Saturday, October 31, 2020

Social Studies - Independence in Jamaica, Haiti and Cuba (lesson 1)

 THEME: OUR COMMON HERITAGE 

FOCUS QUESTION

How did Jamaica achieve Independence?


SPECIFIC OBJS.

1.       Develop working definitions for the following: independence, colonial rule, commonwealth, constitution, nation, monarchy, trade union, political party, self-government, universal adult suffrage, franchise, revolution.

CONTENT SUMMARY

Jamaica gained independence on August 6, 1962. Prior to that, we were under the British monarchy. Bustamante, Garvey and Norman Manley were the major personalities involved in the independence movement in Jamaica. At the time of independence, Bustamante was the Prime Minister.


ENGAGE
Ok students I want you to quickly see if you can UNSCRAMBLE the letters below to form words.

DENCEINDEPEN
FELS-EMNTNREVGO
ESICHFRNA
RVNEOLUTNIO
WEALTHCMMOON
CNOONISTITU
ATDUL RAGESUFF LUNIVERAS
YPART TICALPOIL
YCHMONAR
NIONU ETRAD

Try to formulate a working definition for these words: independence,  colonial rule, commonwealth, constitution, nation, monarchy, trade union, political party, self-government, universal adult suffrage, franchise, revolution. Students will recall when some of the words based on video clip watched in previous lesson.

EXPLORE
Let us take a look at the links below to see how many of these words we will come across as we listen to the video (TOWARDS INDEPENDENCE) and read about The History Of Jamaica.

Who were the persons mentioned in this video?



EXPLAIN

Provide definitions for the terms, based on context clues.

EXTEND/ELABORATE
Use the words you have learnt to make new sentences about Jamaica.

EVALUATE

1.       Use the following words to fill the blank spaces in the paragraph below.

                   franchise    ,    colonial rule,    independent,     commonwealth

 

After Jamaica became an ____________ nation, citizens had the opportunity to vote or exercise their ______________. Prior to this time, we were under  _____________ __________. Jamaica is now part of the __________________ countries.

 

 

2.       Match the following words on the left with their definitions on the right.

Column A

Column B

(a)    Trade union

1.    The policy or practice of a wealthy or powerful nation's maintaining or extending its control over other countries, especially in establishing settlements or exploiting resources.

(b)   Franchise

2.    A form of government with a monarch at the head

 

(c)    Revolution

3.    The right to vote in public elections

 

(d)   Constitution

4.    An organized association of workers in a trade, group of trades, or profession, formed to protect and further their rights and interests.

 

(e)   Monarchy

5.    A forcible overthrow of a government or social order, in favour of a new system.

 

(f)     Colonial

6.       A body of fundamental principles or established precedents according to which a state or other organization is acknowledged to be governed.

 


Friday, October 30, 2020

Perimeter (Lesson 1) Mathematics Strand: Measurement

 FOCUS QUESTION

How do I calculate and use the various measurements around me?

SPECIFIC OBJS.
1. Calculate the perimeter of regular and irregular polygons.
2.  Calculate the measurement of one side of a polygon given the perimeter and the lengths of the other sides

CONTENT SUMMARY

Perimeter is the distance around a shape.

Polygons are multisided shapes. All polygons have sides, vertices and angles. Poly means many. They are closed shapes. Polygons are two dimensional or flat shapes. This means they must lie on the same plane.

A polygon is considered a regular polygon if it has equal sides and equal angles. On the other hand, irregular polygons do not have equal sides or equal angles.


ENGAGE

Pupils will watch a youtube video clip (Math Antics- perimeter) to review the topic for the day. (Perimeter). Formulate a working definition for ‘perimeter’.

EXPLORE

Students will watch youtube video clip (MathsAntics-Polygons) to glean information on polygons and the properties of polygons. They will name some of the polygons they are familiar with. Tell the difference between regular and irregular polygons.

Now let us identify the ones that are regular and the ones that are not.



Other video clip

EXPLAIN

Tell what polygons are and the properties of every polygon.  In sentences, tell the difference between regular and irregular polygons

EXTEND/ELABORATE

Examine the polygons projected on chalkboard. They will classify them as regular and irregular, based on their measurements.

Students I want you to read the problems below and try to decide on the answers. Be ready to explain how you arrived at the answers.

Eg, 

1.       The perimeter of a regular nonagon is 81 cm. Find the length of one of its side.

2.       The sides of an irregular polygon are 5cm, 6cm, 4cm, 8cm and x cm. If the perimeter is 29cm, what is the length of the missing side x?

Measure the lengths of polygons given by teacher and those taken by students. They will classify them as regular or irregular, and find their perimeter.

EVALUATE
TASK  1


  













  



















          TASK 2

       







TASK 3
(a)  A regular nonagon has a perimeter of 88cm. Find the lengths of one of its sides.
(b)i 4 sides of a polygon are 6cm, 9cm, 17cm, 4cm and x cm. What is the measurement of the side x?
    ii What is the name for this polygon? 


