GRADE 6 CONCEPTS - (NSC) by Janice Bowes-Wellington

Tuesday, October 27, 2020

Relative Pronouns Interactive Worksheets

Tap on the link, then on the worksheet and complete the interactive pronouns worksheet. Get your score at the end of the exercise.

CONJUNCTIONS - LANGUAGE ARTS STRAND: Grammar & Conventions

FOCUS QUESTION

What was Jamaica's Road to independence?

SPECIFIC OBJ.

Apply the functions of parts of speech: conjunctions, nouns, prepositions

CONTENT SUMMARY

Conjunctions are words that join or link phrases or clauses together.

ENGAGE

Students, let us quickly recap the past lesson on clauses. Remember you were asked to join the two clauses with either the words 'and' or 'but'? Let us quickly complete the first five again.

Well can anyone tell what the words "and" and "but" actually do in the sentences. What is the role of those two words?

Can anyone tell what part of speech are those two words?

Well if you said 'conjunction' you would be so correct.

Let us read together what conjunctions are.

EXPLORE

Now there are different types of conjunctions. Do you know of any type ?

Watch the video clip below to glean information on the different types of conjunctions. Be sure to get your notebooks ready for note taking. You should be able to name them afterwards and provide examples of each.

Video clip: Types of conjunctions.

Let us do this activity together.

EXPLAIN

What is a conjunction?

What are the different types of conjunctions?

Provide examples of the different types of conjunctions.

EXTEND/ELABORATE

Complete the activity sheets below.

Activity sheet

EVALUATION

Task 1

Task 2

Task 3

Open the link below and complete the task.

Subordinating conjunction exercise.

Task 4

Read the sentences below. Examine the underlined conjunctions, then choose the type they represent.

1. William the second was not only the German Emperor but also the King of Persia.

(a) subordinating (b) correlative (c) coordinating

2. They eventually bought the gift, although it was expensive.

(a) subordinating (b) coordinating (c) correlative

3. Though the words were very bad, yet he managed to reach the city before midnight.

(a) subordinating (b) correlative (c) coordinating

4.. Either brass or copper will do.

(a) subordinating (b) coordinating (c) correlative

5. We were hungry, for we hadn't eaten in five hours.

(a) correlative (b) coordinating (c) subordinating

Mathematics Topic : (Units of Time) 24 Hour Clock - Strand: Measurement

FOCUS QUESTION

How do I use the various measurements around me?

SPECIFIC OBJ.

Use the 24-Hour clock in problem solving.

CONTENT SUMMARY

There are 24 hrs. in one day. The 24-hr is divided into two parts of 12 hrs. each. In the 24-hr clock system, time is written as the number of hours that have passed since midnight. In this system, the day is divided into 2 parts of 12 hours each. In this system time is written in 4 digits. The first 2 digits on the left are for the hours and the next two for the minutes.

In the 24-hr system, time starts at 12 hrs. midnight, that is, 00:00 hrs. The next hour after is 01:00. If the first 2 digits to the left are less than 12, the time shows the morning hours or a.m.. If it's more than 12, then it shows afternoon or p.m.

ENGAGE

Students will watch youtube video (Telling Time for Children) , to review the 12 hr clock and its use in telling the time. They will discuss other ways of writing time example quarter to ten would be 9:45.

Engage in discussion on what they know about the 24 hour clock.

EXPLORE

Watch Youtube video (Reading Time In Different Clock System) to glean information on the 24-hr clock. They will identify situations when this feature is used in society. ( Navy/Military, hospital, airports, by scientists)

Students will play a fishing game where they take up a “fish” without looking. They will walk around and search for their “partner fish” which is telling the same time as the "fish" they have.

EXPLAIN

Explain what the 24 hour clock is and compare it with the 12-hr clock. Use the 24 hr clock to show when the different activities below are done.

EXTEND/ELABORATE

Complete the chart below.

Develop rules for converting p.m time to 24-hr clock.

EVALUATE

FOLLOW UP PRACTICE EXERCISES

Lesson Title: Understanding the 24-Hour Clock

Strand: Measurement
Topic: Units of Time – 24-Hour Clock
Grade: 6
Duration: 1 hour
Focus Question: "How do I use the various measurements around me?"
Objective:

Students will use the 24-hour clock in problem-solving.

Materials/Resources:

Digital/analog clock visuals
Time conversion cards
Time zone map or digital tool
Chart paper or tablets for scheduling
STEM career images (pilots, coders, nurses)
Chromebooks, teacher's blogsite
Projector

🔍 5E Lesson Plan

1. Engage (10 minutes)

Activity: “Time Around the World” Scenario

Begin with a short video or image slideshow showing different world clocks (e.g., New York 08:00, London 13:00, Tokyo 22:00).
Ask:
- “Why do these clocks look different?”
- “Have you ever seen a clock that says 17:00? What time is that?”
Let students share experiences of flight times, TV schedules, or sports games using 24-hour format.

STEM Tie-In: Discuss how pilots, engineers, and hospital staff rely on the 24-hour clock to avoid confusion and ensure accuracy.

