SEMI-COLON Language Strand: Grammar & Conventions

FOCUS QUESTION

What was Jamaica's road to independence?

SPECIFIC OBJ.

Use punctuation marks to creatively vary effects (comma, full stop, question marks, colon, semi-colon)

CONTENT SUMMARY

ENGAGE

Students let us review some of the punctuation marks we know about.

What is the semi-colon?

Can you make the sign in the air.

When should this punctuation mark be used?

Do you know of any rules that govern this sign?

EXPLORE

Let us take a look at the rules in the content summary. We will discuss each rule together.

What do you remember about independent and dependent clauses.

Listen to this vide clip to learn more about the semi-colon.

Video: How to use semi-colon

Now let us try to answer these questions on the activity sheet below.

EXPLAIN
When should the semi-colon be used? 

Write two sentences to show how it should be used.

EXTEND/ELABORATE

Complete the activity below.

EVALUATE

SCIENCE - Energy, Light and Sound (Lesson 1)

 FOCUS QUESTION

How does light behave?` 

SPECIFIC OBJS.

1. Distinguish between luminous and non-luminous objects/organism

2. Value individual effort and team work

CONTENT SUMMARY

Light is a form of energy. It is detected by the eyes and it enables vision. Light behaves differently when it comes in contact with different types of materials. All objects are either transparent, opaque or translucent. Some objects emit light or reflect light, that is, they are luminous or non-luminous. Luminous objects produce their own light. Non luminous objects reflect light from luminous sources.

PROPERTIES OF LIGHT include:

ü  Light travels in a straight line from a source.

ü  Light travels fast

ü  Light has a dual nature

ü  Light can vary in intensity

ü  Light interacts with matter

ü  Light is comprised of many colours

Light carries energy and information

ENGAGE

Students I want you to examine the objects below and tell what they are.

Could you find a working definition for light. 

 Tell what they know about light on a KWL chart , then we will take turn in groups to share what you already know about light.

NB. Why do you think the sun is in the centre of the picture above?

EXPLORE

Now students, today we will be using two terms to classify light. See if you can unscramble the words below to find what they are.

O   U   I    U  L  M  N  S     N  N  O - I  O  U  U  N  S  M  L

Please watch the video clip entitled “Science-Sources of Light” to learn what the main source of light is and to glean additional information on other sources, and how they can be classified.

VIDEO: SOURCES OF LIGHT

EXPLAIN

Explain the difference between luminous and non-luminous objects. Supply other examples of both, other than those mentioned.

EXTEND/ELABORATE

1. Do a research on organisms that produce their own light.

2. Students I want you to compose a song with the concepts you have learnt. You will be expected to take turn in sharing your pieces with your classmates.

Examine the rubric for grading below before  you write your piece.

RUBRIC

CRITERIA	EXCELLENT     5 pts	GOOD      3 pts	NEED IMPROVEMENT 1 pt
Content	Information is clear- all facts are highlighted and are accurate	Information is somewhat clear- some facts are highlighted and are accurate	Information is sketchy- one or no facts highlighted
Creativity	Students organized lyrics in sequential order with much creativity and enthusiasm	Students kind of organized lyrics in sequential order with some amount of enthusiasm	Students lyrics is disorganized and enthusiasm is low
Group Participation	All members participated in activities	Most members participated in activities	One or no members participated in the activities

EVALUATE

1.   The following are statements about luminous objects. Indicate with a tick (ü) if you agree or disagree with each statement. ( All groups)

Statements	Agree	Disagree
Non-luminous objects cannot be seen
The moon is a luminous body
Luminous objects produce their own light
Firefly, star and earth emit their own light
Light has a dual nature

 2.  Use the words below to complete the blank spaces. (groups 1 and 2)

       

vision     natural         luminous     illuminated        reflect          energy     glow

               

 Light is a form of _______ that enables _____________. Some materials make or emit their own light. These are sources of light, and are called ___________ objects. The sun, volcanoes and lightning are __________ sources of light. Other object do not produce their own light but they can be lit up , however,  they actually _______ light from a luminous source. These objects are called _______ objects.

