Lesson Plans - Details

Fundamentals of Hardware and Software

  • 23 April 2018
  • Posted by: Nathalie Stone
  • Number of views: 396
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Fundamentals of Hardware and Software
Students’ age range: 12-14
Main subject: Technology education
Topic: The Central Processing Unit
 
Description: Introductory Activity: A picture of the brain will be placed on the board. The students will be asked to share with the class what they think the picture represents and what are some of its functions. Responses will be recorded in a selective manner while undesirable responses will be addressed by asking the other students to critique the response given by providing evidence in their response. (10 minutes)

Step 1: Students will view a section of a video that was downloaded from Youtube using the following link https://www.youtube.com/watch?v=AkFi90lZmXA. The video will be stopped at two minutes and thirty-two seconds (2:32).

Step 2: After viewing the video, students will state which part of the computer is referred to as the brain and what they learnt about the CPU while watching the video. They will be asked to make comparisons between the functions of our human brain that of the computers brain. The student’s responses will be recorded on the board in a selective manner. Undesirable responses will be addresses by asking the other students to critique the response given by providing evidence in their response. (10 minutes)

Step 3: Students will be engaged in a form of discovery learning as some students will be provided with the terms associated the Central Processing Unit, while other students will be provided with the definitions. The students will then be required to find the person who has their term/definition and report to the teacher. After this activity has been completed, the class will be engaged in a discussion about the Central Processing Unit and its associated terms. (7 minutes)

Step 4: Students will view a video presentation downloaded from Youtube using the following link https://www.youtube.com/watch?v=L0cA72gNzaM&t=11s from which they will learn more about the Central Processing Unit and its components. Students will be engaged in a discussion about each part after they have recorded the notes afterwhich we will look back at the initial matching of terms to see if the students were correct in their matching of terms to definitions. (15 minutes)

Summary Writing - Determining main idea in paragraphs

  • 23 April 2018
  • Posted by: Rochelle Taylor Brown
  • Number of views: 169
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Summary Writing   -  Determining main idea in paragraphs
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Determining main idea in paragraphs
 
Description: Step 1: A short paragraph will be projected on the board. Each group will be challenged to create a comic strip with no more than three panels to summarize the passage. Only two groups will be called on to do a presentation while the other groups will assess them.

Step 2: Students will be asked to rearrange the room so that they sit similarly to how a bowl looks, that is, a huge circle with a much smaller one on the inside (fish). Despite this arrangement though, students are still in their groups. Each group will be given a short newspaper clipping and challenged to find at least 5 main points.

Step 3: After twenty minutes, each group will take turns to sit in the inner circle of the bowl. Whenever a group is in the bowl, their article will be projected on the board so that the entire class will be able to read the article to assess the group presenting. This will allow for all students to be attentive so that each/ each group can offer meaningful criticisms.

Step 4: Each group will then be asked to share what they garnered from the activity. To clarify misconceptions and to move to the techniques of summary writing, teacher will do a power point presentation on finding the main ideas using the filtering technique. The presentation will seek to engage students’ participation and even at intervals students will direct the class. At this point students’ understanding of the topic would have been clearer.



Step 5: A short paragraph will be projected on the board. Each group will be challenged to create a comic strip with no more than three panels to summarize the passage. Only two groups will be called on to do a presentation while the other groups will assess them.

Step 6: Students will now be introduced to the filter technique. Here, one group will be called to the centre of the circle (students will still be sitting in the fish bowl arrangement) to demonstrate to the class how they would use the technique to properly summarize their article.

The Layers Of The Earth

  • 23 April 2018
  • Posted by: Linda Pascal
  • Number of views: 342
  • 1 Comments
The Layers Of The Earth
Students’ age range: 08-10
Main subject: Sciences
Topic: Earth Science
 