2. Explore (15 minutes)

Activity: Matching Time Cards

Provide sets of 12-hour time cards and matching 24-hour equivalents (e.g., 2:00 PM ↔ 14:00).
In pairs, students match 12-hour times with their 24-hour equivalents.
Include real-life examples:
- “Dinner at 7:00 PM,”
- “Flight at 23:00.”
Students discuss: What is different? What is the pattern?

Differentiation:

🔹Tier 1 (Support): Use clocks with AM/PM color-coded.
🔸Tier 2 (On-level): Use 24-hour conversion table as reference.
🔺Tier 3 (Advanced): Include word problems (e.g., calculate arrival time after a 3-hour flight departing at 19:30).

3. Explain (10 minutes)

Mini-Lesson: How the 24-Hour Clock Works

Use the board or digital slide to:
- Show conversion: 1:00 PM → 13:00 (add 12 to PM times).
- Morning stays the same: 7:00 AM = 07:00.
Highlight key times:
- Noon = 12:00
- Midnight = 00:00
Practice a few sample conversions as a class.

STEM Focus: Emphasize precision in professions like coding, transport, and surgery—where time tracking must be error-free.

4. Elaborate (15 minutes)

Activity: 24-Hour Clock Scheduling (STEM + Real Life Task)

Students create a daily schedule using the 24-hour clock.
Example:
- Wake up at 06:30
- School starts at 08:00
- Lunch at 12:30
- Bedtime at 21:00
Include a challenge: “Create a schedule for an astronaut on a space station or an airline pilot.”
Complete liveworksheet exercises on teacher's blogsite.

Differentiation:

🔹Tier 1: Provide a template and picture support.
🔸Tier 2: Use actual school schedule to convert.
🔺Tier 3: Include elapsed time between events using 24-hour format.

5. Evaluate (10 minutes)

Three-Tier Assessment Tasks

Tier	Task
🔹 Tier 1 (Support):	Match 12-hour and 24-hour times using picture clues (e.g., dinner at 18:00).
🔸 Tier 2 (On-Level):	Convert 12-hour times to 24-hour and vice versa (5 examples). Solve 1 time-based word problem.
🔺 Tier 3 (Advanced):	Complete a mini itinerary involving time zone conversion or time calculation (e.g., bus trip leaves at 17:00 and arrives after 4 hours). What time does it arrive in 24-hour format?

Cross-Curricular Links:

Science: Time zones, circadian rhythms
Technology: Digital devices and global syncing
Engineering: Time scheduling in building and transport
Math: Time measurement, problem solving

Reflection / Exit Ticket:

“One thing I learned today about the 24-hour clock is…”
“One job where using the 24-hour clock is important is…”

Sunday, October 25, 2020

SUBORDINATE AND MAIN CLAUSES LANGUAGE Strand: GRAMMAR & CONVENTIONS)

FOCUS QUESTION

What was Jamaica's road to independence?

SPECIFIC OBJS.

Extend ideas using subordinate and main clauses

CONTENT SUMMARY

ENGAGE

Ok students, let's just try to unscramble the letters below to form a word. "SCULAE".

Great job!! It is clause.

Now what is a clause. Let us read the definition below.

What do you understand by the terms "INDEPENDENT" and "DEPENDENT"? You can draw reference from Social Studies class and our focus question.

EXPLORE

Well if you observe this chart below carefully, you will understand the concepts. Let us read it to together and have a discussion.

Now could you supply examples of some main/independent clauses and some dependent/subordinate clauses.

Let us quickly try to complete this activity sheet.

EXPLAIN

What is a clause?

What is a dependent/independent clause?

Provide 2 examples of each type of clause.

EXTEND/ELABORATE

Read the instruction and complete the activity sheet below.

EVALUATE

TASK 1

TASK 2

MATCH THESUBORDINATE CLAUSESBELOW WITH A SUITABLE MAIN CLAUSE.
We did not have our own flag	and replaced by the Jamaican flag.
The Union Jack was lowered	very vibrant and unique
Jamaica has a rich culture	specially because of slavery and indentureship
Jamaica became home for many people of all races	before Jamaica gained independence.
WRITE COMPLETE SENTENCES BY SUPPLYING MAIN CLAUSES OR SUBORDINATE CLAUSES TO THE FOLLOWING.
Jamaica gained independence in 1962
	it is Out Of Many One People
Marcus Garvey, Norman Manley and Alexander Bustamantee played

Friday, October 23, 2020

Soil type - Interactive Worksheet.

Click on the table below. Open the link and fill in the missing information. Get your score at the end!!!

Present Continuous Tense - Interactive worksheet

Present Continuous

Complete the exercise below by clicking the link and then insert all your answers. Get your score at the end of the activity

Thursday, October 22, 2020

The Environment - Soil Types (Lessons 1 & 2)

FOCUS QUESTION

Why is it important to care for the environment?

SPECIFIC OBJS.

1. Investigate features/soils of different environments

CONTENT SUMMARY

Soil is a valuable resource. It has different layers. 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.

