l anguage because they wi ll l earn variety of new
vocabularies such as the names of the zoo ani mals and their movements' names.
Cognitive skills: Students wi ll develop their knowledge and know how e ach animal move
di fferently from the other ani mals more over they will re cognize the zoo animals from the
farm or jungle animals.
Social skills: Students will develop their social skills by dancing and moving together i n the
cl assroom moreover when they pre sent the movement i ndividually to their cl assmate this
wi l l he lp them de velop their confidence and se lf-esteem.
Physical skills: Students will develop their gross motor skills by moving and dancing.
Emotional skills: Students will be able to e xpress their feelings while dancing and moving
more over they will be happy.
Imagination skills: Students will be abl e to i mprove their fi ctional ability and i magine how
ani mals move and act.
Theories:
W hen s tudents i nter act wi th ea ch other to demons trate the a ni mals' movements i t will develop
thei r r el ationships whi ch will help them devel op their s ocial skills. Ac c or ding to Er ikson "Childr ens
per s onalities devel op in r esponse to thei r social environment. The s a me is tr ue of thei r skills for
s oc i al i nter ac tion." (Mc Leod, 2 00 8)

Reference:
McLe od, S. (2008). Erik Erikson. R e trieved F e b 20, 2016, f rom Simply psychology:
ht t p://www.simplypsychology.org/Erik -Erikson.html

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Fa ti ma O baid H0 0 2 981 45

Table 3: Opportunities for developing preschool (music and) movement:


Activ ity Name / Type
e . g. m o vem ent o r m ovement i n
r e s po nse t o m usic

Zoo anim als' m ove m e nt


act ivit y.

Aspe ct of m ove m e nt or
m ove m e nt in r e sponse to
m usic be ing e xplor e d
e . g. c r eating, p e rfor ming,
a p p r eciating

Mov em ent activ ity while s ing ing

Pr om ot ing Re fle ction of:

Resources:

e . g. Th e Bod y w h at i s m o vin g?
Sp a t ial Aw areness w h er e d oes t h e
b o d y m o ve?
Effo r t a w areness H o w d o es t he
b o d y m o ve?
Re l at ionship s w it h w h om c an t he
b o d y m o ve?

References:

Creating:

S o n gs , S . S. ( 2014, Aug 13). Let's


G o To The Z oo | Animal Song for
Ki ds . R e trieve d Fe b 10, 2016,
f rom Youtube:
https :/ / www .youtube .com/ watch
? v=Ow R mivbN gQk

S tu dents w i ll ma s ter a nd
m e m ori ze the z oo a nima ls
m o ve ments .

N o re s ource s are
ne e de d f or this
acti vi ty.

S patial Awarenes s:
- U s i ng the s pace i n the ci rcl e to
m o ve a nd da nce l ike the zoo
a n i mal s.

Perf orm ing:

Students are a sked to


demo nstrate a n d p erfo rm
the zo o anima ls'
mo vements to g eth er in th e
circle area time.

Organisation:

The B ody : H ow ea ch part of the


b o d y m oves to demonstra te the
a n i mal s' movements .

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le

- Co n ta ct wi th each o ther.
- Th i nk a bout h ow the z oo a nima l s
m o ve .
Effort Awarenes s: - Know how the
a n i mal s m ove.

Duration of Activity:

Time Are a / H all / O u ts id e

W ho le class circle time area.

A p p ro x ima tely 1 0 1 5 min u tes

What the teacher does:

What the children do:

Te ache r w il l re mind the s tudents of the zoo ani mals' l ess on and
as k the m about the animals ' name s and how the y move.

Stude nts w i ll si t i n the ci rcl e, l isten to the teache r and


ans w e r he r ques ti ons .

Te ache r w il l gi ve s tude nts the activi ty i nstructions. She wi ll tel l


the m that the y w ill si ng the z oo ani mals ' s ong and they w il l have
to dance l i ke the animals do to dem ons trate the ani mals'
m ove m e nts.

Stude nts w i ll si t i n the ci rcl e and l is te n to the teacher's


i ns tructi ons .

