Lessons Plans

Resources Map

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Persuasive Writing

  • 23 April 2018
  • Posted by: Kennetta Reid
  • Number of views: 5694
Persuasive Writing
Students’ age range: 14-16
Main subject: Language arts and literature
Topic: Techniques of persuasion
Description: 1. Teacher will introduce the lesson by telling a sad story, to get the students in a particular mood.
2. Students will respond by conveying the way they feel about the situation, and why they feel that way.
3. They will be introduced to the Ethos, Pathos and Logos via the projector
4. The various persuasive techniques will be shown with the use of advertisements, on famous drinks, movie stars, singers etc
5. The students will then be shown different ads, and will identify the technique used.
6. In pairs they will complete a graphic organizer/persuasive sheet . Each pair will share their answers and the class will be engaged in discussion.
7. Individually, as many children will plan for 2 mins, an impromptu ad by using two techniques discussed in the class.
8. The students will judge
9. The prize will be two dollars.

Functions, Relations and graphs

  • 23 April 2018
  • Posted by: Andrea Woodhouse
  • Number of views: 8834
Functions, Relations and graphs
Students’ age range: 12-14
Main subject: Mathematics
Topic: functions in real life context
Description: • Teacher will outline the objectives to be met on the chalkboard and explain the importance of learning function, relations and graphs.
• Students will be asked to write the objectives set for the specified time period in their note books and after which teacher will explain the objective so that it is clear to students. In this case, students will know their goal and will work assiduously to achieve it by the end of the session.
• Students will be given 10 words to spell.
• A quick review of previous lesson will be done.
• Quadrants will be explained to students using seating positions. Selected students will be asked which positions they hold based on pairs of coordinates.
• students guided by teacher will then clear up any misconceptions observed.
• Students and teacher will explore relations functions and graphs using powerpoint presentation.
• Students will complete tables to find the corresponding values in a relation or function using worksheet.
• Students will explore a few examples.
• Students will be selected randomly to go to the board to solve similar problems set by the teacher.
• More experiments will be done.
• In groups, students will set up a germination experiment of a seedling. Then determine the function/relationship of the age and height of the seedling over a period of time, (i.e. containers, peas, water, newspaper/cotton/tissue paper). After 3 or 4 days of germinating, observe then measure the height of the seedling (i.e. young plant) with a ruler for at least one school week (5 days). Record the height of the plant in tabular form i.e.
1 3cm
2 6cm
3 9cm
4 12cm
5 15cm

• With teacher’s guidance, discuss observations made after 5 days. Predict the height of the seedling after 6 days, 9 days, 14 days etc. Draw conclusion that there is a relationship between the height and age (i.e. number of days) of the seedling as it germinates.

• As a whole class, note that the seedling grows 3 cm every day, so the height of the seedling is related to its age:
height(age) = (3 x age) cm So, if the age is 10 days, the height is:
• h(10) = (3 x 10) cm = 30 cm

• In pairs, complete the table below. Share and compare results with other pairs and then as a whole class.
age h(age) = (age × 3)cm
0 0
1 3
3.2 9.6
5 15
• In groups, with teacher’s guidance, present the data above on a bar graph using the geogebra software. Share and compare results with other groups and then discuss any patterns formed based on the data shown.

Experiments will be done at home as well as at school. Recordings will be done by each student and comparisons will be made.

• Students will be given oral questions thrown out by the teacher to calculate. The top 3-5 students will be awarded with stickers. This will promote listening skills,...

Hygiene Practices - Washing Hands

  • 23 April 2018
  • Posted by: Shirley Worrell
  • Number of views: 6213
Hygiene Practices - Washing Hands
Students’ age range: 04-06
Main subject: Health
Topic: Correct Method for Washing of Hands
Description: The lesson begins with students repeating the words of the rhyme :-

‘Wash Hands’

Wash your hands before you eat
Do it every day
And the germs that live in dirt
All will be washed away.

The student then watch a video showing the correct proces for washing one’s hands -
‘Washy Washy Clean’ found on Youtube (https://www.youtube.com/watch?v=zxlQn7KaCNU)
The teacher discusses the video with the students. The procedure for the washing of the hands as seen in the video are summarized and put into sequence of steps. The teacher asks some students to demonstrate what they learnt from the video. The other members of the class to state if the students are following the correct procedure as demonstrated in the video. The students then using the video as a guide state the steps and correct method to follow to properly wash one’s hands. The class then goes to the face basin and each student is given soap to practice the correct procedure for properly washing hands.

Water Conservation

  • 21 October 2017
  • Posted by: Ried Iten
  • Number of views: 16207
Water Conservation
Students’ age range: 14-16
Main subject: Sciences
Topic: Saving Energy
Description: The teacher will facilitate class discussion surrounding the students’ access to clean wáter. The teacher will guide the discussion and initiate pertinent questions where the necessary student will be asked to volunteer to measure the closest clean water access from the classroom (This measurement should be calculated in both distance and time) Upon return; the students will calculate volunteer’s speed (*). The warm-up activity will be used as an introduction to the Water Crisis, which will be followed by the presentation of a video; the following 3-minute video that will be played in class: http://www.youtube.com/watch?v=BCHhwxvQqxg&feature=related. One student will read the story of someone in a developing world who has to walk a long distance to get drinking water. The teacher will reinforce that : To calculate speed: Speed = distance traveled Time (Velocity is speed in a specified direction) Velocity = distance traveled Time The speed of a body is defined as its rate of change of distance with time. Students will recall that the speed is the quotient of distance and time. When a body is traveling for any reasonable distance, then its speed would vary from time to time. So when we speak about the average speed of a body for a particular time interval we get: The average speed = distance travelled The time taken When an object moves with uniform velocity (constant velocity), it will cover equal distances in equal time intervals; that is distance is changing uniformly with time. Thus a graph of distance against time will be a straight line Teacher will ask open-ended questions to cement the relation between math and science as well as to hear the students explain their understanding of the topic Teacher will correct misconceptions where necessary Students will be given a worksheet to practice calculating the speed and creating linear growing patterns/ Drawing Distance-time Graph- The teacher will familiarize students with the rubric for the group activity The teacher will answer questions that may arise from the activity as well as clarify misconceptions if any The teacher will ensure that each group understands what is expected of them •Student groups will each be given a different case study (using real facts, as much as possible), which will provide information on a distance or a time taken to get clean water. •Groups will also be given a blank sheet of graph paper. •For example, one case study might note that the person walks 10km each day. Unless speed is provided, this can be estimated by the students. •In groups, students will draw a graph, comparing distance and time and to develop a graph and an equation. Using the graph or equation, students will estimate the time it takes the person to get water (if distance was provided or vice versa.) •Students will attempt the questions that accompany the graph (to check for understanding) This will be used the following day. (Sample question: based on your graph, if graph was well was constructed 0.5km, from the student’s home, how much time each day would they save?) Students should highlight the importance of water conservation The teacher will familiarize students with the rubric for the group activity The teacher will answer questions that may arise from the activity as well as clarify misconceptions if any The teacher will ensure that each group understands what is expected of them •Student groups will each be given a different case study (using real facts, as much as possible), wh...