Lesson Plans - Details

African Enslavement in the

  • 23 April 2018
  • Posted by: Samantha Dwyer
  • Number of views: 98
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African Enslavement in the
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

Hygiene Practices - Washing Hands

  • 23 April 2018
  • Posted by: Shirley Worrell
  • Number of views: 258
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Hygiene Practices - Washing Hands
Students’ age range: 04-06
Main subject: Health
Topic: Correct Method for Washing of Hands
 
Description: The lesson begins with students repeating the words of the rhyme :-

‘Wash Hands’

Wash your hands before you eat
Do it every day
And the germs that live in dirt
All will be washed away.

The student then watch a video showing the correct proces for washing one’s hands -
‘Washy Washy Clean’ found on Youtube (https://www.youtube.com/watch?v=zxlQn7KaCNU)
The teacher discusses the video with the students. The procedure for the washing of the hands as seen in the video are summarized and put into sequence of steps. The teacher asks some students to demonstrate what they learnt from the video. The other members of the class to state if the students are following the correct procedure as demonstrated in the video. The students then using the video as a guide state the steps and correct method to follow to properly wash one’s hands. The class then goes to the face basin and each student is given soap to practice the correct procedure for properly washing hands.

This lesson introduces learners to some of the main issues related to the environment. They focus on expression of certainty and the pronunciation of them. Also, they focus on the lexis in detail wi

  • 23 April 2018
  • Posted by: sonia cisneros
  • Number of views: 528
  • 0 Comments
This lesson introduces learners to some of the main issues related to the environment. They focus on expression of certainty  and the pronunciation of them. Also, they  focus on the lexis in detail wi
Students’ age range: 16-18
Main subject: Foreign languages
Topic: Global Warming
 
Description: Warm up:
Tell students that they'll play a game called " Global Warming Darts". They are going to work in group of three students and assemble the pieces to make some words.
To connect the prior knowledge:
- I will ask questions about the causes and possible solutions about global warming
- Dictate some expressions of certainty.
- Check spelling and meaning.
- Ask students to put the expressions in the correct section of the line and check as a whole class.
- Ask students to work in groups.
- Invite the students to read the instructions.
- Ask students to complete the task using the expressions of certainty.
- Walk around the class to provide help.
- Invite the students to read aloud their sentences.
To affirm the knowledge, I will ask them to work in groups again to make a Mindmap about a problem of global warming. They should include a title; description; predictions what’ll happen in the future and a possible solution.
Wrap up:
- Ask student’s to share what did they learn over the lesson today.

Peripheral Devices

  • 23 April 2018
  • Posted by: Tanesha Wright
  • Number of views: 920
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Peripheral Devices
Students’ age range: 12-14
Main subject: Technology education
Topic: Storage Devices
 
Description: ENGAGEMENT
The teacher will write a set of questions on the whiteboard. The students will be told that they should listen to the scenario and try to catch the answers to the questions on the whiteboard. For e.g. Identify the two categories of storage
Identify the two types of storage.
Primary storage consists of two types of memory chips. What are they?
EXPLORATION
The students will be asked to give their responses to the questions given at the beginning of the lesson. These will be recorded on the whiteboard. The teacher will inform them if their answers are correct.
EXPLANATION
The students along with the teacher’s assistance will define primary storage. A further analysis of primary storage will be done. The teacher and the students will examine together to the two memory chips into which primary storage is divided. The difference between the two will be examined. The teacher will also emphasize the point that RAM on ‘volatile’. The students will say the word aloud and spell it for emphasis. They will be required to use context clues to determine the meaning of the word.
ELABORATION
The students and teacher will examine the ROM chip. The variations of ROM will also be examined. Differences between RAM and ROM will be highlighted. A definition of secondary storage will be ascertained and examples of secondary storage devices will be identified. Using the fish bowl technique the students will discuss the importance of secondary storage devices. A small group will discuss the importance while the other students will listen and join in the discussion by patting a member of the small group on his/her shoulder. The teacher will monitor the discussion to ensure that the students stay on the topic.

Transport In Plants

  • 23 April 2018
  • Posted by: Nadine Palmer-Been
  • Number of views: 635
  • 0 Comments
Transport In Plants
Students’ age range: 14-16
Main subject: Sciences
Topic: Transpiration
 
Description: • The topic is to be introduced during a doublé session. Teacher will place a stalk of celery in red food coloring mixed with wáter about one hour before students begin arriving to class.
• Teacher will explain what xylem vessels are. Students will copy and label a diagram of a xylem vessel into their notebooks under the notes on xylem.
• By now the leaves of the celery that was placed into the food coloring should be red. The teacher will explain to the students that the liquid travel from the beaker to the leaves through xylem vessels.
• Each student will them be given a cross section of that same celery and will need to sketch the cross section, labelling the xylem vessels that have been stained red.

• The teacher will then make a longitudinal section of the remaining portion of the celery so that students can see the xylem vessels stained all the way up the stem.

• In the remaining two sessions, the teacher will provide a definition of transpiration for the students. Together we will set up an experiment to investigate how wind speed and temperature affect the rate of transpiration.

• Before the experiment however, we will do the fishbowl exercise to discuss what students think will happen to transpiration when the temperature increases and when the wind speed increases. This will help with their hypothesis.

• The students and teacher together will then mimic those conditions in the laboratory by designing an experiment that shows how increased temperature and windspeed affect transpiration rate.

• Students will record their results, showing how far up the celery stem the dye traveled for the increased temperature and increased windspeed condition, and compare that to how far the dye traveled under ‘normal’ conditions.

• They will plot their results in a graph using https://nces.ed.gov/nceskids/createAgraph/

• Students will write a detailed conclusión based on their results and graph.



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