Te ache r w il l s ing the z oo anim al s s ong w ith the s tude nts and as
s he dos e that s he wi ll encourage the s tudents to dance l ike the
ani m al s do to dem ons trate the ani mals movem ents .

Stude nts w i ll si ng the z oo ani mals s ong wi th the teache r


and de m ons trate the ani mals' movem ents by dancing.

Te ache r w il l s top m oving afte r the fi rst part w hich is " Le t' s go to
the z oo and s tom p li ke the el ephants do " and as k the s tudents
about the s ound the e lephant do and w hat i t e ats.

Stude nts w i ll stop si nging and danci ng w ith the te acher


and ans w e r he r ques ti ons .

Te ache r w il l compl ete the s ong wi th the students and they w il l


s tart danci ng and movi ng agai n.

Stude nts w i ll fol low the te ache r and s tart s inging,


danci ng and m ovi ng again.

Te ache r w il l s top m oving afte r e ach part and ask the s tudents
di f f e re nt ques tions about the zoo ani mals.

Stude nts w i ll fol low the te ache r di rections and answ er


he r que s ti ons.

W he n the te acher and students come to the las t part of the zoo
ani m al s ' s ong w hich i s "le t' s go to the z oo and dance li ke the
ani m al s do" the teacher wi ll ask the students to dance l ike the ir
f avori te ani mals .

Stude nts w i ll si ng w i th the te ache r and dance to


de m ons trate thei r f avorite ani mal move ment.

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Fa ti ma O baid H0 0 2 981 45
Te ache r w il l re fl ect on the students' e xperi ence s, praise them and
as k the m di f fere nt que stions.

Stude nts w i ll li sten to the te ache r and ans wer he r


que s ti ons .

Te ache r w il l as k s ome s tude nts to de monstrate some zoo ani mals'


m ove m e nts i ndi viduall y.

Stude nts w i ll demonstrate the z oo animals ' m ovements


i ndi vi dual ly.

Ext e nsion Ide as:


Teacher can let so me students wear the zo o a n ima ls' o u tfits a n d co me to th e fro n t a n d p erfo rm th e zo o a n imals'
so ng to their peers.

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Fa ti ma O baid H0 0 2 981 45

Activity2: The Pinocchio movement activity.


Subject: English
Learning outcomes:
- Students will recognize the directions (right and left).
- Identify the body parts (legs, arm and chin).
Description:
Thi s acti vity will be about the Pinocchio movement activity. In this activity te acher wi ll
i ntroduce the and e xpl ain the i nstructions to the students then she will ask them to stand
up and make a ci rcle to get re ady to sing the Pi nocchio song and move to demonstrate the
song l yrics.
I choose this activity because I want the students to be able to recognize some of the body
parts such as l egs, arms and chin. Moreover the students will be able to i dentify the
di re ctions which are ri ght and l eft.
I wi l l do this activity because i t wi ll develop different skills i n students such as l anguage,
cogni tive, physical, e motional and social.
Domains:
Language: Students will develop their l anguage because they wi ll l earn variety of new
vocabularies such as arm, l eg, ri ght, l eft and chin.
Cognitive skills: Students wi ll develop their knowledge and be able to know the ri ght and
the l e ft.
Social skills: When students ask people i n different pl aces about the di rections they will
be abl e to re cognize the ri ght and the l eft so they will not get l ost.
Physical ski lls: Students will develop their kinesthetic skills by moving, dancing and
jumping.
Emotional skills: Students will feel happy to dance and move around i n the cl assroom with
the i r peers.

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Fa ti ma O baid H0 0 2 981 45

Table 3: Opportunities for developing preschool (music and) movement:


Activ ity Name / Type
e . g. m o vem ent o r m ovement i n r esp onse
t o m u s ic

The Pinocchio.