Description: Teacher will have the students recite a poem (riddle) written by Mrs. Pascal about the layers of the Earth. The students will have five words Earth, mantle, crust, inner core, and outer core. As the riddles are read they would have to guess which one by raising up a card. A student will be call to assist in reading out the riddles. A long time ago they thought I was flat But come to find out they were wrong about that. My shape is not circle but a sphere, But some people don’t even care. The blue and green that you see is only the top But underneath lies three layers that you cannot spot. Who Am I? Earth When it comes to planet Earth I am the first layer On me you can find lots and lots of players. You may not know my name, But the bottom of the pizza is the same. Who Am I? Crust I am the second layer of this planet we live on. I am the thickest found way under your lawn. My name is also used to describe a type of coat you wear. Guess my name, try it if you dare. Who Am I? Mantle The last two layers have on last name, But I guarantee you we are not the same. I cover the other one, and I’m not as hot However, when it comes to volcanoes I know the right spot. Who Am I? Outer Core Last but not least, I may be small but deadly, If you come anywhere close I will burn you up readily. I am made up of nickel and iron, Come to the center of the Earth if you think I’m lying. Who Am I? Inner Core The Teacher will: explore: - Use a cantaloupe and cut a portion of it out. She will then cut a portion for each group. She will ask the students to observe what they notice about the cantaloupe’s colours & texture. The Teacher will: Probe the students about how many layers they saw. 1. How many layers did you see in the cantaloupe? 2. What were those layers? 3. Why do you think that the cantaloupe had so many layers? The Teacher will: explain how the cantaloupe is a representation of the Earth and its layers. The skin represents that crust, the green layer represents the mantle, the thick peach layer represents the outer core, and the seed layer represents the inner core. The Teacher will: allow students to read the chart to get an understanding on the layers of the Earth. The Teacher Will: use visual representation (Explore) - Play a brief video describing the layers of the Earth. The video will describe the layers and the various elements that are found in the layers. The Teacher Will: ask students: 1. What is the first layer of the Earth? 2. What is the second layer of the Earth? 3. What is the third layer of the Earth? 4. What is the fourth layer of the Earth? 5. How does the outer core different from the inner core? 6. How are the metals in the outer core and in the mantle different? 7. Do you think that if we go down through all of the layers of the Earth we will survive? Why or why not? The Teacher will: Extend (Group Work): Instruct students on the various activities. • Galaxies will have to make a model of the layers of the Earth using clay. • Planets and...

The Five Senses

  • 23 April 2018
  • Posted by: RASHIDA MAYERS
  • Number of views: 195
  • 0 Comments
The Five Senses
Students’ age range: 04-06
Main subject: Sciences
Topic: My Senses
 
Description: SET INDUCTION:
The teacher sings “I have a Body” and invites the children to join her in singing. The children are asked what the song was about. The teacher asks the students to recall and name the parts of the body. The teacher tells the students that we use different parts of our body to explore the world differently and we say that these body parts help us use our senses.

LEARNING ACTIVITIES/EXPERIENCES:
View pictures of the body parts/ body chart.
Name the body part being shown or pointed to in the chart/on the picture.
Discuss the body parts and their associated senses.
Answer questions to discover how humans use senses to explore the world.
Recite the rhyme “My Five Senses” using the say and repeat method.
Move the body to reproduce the actions associated with the rhyme.


CLOSURE:
Recite the rhyme “My Five Senses” as a class

Story Writing

  • 23 April 2018
  • Posted by: Jacquelyn Allen
  • Number of views: 502
  • 1 Comments
Story Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Using Dialogue in Story writing
 
Description: In introducing the lesson,parts of two stories will be presented to students. One of the story will highlight dialogue and the other has no dialogue. Teacher reads story highlights and allow students to identify which story they prefer and why. A guided discussion about the highlight differences will ensue. Students will say what makes the difference between the one with the dialogue and the other other with the dialogue. Students will note that dialogue is more interesting. Teacher will elicit from students a definition for dialogue and they will write it in their books.
Step 1- Teacher elicit from students the role dialogue plays in story highlight that contains dialogue and will explain to them that some writers may opt to include dialogues in their stories.
Step 2- Teacher presents story "The Lie" to students. Story contains a great deal of dialogue. Students will read story, and extract from it the elements of the story, with a view to find out what the story is about.
Step 3 Teacher will ask students the role that dialogue plays in the story they just read. Teacher will correct errors and misconception. Students will be made aware that dialogue serves a particular purpose in story writing.
Step 4 Teacher will asked students to identify the purpose mentioned in the story, "The Lie"
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