Mountain environments and human activities (Lesson 4)

 FOCUS QUESTION

How are mountains important to people’s lives and how do human activities affect mountain environments?

SPECIFIC OBJS.

 1.   Use data to make comparisons and draw conclusions about how mountains affect weather and climate.

2. Critique the work/ideas of group members

3. Gather information from multiple sources and use it to describe the activities, goods produced and services that are carried out/offered in mountain/hill environments then draw conclusion about the importance of mountain/hill environments 

CONTENT SUMMARY

ENGAGE

Students will review what the elements of weather are and tell if they believe mountains influence the elements  of weather. They will tell in what ways. 

EXPLORE

Watch the Youtube video clip below to glean information about the effects of mountains on climate.

Video Clip: Mountain effects 1

Video Clip: Mountain effects

Turn to page 73-82 of your text. Let us read the excerpt from the text to garner more information.

EXPLAIN

Tell how highlands influence elements of weather

EXTEND/ELABORATE

In groups, students will research materials to find out other uses of forests, and complete a given table.

IMPORTANCE OF HIGHLANDS

ACTIVITIES	GOODS PRODUCED	SERVICES CARRIED OUT

EVALUATE 

Use the diagram below to answer the questions that follow.

1. (a) Which months have the most rainfall in Kingston and Port Antonia?

    (b) How much rain does Kingston have in the rainiest month?

    (b) How much rain does Kingston have in the driest month?

    (c) What difference do you notice between the rainfall of the two places?

   (d) Explain why there is a difference between the two places.

2. (a) If a place called Fetcher is situated on the Windward side, and another place called Roses is       situated      on the Leeward side, which of the two places would most likely receive more rainfall? You    may use the picture below to help you.

    

2(b) What type of rainfall is the picture above depicting? ___________

3. The side of the mountain that faces the wind is called the _______ side.

4. Which of the parishes listed below are in the rain shadow areas of our country?

   (a) Kingston and St. Andrew

   (b) St. Elizabeth and St. Ann

   (c) St. Thomas and St. Mary

5. Fill in the circles that have statements that are true. 

 0   (a) The higher up the windward side of the mountain you go, the more rain is experienced.   

 0   (b) The higher you go, the cooler it gets. 

 0   (c) Rain shadow areas receive more rainfall than places in the windward areas. 

 0   (d) As hot air rises, it cools. 

(6). Which recreational activity would most likely take place in the Blue Mountains?

(a)    Fishing    (b) swimming    (c) Boating    (d) hiking

Justify your answer. __________________________________________________________

(7).   Why are the Blue Mountains cooler than the Bull Head Mountains?

a.       The Blue Mountains are on the cooler side of the country.

b.      The Blue Mountains receive snow regularly

c.       The Blue Mountains are higher than the Bull Head Mountains

d.      The Bull Head Mountains are higher than the Blue Mountains

(8). Define the term watershed. ___________________________________

(9). Which would NOT be a reason for growing coffee in the Blue Mountain?

¡ Coffee grows best in highland areas

¡The area has lower temperatures

¡The area experiences plenty rainfall and the area is well drained

¡The area has higher temperatures

(10).  By what process do trees contribute to the water cycle?

a.       Deforestation   b. photosynthesis   c. transpiration    d. reforestation

(11)  David was asked to provide Shawn with information about the benefits of highlands. Which of the following would David not provide to Shawn?

 

Natural habitats                       ¡

Powers the water cycle           ¡

Promotes tourism                   ¡

Blocks rainfall                        ¡

 

(12).  Which type of rainfall is associated with highlands?

(a)    Relief rainfall     (b) Convectional Rainfall     (c) Icy rainfall   (d) Hurricane

13. Use the diagram below to answer the questions that follow.

(a) Which place will receive the most rainfall?

(b) Which place will receive the least rainfall?

(c) Give reasons for your answers.

Materials, Properties and Uses (Lesson 2)

 FOCUS QUESTION

What are some properties of common materials and their everyday uses?

SPECIFIC OBJS.

1.       Identify correct and safe ways of using, storing and disposing of materials and household items.

2.       Evaluate how the disposal of selected materials affects the environment.

CONTENT SUMMARY

Materials exist as solids, liquid or gases. Materials/objects have different properties, such as transparency absorbency, strength, magnetic property, and heat conductivity, which determine their everyday use.

Safety symbols, hazard symbols or safety labels are meaningful and recognizable graphical symbols that warn of or identify hazards associated with the location or item.

Improper disposal of some materials can affect the environment.

Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in everyday life.

Substances can change their state by heating and cooling.  Melting, freezing, evaporation and condensation can cause materials to change state.

ENGAGE

Let's review past lesson by way of questioning. Can you name some hazardous materials and tell why they are so described.

Now do you think these materials should be disposed of as other garbage? Give reasons for your answers. Share your  responses with the groups for critique.

EXPLORE

We will watch this Youtube video clip to learn how  some materials (eg. Cell phones, plastics, batteries, etc ) may affect the environment.

Video: Hazardous waste disposal.