Aspe ct of m ove m e nt or
m ove m e nt in r e sponse
t o m usic be ing e xplor e d
e . g. c r eating, p e rfor ming,
a p p r eciating

Mov em ent activ ity while s ing ing

Pr om ot ing Re fle ction of:

Resources:

e . g. Th e Bod y w h at i s m o vin g?
Sp a t ial Aw areness w h er e d oes
t h e b o dy m ove?
Effo r t a w areness H o w d o es t he
b o d y m o ve?
Re l at ionship s w it h w h om c an the
b o d y m o ve?

References:

Creating:

Songs, S. S. (2015, A ug 29). The


Pinocchio | Nursery Rhyme s | Supe r
Simple Songs.
Re t rie ved F eb 17, 2016, f rom Yout ube :
ht t ps://www.youtube.com/wa tch?v=JVD_K4drsA

S tu dents w i ll be a bl e to
m a s ter the m ovements a nd
th e da nce.

The B ody : U s e the body parts to


m ove on and out of the circle .
F o r e xa m ple students wi ll ra i se
th e i r ri g ht a rms then m ove in
a n d o ut o f the ci rcl e w hile their
ri g h t a rms are ra i sed.

N o re s ource s are
ne e de d f or this
acti vi ty.

Perf orm ing:

Studen ts a re a sked to
mo ve in a n d o u t o f th e
circle a n d mo ve a ro u n d

S patial Awarenes s: U se the


ci rcl e are a space to move i n and
out of the ci rcl e and move
around.

Effort Awarenes s:
- R e cog nize the ri g ht a nd the
l e ft.
- Ide nti f y the body parts (arm,
l e g and chi n)

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time

Duration of Activity:

Are a / H all / O u ts id e

W ho le class circle time area.

A p p ro x ima tely 5 1 0 min u tes

What the teacher does:

What the children do:

Te ache r w il l i ntroduce the activi ty to the students and gi ve them the


i ns tructi ons .

Stude nts w i ll si t and l i sten to the te acher i nstructions


and e xpl anati on.

Te ache r w il l as k the s tude nts to stand up and m ake a ci rcle to s tart


the acti vi ty.

Stude nts w i ll li sten to the te ache r' s i nstruction and


s tand up and m ake a ci rcle.

Te ache r w il l s ing the Pi nocchio s ong w i th the s tude nts and start to
m ove to de m onstrate the f irst part w hich is "Eve rybody i n, e ve rybody
out, e ve rybody turn around, e verybody shout, "He y!"

Stude nts w i ll si ng the Pinocchi o song wi th the


te ache r and m ove i n, out and around to demonstrate
the f i rs t part.

Te ache r w il l ke e p s i ngi ng w ith the s tude nts and when the y com e to
the "R i ght arm!" part the teacher wi ll raise he r ri ght arm .

Stude nts w i ll ke ep si nging wi th the teache r and w hen


the y com e to the "R ight arm !" part the y wi ll f oll ow
the te ache r and rais e thei r right arm s.

Te ache r w il l continue the song wi th the students and s he w ill move


to de m ons trate the s ong l yrics

Stude nts w i ll continue the s ong w ith the teacher and


the y w i l l move to demonstrate the s ong l yrics
"Eve rybody i n, e verybody out, e verybody turn
around, e ve rybody s hout, "Hey!"

"Eve rybody i n, e verybody out, e verybody turn around, e verybody


s hout, "He y!"

w hi l e the ir right arms are raise d.

w hi l e he r right arm i s rais ed.

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Fa ti ma O baid H0 0 2 981 45
Te ache r w il l ke e p s i ngi ng w ith the s tude nts and when the y com e to
the "R i ght arm! Left arm!" part the te acher w il l rais e he r right and
l e f t arm s.

Stude nts w i ll ke ep si nging wi th the teache r and w hen


the y com e to the "R ight arm ! Le ft arm!" part the y
w i l l f oll ow the te acher and rai se both of the ir arms
ri ght and l e f t.

Te ache r w il l continue the song wi th the students and s he w ill move


to de m ons trate t he s ong l yrics

Stude nts w i ll continue the s ong w ith the teacher and


the y w i l l move to demonstrate the s ong l yrics
"Eve rybody i n, e veryb ody out, e verybody turn
around, e ve rybody s hout, "Hey!"

