Students’ age range: 10-12

Main subject: Sciences

Topic: Parts of a Cell

 

Description: PROCEDURES/ACTIVITIES
Engage - How can I get students interested in this? Use of an interesting activity.
1. Students will be given unlabeled diagrams of plant and animal cells. Student will then label the parts as the teacher calls/write the parts of the cells. This is also a revision activity. Students will assess each other’s work.
Explore - What tasks/questions can I offer to help students puzzle through this? Use of a simple investigation
2. Students will work in pairs to compare the animal and plant cells. Each pair will be given a Venn diagram to use for their comparison. The use of a Venn diagram will be explained linked to how it is used in mathematics.
Explain - How can I help students make sense of their observations? Class presentation and discussions.
3. Students will be asked if they think that all the parts of the cells do the same thing or carry out the same functions. Students will take turn to speak and listen to each other.
4. Students will view a video on the parts of the cell. The video will stop at intervals to discuss the function.
Elaborate - How can my students apply their new knowledge to other situations? Application of what they learned.
5. Students will work in groups of four. Each group will be given a structure of the cell. Students will create a dub/song/DJ/jingle about the function of that structure of the cell. Students will be given handout to help in their preparation. Each group must include at least two parts of the cell in their presentation.

Students’ age range: 10-12

Main subject: Language arts and literature

Topic: Adjectives

 

Description: 1. The teacher enters the class and greets the students. They are informed reminded of the classroom rules, and that they are going to look at a video clip in order to determine the topic for the lesson.

(5 minutes)
2. Upon looking at the video clip which lasts a minute and thirty seconds they are going to brain storm for two minutes and give their opinions of what an adjective is.
3. Students then coin their own definition of adjective and copy it into their exercise books.

(10 minutes)
4. Create three sentences in their books based on adjectives that were used in the video clip.
5. Students communicate the sentences to their teacher, where they are guided as to whether what is being said is grammatically accepted.

(5 minutes)
6. Teacher then invites students to select a piece of paper from a jar (which was brought to class by the teacher) with an adjective written on it. The student has to act out the adjective without using words and then the other classmates has to guess it.

(15 minutes)
7. Students are randomly placed in groups of three to discuss the importance of adjectives and how they make sentences more colourful.
8. At the end of the discussions, students would be asked to give their opinions. The passive learners would be encouraged to represent their groups.

Students’ age range: 10-12

Main subject: Language arts and literature

Topic: The Monkey's Heart

 

Description: The title of the story will be introduced. Students will predict what they think the story is about. Whole class discussion will be done. Students will skim and scan story for unusual words. These words will be listed on whiteboard. Individuals will be allowed to read sentences or paragrahs in which words are found and then use context clues to give meanings. Students will watch a video with one versión of the story.
Individuals, then whole class will read the story.
Students will be questioned so as to analyse the story to say who is the bad and good charácter and explain why they chose that character. They will then tell whether or not their predictions about the story was correct. Students will tell why they think the monkey reacted the way it did.Students will analyse the situation and tell how they felt about the Alligator whe it turned back thinking that the monkey's heart was really in the tree.

Students’ age range: 12-14

Main subject: Mathematics

Topic: functions in real life context

 

Description: • Teacher will outline the objectives to be met on the chalkboard and explain the importance of learning function, relations and graphs.
• Students will be asked to write the objectives set for the specified time period in their note books and after which teacher will explain the objective so that it is clear to students. In this case, students will know their goal and will work assiduously to achieve it by the end of the session.
• Students will be given 10 words to spell.
• A quick review of previous lesson will be done.
• Quadrants will be explained to students using seating positions. Selected students will be asked which positions they hold based on pairs of coordinates.
• students guided by teacher will then clear up any misconceptions observed.
• Students and teacher will explore relations functions and graphs using powerpoint presentation.
• Students will complete tables to find the corresponding values in a relation or function using worksheet.
• Students will explore a few examples.
• Students will be selected randomly to go to the board to solve similar problems set by the teacher.
• More experiments will be done.
• In groups, students will set up a germination experiment of a seedling. Then determine the function/relationship of the age and height of the seedling over a period of time, (i.e. containers, peas, water, newspaper/cotton/tissue paper). After 3 or 4 days of germinating, observe then measure the height of the seedling (i.e. young plant) with a ruler for at least one school week (5 days). Record the height of the plant in tabular form i.e.
DAY HEIGHT (cm)
1 3cm
2 6cm
3 9cm
4 12cm
5 15cm

