Lessons Plans

Resources Map

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Development and use of Resources

  • 29 April 2018
  • Posted by: MELESSIA REID
  • Number of views: 614
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Development and use of Resources
Students’ age range: 12-14
Main subject: Social studies
Topic: Human Resources
 
Description: Students will use online and off line sources to define what are human resources. Then with the definition in hand they will identify examples of human resources in their country.

Using the text Modules in Social Studies identify and discuss with their peers the five ways of developing the human resource and design a flow chart to arrange them in order of preference how they are neccessary in developing the human resources of a country.

Construct a table to compare the human and physical resources. On either sides of the table identify five persons or things that could be classified under each heading- Think –pair-share. At the end write one sentence to conclude your discussion as to which of the two resources you would consider to be most valuable to a country.

Heores

  • 25 April 2018
  • Posted by: Alicia Parris
  • Number of views: 232
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Heores
Students’ age range: 08-10
Main subject: Social studies
Topic: National Heores of Barbados
 
Description: Invite students to share their opinion of what is a hero and what makes them special. Inform students they will be using the jigsaw strategy which involves being placed into groups of three to research one of the ten National Heroes of Barbados. Allow students to select a group leader in each group who will then come and pull the name of the National Hero they will be researching. Inform students they will be researching the contributions the national hero made to Barbados’ development as well as significant events that occurred in their lives that led to these contributions. Also in their groups, discuss their contributions to determine what made these individual so special to be characterised as national héroes of Barbados and the impact their actions made to present day society. Provide students with the necessary materials they will be using to help them with their research. Encourage group members to select a scribe who is responsible to recording information researched and points outlined during their discussions. Allow students to know this assignment will occur during three social studies periods culminating with a whole class discussion of what they learnt. Also, encourage students to work cooperatively as they research and to try and resolve any conflicts that arise through the group leader first before they come to the teacher. Periodically, walk by each group, listen and observe what is happening.

Water

  • 25 April 2018
  • Posted by: Pamela Ifill
  • Number of views: 96
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Water
Students’ age range: 08-10
Main subject: Social studies
Topic: Using the Jigsaw Strategy to learn about Water
 
Description: Students were invited to listen to a song called “Water, Water” and questioned to determine what the lesson would be about. Having determined it would be about wáter, pupils were told that they would be using the Jigsaw Strategy to research different facts about wáter in their groups in order to compile a class booklet on the topic. Through questioning, the Jigsaw method was reviewed.

Students were placed in Jigsaw groups (small groups of four students. The students were asked to number themselves one through four in each Jigsaw group until everyone had a number. All the students numbered one were asked to leave their original groups to form an expert group. This was repeated for the other numbers until four expert groups were formed. The different topics to be researched were placed in a box- uses, sources, properties, conservation, pollution, workers associated with wáter. Each group was instructed to select a leader who was then invited to pull a topic from the box.

In their expert groups, pupils used the Internet, reference books and prior knowledge to find at least 6 facts related to their topic. Students used questioning, brainstorming and other strategies to gather the needed information. Each person also completed the part of the concept map which related to their topic.

After the alotted time, each student was asked to return to his/her original group (Jigsaw group) to share what they had learned.through discussion and recording on chart paper. Concepts maps were also completed as various group members shared the information learned in their expert groups.

The teacher walked around during this process, making notes of students’ participation, etc. and recorded on the rubric whether they were exhibiting the appropriate behaviours during the activity.

Ecuadorian Ethnic groups

  • 25 April 2018
  • Posted by: Jorge Hamilton Leal Cevallos
  • Number of views: 267
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Ecuadorian Ethnic groups
Students’ age range: 12-14
Main subject: Foreign languages
Topic: Ecuadorian Ethnic groups
 
Description: In order to create a learning environment, an icebreaker activity is developed. In order to activate students previous knowledge a map of Ecuador is showed to them. After that, the teachers introduces the topic and the content objective to the pupils. Next, the teacher explains the students what they will do after the class.
Markers and vocabulary quilts are provided to the students. After that the teacher asks students that, focused in the topic to draw/write their own ideas, background knowledge about the new topic. The teacher emphasizes students that at this stage of the class there are not right or wrong answers in order to promote the whole class participation. After that, the teacher asks students to share their information, ideas and opinions with the small group and the rest of the class. For the second stage of the lesson which is the part where the content is provided to students by the teacher. The educator presents students specific information about the topic while students watch and listens the data about the topic they could made connections with their previous knowledge. Next the teacher provides students sticky notes to add more words in the vocabulary quilt and at the same time that learners have opportunity to reflect about the new input. The intentionality of this action was based in the premise that at this moment students get a better understanding and had the opportunity to compare other’s understanding.
For the affirmation phase, formative assessment is used. The teacher asks questions about the topic so he could figures out if the students get the new information. The teacher confirm the knowledge or reinforced it with the use of different techniques like revoice, rephrase, modeling and asking for the participation from other members of the community of learners.

Geography as a branch of Social Studies

  • 25 April 2018
  • Posted by: Jonnett Johnson
  • Number of views: 115
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Geography as a branch of Social Studies
Students’ age range: 10-12
Main subject: Social studies
Topic: Introduction to Geography
 
Description: Engagement:
Students will be shown a video entitled ‘Geography Matters’. They will be asked to deduce the meaning of geography after watching the video. Teacher and students will then work together in order to create a working definition of the concept; this will be noted on the w/board.

Exploration:
Students will be placed in groups; they will be asked to re-watch the video. As a group they will identify and discuss the different aspects/ branches of geography showcased in the video. The groups will ask a representative to share their findings. These will be captured on the w/board. A discussion will ensue, and the non-responses will be eliminated.

Explanation:
Students will be asked to explain the importance of geography in helping human beings to manage their environment properly in order to have a clean and safe place to live, work and grow their families. Teacher and students will be engaged in discussion in order to justify the student’s findings.

Elaboration:
Students will be given blank graphic organizers and use relevant pictorial evidence to complete the graphic organizers highlighting the branches of geography from the class discussion. They will be asked to write a paragraph to explain their graphic organizers. The teacher will supervise them as they work collaboratively.



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