"Eve rybody i n, e verybody out, e verybody turn around, e verybody


s hout, "He y!"

w hi l e the ir right arms and l ef t arm s are rai se d.

w hi l e he r right and le ft arms are raise d.


Te ache r w il l ke e p s i ngi ng w ith the s tude nts and when the y com e to
the "R i ght arm! Left arm! R ight l eg!" part the teacher wi ll raise her
ri ght and l e f t arms and he r right l e g.

Stude nts w i ll ke ep si nging wi th the teache r and w hen


the y com e to the "R ight arm ! Le ft arm! R ight l eg !"
part the y w i l l f oll ow the te acher and rais e both of
the i r arm s right and l e ft and their ri ght l eg.

Te ache r w il l compl ete the s ong wi th the students and s he wi ll move


to de m ons trate the s ong l yrics

Stude nts w i ll continue the s ong w ith the teacher and


the y w i l l move to demonstrate the s ong l yrics
"Eve rybody i n, e verybody out, e verybody turn
around, e ve rybody s hout, "Hey!"

"Eve rybody i n, e verybody out, e verybody turn around, e verybody


s hout, "He y!"
w hi l e he r right and le ft arms are raise d and her ri ght l eg i s rai sed
al s o, s he w il l jump i n and out of the circle the n move around w ith
one l e g.

w hi l e the ir right arms and l ef t arm s are rai se d al so


the i r ri ght l egs are rais ed. Stude nts wi ll fol low the
te ache r and jump i n and out of the ci rcl e then the y
w i l l m ove around.

Te ache r w il l ke e p s i ngi ng w ith the s tude nts and when the y com e to
the "R i ght arm! Left arm! R ight l eg! Le ft l eg!" part the teacher wi ll
rai s e he r ri ght and l ef t arms and then s he wi ll raise her ri ght l eg then
he r l e f t l eg.

Stude nts w i ll ke ep si nging wi th the teache r and w hen


the y com e to the "R ight arm ! Le ft arm! R ight l eg! Left
l e g!" part the y wi ll f oll ow the te acher and rai se both
of the i r arm s ri ght and l ef t the n the y wi ll li ft thei r
ri ght l e gs then thei r le ft l egs.

Te ache r w il l compl ete the s ong wi th the students and s he wi ll move


to de m ons trate the s ong l yrics

Stude nts w i ll continue the s ong w ith the teacher and


the y w i l l move to demonstrate the s ong l yrics
"Eve rybody i n, e verybody out, e verybody turn
around, e ve rybody s hout, "Hey!"

"Eve rybody i n, e verybody out, e verybody turn around, e verybody


s hout, "He y!"
w hi l e he r right and le ft arms are raise d and she wi ll run i n and out of
the ci rcl e then move around.

w hi l e the ir right arms and l ef t arm s are rai se d.


Stude nts w i ll fol low the te ach e r and run i n and out of
the ci rcl e then they w il l m ove around.

Te ache r w il l continue s inging w ith the s tude nts and w hen they come
to the "R i ght arm! Le ft arm! Ri ght l eg! Left l eg! Chin up!" part the
te ache r w i ll raise her ri ght and l eft arms and the n she wi ll raise her
ri ght l e g the n her l ef t l e g and s he w il l rai se he r chin up .

Stude nts w i ll continue si ngi ng w i th the te ache r and


w he n the y com e to the "Ri ght arm! Lef t arm ! R ight
l e g! Le f t l eg! Chi n up!" part the y wi ll fol low the
te ache r and rai se both of thei r arms right and le ft
the n the y w i l l l if t the ir right l egs then the ir l eft l egs
the n the y w i l l rais e thei r chins up .

Te ache r w il l ke e p s i ngi ng w ith the s tude nts and she wi ll m ove to


de m ons trate the s ong l yrics

Stude nts w i ll ke ep si nging wi th the teache r and the y


w i l l m ove to de monstrate the song l yrics

"Eve rybody i n, e verybody out, e verybody turn around, e verybody


s hout, "He y!"

