Students’ age range: 16-18

Main subject: Social studies

Topic: Factors Operating in Countries of Supply

 

Description: Step One: Reading
After brief discussion, students will be asked to read pages 575-577 of the textbook. Afterwards, they will be asked to make brief notes in their notebooks using they read.
Step Two: Questioning
Students will be asked to copy and complete the following questions in their notebooks:
1. Explain how having a high income influences persons from host countries to visit different tourist destinations.
2. During what seasons do tourists leave their countries to visit the Caribbean?
3. Of all the factors discussed which of these is the most influential reason tourist visit the Caribbean annually?

Students’ age range: 12-14

Main subject: Social studies

Topic: Tainos and Kalinagos

 

Description: 1. Students will read text book to find out the difference between the Tainos and Kalingos
2. 2. Students should read and identify new words such as: Discover, batos, settlement, migration, Tainos and Kalinago,
3. Use the fish bowl strategy to discuss the differences between Tainos and Kalingos under the headings: appearane, reigion, technology and settlement
4. Use the pro and con grid to compare both groups.
5. On a blank map, students ( in groups of four) will label the áreas where the tainos and Kalinogos settled. They are free to use online sites as well as textbook to help them in this activity

Students’ age range: 12-14

Main subject: Social studies

Topic: The Inca Empire Rise and Fall

 

Description: The lesson’s duration is forty five minutes and this part or the developmental activities takethirty minutes. During the lesson, students will discover who the Incas were, their culture and the reasons their empire collapsed. Students will learn the kind of empire the Inca developed and how they were able to keep all parts of their empire connected. Students will also learn how a system was organized to ensure the welfare of everyone. Using a map, the teacher guides an introductory exercise of the geographical location of the Incas and look at its location in relation to the Maya and Aztecs done from previous classes. Students will then be given a blank map to color the location of the Incas .Teacher informs students of the class objectives.
. Students then need to each call a number in counting order from one to five. From a class of fifteen, each number will be represented three times. The three groups each with its five groups together for the teacher’s instruction. I will designate a part of the class per number so I senda all number one together in an assigned corner and repeat the same procedure for numbers two to five. Each group of like numbers has to read and discuss the assigned part by the teacher in a fifteen minute period. When time is up, the teacher asks everyone to regroup with their initial group to each discuss for fifteen minutes what they each learned from their recent group discussion. In that way, a group and by extension the class learnt five parts of the culture of the Incas. The lesson was then concluded using the 3-2-1 method where three concepts learned in class are demonstrated in an oral or written form. Two questions if any about the topic and one thing you would like to tell the teacher about the lesson.

Students’ age range: 12-14

Main subject: Social studies

Topic: Weather and Climate

 

Description: Introduction: Teacher will welcome class and ask for students to pay attention and watch a clip.-(weather being done right by chief Meterologist Basil Dean) https://www.youtube.com/watch?v=xXJsfFK1loU 48 sec -1:27. Teacher will then probe students asking what are we watching? What part of the world is this? How do you know? Teacher will go on to confirm that the topic today is What is weather?

Review: Teacher will then have student groups to model a kwl chart that she is drawing on the board on chart paper. Teacher will ask student groups to write 3 things down that they know about weather in the k side of the chart. Teacher will then have students share their prior knowledge with the class and record one response from each group in the k side of the chart. After teacher will ask for students to write 3 questions they have or things they want to learn on the L side of the chart.
Development:
Teacher Activities Student Activities
Teacher will then ask probing to get students to come up with the definition of weather. Students will answer probing questions to come up with the definition of weather.
Teacher will record definition on the board. Students will mimic this by recording definition in their notebooks.
Teacher will continue to probe and ask students who Mr Dean is? What is his role? Why is this an essential part of every newscast? Teacher will record responses that have definitions. Students will respond to probing questions.
Students will record definitions in their books.
Teacher will play the weather report video again from where it left off to 1:30-1:50. Teacher will then ask what does Mr. Dean refer to this section of the report as. Why would a person want to listen to this part? Students will listen to the next section of weather report and answer probing questions. Students will verbally give a reason why a person may want to listen to this section.
Teacher will then continue to probing highlighting the fact that Basil Dean report included numbers for various things. Teacher will instruct each group to name three things that Basil Dean mentioned. Students will write down three things that Basil Dean discussed involving numbers or measurements.
Teacher will explain that these things are what makes up the weather or the various changes in the atmosphere and are called weather elements. Students will actively listen to teacher’s explanation.
Teacher will then hand out short poem to each group what makes the weather. Teacher will have one student from each group read poem aloud then instruct students to fill out answers about weather elements in their notebooks based on poem. Students will listen to poem being read then fill out answers in notebooks.
Teacher will reveal the answers of the poem. Students will mark their responses.
Teacher will then give student groups an index card. Students will use the map of the world in the map center to locate the a...

Students’ age range: 12-14

Main subject: Social studies

Topic: Geroge Phenney

 

Description: The previous lesson was revised as this would be the base of the current lesson. Students were allowed to answer questions within their groups to determine if the level of understanding of the topic thus far. Students were then lead in a discussion on the present topic; taking note of keywords and key points. Lastly, the class was placed in groups to create a biography of Woodes Rodgers.