Lesson Plans - Details

The Layers Of The Earth

  • 23 April 2018
  • Posted by: Linda Pascal
  • Number of views: 339
  • 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: 191
  • 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

Road Safety

  • 23 April 2018
  • Posted by: Novelette Richardson
  • Number of views: 507
  • 0 Comments
Road Safety
Students’ age range: 08-10
Main subject: Life skills
Topic: Safety
 
Description: Firstly students will be asked to tell what they think safety is and based on their response(s) the teacher would then link it to road safety. The teacher would then tell the students a dictionary definition for safety and road safety, following a brief recall of what was said. The teacher would then set up road signs and role play a scenario where road safety is needed to resolve problems while doing the day to day activity of going home from school or even going to the supermarket.

The Whole

  • 23 April 2018
  • Posted by: Tracey Archer
  • Number of views: 240
  • 0 Comments
The Whole
Students’ age range: 04-06
Main subject: Mathematics
Topic: Fractions-The Whole
 
Description: SET INDUCTION: The teacher will show students illustrations of shapes on the chalkboard and invite them to discuss what they see.
LEARNING EXPERIENCES: Students will be expected to discuss the illustrations on the chalk board and make inferences based on what they see. They will also compare shapes drawn side by side. These inferences will be written and the chalkboard and in their exercise books.

Properties of Matter

  • 23 April 2018
  • Posted by: Ryan Smith
  • Number of views: 158
  • 0 Comments
Properties of Matter
Students’ age range: 06-08
Main subject: Sciences
Topic: Matter
 
Description: Explain:
-that everything around us takes up space and is made of matter.
-it takes many shapes and forms.
-it can be grouped into 3 main states; solids, liquids and gases and they all have different properties.
-we look at the shape, mass and volume to determine its properties.
-solids have a definite shape and does not change when placed into a container.
-liquids do not have a definite shape but it takes the shape of a container.
-gas does not have a definite shapes or mass.
Ask student to think about their home and school environment to determine the properties of matter by evaluation of its characteristics.
Have students orally place matter around us in each category by process of elimination.
Show by experiment how water can be solid(display ice cubes), liquid(display a glass of water) and gas(display stream from a kettle of hot water) while explaining its properties.
Pupils would also have an opportunity to touch, feel and see the different forms and textures of matter for better understanding
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