Layers of soil

DAY 1

ENGAGE

Students will be engaged in a discussion on where soil comes from and what it comprise.

Students will be asked to take out their soil samples they were asked to collect. They will label them as to where they were taken from. Soil from sea, the garden etc. They will manipulate the different types, and tell if they think the properties are the same.

EXPLORE

Examine the chart below and see if any of the soil types you found looks like the ones in the picture below.

Students will carry out an investigation in their groups, they will pour water on the different soil types in transparent containers and stir, then allow them to settle. They will examine the different layers that will be formed.

They will record where the different particles drop ( ie. sand, small particles, humus). They will tell why they believe they fall in that order. Students will tell what else is in the soil? They will later identify soil as a composition of dead plants and animals, bacteria and humus.

Watch the video clips below to gain more insights on types of soil and their characteristics.

Characteristics of soil

EXPLAIN

Tell what soil is, the different types there are, and what soil is made up of.

EXTEND/ELABORATE

Students will complete the table below in their groups.

Soil Type	Sandy soil	Chalky soil	Clay	Loam
Properties(colour, texture,

Make your notes from the content summary.

EVALUATE

1. Write a report on your observation of the soil types, when mixed with water.

2. Explain what humus is and why it so important to soil.

3. Based on information gleaned from video clips and experiments done, answer yes or no for the following statements.

STATEMENTS	YES	NO
Soil has dead plants and animals material in it
Soil does not contain bacteria
Humus serves as nutrients for soil
All soil types are the same

Day 2

ENGAGE

Let's watch this video clip together and then do a discussion.

Soil type

So would you say that all soil types are the same?

Do they all hold the same amount of water?

Which would be the best to plant a crop of peas?

EXPLORE

Now you will be performing an experiment in a while with the different soil types. First I want you to pay attention to the activity that will be done in the video clip below. Let's review what ensures a FAIR test.

We will be poring water into the containers with the different soil type to find out which type will retain more water.

First I want you to formulate a hypothesis.

What will be the dependent, independent and control variables?

Look at what was done to ensure that the test was FAIR.

Soil Retention

Now you can perform the simple experiment with your soil samples. Please pay attention to the questions you will need to answer at the end of your experiment.

(Fixed amount of water should be added to all plastic funnels, and you will pour a fixed amount of water to all the different soil types. You will measure the time taken for each to pass through each funnel with soil type. Answer questions that follow:

(a) Which soil type held the most water?

(b) What does this suggest about the water-holding capacity of the soil?

(d) Which soil type drains the slowest?

(e) Based on observation, which soil type would be the best for germinating/growing plants?

(i) Justify your answer.

(ii) Would you say the test was fair? YES/NO. Give reasons for your thinking.

EXPLAIN

Students will give their report of the experiment, and answer the questions based on experiment carried out.

EXTEND/ELABORATE

Students will make concluding sentences on why the soil is so important to mankind and why it should be conserved. Examine video clips of some devastation caused by soil erosion around the world. Add concluding statements to their piece, explaining what we can do to preserve/conserve the soil, and prevent soil erosion.

EVALUATE

1. Explain why it is important that soil retains (holds) only some amount of water but not too much.

2. Read the fascinating facts below then answer the question that follows.

FACINATING FACT

The richest, most fertile upper layer of soil is known as topsoil. It takes 500 years for 2.5 cm of topsoil to form.

3. You were just informed about this soil facts by your teacher. Use it to prepare a poster for the members of your farming community. Be sure to inform them of the fact, and why they need to preserve/conserve the soil.

3. Use the passage and the results of the investigation to complete the activity.

NEEDS OF A CACTUS PLANT

A CACTUS IS A PLANT THAT CAN SURVIVE IN DRY, DESERT-LIKE CONDITIONS. MOST CACTI STORE MOISTURE IN THEIR STEMS AND UNLIKE MANY OTHER PLANTS, THEY ARE LESS DEPENDENT ON THE SOIL TO PROVIDE THEM WITH MOISTURE.

DESERT CACTUS MUST HAVE A VERY WELL-DRAINED SOIL FOR THEIR SURVIVAL.

RESULTS OF INVESTIGATION

The table shows the results of an investigation to determine how water drains through three types of soil.

Soil Type	Time taken for water to drain through soil (minutes)	Volume of water added to soil (cm 3 )	Volume of water drained through soil cm 3
Soil A	10	120	80
Soil B	4	120	100
Soil C	7	120	100

Order the three types , Soil A, Soil B, Soil C from most suitable to least suitable for growing a cactus plant.

Most Suitable ⬜ ⬜ ⬜ Least Suitable (2 marks)

4. 5. Complete the table below by indicating if each statement is a property of the different types of soil. (page 22 Text)

Properties observed	Sand	Garden soil	Clay
There is a lot of decaying materials in it.	¡	¡	¡
It is grainy and has large particles.	¡	¡	¡
It is greyish white in colour.	¡	¡	¡
When wet and rubbed between the fingers, it feels smooth and is very sticky.	¡	¡	¡
It is moist and the particles tend to clump together.	¡	¡	¡
You can pour it easily from your hand.	¡	¡	¡