3.  Sort the following as luminous or non luminous. (All groups I, 2, 3)

                                                           

Luminous sources	Non luminous sources

4. Complete the concept map below.

    

 

  

5. Which statements are true about LIGHT. Shade the appropriate bubbles.

    (a) Any light source that gives off its own light is luminous.   O

    (b) The sun is a natural light source.                                         O

    (c) Reflection is the bounce back of light.                                O

    (d) The moon is a luminous light source.                                 O

6. The bounce of light is called ________________.

    (a) echo

    (b) shadow

    (c) reflection

    (d) refraction

7.  Which statement about the moon is true?

(a)    It gives off its own light                         (c) it reflects the Sun’s light

(b)   It is considered to be a planet                 (d) it is larger than the earth.

Justify your answer. ___________________________________________________________________________

Speech Marks - Language Strand /Grammar & Conventions

 FOCUS QUESTION

How do we use our expression to show our understanding of land formations and their impact on the environment?

SPECIFIC OBJS.

Use speech marks, exclamation signs, semi colons and question marks accurately.

CONTENT SUMMARY

ENGAGE

Let's review the punctuation marks we learnt about.

Well today we will be looking at the speech marks. What are these?

EXPLORE

Let us learn more about these marks. We will read the chart below together, then I want you to provide other examples .

Let us watch this video below to learn more about the rules for using quotation marks. Listen carefully and make note of the rules.

Video: Speech marks

Here are some additional rules. Let us discuss them together.

EXPLAIN

What are quotation marks?

When are they used?

Work in your groups to complete the exercise below then share the answers with your classmates.

EXTEND/ELABORATE

Write at least five sentences which require the use of the quotation marks. Insert them where necessary.

EVALUATE

TASK 1

Insert the quotation marks where necessary. Check for other missing punctuation marks and capital letters.

1. There are different types of landforms informed the teacher.

2. A mountain is higher than a hill answered Billy, However, they are both landforms.

3.Teacher asked her class, What is a flat top mountain

4. Seventy one percent of Earth's surface is made up of water the teacher said.

5. How many continents are there in the world? asked the teacher and where can these be found?

TASK 2

PERCENTAGE (Lessons 1 & 2)

FOCUS QUESTION
How can I represent shared portions?

SPECIFIC OBJECTIVE
1.Tell what percentage of a set or object is shown,

2. Write a percentage as fraction with a denominator of 100, or, in its simplest form and/or as   a decimal

3. Reconize that 100% is a whole

4. calculate a given percentage of a number, amount of money, measure of mass, etc.

5. Solve  problems requiring the conversion of fractions to percentage and vice-versa

 
CONTENT SUMMARY

ENGAGE

Children, today we will be looking at a new concept in Mathematics. I want you to try to figure it out. It means per hundred or out of a hundred. What do you think it is?

                                               PCATEREGNE

Now examine the grid below. It represents a Hundred Grid. The entire grid represents 100% or 1 whole. If  I shade 1 square, I would have shaded 1% or 1/100. Suppose I shade half of the square, what fraction would I have shaded ? What percentage is this?

Shade 1/4 and 3/4 and tell me the percentage amount for each of these.

EXPLORE

Now I want you to shade the given percentages on the charts below.

Now sometimes you may be asked to find the percentage of figures that do not have 100 squares. How would we determine the percentage? 

Let's look at the chart below. Look at the bottom exercise.

Yo will recall how to determine what part of a figure is shaded. (By putting the shaded part over the number of parts the shape is divided in.

For example, 1/10 of the first figure is shaded. We can simply multiply the 1/10 by 100 and that will give us 10%.

Sometimes we may be asked to find out the percentages of different quantities. Let us look at the problem below.

What is 5% of 600. There are a number of methods that could be used to solve this problem. Let us look at each.

METHOD 1

NB Please note that 5% = 5/100=1/20 in its lowest term.

