Lesson Plans - Details

Would you eat that???

  • 24 April 2018
  • Posted by: Kathryn Stewart
  • Number of views: 82
Would you eat that???
Students’ age range: 16-18
Main subject: Sciences
Topic: Genetic Engineering - Applications to Modern Life
Description: 1. Having introduced the method and established the rules in a previous class, relevant materials in the form of articles on reputable websites and a podcast would be shared via email at least 3-5 days before the actual class.
2. Students should think carefully about what they have read and listened to, make personal notes/observations and engage in further research on the topic. The basics of Genetic Engineering having been already completed, students should come with an informed opinion on the question: Would you eat that? (referring to GM foods). Yes and No should be written on coloured papers on entry to the classroom. On cue, these will be displayed.
3. The Fish Bowl discussion would ensue, with minimal teacher interference. Teacher takes note of how well the material was assimilated, understood and challenged in the course of the discussion.
4. The wrap-up exercise includes not only consideration of the question at hand but also how well the Fish Bowl method worked. Conclusions should be drawn on the potential benefits vs harms of consuming, producing and relying on GM foods. Consideration of context will be encouraged. Students should share whether or not their views were the same at the end of the session, explaining their answers. The Yes or No coloured papers will be held up. Analysis of the Fish Bowl method should also be conducted through class discussion.
5. Students should write a reflective piece on the class, including their personal views on GM foods (whether or not they would eat them) and how they felt about the exercise overall.

Oxidation and Reduction Reactions

  • 24 April 2018
  • Posted by: DELTA WRIGHT
  • Number of views: 1005
Oxidation and Reduction Reactions
Students’ age range: 14-16
Main subject: Sciences
Topic: REDOX in Daily Life
Description: 1. The teacher started the lesson with a recap of the previous topic: defining REDOX.
2. The teacher then asked an introductory question “What causes bleach to change the color of coloured clothing?”
3. Feeding from the responses of the students the teacher then introduced the lesson topic and wrote the objectives of the lesson on the board.
4. The teacher clarified any misunderstandings the students had on the action of bleach. SHe then wrote a simplified equation to further help the explanation.
5. The teacher then engaged the students to think about any other activity that they or their parents did at home that could be classified as a redox reaction. The other four examples came out. Students took notes.
6. Before the end of the lesson the fish bowl method was use to summarize and recap the lesson. Three students were placed in the inner circle and the other twenty students were in the outer circle.
7. The rules were that only the person in the inner circle with the red ball could speak. If someone from the other circle wanted to enter the inner circle they would tap on the persons shoulder they would want to leave to leave the circle was the reverse process. Students on the outer circle had to listen intently as prizes were in store for them. Talking out of turn was prohibited. The thought provoking question was “Describe the effect of REDOX reactions in its application to daily activities.” Students discussed both positive and negative effects as well as introduced some additional applications.
8. The lesson was reviewed.
9. The class register was taken.
10. Students were dismissed.


  • 23 April 2018
  • Posted by: Esther Thompson
  • Number of views: 68
Students’ age range: 10-12
Main subject: Sciences
Topic: The Queen Conch
Description: Display lyrics and Play the Bahamian song: Conch Ain't Gat No Bone." Written by: Alphonson Higgs (Blind Blake)
Allow students to sing the song together along with music.
Model the 'conch style dance', and have students "knock the conch style' while singing "Conch Ain't Gat No Bone".
Invite students to view the video: "Ain't Got No More Lip- A Film About Conch.
Allow students to share their views about the video.
Distribute copy of the story the queen conch to each student.
Allow students to number each line.
Read the text aloud to students, then allow them to mark words which they are unfamiliar.
Include the following terms: mantle, operculum, delicate, discourage, delicacy
Elicit vocabulary students identified as unfamiliar .
Encourage students to write the meaning of the unfamiliar words on their copy of the poem.
Allow students to read the poem in pairs.
Display topic for the fishbowl discussion and share it with students.
Invite the first four participants to join the fishbowl circle.
Remind class that only students in the fishbowl circle are allowed to talk, the students in the outer circle are to remain quiet and make notes.
Probe questions to prompt a deeper discussion.
Ensure that students have an opportunity to talk and rotate in and out of the circle.
After the topic has been completely exhausted allow students to write on the topic: "Should there be an Open and Closed Season to Capture the Queen Conch?"

Genetic Engeering

  • 23 April 2018
  • Posted by: Sonia Miller
  • Number of views: 1340
Genetic Engeering
Students’ age range: 16-18
Main subject: Sciences
Topic: Genetic Engineering
Description: Brainstorming, sthink pair share activities will be used to get out students concept of what genetic engineering is.
Students wwill bw allowed to read the definition displayed on LCD Projector. Teacher will explain the term.
Pictures involving aspects of genetic engineering will be highlighed. Students will observe the pictures and make comments.
Other areas in agriculture and medicine will be identified.

Students will be allowed to work in groups of four and research using their phones and the internet in class the pros and cons of genetic engineering.
One person from each group will make a group report.

Students will be asked to state some imlications of genetic engineering. Stuents informations will be liste don the board. Teacher will add to students list.

The Fish bowl teaching strategy will be used to get students views on genetic engineeering whether its bad or good giving reasons for their answers.

Male & Female Reproductive Organs

  • 23 April 2018
  • Posted by: Lakeisha Gossner
  • Number of views: 537
Male & Female Reproductive Organs
Students’ age range: 10-12
Main subject: Health
Topic: Are teens Ready To Be Parents?
Description: 1. Briefly review male & Female reproductive organs
2. Present topic and scenario of Sally unable to complete high school because she got pregnant
3. Distribute compass point stategy and information to students. discuss
4. Distribute materials to each group
5. Have student groups discuss the four compass points as it relate to the topic.
6. Give students time to créate list and design poster
7. Have each group present to the class