Lessons Plans

Resources Map

See the resources in an interactive map.

The Christian and Muslim Leaders

  • 25 April 2018
  • Posted by: Kisha Palmer
  • Number of views: 8423
The Christian and Muslim Leaders
Students’ age range: 12-14
Main subject: Religious education
Topic: The Christian and Muslim Leaders
Description: Lesson #1
Engagement (5 minutes)
Teacher will ask students to make a list of various church leaders.
Possible answers; Vicar, Priest, Monk, Bishop etc. Teacher will record answers on board.
Exploration (15 minutes)
The teacher will highlight four Christian leaders and their roles, titled “Church Leaders and their Roles”. (see below lesson)
Explanation (5 minutes)
The meaning of the terms; convent and monastery will be given here.
Extension (15 minutes)
Vows kept by monks and nuns:
• To live their life in total poverty.
• To abstain from all sexual relationships. This is called chastity.
• To live in religious obedience to the will of God and the will of their religious community. This is expressed by the Mother Superior of the convent.
Evaluation (15 minutes)
How much have I remembered?
-Students will be given questions to match the name of the religious leader beside them.

1) I write sermons and articles?
2) I lead two or three services in my church?
3) I belong to a Roman Catholic Church?
4) I live in a monastery?
5) I arrange prayer meetings?
6) I lead the school assembly?
7) I organise trips for the local youth group?
8) I go to the Parish every day to say Mass?

Lesson #2

Engagement (10 minutes)
-My learning line #1 will be introduced (see end of lesson)
Starter: Students will write down the important words and their meanings; Imam, Adhan, Rak’ah, Khatib and Hadith.
Exploration (5 minutes)
The Imam will be highlighted in detail.
Explanation (20 minutes)
Students will be asked to draw the table seen at end of plan in their books.
Then the strips of information seen below the table will be written at one side of the board.
Group Task: Students will be asked to join a group of two to four students and sort the information strips, placing them into the correct categories…they must all agree.
Extension (10 minutes)
• Why is it important for the imam and his family to be known as good Muslims?
• Why do Muslims place authority in the Imam?
Evaluation (20 minutes)
Write a job advertisement for the local Imam in Mandeville.
Writing frame:
We at Mandeville Mosque are looking for a new Imam….
He must be…..
His roles and responsibilities will be…..
The position is…..

Electrical Principle

  • 25 April 2018
  • Posted by: Dowen Ebanks
  • Number of views: 6715
Electrical Principle
Students’ age range: 14-16
Main subject: Technology education
Topic: Electrical Theory: Understanding Ohm’s Law
Description: Utilize Media, Materials, and Methods
• The teacher will use the PowerPoint courseware to indicate the objectives to be achieved and definitions of Ohm’s Law, Voltage, Resistance and Current.
• The teacher will use the computer and the Multimedia Projector will be used to project the PowerPoint presentation to explain the terminologies and content on Electrical Circuits after which, the teacher will begin a discussion on the concept of Ohm’s Law and electrical elements.
• The materials will be used to demonstration the fundamental principles involved in Ohm’s Law i.e the behaviour of voltage, resistance, power and current.
• Simulation will use to allow students learn specific principles, concepts /thinking skills in the cognitive domain, psychomotor and affective domain.

Social Issues of The Bahamas

  • 25 April 2018
  • Posted by: Victoria Smith
  • Number of views: 5107
Social Issues of The Bahamas
Students’ age range: 10-12
Main subject: Social studies
Topic: Crime
Description: Discussion / Debate
Think Out-Loud discussions to talk about their experiences
Text-to-self: to engage the students prior knowledge of the different kind of crimes that plague The Bahamas


  • 25 April 2018
  • Posted by: Marjorie McDonald
  • Number of views: 5630
Students’ age range: 16-18
Main subject: Not specified
Topic: Leadership Styles
Description: Step 1 : students were shown stimulus material to spark interest. These were pictures of various leaders (locally and internationally). Students were asked to identify them and say what they had in common.
Step 2: Students went on to differentiate between a leader and a manager and to discuss the importance of critical thinking, listening and communication skills to the leader
Step 3: students were asked to think about a leader and the characteristics of that leader. They were asked to describe that person and the characteristics noted. Each type of leadership style was labelled as students describe various leaders. At this point students were asked to arrange class in the fish bowl to discuss what circumstances would warrant the use of a particular leadership style. This was done for 20 minutes. Point were noted and teacher emphasized important points coming from the discussion.
Step 4: Students went on to discuss using the same formation (fish bowl) the role of leaders.
Step 5: Important points from the discussion was highlighted and emphasis place on the objective points

Interpersonal Communication Strategies

  • 25 April 2018
  • Posted by: Kmchell Dodge
  • Number of views: 9314
Interpersonal Communication Strategies
Students’ age range: 14-16
Main subject: Not specified
Topic: Work Relationships
Description: Prior knowledge: Students already know what an office is and the importance of Effective communication whilst in an office setting.

Teacher will use the KWL strategy to elicit students’ prior knowledge of lines of communication in an office.
Qu. For participation:
What does this outcome indicate about the communication climate and power holding in the ad agency?
If you were Sherry, would you approach Charles about stealing your idea, or would you show support for your manager? Why?
Teacher will then show PP presentation on Work Relationships (slides 1-5)
Teacher will then distribute hand-out on “Steps for Improving Relationships with others”.
Teacher will then explain to class the Employee-Customer Relationships:
• Knowing who the customers are
• What they want
• How they will react to products or services
• Is a basic goal of business providing an example of an experience with a local coffee shop Continuing on with presentation:
Culminating Activity: Students will be grouped into pairs and teacher will ask them to select an index card from an envelope. The pair will then reenact the scenario of how to deal with various customers (ranging from irate to indecisive and pleasant).
For example: One student purchased a product that is not working properly e.g. a sterio in which the left speaker is emitting a lot of static, and she wants her money back. If you were the clerk, how would you handle the situation?