"Eve rybody i n, e verybody out, e verybody turn


around, e ve rybody s hout, "Hey!"

w hi l e he r right and le ft arms are raise d and she wi ll run i n and out of
the ci rcl e then move around w ith her chin rai sed up.

w hi l e the ir right arms and l ef t arm s are rai se d.


Stude nts w i ll fol low the te ache r and run i n and out of
the ci rcl e then they w il l m ove around w ith thei r chi ns
rai s e d up.

Te ache r w il l ke e p s i ngi ng w ith the s tude nts and when the y com e to
the "R i ght arm! Left arm! Ri ght l eg! Lef t l eg! Chin up! Turn around!
Si t dow n!" part the te acher w il l rai se he r right arm, l e ft arm and then
s he w i l l rai se her ri ght l eg then l ef t l e g and s he w il l rai se he r chin up
and m ove around the n s he wi ll si t down .

Stude nts w i ll continue si ngi ng w i th the te ache r and


w he n the y com e to the l ast part which i s:

v. 2 0 1 4 -0 5 -1 5

"R i ght arm ! Le ft arm! R ight l eg! Le ft l eg! Chin up!


Turn around! Si t dow n!"

Fa ti ma O baid H0 0 2 981 45
Stude nts w i ll fol low the te ache r and rai se both of
the i r arm s right and l e ft then they w il l l if t the ir right
l e gs the n thei r le ft l egs the n the y wi ll raise thei r
chi ns up and m ove around af te r that they w il l s it
dow n.
Te ache r w il l prai se and compl ime nt the s tude nts

Si t i n the ci rcle area and l is te n to the teacher.

Te ache r w il l as k s tude nts que stions about the body parts they l earnt
f rom the s ong and the dire ctions.

Stude nts w i ll answe r the teacher's que stions.

Ext e nsion Ide as:


Teacher can ask o ne o f the students to wear th e Pin o cch io o u tfits a n d g u ide th e stu d en ts wh ile sing ing with th em.

v. 2 0 1 4 -0 5 -1 5

Fa ti ma O baid H0 0 2 981 45

Activity2: Follow the Leader movement activity.


Subject: English The me: body parts
Learning outcomes:
- Students will recognize the body parts.
- Identify the different movements.
- Be able to master the different movements.
Description:
Thi s acti vity will be for the special needs students and i t wi ll be about l eading their peers
to maste r the movements. In this activity the te acher have the choice to choose any song
that has movements and do the movements for the students to make them i mitate her and
maste r the movements. For e xample the teacher can choose the body parts song
move ments and she will copy the movements from the song then the students wi ll follow
the te acher and i mitate her movements.
I choose this activity because I want the students to be able to recognize the body parts
and how e ach part moves depending on the movements. More over the students will be
abl e to i dentify the name of e ach body part.
I wi l l do this activity because i t wi ll develop different skills i n special ne eds students such
as l anguage, cognitive, physical, e motional and soci al. Moreover the special needs
stude nts will be able to develop their confidence and e ngage i n the cl assroom wi th the
re gul ar students.
Domains:
Language: Students will develop their l anguage because they wi ll l earn variety of new
vocabularies such as e yes, nose, mouth, e ars and he ad .
Cognitive skills: Students wi ll develop their knowledge and be able to know how e ach part
of the body moves de pending on the di fferent movements.
Social skills: Special needs students will de velop their relationship with t heir pe ers when
the y l ead them to do the movements i n the ri ght way.
Physical skills: Students will develop their kinesthetic skills by moving and dancing.
Emotional skills: Students will feel happy to dance and move around i n the cl assroom with
the i r peers.
Theories:
Whe n te acher praise the students i t wi ll e ncourage them and they will feel proud of
the mselves. According to Skinner chi ldren l earn l anguage based on behaviorist
re i nforcement. Correct statements are positively e nhanced when the chi ld re al izes the
communicative worth of words and e xpressions. (Lemetyinen, 2012)
Reference:
Le me tyinen, H. (2012). Language Acquisition. Retrieved from Simply Psychology:
http://www.simplypsychology.org/language.html

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Fa ti ma O baid H0 0 2 981 45

Table 3: Opportunities for developing preschool (music and) movement:


Activ ity Name / Type
e . g. m o vem ent o r m ovement i n
r e s po nse t o m usic

Follow t he L e ade r .