• With teacher’s guidance, discuss observations made after 5 days. Predict the height of the seedling after 6 days, 9 days, 14 days etc. Draw conclusion that there is a relationship between the height and age (i.e. number of days) of the seedling as it germinates.

• As a whole class, note that the seedling grows 3 cm every day, so the height of the seedling is related to its age:
height(age) = (3 x age) cm So, if the age is 10 days, the height is:
• h(10) = (3 x 10) cm = 30 cm

• In pairs, complete the table below. Share and compare results with other pairs and then as a whole class.
age h(age) = (age × 3)cm
0 0
1 3
3.2 9.6
5 15
7
36
15.5
• In groups, with teacher’s guidance, present the data above on a bar graph using the geogebra software. Share and compare results with other groups and then discuss any patterns formed based on the data shown.

Experiments will be done at home as well as at school. Recordings will be done by each student and comparisons will be made.

• Students will be given oral questions thrown out by the teacher to calculate. The top 3-5 students will be awarded with stickers. This will promote listening skills,...

Students’ age range: 12-14

Main subject: Social studies

Topic: The Trans-Atlantic Slave Trade

 

Description: Procedures

Engage
Lesson will begin with a recap of the previous lesson. Students will be shown a blank map of Africa and asked to locate the different places in Africa that they came from. They will also be asked questions about the key concepts/terms and content from the previous lesson.
Sample Questions
1. Define and use correctly the concepts/terms: Sugar Revolution, slave trade, enslavement, enslaved Africans, Middle Passage, Trans- Atlantic trade, chattel slavery, slaver, production, exploitation, resistance, settlers, colonists, ethnic groups, superior, inferior, plantation.
2. Identify places in Africa that the Africans were taken from and brought to the West Indies
3. Explain three reasons the Africans were brought to the Caribbean and enslaved.

Explore/Explain
Students will be asked to put forth ways they thought the Africans were captured and bought to the Caribbean. Their responses will be recorded on the board. Students will be shown a power point presentation, which highlights the ways in which Africans were captured and brought to the Caribbean. A fish bowl discussion will ensue.
Sample Question
1. Explain the ways in which Africans were captured and brought to the Caribbean.
2. If you were an African during that time, how would you respond to being captured?

Explore/Explain
Students will be shown a video (conditions of the Middle Passage). They will be given a guided question before the video is shown and a class discussion will ensue afterwards.
Sample Question
1. Assess the conditions of the Middle Passage
2. How do you think you would react if you were a passenger on the slave ships?

Elaborate/Extend
Based on how the Africans were captured and the conditions of the Middle Passage, students will be asked to comment on the arrival and sale of enslaved Africans (how they thought the process went) through a class discussion. Throughout discussion, teacher will clear up any misconceptions that students might have.
Sample Questions
1. Describe the conditions on the Middle Passage during the Trans-Atlantic trade.
2. Describe the arrival and sale of West Africans in the West Indies.

Summary
Teacher will review the lesson by asking students questions about the lesson. This will be done as a means of reinforcing content that students were exposed to.
Sample Questions
1. Explain the ways in which Africans were captured and brought to the Caribbean.
2. Assess the conditions of the Middle Passage
3. Describe the conditions on the Middle Passage during the Trans-Atlantic trade.

Evaluation 1 In groups of five, create a song, poem or rap about the conditions of the Middle Passage. 15 marks

Extended Activity Draw a diagram which illustrates the conditions of the Middle Passage