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The Case for Conchservation

  • 25 May 2018
  • Posted by: Bodine V Johnson
  • Number of views: 813
  • 0 Comments
The Case for Conchservation
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Persuasive Writing: Saving the Conch
 
Description: *Context* Conch in The Bahamas is slowly becoming endangered due to overfishing and poor regulation of fishing laws. The conch aerates sand, allowing smaller animals to live underwater, provides a source of food for larger organisms, appears on The Bahamas' Coat of Arms and is part of the cultural diet of Bahamians as an internationally acclaimed delicacy. Furthermore, conch shells are used to create jewelry and craft items, and are ground up for calcium carbonate and used in natural supplements. When conch is endangered so is the livelihood of many Bahamians. (lesson can be adapted for any culturally appropriate animal or organism).

Introduction:
Teacher plays the Conch Gone Music Video for students.
CONCH GONE [OFFICIAL MUSIC VIDEO] - https://www.youtube.com/watch?v=IYCsTSjc4N8
Teacher asks students about the characters represented, which words, phrases or images stood out and why, and what is the message of the song, i.e. how effective is the music video.

Explanation of Objectives:
Teacher outlines the objectives of the lesson and explains what will happen during each of the 3 parts of the course.

Teacher Lecture:
Teacher explains persuasive writing, using the Conch Gone Music video as a guide.

Literary Appreciation:
Teacher provides students the song lyrics, students underline key words and phrases. Students should be able to identify the appeal to logic (industries affected – creative, restaurant, fishing), emotions (loss of income and work, sense of purpose), expert opinion (explaining why the conch is important to the ecosystem)

Survey:
Teacher divides students into groups of four and explains the purpose of the survey. Surveys are distributed to students. Students are asked to canvas their schoolmates during the break time.

Lesson Two:

Group Presentation: 10 mins
Students share the findings of their survey. They should be able to explain what people know and identify what their presentations should focus on. Teacher facilitates the conversation.

Interviews: 30 mins
BNT Education Officer Agnessa Lundy and Businesswoman, Gandhi Pinder make presentations on Conch and the Bahamian ecosystem and Conch and Bahamian businesses. Student ask additional questions.

Fishbowl Discussion: 10 mins
Students discuss different aspects of the growing conch shortage and implications for Bahamians.

Wrap Up: 5 mins
Students share one sentence/phrase that convinces others to preserve conch which focuses on one of the three forms of persuasion.

Lesson Three:

In Groups students refine the main issue that they want to present on and complete their poems, speeches, presentations, videos, etc.

Comprehenion

  • 25 May 2018
  • Posted by: Angelita Robinson
  • Number of views: 91
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Comprehenion
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Levels of Comprehension
 
Description: The approach I will use to carry out the lesson is the Socratic Seminar approach. In this time-honored technique, I will ask a series of questions that lead the students to examine the validity of an opinion or belief. This is a powerful teaching method because it actively engages the learner and forces critical thinking. The method is also dramatic and entertaining, and it triggers lively classroom discussion.
Students will read about the three different levels of comprehension. They will also analyze the information and take notes.
Students will then be divided into two circles. The inner circle will read aloud what is literal comprehension and discusses the information for 15 minutes, while the outer group observes.
The outer circle will then evaluate the inner circle’s definition of literal comprehension and provide feedback to the inner circle.
Students will switch roles for the other levels of comprehension. Students will be given a passage with questions that falls under the three levels of comprehension.
Questions will fall under Bloom’s Taxonomy: remembering, understanding, and applying. Students will recall direct information from the passage, they will then have to explain base on understanding then they will have to apply the information in new ways or other situation known as transfer of knowledge.
Each circle will answer the questions from the passage and discuss with each other.




Briefly describe the lesson including the steps you followed during implementation. (700 words max):

The approach I will use to carry out the lesson is the Socratic Seminar approach. In this time-honored technique, I will ask a series of questions that lead the students to examine the validity of an opinion or belief. This is a powerful teaching method because it actively engages the learner and forces critical thinking. The method is also dramatic and entertaining, and it triggers lively classroom discussion.
Students will read about the three different levels of comprehension from powerpoint and also research on their phones. They will also analyze the information and take notes.
Students will then be divided into two circles. The inner circle will read aloud what is literal comprehension and discusses the information for 15 minutes, while the outer group observes.

The computer

  • 25 May 2018
  • Posted by: Eugenie Douglas
  • Number of views: 127
  • 0 Comments
The  computer
Students’ age range: 12-14
Main subject: Technology education
Topic: Function of the Computer
 
Description: 1. Begin the lesson by reading watching the video presentaion
2. Teacher will then introduce the questions: How can we use the computer and it many input, output and storage devices to more adequately assist us in our daily lives, and how they believe their parents and grand parents would operate in their daily lives without computers to assist them
3. Have student volunteers read the parts that speaks particularly to input, output storage
4. Write down the definition of each of the functions then .
5. Take a moment to discuss the many, input, output, processing and storage devices that are utlized to carry out the functions of the computer
6. Concluding event, will take place with the students summarizing what they have learnt

Context Clues

  • 25 May 2018
  • Posted by: Rhashanna Curry
  • Number of views: 97
  • 0 Comments
Context Clues
Students’ age range: 10-12
Main subject: Language arts and literature
Topic: Deciphering Word Meaning Using Context Clues
 
Description: The students will read short passages with nonsensical words attached. Each group will be given a different passage to examine. The students will work collaboratively to decode the meaning of the nonsense Word. They will apply comprehension skills to complete this task. Students will make deductions based on the information given. Students will also complete a formative assessment to ensure that students have grasped onto concepts taught.

Common and Proper Nouns

  • 25 May 2018
  • Posted by: Lisa Proverbs-Ballantyne
  • Number of views: 475
  • 0 Comments
Common and Proper Nouns
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Grammar
 
Description: Students will recall the definition and examples of common and proper nouns.
After recalling common and proper nouns, students will take turns reading the passage.
Students will then listen to the teacher read the passage and answer teacher generated questions orally on the passage.
Students will then answer the questions on the passage individually
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