Lessons Plans

Resources Map

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This is my community

  • 25 April 2018
  • Posted by: Opal Smith-Alexander
  • Number of views: 69
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This is my community
Students’ age range: 06-08
Main subject: Social studies
Topic: What is a community? What does my community look like? Who are the people in my community?
 
Description: Step One:
Students will illustrate the meaning of community by a drawing or performance piece.

Step Two:
Students will then compose and sing a song introducing people in their community.

Step Three:
In groups of 5's students will go on a walk-about to observe the community in action.

Step Four:
Upon their return to class, students will write two or more sentences on what the persons in the community were doing.

Step Five:
Teacher will arrange the class in fish bowl position. Six students will be selected to sit in the center of the large circle. The other students will sit in the large outer circle. The students in the inner circle will read their sentences aloud in the group and list the most common activities. Teacher will lead discussion.

The Individual&Society

  • 24 April 2018
  • Posted by: Plummie McBean
  • Number of views: 939
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The Individual&Society
Students’ age range: 14-16
Main subject: Social studies
Topic: The Individual
 
Description: Teacher writes two questions on the board:
What makes us different from each other?
What factors shape our actions,thoughts and beliefs?
A discussion is built around these questions as students respond
Teacher hopes to get responses such as,genes,fingerprint,background,religión etc]
Students are told of all babies born at the same time being on the same “page”.The only differences being genes and finger print.However as they all move into their different environment thiings change.teacher asks students to listen the changes that occur.
Changes in speech,mannerism,social skills,communication,reliogion,beliefs and so
Teacher writes heredity and environment on the board – she asks which of the above changes would be place under the headigs on the board.after students have arranged the changes appropriately,teacher explains that heredity and environment are the two main factors that shape an individual in thought mannerism and perspectives on life. Teacher reminds students that although we are unique individuals aspects of our uniqueness is developed through heredity and our surroundings.The teacher asks students to sit in pairs and state the stages that the individual goes through (life cycle) and to state one characteristic evident at each stage.
After 3 mins teacher solicits response from the students. A diagram is placed on the board as the stages are highlighted. Stusents will be introduced to the Word senescence (elderly) and the saying “once a man twice a child” discussed.
A discussion is generated on the possible problems associated with each stage; Why is adolescence seen as a turbulent stage? What changes occur during adolescence? What does the generation gap refer to? Theteacher writes information received on the board and clears up misconceptions stated.
Note taking will be done on each area discussed.

What is the Jamaican Culture

  • 23 April 2018
  • Posted by: Angela Mitchell
  • Number of views: 1514
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What is the Jamaican Culture
Students’ age range: 10-12
Main subject: Social studies
Topic: Aspects of the Jamaican Culture
 
Description: View short video clips/teacher-created multimedia presentation/pictures of food, music, dances, mode of dress, folktales etc… and tell the cultural aspect/s of life portrayed. Through discussion get an understanding of the concept of culture. Collect pictures of the various aspect of culture discussed, paste in scrap book/journal and write a sentence for each picture.

Talk about foods that they like to eat and how they are prepared. E.g. ackee and saltfish, rice and peas, run down, ducknoo, cornmeal pudding etc. through guided research investigate the origins of these dishes.
In groups collect/search for pictures online/offline sources and make collage depicting aspects of Jamaican food. Compile responses and transfer to a word processing software. Print and place in class cultural display area.

Identify the various festivals and cultural celebrations on a calendar. For example, National Heritage Week, Jamaica Day, Jamaica Independence Celebration, Maroon New Year’s Celebration etc. Talk about the activities related to national events and national symbols. For example, The National Anthem, the National Pledge, The National Song and The National Coat of Arms. Rehearse one aspect of any festival of their choice. Wear the appropriate dress for the depicted festival.

Attend a field trip and take pictures of important buildings, heritage sites, herbs for folk medicine and those used for Jamaican dishes. Take pictures of various murals. Talk about the many uses of art in our culture and create art work of their own. Mount a display in the classroom and answer questions about their work.
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