TASK 4






The Environment - Soil Degradation (Lesson 1)

THEME : LIVING THINGS, LIFE PROCESSES AND THE ENVIRONMENT 

FOCUS QUESTION

How do environmental problems affect us?

SPECIFIC OBJS.
1.  Describe the factors that cause soil degradation
2.  Show concern for the impact of environmental problems on humans.
3. Be aware of their responsibility to carry out good environmental practices

CONTENT SUMMARY

Soil is a valuable resource. We need soil so that we can grow crops for our food and to feed animals. The plants that grow in soil can help[ reduce carbon dioxide in the atmosphere and protect us from high winds and waves. Many animals need soil in order to survive. Soil can easily be spoiled and this is called degradation. Soil that is damaged can easily be blown or washed away. This is called erosion.

Some causes of soil degradation include slash and burn, soil exhaustion, climate change, soil erosion, deforestation, chemical fertilizer and pesticide use.

There are many ways to solve the problem of soil degradation. These include terracing, drainage system,, contour farming, alternate crop rotation, agro-forestry, using compost from animals and plants as fertilizer.         


ENGAGE

Listen to a song which speaks of soil degradation (youtube video-“Soil degradation song), then discuss what message the song is conveying. Teacher led discussion will follow to generate a meaning for soil degradation.


Examine different soils depicted  below and describe their  appearance.

























Will things planted come to maturity on these soil? 

How did all this happen?

 

EXPLORE

Watch this video entitled “Soil Degradation 2” to glean information on what soil degradation is, how it happens, and how humans contribute to it. As you listen, try to glean information to populate the table below.

 

WHAT IS SOIL DEGRADATION?

 

 

 

 

CAUSES OF SOIL DEGRADATION

 

 

 

 

 

EFFECTS OF SOIL DEGRADATION

 

 

 

 

COMBATTING /PREVENTING SOIL DEGRADATION

 

 

 


EXPLAIN

In groups, present the information gleaned in a form/media of your choice, ensuring that you state definition and the different causes of soil degradation.

EXTEND/ELABORATE

Students will use materials presented to do further research on the following: soil erosion, deforestation, slash and burn, soil exhaustion, chemical fertilizer and pesticide use as contributing factors to soil degradation. Classify them as human factors and natural factors.

EVALUATE

1.       Use the words below to fill the blank spaces. Use each word only once.

                 Human     ,     soil erosion    ,     quantity       , overgrazing ,      deforestation,

The decline of soil _____ or quality is referred to as soil degradation. Some ___ activities like _________ can contribute to soil degradation. ____ is also another factor that can cause soil degradation.

 


 

2. 

The following are factors contributing to soil degradation. Briefly explain what each is and how it can be solved.

 

(a)    Soil erosion: ____________________________________________________________________________________________________________________________________________________

                   Solution:                                                   ______________________________________________________________________

         ______________________________________________________________________________

(b)   Soil exhaustion: ______________________________________________________________________________________________________________________________________________________

Solution:_______________________________________________________________________________________________________________________________________________

(c)    Chemical fertilizer and pesticide use: ____________________________________________________________________________________________________________________________________________________Solution: __________________________________________________________________

1.       Examine the diagram below carefully. After analyzing, use it to determine if it supports or not support  the statements in the table that follows. Simply place a [ü] if it supports or not.

      

http://www.dartmoor.gov.uk/learningabout/lab-printableresources/lab-factsheetshome/lab-erosion

STATEMENTS

Supported by diagram

Not supported  by diagram

Rain is a human factor that causes erosion

 

 

Grazing livestock is a human factor that contributes to erosion.

 

 

Humans contribute to soil erosion

 

 

If it were not for humans, soil erosion would not exist.

 

 


Thursday, October 29, 2020

Making Inferences - Language Arts Strand: Listening & Speaking

 FOCUS QUESTION

What was Jamaica's Road to independence?


SPECIFIC OBJECTIVE

Listen in order to draw inferences from different forms of oral language : storytelling,


CONTENT SUMMARY

THE GOLDEN TABLE

Legend says that River Mumma inhabits the rivers of Jamaica, and all the fish are River Mumma’s children. Sometimes, people say, River Mumma rises out of the river to sit on the rocks and comb her long, black hair. But, like they say, don’t touch River Mumma. Don’t even look at her. There’s no telling what she will do if you try. Some say if you so much as see her, you’ll fall into a trance and she’ll grab you by the heels and drag you under the river. If you try to catch her, the fish will disappear; the river will run dry. It’s best, they say, not to make trouble with River Mumma.

 

River Mumma lives in deep rivers, way down in those places where the water is tranquil, still and achingly blue, in spots beneath the shade of cotton trees, rimmed with plumes and spears of palms and overhung with ferns and ropes and vines of plants. It is there, they say, in those still places, way down at the bottom of the river, that the Golden Table lies hidden. The Spaniards left this table, made of solid gold, during their quest for gold many centuries ago. River Mumma guards that table.