EXPLAIN

Present their gleaned information to the class, explaining the effects of improper disposal, ways to disposing of these waste. (Key points will be written on the chalkboard. Students will read information together, paying attention to proper pronunciation and inflectional endings).

EXTEND/ELABORATE

Create a dub poem to summarize the concepts learnt about improper disposal of hazardous waste and its effect.

You may include content material from the video clip below as well.

Video: disposing hazardous materials

EVALUATE

1.  Based on the picture below, which two (2) statements are likely effects that the improper disposal of the waste can have on the environment.

The hazardous materials can produce toxin which can harm the environment and human.   ¡

The activity can cause the growth of germs and bacteria .                                                      ¡

The garbage can be washed into the sea and make the habitat safe for marine lives.             ¡

The activity can add large amounts of carbon dioxide to the atmosphere.                              ¡

3 Tick the practices that are appropriate to manage garbage and save  our environment.

ü	PRACTICES
	Recycle, reuse
	Burning
	Burying
	Dumping in river

 4. Circle the list with the garbage that would be least harmful to the environment.

¡      plastic bottles,     soda cans,    plastic bags 

¡      paper bags,    vegetable leaves,      stale fruits

¡      batteries,     aerosol cans,        cell phones,   pesticides containers

Justify your answer. ______________________________________________________________________________

3.        5. Which of the sets below would be best to recycle in an effort to save the environment?

¡      plastic bottles,     soda cans,    plastic bags 

¡      paper bags,    vegetable leaves,      stale fruits

¡      batteries,     aerosol cans,        cell phones,   pesticides containers

Give reasons to support your answer. ______________________________________________

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 1

ACTIVITY 2

ACTIVITY 3

ACTIVITY 4

ACTIVITY 5

ACTIVITY 6

ACTIVITY 7

Activity 8

Activity 9

Activity 10

Activity 11

Activity 12 - Useful and harmful materials

Activity 13 Performance Task

5E Science Lesson Plan

Grade: 6
Topic: Materials, Properties, and Uses
Focus Question: What are some properties of common materials and their everyday uses?
Duration: 1 hour
Objectives:

1. Identify correct and safe ways of using, storing, and disposing of materials and household items.

2. Evaluate how the disposal of selected materials affects the environment.

---

1. ENGAGE (5 minutes)

Activity: Mystery Material Bag

• Teacher passes around 4–5 sealed bags containing different household materials (plastic bottle, glass jar, aluminum foil, sponge, fabric scrap).

• Students are encouraged to feel the bag without looking and guess:

  • The possible material

  • One property (e.g., hard, soft, flexible, waterproof)

  • A possible use

• Teacher writes down their guesses on the board.

Purpose: Stimulates curiosity and connects to prior knowledge of materials and their properties.

Differentiation:

• Provide tactile learners with extra time to feel the items.

• Offer hints for students struggling to recall properties.

---

2. EXPLORE (15 minutes)

Activity: Material Safety & Environmental Impact Stations
Students rotate through four stations:

1. Station 1 – Safe Handling & Storage: Examine cleaning agents, batteries, paints, and identify safe use/storage (labels, childproof caps, ventilation).

2. Station 2 – Safe Disposal: Learn about recycling bins, composting, and special disposal sites (electronics, chemicals).

3. Station 3 – Environmental Impact: Match pictures of disposed materials (plastic bags, oil, glass bottles) to environmental consequences (pollution, harm to wildlife, soil contamination).

4. Station 4 – Material Properties Testing: Test absorbency (cloth vs. plastic), strength (paper vs. cardboard), and heat conduction (metal vs. wood with warm water).

Students record observations on a Material Investigation Sheet.

STEM Integration:

• Science: Investigating properties and environmental effects.

• Technology: Discuss labeling and packaging safety features.

• Engineering: Thinking about design choices for safer materials.

• Math: Create a tally chart of recyclable vs. non-recyclable materials identified.

Differentiation:

• Visual aids for ELL or struggling readers.

• Peer pairing for students needing assistance.

• Extension challenge for fast finishers: suggest an alternative eco-friendly material for an item.

---

3. EXPLAIN (10 minutes)

Teacher-led discussion:

• Summarize key material properties (strength, absorbency, heat conduction, transparency, magnetic property).

• Emphasize safe use (reading labels, wearing gloves, ventilating rooms).

• Explain proper storage (keep chemicals away from children, store in original containers).

• Link disposal to environmental effects (pollution, harm to wildlife, landfill issues, greenhouse gases).

Visual Aid: Use a slide or chart showing common materials, their safe handling, and disposal methods.

---

4. ELABORATE (15 minutes)

Activity: Design a "Safe & Green" Household Product Plan

• In small groups, students design a safe-use plan for a household item (e.g., bleach, cooking oil, batteries).

• Must include:

  • Safe use steps

  • Safe storage method

  • Correct disposal method

  • One environmental concern and solution

Groups present briefly to the class.

Differentiation:

• Provide sentence starters for less confident students.

• Allow advanced students to incorporate eco-friendly product redesign ideas.

