Lesson Plans - Details

Food and Nutrition

  • 23 April 2018
  • Posted by: Sadielyn Frue
  • Number of views: 791
Food and Nutrition
Students’ age range: 12-14
Main subject: Not specified
Topic: Convenience Foods
Description: Teacher drew students attention to a bag of potato chips and a potato in its raw state. She lead discussion on the structural differences between both products and introduced the word convenience foods and then had students use discussion points to formúlate their own definition of convenience foods. Teacher drew students attention to the sample convenience food products on display and had students examine them and then attempted to classify/group them acording to similarities. Teacher had students read concept notes to facilitate their understanding of the usefulness of convience foods through the process of ensuring text-to-self, text-to-text, text-to-world and text-to-media. Using the fish bowl strategy teacher place students in two group and have them debated the advantages and disadvantages of convenience foods. instruct students to


  • 23 April 2018
  • Posted by: kadian Bartley
  • Number of views: 665
Students’ age range: 06-08
Main subject: Mathematics
Topic: probability
Description: ?Volunteers of at least 15 students will choose 1 counter from a bag of 10 counters (6 red, 3 blue,1 yellow) Students will identify the colour chosen and replace
?A class tally will be made with the choices of counters
?Students will be brainstormed about each choice without know the contents of the bag ( Which colour counter occurs most in the bag? Which colour counter occur least in the bag?)

Explore /Explain
?In groups of 6 students will record and conduct an experiment.The findings of the experiment will be shared with other groups

Experiment 1 - flip a coin

Prediction Tally Number


Based on the data collected write true or false
The coin is more likely to land on head than on tail. ________
The coin is equally likely to land on head as on tail. _________
The coin is less likely to land on head as on tail. _________

Experiment 2- roll a die
Students will make predictions about how many times each number on the die will be rolled if the die is rolled 42 times. Record predictions in the group.

Experiment 3
Impossible possible certain
Cannot occur may or may not occur must occur

0.0 not likely to occur 0.5 likely to occur 1.0

?Students will discuss, give examples and define the terms used in the activity (chance, predict, certain,)
?Students will complete the worksheet below by making predictions regarding which colour the arrow is likely to land on. Using the colour wheel.

The Caribbean Man and Regional Integration

  • 23 April 2018
  • Posted by: Jacqueline Lewis
  • Number of views: 566
The Caribbean Man and Regional Integration
Students’ age range: 12-14
Main subject: Social studies
Topic: Living Together
Description: Engagement: Students will participate in an activity where various word cards will be posted on the whiteboard containing the definition of a term to be used throughout the lesson. There will also be a section on the board where key concepts/terms will be written. Students will volunteer to pick a card from the board and read aloud to the class what is written on it. The remainder of the class will listen attentively in order to identify which word from the list is being defined. This will continue until all definitions are read and misconceptions clarified. Student will then match the words with their correct meaning in their notebooks.
Students will then be involved in a discussion about the sharing of household duties such as cooking, washing, cleaning and taking turns with looking after their younger siblings. This will assist in bringing out the term integration which means cooperation.
Exploration: Students will use their atlases to name countries in the Caribbean after which, they are expected to classify the different countries in the region e.g. Greater Antilles, Mainland Caribbean etc. They will create a table in their notebook to reflect the information gathered. Students work will be supervised.
Explanation: Students will be paired and given handouts highlighting areas of regional integration in the Caribbean. Students are expected to read through the handout together and identify at least two areas of regional integration in the Caribbean. Groups will then share their answers with the class to foster a discussion. Through discussions, students will be asked to discuss a benefit and an obstacle to regional integration. This discussion will be guided and additional information given where applicable. Students are expected to take short notes.
Exploration: Students will research the requirements of being a Caribbean citizen for assignment. Based on information gathered, they will use their creativity to design a brochure titled ‘I AM CARIBBEAN.’ The brochure should have a suitable definition for Caribbean Citizen, the country they are a citizen of and what qualifies a person to become a citizen of the region.

The Importance of Vocabulary and Fluency in Reading Comprehension

  • 23 April 2018
  • Posted by: Guadalupe Ordóñez
  • Number of views: 1237
The Importance of Vocabulary and Fluency in Reading Comprehension
Students’ age range: 10-12
Main subject: Foreign languages
Topic: Reading Fluency
Description: This is a strategy that can be used throughout different age levels of EFL learners. Students at all levels work in small groups and have various roles to help understand the reading
The lesson plan prepared below is for basic learners. The roles of the students are made a little simpler at this level. This strategy can help at basic and independent
This strategy works best when students are given various leveled readers to choose from.

1. Introduce levelled readers which are short stories directed specifically to a student’s level of
English. (The example we will use is: ExoticPlaces .
Explain that these types of readers are developed specifically for EFL learners to support reading comprehension and other reading skills. These readers are available for all ages and levels from adult

2 A simulation class for basic learners will now occur.
Break into groups of 4-5 students.
Review the title and the title page of the example book. Brainstorm ideas in groups about.

3.The students look at the pictures of exotic places and try and guess what country,
where each place is and the nationality of the people from that place. They write
their answers on poster paper in groups. The teacher then reads about each exotic
place and the students check their answers. They then correct any information and compare answers with another group. The teacher can observe and help when needed.
Watch short YouTube video about places and people around the world (this is
something you could have them do at home too)

4. Students can use the words and pictures from the previous activity to order the
story as they watch

5. Look through the book and write down 5 words designated to their role.

Elements of a Story

  • 23 April 2018
  • Posted by: shushannie Allen
  • Number of views: 205
Elements of a Story
Students’ age range: 08-10
Main subject: Language arts and literature
Topic: Analysing Characters
Description: Procedure :
1. Introduction
Students will be shown a video which demonstates how identify character traits and how to analyse a character. The video has caption for the student that is hearing impaired.
Teacher will show students the cover of the novel and the students will state what kind of characters might be in it and the trait tey might possess.

2. Teacher and students will read chapter 1 alternately and discuss the Little they learn about the character

3. The class will be seperated into five groups where the Jigsaw technique will be employed. Each group will be assigned a chapter between chapters 2 and 6. They will be given the responsibility of Reading the chapter assigned to them and summarize and share and at the end of each chapter. The teacher will facilitate this process to ensure no main point gets lost.

4. students will use the Fish bowl tecnique stategy to discuss the characters. Teacher will write questionson the board to facilitate discussion. Teacher will also intervene where necessary as a praticipant in the Fish bowl to put ideas accross. Before the activity begins, the teacher will explain the technique and lay the ground rules.