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.

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.

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.

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.

Students’ age range: 12-14

Main subject: Sciences

Topic: How Do we Use the first 10 Elements of the Periodic Table

 

Description: • Students will identify the first 10 elements of the periodic table using available resources.
• Students should be able to explore ways how we use these elements to help us in our way of life
• Students will assess the value of these elements to humans citing relevant sources that show that they are important to our survival
• Students will examine one of the elements and say what are the consequences if this element was not available to be used.