But often at noon, on the hottest of blazing-hot days, the Golden Table will rise slowly to the surface and hover there. When the greedy see that table, they long to steal it. Many have tried. One time, in the deepest blue river on the land of a great sugar estate, the foreman saw that table rise, so he chained a team of oxen to it. “Pull!” he cried, and he snapped his whip across his oxen’s backs. “Pull!”

They pulled, and they pulled — 12 muscular, broad-backed oxen — but that Golden Table simply pulled every single animal and all the yokes and chains into the river, all the way to the bottom.

That, they say, is what happens to anyone who tries to steal the Golden Table.

One day Bastian and his sister, Lora, were walking home at high noon, and as they passed the river, they saw sitting on some rocks the River Mumma. “Run away,” Lora cried, but it was too late. Bastian saw it right before his eyes — that magnificent Golden Table rising up out of the river, hovering there, gleaming bright.

“Let’s get that table,” Bastian gasped. He couldn’t believe his eyes. He’d heard the tales, of course. Everyone had. But he had never imagined something so hypnotizing.

Lora grabbed his arm. “Never, never, brother,” she said, and she pulled him on, trying to get him on the path back home. “You know what happens to greedy people, Bastian.”

“Greedy?” Bastian said. He was bigger and stronger than his sister, and he could resist her pull, no matter how hard she tried. “I’m not greedy, and you know that.”

“I do,” Lora agreed. “That’s why we’re leaving. Only greedy people take what’s not theirs.”

“And what about Papa’s boss?” Bastian asked. “He’s greedy.” Their father worked in the sugar cane fields, and for the last few weeks, his boss had stopped paying him. When Papa asked why, he said, “I need to make more money.”

“Never mind,” Lora said. “Remember what Mama says: People who are covetous end up creating big problems for themselves, that you know.”

“Yes, that’s true,” Bastian said. “But what about Mama’s boss? She gives Mama a basket as payment for carrying water — that’s the raw deal she gives.” That was true; their Mama worked as a housekeeper, and her boss said, “I can’t pay you more; I need more money for my baby.”

Lora shrugged. “Every day’s a fishing day, but not every day’s for catching fish,” she said. “Things change, Bastian.”

They continued to argue this way, on and on until the sun began to set, and that Golden Table drifted back under the water. Soon it was night, and they were back home, arguing still.

When their Papa’s boss heard their argument, he asked Bastian, “Where is this Golden Table? I think I should have it for myself.”

“Why’s that?” Bastian asked.

“The rich deserve the riches,” the boss said. So the next day he insisted Bastian lead him to the spot, and right there before their very eyes arose the Golden Table.

“But don’t try it,” Bastian said, for he had come to his senses. “You know the stories.”

“Myths!” the boss laughed. “Go on home, Bastian. I’ll handle this.”

Bastian did go home that day, and he told his Mama and Papa the tale of the Golden Table.

The next day the planter and four of his men, the strongest slaves and four strong bulls went down to the river. They waited and watched until noon came. Suddenly, the water in the centre of the river became a whirling pool and then the Golden Table appeared.

The slaves quickly jumped into the river and securely fastened the chains to table. The bulls then pulled with all their might but could not move the table. Soon the slaves grabbed the chains and started pulling. Then the planter shouted loudly, "We must do all we can to get that table." He wanted the table so much that he himself jumped into the river and tried to help the slaves and the bulls. 

Papa’s boss never came home, and nobody knows where he went, but people talk. Lora said his greed drowned him, and the boss’s son? He changed his ways and paid his workers a fair wage. As for Bastian? A chip, as they say, off the old block. In other words, Bastian turned out much like his father. He was a hard worker, a good and fair man. His Mama and Papa taught him well.


ENGAGE

Students I want you to read the following and try to figure out the answers.





















Well, how did you figure out the answers?

What helped you ?

Were any of the answers explicitly stated?

Well basically what you were doing was inferring. 


Students, what do you think the word INFER means? Ok let us look at the definition in the content summary.




EXPLORE

We are going to watch this video clip to learn more about inference. We will pause and discuss as we go.

Video clip: What does it mean to infer?

Now I want us to listen to the story in the Content Summary - The Golden Table

I want you to first examine this picture and try to figure out what the story will be about.














We will take turn in reading the story. As we read, pay attention to the characters and try to figure out the following questions.

What aspects of Jamaica's history are highlighted?

Which sentences did you use to help you infer this?

EXPLAIN

What does it mean to infer?

EXTEND/ELABORATE

Answer the following.


EVALUATION

1. Read the story again by yourself, then tick on the chart below, the quality/qualities that matches/match each character.

QUALITIES

Bastian

Lora

Mama

Papa

Papa’s Boss

Sensible

 

 

 

 

 

Greedy

 

 

 

 

 

Selfish

 

 

 

 

 

Hardworking

 

 

 

 

 

Impulsive

 

 

 

 

 

Covetous

 

 

 

 

 

Unjust

 

 

 

 

 

Honest

 

 

 

 

 



2. What can you infer from the story about the character of Papa's boss?

3. The story refers to certain aspects of Jamaica's history. From the text clues, draw inferences about aspects of Jamaica's history.