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Coral Reefs

  • 25 April 2018
  • Posted by: Rayette Julien
  • Number of views: 771
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Coral Reefs
Students’ age range: 08-10
Main subject: Sciences
Topic: Coral Reef Ecosystems
 
Description: To begin this lesson, the teacher will project a crossword puzzle on the whiteboard. Students will come to the board and try to find as many words as they can related to marine life. Following the introduction of the lesson, the teacher will introduce the students to the content on coral reefs. They will be instructed to preview and skim the text and circle words that they are not familiar with. After which, the students will be probed to find out what they think the text is all about. Students will volunteer responses and participate in a brief discussion. Following this, the teacher will guide the students in the reading of the text. She will instruct students to listen out for those words that they have circled so that they can hear the pronounciation. As the text is read, the teacher will stop periodically to probe the students for understanding. The text will be read two more times (repeated Reading) for the benefit of those struggling readers who may have missed anything.
Following the repeated readings of the text the teacher will turn on the Coral Reef video for students to view. They will watch the first time without interruptions. During the second viewing, the teacher will pause the video at intervals to probe the students for understanding. A discussion will ensue.
The comprehension check assignment will be used to evaluate the students’ understanding of the text. They will be expected to identify the main idea of the passage as well as supporting details. Based on information in the text, they will draw logical conclusions and be able to conclude causes and effects.

Why Fruits are important to us

  • 25 April 2018
  • Posted by: Jonell Webley
  • Number of views: 804
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Why Fruits are important to us
Students’ age range: 08-10
Main subject: Health
Topic: Fruits
 
Description: To begin the lesson teacher will sing a jingle spelling the word FRUITS. After singing the jingle students should be able to identify that the topic is on Fruits. Teacher will do a brainstorming activity asking students what is a fruit, why should we eat fruits. Teacher will asked students to identify some fruits that they know, these responses will be written on the white board. Random students will be selected to describe a fruit on the board, students will be selected to sit in a circle to carry out the fish bowl technique. After completing such activity each students will write a short sentence on their favourite fruit.
Students will view a slideshow/ powerpoint presentation by the teacher with other fruits that were not mentioned by them. This powerpoint will give a description of the fruit and it origin.
Both teacher and students will engage in a class discussion on fruits and why its is important for people to eat it in their meals. At the end of the lesson teacher will tell the students that the Spanish word for fruit is Fruta. This is a form of integration.

Water cycle

  • 25 April 2018
  • Posted by: Manuel Ajpop
  • Number of views: 870
  • 0 Comments
Water cycle
Students’ age range: 08-10
Main subject: Sciences
Topic: he water cycle has no starting point, but we'll begin in the oceans, since that is where most of Earth's water exists. The sun, which drives the water cycle, heats water in the oceans. Some of it evap
 
Description: The water cycle has no starting point, but we'll begin in the oceans, since that is where most of Earth's water exists. The sun, which drives the water cycle, heats water in the oceans. Some of it evaporates as vapor into the air; a relatively smaller amount of moisture is added as ice and snow sublimate directly from the solid state into vapor. Rising air currents take the vapor up into the atmosphere, along with water from evapotranspiration, which is water transpired from plants and evaporated from the soil. The vapor rises into the air where cooler temperatures cause it to condense into clouds.

Air currents move clouds around the globe, and cloud particles collide, grow, and fall out of the sky as precipitation. Some precipitation falls as snow and can accumulate as ice caps and glaciers, which can store frozen water for thousands of years. Snowpacks in warmer climates often thaw and melt when spring arrives, and the melted water flows overland as snowmelt. Most precipitation falls back into the oceans or onto land, where, due to gravity, the precipitation flows over the ground as surface runoff. A portion of runoff enters rivers in valleys in the landscape, with streamflow moving water towards the oceans. Runoff, and groundwater seepage, accumulate and are stored as freshwater in lakes.

Not all runoff flows into rivers, though. Much of it soaks into the ground as infiltration. Some of the water infiltrates into the ground and replenishes aquifers (saturated subsurface rock), which store huge amounts of freshwater for long periods of time. Some infiltration stays close to the land surface and can seep back into surface-water bodies (and the ocean) as groundwater discharge, and some groundwater finds openings in the land surface and emerges as freshwater springs. Yet more groundwater is absorbed by plant roots to end up as evapotranspiration from the leaves. Over time, though, all of this water keeps moving, some to reenter the ocean, where the water cycle "ends" ... oops - I mean, where it "begins."

