Lessons Plans

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Factors Influencing the development of Tourism

  • 25 May 2018
  • Posted by: Tricia-Ann McDonald
  • Number of views: 128
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Factors Influencing the development of Tourism
Students’ age range: 16-18
Main subject: Social studies
Topic: Factors Operating in Countries of Supply
 
Description: Step One: Reading
After brief discussion, students will be asked to read pages 575-577 of the textbook. Afterwards, they will be asked to make brief notes in their notebooks using they read.
Step Two: Questioning
Students will be asked to copy and complete the following questions in their notebooks:
1. Explain how having a high income influences persons from host countries to visit different tourist destinations.
2. During what seasons do tourists leave their countries to visit the Caribbean?
3. Of all the factors discussed which of these is the most influential reason tourist visit the Caribbean annually?

Batteries and Cells

  • 25 May 2018
  • Posted by: Patrick McDonald
  • Number of views: 110
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Batteries and Cells
Students’ age range: 16-18
Main subject: Technology education
Topic: Batteries and Cells
 
Description: Questioning
Practical: Making sketches

Crown Colony Government

  • 29 April 2018
  • Posted by: Kellie Brown
  • Number of views: 252
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Crown Colony Government
Students’ age range: 12-14
Main subject: Social studies
Topic: Geroge Phenney
 
Description: The previous lesson was revised as this would be the base of the current lesson. Students were allowed to answer questions within their groups to determine if the level of understanding of the topic thus far. Students were then lead in a discussion on the present topic; taking note of keywords and key points. Lastly, the class was placed in groups to create a biography of Woodes Rodgers.

Osmosis

  • 25 April 2018
  • Posted by: Elva Brown
  • Number of views: 144
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Osmosis
Students’ age range: 16-18
Main subject: Sciences
Topic: Transport in Cells
 
Description: Students already that osmosis is the process by which there is a net movement of wáter molecules from an area of high wáter concentration to a low wáter concentration through a selectively permeable membrane.
Cell loses wáter in hypertonic solutions, cell contents move away from cell walls as vacuole shrinks. Cell becomes flaccid (limp). Cell gains wáter in hypotonic solutions, vacuole increases in size, pressing cytoplasm against cell walls. Cell becomes firm.
1. Introduction: Students placed in groups of threes and given a set of letters to unscramble to identify the topic of the lesson ‘Transport in Cells’.
2. Students will be shown a short video of an experiment demonstrating
Osmosis with instructions to listen and give unfamilar terms Heard in the video.
3. Discussion of unfamilar terms definition between teacher and students.
4. Students will use information gained from video and discussion to predict/infer the type of solutions in which each potato strip was in that was set-up beforehand.
5. Students will be given a table with the original length of potato strips at the start of the experiment to complete. Students will remove potato strips from solutions, dry and measure each strip and record measurements in table.

CHANGE OF POTATO STRIPS IN SALT SOLUTIONS
Solution in beaker
Initial potato strip length (cm) Final potato strip length (cm) Change in length (%) Inference


A



B



C


6. Students will use information to plot a graph.

Persuasive Speech

  • 25 April 2018
  • Posted by: Tasha-Gay Swaby- Allen
  • Number of views: 70
  • 0 Comments
Persuasive Speech
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Persuasion in Speech
 
Description: Step One {5 minutes}
Students will be instructed to view a brief clipping from the movie A Time to Kill. Teacher will give the following Guided questions before viewing of film:
? Who is the speaker and why is he speaking?
Expected responses: The speaker is a lawyer and he is speaking in defense of his client/ he wants his client to receive a fair trial
? To whom is he speaking?
Expected responses: He is speaking to the jury/ persons who will decide the fate of his client.
? Are you able to identify any technique or device that grabbed your attention? Give an example
Expected responses: rhetorical question, loaded words, appeal to emotion, and use of anecdote.
? How did this speech make you feel?
Expected responses: I feel angry, sad, hurt, sympathy for the defendant, admiration and respect for the lawyer.
Developmental Activities
Step Two: Activity 1 {5 minutes}
Teacher will engage students in a discussion based on the guided questions related to the film viewed earlier. Volunteers will supply answers to each question followed by a brief discussion. Teacher will conduct a brief Question and Answer segment on famous speeches:
? What are some famous speeches that you have heard?
? Why do you think that these speeches have become so well-known?
Activity 2 (5 minutes)
Teacher will give students hand outs with a brief extract from Martin Luther King’s famous “I Have a Dream” speech. Teacher will read the speech first then students and teacher will read the speech together and then identify the dominant techniques and devices used. Students will share opinions on why they think this speech has endured the test of time. Why are we still reading and enjoying this speech today?
Activity Three (10 minutes)
Teacher will ask “what are the unique characteristics of a speech as opposed to an essay?”
Expected responses: The speech must focus more on audience; the audience may be addressed specifically for example, ‘ladies and gentlemen’. Also, in the speech, the speaker pauses for effect, makes eye-contact, stands in a particular way, pauses after asking a rhetorical question, and so on.
Teacher will then hand out graphic presentation of the unique characteristics of a speech encompassing all those characteristics mentioned as well as other characteristics.
Step Three: Activity 1 (5 minutes)
In groups of three, students will discuss for 5 minutes and come up with an interesting topic they would like to write a speech on. They will write three or four opening sentences of a speech that they will eventually write, to persuade a selected audience. One student from each group will present the mini-speech to the class.
Task
In groups of three, select an interesting topic that you would like to speak about. Write three or four opening sentences for a speech to be presented to the class. Be sure to use at least two techniques in these sentenc...
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