---

5. EVALUATE (15 minutes)

Three-Tier Evaluation Activity

Tier 1 – Basic Recall (Knowledge)

• Name two safe ways to store cleaning chemicals.

• Give one example of a recyclable material.

Tier 2 – Application (Understanding)

• A neighbor throws used batteries in the trash. Explain why this is unsafe and how to dispose of them properly.

Tier 3 – Higher-Order Thinking (Analysis & Evaluation)

• Choose one material from today’s lesson. Describe its properties, uses, and how improper disposal affects the environment. Suggest a safer alternative or disposal method.

---

Homework / Extension

• Interview a family member about how they store and dispose of household items.

• Make a short poster showing the safe and eco-friendly handling of one material.

1. Materials Investigation Sheet

(Student Handout – Print one per student)

Name: _____________________ Date: _____________________

Focus Question: What are some properties of common materials and their everyday uses?

Station	Material(s) / Item(s)	Property Observed	Safe Use & Storage	Disposal Method	Environmental Impact
1 – Safe Handling & Storage
2 – Safe Disposal
3 – Environmental Impact
4 – Material Properties Testing

Reflection Question:

1. Which material surprised you the most? Why?

---

2. What is one change you could make at home to be safer and more eco-friendly?

---

---

2. Station Cards

(Print and place at each station – laminated if possible)

---

Station 1 – Safe Handling & Storage

Instructions:

1. Examine each item carefully (but do not open any containers).

2. Look for safety labels, warnings, or special caps.

3. Record at least two safety rules for using and storing each item.

Materials Here: Cleaning agent, batteries, small paint container, cooking oil bottle.

---

Station 2 – Safe Disposal

Instructions:

1. Look at the items and match them to the correct disposal method (recycling bin, hazardous waste drop-off, compost bin, landfill).

2. Record your answers on the sheet.

Materials Here: Plastic bottle, aluminum can, used battery, fruit peel.

---

Station 3 – Environmental Impact

Instructions:

1. Match the material (picture) to its possible environmental consequence.

2. Discuss: How long might this material take to break down?

3. Record your ideas on the sheet.

Materials Here: Printed images of plastic bag in ocean, oil spill, glass bottle in landfill, cardboard box.

---

Station 4 – Material Properties Testing

Instructions:

1. Test absorbency – Pour a small amount of water on cloth vs. plastic.

2. Test strength – Gently pull on paper vs. cardboard.

3. Test heat conduction – Touch spoon in warm water vs. wooden stick.

4. Record your observations in the “Property Observed” column.

Materials Here: Cloth, plastic, paper, cardboard, metal spoon, wooden stick, warm water in container.

Mountain environments and human activities (Lesson 3)

Theme: The Physical Environment and its impact on Human Activities.  

FOCUS QUESTION

How are mountains important to people’s lives and how do human activities affect mountain environments?

SPECIFIC OBJS.

1. Create thematic map showing the name and location of major mountain ranges of the world (at least one in each continent)

2. Use different criteria to rank mountains and mountain ranges.

CONTENT SUMMARY

ENGAGE

Students will review past lesson on landforms by way of riddles. Tell which mountain they think is the highest in the world.

EXPLORE

Students will tell what the continents are and why they are so named. Tell if they know of any mountain or mountain ranges in any of the continents.

They will watch a Youtube video clip on facts about the continents to glean information on the mountains in each continent.

Video Clip: The continents

EXPLAIN

Tell what their findings are from the video clip, then prepare a chart to depict the information. Eg.

CONTINENTS	MAIN MOUNTAIN RANGE	HIGHEST PEAK	COUNTRY WHERE PEAK IS LOCATED
AFRIA
ANTARCTICA
ASIA
AUSTRALIA
EUROPE
NORTH AMERICA	ROCKY MOUNTAINS	MT. McKINLEY	ALASKA
SOUTH AMERICA

 

EXTEND/ELABORATE

Using your Atlas,  locate the mountain and mountain ranges in the continents, then use a graphic organizer to depict the information.

You will find this video clip below helpful in locating information,

Video clip: Continents 2

EVALUATE 

1. The Andes are Fold Mountains in _________________________.

 2.  Mount Everest is to Asia as Mount McKinley is to _____________________.

 3.  Which continent and mountain range are incorrectly matched?

(a)    North America………. Rocky Mountain

(b)   South America ……….Andes

(c)    Asia ……………………….Himalayas

(d)   Europe …………………..Great Dividing Range

4. On which continent can the Sahara Desert be found? ____________

5. Which continent is the home for River Nile? _________

6. Why is Australia called the Island Continent? 

7.Which is the second largest continent? _________

8. Which of the continents below is referred to as The New World?

    (a) North America   (b) Europe  (c) Asia  (d) Africa

9. Which three countries below can be found in Europe?

  (a) Jamaica, Canada, Egypt

  (b) Britain, France, Germany

  (c) Nigeria, France, China

10. Which continent is referred to as The White Continent and Frozen Continent?

  (a) Africa

  (b) Europe

  (c) North America

  (d) Antarctica

11. Click on the link below, then drag the mouse to label the continents with the words on the left.