Expository Writing

  • 25 April 2018
  • Posted by: JANICE CLARKE
  • Number of views: 309
  • 0 Comments
Expository Writing
Students’ age range: 12-14
Main subject: Language arts and literature
Topic: Expository Writing: Sequencing
 
Description: ENGAGEMENT/INTRODUCTION:
Students will engage in a brainstorming exercise relating to the term ‘sequence’.
Stimulus questions:
What is sequencing?
Have you ever given directions to anyone?
How did you give it? (Expected response = in order/sequence)

Students’ responses will be written in a concept map on the board. Students will volunteer to orally form a logical/sensible definition from the information/ideas on the board. Definitions will be written on the board. Students will copy the correct definition into their notebooks.
EXPLORATION:
Students will view a small part of a picture that is projected on the board. Base don their viewing students will say what they see and predict what they think the accompanying/relating story will be (about). A larger portion of the picture will be revealed after which students will say if their original idea/stance has changed or remain the same. Using the new information students will volunteer to outline logically (in sequence) how the story will unfold and provide a relevant title. The entire picture will be revealed for students to confirm their ideas or interpretations as well as the sequencing of their story.

From a list of given activities, students will select and draw pictures to show the logical sequence/order of the selected activity. They will volunteer to share with the class and orally outline how each activity is to be carried out.
ACTIVITY: Draw pictures to show the sequencing of:
a. Brushing ones teeth
b. Climbing a tree
c. Boiling water

EXPLANATION:
From handouts, students in pairs will read a paragraph that refers to the sequencing of a particular activity. Students will examine the process of what is to be done in the event of a tire blowout. They will respond to the following questions:
a. What process is being explained?
b. What steps are mentioned in the piece?
c. What cue words are given in the piece to show the process of sequencing?
Students attention will be drawn to the cue words for which they will make a list of the ones in the passage. Students will be provided with additional cue words and phrases which they will copy in their notebooks.
EXTENTION:
Students will be given a paragraph that is jumbled. They will unscramble the paragraph to show the logical sequence of how a particular process is to be completed.
Students with teacher facilitating, will create a flowchart to outline a typical day at school. Using ideas from the flowchart, students will write a paragraph to outline the sequence of their day at school. Students will ensure that cue words are used to show the sequencing of events. Students will volunteer to orally share their written piece with the class.
Students will examine selected pieces from the text, “English for Jamaica” and comment on the sequence of information presented.
In pairs, students will write the method, in se...

The Four Sphere of the Earth

  • 25 April 2018
  • Posted by: Shawn Williams
  • Number of views: 1135
  • 0 Comments
The Four Sphere of the Earth
Students’ age range: 12-14
Main subject: Not specified
Topic: The Four Spheres of the Earth
 
Description: - In the first class, the topic is stated and the objectives were written on the board. (3 minutes)
- The students were briefed on the fishbowl strategy, and they were allowed to create their rules. (20 minutes)
- Thereafter, the fishbowl strategy was utilized (as a test run) in brainstorming the meaning of the four spheres of the earth namely; lithosphere, atmosphere, hydrosphere and biosphere. A scribe was assigned (in the outer circle) to take notes on the definitions during the brainstorm. (20 minutes)
- Students were instructed to state the reasons that prompted their meanings. The students general level of understanding was evaluated during the question and answer session (15 minutes)
-The students were all instructed to research the meaning of the terms and other factual information on the four spheres of the earth for the next class. (2 minutes)

- In the second class the students were informed of the activities to be undertaken for the lesson. They were instructed to identify the elements of the four spheres from the two youtube video to be presented. They were issued activity sheets to categorize the elements of the four spheres they identify from the videos. (15 minutes)
- A brief evaluation session was facilitated, where students were asked to share the elements they identified, stating the categories they placed the elements in and why they chose those categories. (12 minutes). The teacher gave suggestions where necessary.
-The students rearranged the class to facilitate the fishbowl strategy. (4 mins)
- The fishbowl strategy resumed with a new question to describe-using real world scenarios- how the four spheres depended on each other to effectively operate. The students verbally created real world scenarios. Students entering the inner circle built on scenarios that previous students started until they reached a desirable description. (20 minutes)
-A short break was taken from the fishbowl startegy to have students evaluate the scenarios they described, on a scale of 1-10 based on validity. (10 minutes)

-The use of the fishbowl strategy was further utilized in the third class to explain ways in which the four spheres can be cared for and to assess the importance of caring for the spheres. Breaks were taken from the inner circle to allow students from the outer circle to give their ideas on the subject. (35 minutes). A scribe documented the students’ explanations during the session.


-In the fourth class, the students were briefed on the rubric to be used, and activity to be done. (5 minutes)
The students re-grouped in smaller groups of five creating pieces evaluating the importance of caring for, and the adverse effects of not caring for the spheres. (35 minutes)
-Each group was allotted five minutes to present. The students were evaluated during their presentations (25 minutes)
-Important points were recapped. (5 minutes)
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