Aspe ct of m ove m e nt or
m ove m e nt in r e sponse to
m usic be ing e xplor e d
e . g. c r eating, p e rfor ming,
a p p r eciating

Mov em ent activ ity whils t


s ing ing

Pr om ot ing Re fle ction of:

Resources:

e . g. Th e Bod y w h at i s m o vin g?
Sp a t ial Aw areness w h er e d oes t h e
b o d y m o ve?
Effo r t a w areness H o w d o es t he
b o d y m o ve?
Re l at ionship s w it h w h om c an t he
b o d y m o ve?

References:

Creating:

Ku f f ner, T. ( 2000-2016) . F oll ow


the Le ade r. R etri eve d Feb 20,
2016, f rom F amil yeducation:
http:/ / f un.f am ilye ducation.com/t
oddl e r/ m us ic/36974.html

Spe ci al ne e ds s tudents m aster


the m ove m ent and me mori ze it.

Perf orm ing:


Spe ci al ne e ds s tudents are aske d
to copy the te ache r's
m ove m e nts.

Organisation:

e .g. Wh o le C las s / G ro u p s / P airs / D ramatic P lay / C irc le Time

The B ody : Acknow le dge how e ach


part of the body m ove s de pending
on the m ove m ents.

N o re s ource s
are ne e de d f or
thi s acti vi ty.

S patial Awarenes s: Us i ng the hal l


s p a ce a round them to i mita te the
te a cher's movements a nd ma ster
th e m .
Effort Awarenes s: How to ma ster
th e m ovement a nd do i t i n the
ri g h t wa y.

Duration of Activity:

Are a / H all / O u ts id e

W ho le Class Hall area

A p p ro x ima tely 1 0-15 min utes.

What the teacher does:

What the children do:

Te ache r w il l gi ve s tude nts i ns tructi ons about the acti vity and ask
the m to s tand up to get re ady to s tart the activi ty.

Stude nts w i ll li sten to the te ache r' s i nstructions and


s tand up to ge t re ady to s tart the activity.

Te ache r w il l pl ay a body parts s ong and s he w ill s tart to i mi tate the


m ove m e nt in the s ong.

Stude nts w i ll fol low the te ache r and s tart m ovi ng


the i r body parts de pe ndi ng on the s ong and the
te ache r m ovem ents .

Te ache r w il l obs erve how the s tudents i mi tate he r movem ents and
s he w i l l choose the s pecial ne eds students w ho w il l m aster the
m ove m e nts we ll and ask the m to le ad the ir pe ers to do the body
parts m ove me nts .

Spe ci al ne e ds s tudents w ho mastere d the movem ents


w i l l l e ad the ir pe ers to do the m oveme nts . Other
s tude nts w ill be e ncouraged to do be tter and m aster
the m ove m ents to l ead thei r pe ers .

Te ache r w il l prai se the spe ci al ne eds s tude nts who l eaded thei r peers .

Te ache r w il l s top the musi c and as k the s tudents to move the ir body
parts the w ay the y me mori ze d i t f rom the song.

Stude nts w i ll do the body parts move ments w ithout


s e e i ng or l is te ning to the s ong or i mi tating the
te ache r.

Te ache r w il l obs erve how the s tudents do the body parts m oveme nts .

Stude nts w i ll do the body parts move ments and try to


copy e ach othe r.

Te ache r w il l prai se the whole class and ask the m dif fe re nt que stions.

Stude nts w i ll answe r the teacher's que stions.

Ext e nsion Ide as: Teacher can let the special n eed s stu d en ts to d o th eir fa vo rite mo vemen ts so ng a n d lea d th eir
p eers to help them memo rize and master the mo vemen ts.

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