Students’ age range: 12-14

Main subject: Sciences

Topic: Physical and Chemical Changes

 

Description: Introduction
Anticipation guide is issued to all students which contain statements about physical and chemical changes. Students will determine whether or not the statements are true.

Development
In groups of threes, students will read and discuss notes detailing the characteristics of physical and chemical changes for 20 minutes. Groups will then be given a handout with instructions for a practical activity. Students will read the instructions for 5 minutes. A further 5 minutes will be allotted for students to clarify the instructions if they are unclear. Groups will perform each activity and record all observations. Students will determine if the changes in each activity are physical or chemical based on observations and what was read. Class will discuss each activity to clarify misconceptions.

Students’ age range: 14-16

Main subject: Technology education

Topic: Electrical Theory: Understanding Ohm’s Law

 

Description: Utilize Media, Materials, and Methods
• The teacher will use the PowerPoint courseware to indicate the objectives to be achieved and definitions of Ohm’s Law, Voltage, Resistance and Current.
• The teacher will use the computer and the Multimedia Projector will be used to project the PowerPoint presentation to explain the terminologies and content on Electrical Circuits after which, the teacher will begin a discussion on the concept of Ohm’s Law and electrical elements.
• The materials will be used to demonstration the fundamental principles involved in Ohm’s Law i.e the behaviour of voltage, resistance, power and current.
• Simulation will use to allow students learn specific principles, concepts /thinking skills in the cognitive domain, psychomotor and affective domain.

Students’ age range: 08-10

Main subject: Language arts and literature

Topic: Storm Warrior

 

Description: Words were taught in word families, or similar spelling patterns, and only as whole words. The student were not directly taught the relationship between letters and sounds, but learns them through minimal word differences. As the child progresses, words that have irregular spellings were introduced as sight words and copied in note books.
The content was presented in several modalities. Multisensory approaches that employ tracing, hearing, and writing. Multisensory techniques can were used with both phonics and linguistic approaches.
The teacher reads a passage at a fairly rapid rate, with the instructor's voice directed into the student's ear. The teacher begins as the dominant reading voice, but gradually the student spends more time leading these sessions.
Students who read slowly or who hesitated over a number of words but were able to identify most of the words in a sentence. Student were directed to read a passage without errors. This method functions most effectively when it is practiced for short periods.
This approach utilizes each student's oral language level and personal experiences. Material were written by the child and teacher for reading using each child's experience. This was done in small groups of three and individually.
Familiarity with the content and the vocabulary facilitate reading the anchor stories. Each child can develop a chart to be read and re-read. This approach helps children know what reading is and that ideas and experiences can be conveyed in print.

Students’ age range: 12-14

Main subject: Language arts and literature

Topic: Inference

 

Description: 1) Teacher will introduce the term Inference and inform students of the objectives of the lesson and discuss why skills like inference may be useful in life). Teacher will inform students that there are different techniques that can be used to employ inference. Teacher will inform students that the set induction followed the “Use of clues” technique. Teacher will summarize method and explain.
2) Teacher will hand out comic strips and instruct students to pay attention to how she makes inferences from the comics. Teacher will model finding inferences using visual clues and graphic organizer 2. Teacher will explain to students that visual clues can be used to make inferences. Teacher will instruct students to make inferences from another comic panel. Teacher will question students about what they can infer from the strip. Teacher will model if students are having difficulty. Teacher will instruct students to use graphic organizer 2 to illustrate their use of inference. Teacher will discuss with the class how their conclusions were drawn. Teacher will ask students to share answers.
3) Teacher will share out comprehension passage and ask students to read aloud the passage. Teacher will introduce the 3-2-1 strategy. Teacher will explain the strategy (define) and model use of 3-2-1- strategy using comprehension 1 and 3-2-1 Graphic Organizer. (Explain that 3 details must be factual)
4) The teacher will inform students that they will have to answer the questions that accompany the passage as well as provide 2 of their own. Teacher will model using inference to answer them.
5) The teacher will ask students to work in pairs and state 2 predictions about the passage. The teacher will ask students provide evidence from the passage to support their predictions. Teacher will ask each pair of students to share ONE of their questions from step 4 with another pair of students who will be instructed that they are to answer the questions later on in the lesson,

Students’ age range: 08-10

Main subject: Social studies

Topic: National Heores of Barbados

 

Description: Invite students to share their opinion of what is a hero and what makes them special. Inform students they will be using the jigsaw strategy which involves being placed into groups of three to research one of the ten National Heroes of Barbados. Allow students to select a group leader in each group who will then come and pull the name of the National Hero they will be researching. Inform students they will be researching the contributions the national hero made to Barbados’ development as well as significant events that occurred in their lives that led to these contributions. Also in their groups, discuss their contributions to determine what made these individual so special to be characterised as national héroes of Barbados and the impact their actions made to present day society. Provide students with the necessary materials they will be using to help them with their research. Encourage group members to select a scribe who is responsible to recording information researched and points outlined during their discussions. Allow students to know this assignment will occur during three social studies periods culminating with a whole class discussion of what they learnt. Also, encourage students to work cooperatively as they research and to try and resolve any conflicts that arise through the group leader first before they come to the teacher. Periodically, walk by each group, listen and observe what is happening.