Things to always remember.

1/4= 25%

1/2 = 50%

3/4=75%

EXPLAIN

What is meant by percentage?

Explain how you find the percentage of a number.

How can a fraction be written as a percentage?

EXTEND/ELABORATE

Can you think of another method that could be used to solve the same problem in question?

METHOD 3

5 % of 600

5 % = 0.05 (5 hundredths)

since "of " stands for multiply then multiply 0.05 x 600

      0.05  (2 decimal places in factor)

    x 600  (no decimal place)

  30 . 00   ( 2 decimal places)

N.B. Always remember then when multiplying decimals, the number of decimal places in the product should be equal to the number of decimal places in the factors)

Try to solve the following using any two methods.

1. 10% of 50

2. 30% of 200

EVALUATE

Task 1.

Write the following as percentages.

(a) 2/5     (b) 8/10    (c) 4/8 

Task 2

Write the following as decimals.

(a) 45/100    (b) 6%    (c) 9/100

Task 3.

(a) What is   20% of 1000.

(b) Susan had 300 stamps. She gave away 5%. How many did she give away? How many she had left?

(c) There are 200 children at a camp. 70% of them are boys. How many of the children are girls?

     (i) 140   (ii) 130    (iii) 60   (iv) 30

Task 4

Percent	Fraction	Decimal
85%
	5/10
		0.65
6 %
	7/10

Task 5

Click on the link below to complete the task below by typing in the correct answers.

The Environment - Solid Waste Pollution, Effects, Prevention (Lesson 2)

 FOCUS QUESTION

How do environmental problems affect us?

SPECIFIC OBJS.

1. Propose measures to reduce/eliminate selected sources of solid waste pollution

2. Be aware of their responsibility to carry out good environmental practices

CONTENT SUMMARY

Conserving the environment means trying to preserve natural resources so they will be around in the future. The activities of people may affect the environment in good and bad ways. Human activities have caused serious environmental problems which have changed the earth and its climate, and have impacted the health of many living things. 

Waste can be classified into five types of waste which is all commonly found around the house. These include liquid waste, solid rubbish, organic waste, recyclable rubbish and hazardous waste. Make sure that you segregate your waste into these different types to ensure proper waste removal.

The threat of waste to the environment, health and safety is huge. And so are the financial and social ramifications, waste experts say. Pollution runs into rivers and seeps into ground water. Flooding is caused by garbage clogging drains, and the atmosphere can be poisoned by the toxic discharge from trash. When organic things rot or decay, as a result of bacterial activity, we say they are biodegradable.

ENGAGE

Students let us recap our last lesson on improper garbage disposal and the negative effects.

What are the types of garbage you know about?

What are some ways in which humans dispose of their garbage inappropriately?

What are the problems caused as a result of improper garbage disposal?

EXPLORE

Take a look at this poster. Let us read the message it is conveying.

What is the "we" referring to here?

Can you think of any other insect that is a threat to human in any way?

Where is the germs mentioned coming from?

What do we call insects like these? 

Today we will be looking at two types of diseases that can be caused by improper garbage disposal. 

Take a look at the chart below.

What is meant by vector-borne diseases? 

What are vectors? 

What do you think are water-borne diseases? 

Can you name some of these diseases?

How are these diseases transmitted?

Ok let us read the chart below to verify our answers.

What can we do as citizens to stem these kinds of diseases?

EXPLAIN

What are vector-borne and water borne diseases?

How do vectors harm people?

How can water become contaminated?

Name some water-borne and vector-borne diseases.

EXTEND/ELABORATE

Using the poster below as a guide, prepare a similar one to share with your community members .

EVALUATE

Imagine that you have been selected to prepare a speech on "Water-borne diseases and its effects". Write the speech to share with your classmates first. Be sure to take into consideration the following.

* Use an appropriate topic sentence

* Ensure that your supporting sentences are factual

* Use an appropriate concluding sentence

* Remember to edit your speech for publishing