LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Grade: 4
Subject: Language Arts
Theme: The Physical Environment
Sub -Theme: Our Physical Landscape
Duration: 60 minutes X 5
Focus Question: “How do we communicate information about our Jamaican landscape?”

Attainment Targets: Use a range of word recognition clues to identify new words.
 Use a range of approaches to learn and spell irregular words.
 Build vocabulary through various strategies.
 Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain information and
identify ideas and events.
 Use deduction and inference to interpret information and ideas and to predict outcomes.
 Research activities on issues and interests by generating ideas and exploring texts using a range of
strategies.
 Identify and use text features to support navigation of texts, retrieving and synthesize information
gained from a range of sources.
 Write sentences, paragraphs and extended pieces which are grammatically accurate and correctly
punctuated, using SJE and JC appropriately.
 Use and adapt a range of sentence structures according to context, distinguishing between SJE and
JC.
 Develop approaches to the writing process to enable them to organise their ideas into a coherent
structure including, layout, sections and paragraphs
 Write well-constructed paragraphs which have linking sentences within and between them.

Prior Learning: Check that students:

 Have begun to work with the Communication Protocol
 Know sight words appropriate to the grade level
 Are able to identify and use structural analysis skills to aid word recognition
 Know basic skills of comprehension – recalling and recognizing ideas, inferring details
 Know how to use major parts of a book and text features to aid research or the location of information
 Understand the basic steps in the writing process
 LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Key Skills: use think aloud strategy, use context clues, view tables, engage in discussion, listen
for information, share opinions, wait turns in conversation, ask clarifying/probing questions

Key vocabulary: table of contents, context clues, letter, Jamaican, landscape, environmental,
issues

Resources: Language Arts textbook, context clues sentences, context clues worksheet, pictures
of Jamaican landscape, articles about environmental issues

Content:
 The Table of Contents in a book lists the title, number and page numbers of all the chapters
in a content book. They can be used to find information quickly.
 Part of reading comprehension involves using the other words in a sentence or passage to
understand an unknown word. An author often includes hints, or clues, to help the reader
expand vocabulary and grasp the meaning of the passage. Skill in using context clues
enables a reader to comprehend advance texts

Day One
Topic: Using Context Clues
Strand: Reading for Meaning and Enjoyment (Comprehension)
Objective: Students should be able to:
 Use context clues to clarify understanding during reading.
 Willingly participate in group discussion and activities during reading activities.

Teaching and Learning Activities

Engage
Allow students to search for a sentence under their desk. The sentence will contain a word
unfamiliar to students.
Ask students to read the sentence and determine the meaning of the unknown word. After
several guesses, explain that there is not enough information about the word to define.

Rewrite the sentence, adding text to give students context

Explore

1. Students will collaborate with their teacher to use image capturing device to record
them as they read one paragraph of a grade level text.
How We Hear Sounds?

When a sound is created, it travels from its source in waves, called sound waves. Different sources, or
causes, of sounds create different kinds of sound waves. The part of the ear that is outside our head is
called the pinna. The pinna helps to catch the sound waves around us and guide them inside the ear.
As a sound wave enters the ear, it hits the eardrum. The eardrum is a thin layer of skin called a
membrane that separates the outer ear from the middle ear. The eardrum is stretched tight, like the
top of a drum, causing it to vibrate when sound waves hit it. Just behind the eardrum are three tiny
bones called the hammer, the anvil, and the stirrup. These are the smallest bones in the human body.
All together, they are no larger than a pea. When a sound wave hits the eardrum, it begins to vibrate
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

2. Students will use think aloud to demonstrate how they use context clues to clarify
understanding of the text.
Explain
4. Students will be given sentences to use context clues to find the meaning of given words.
They will work in pairs. See page 188 0f text
Ask students to tell:

a. What makes this a context clue?

b. What type of context clue did this group use?
c. What strategies did you use to determine the unknown word?

How did the group allow you to infer the meaning without defining it directly
Read page 188 f text for understanding.
Elaborate
In groups, students will be given different context clues worksheets to complete.
They will view video in class or in groups and critique each other’s use of the context clues
strategy.
Assessment Criteria
use think aloud strategy to exemplify the use of context clues to clarify meaning during reading.
Oral critiques speak to students’ and teacher analysis of the use of context clues to clarify
meaning as outlined in the video.

Evaluation
Objective was met by:

Objectives 0 – 50 % 51 – 80 % 81 – 100 %
Use context clues to clarify understanding during
reading.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Willingly participate in group discussion and

activities during reading activities.

Areas of strength: ________________________________________________________

Areas of Weakness (es): ____________________________________________________
Intervention to be taken:
______________________________________________________________________________
______________________________________________________________________________

Day Two
Strand: Writing
Topic: Persuasion

Attainment Target:
 Write to narrate, to persuade and for a range of transactional purposes, using SJE and JC
appropriately and incorporating multi -media approaches to their writing.

Objectives: By the end of the lesson, students will be able to:

 Write information pieces and report to include relevant feature/elements.
Key Skills: share ideas, listen to the views of others, use persuasive techniques, present
arguments
Teaching and Learning Activities:
Engage
Introduce the concept of persuasion through advertising by passing out samples of magazine
advertisements.
Explore
Step 2: Conduct a class discussion about what makes the advertisement attractive and
convincing. Ask students for examples and allow them to discuss the difference between the
pictures, symbols and/or slogans that they found. Students should hold up the advertisement
they are discussing as a visual reference for the other students.
Step 3: During the class discussion, make three columns on the board and label them: Pictures,
Symbols, and Slogans. Based on the class discussion, list examples of what students' qualify
each as a picture, symbol, or slogan and write various examples in each column.
Step 1: Distribute the Pictures, Symbols, and Slogans Worksheet printable to students and
projector the worksheet for the class to see.
Picture Symbol Slogan

Step 2: Ask students to quickly brainstorm what comes to mind when they see the symbols or
read the catchwords and catchphrases in column 1. Write students' responses in the second
column.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Step 3: Have students write their personal reactions to the symbols, catchwords, and
catchphrases in column 2 of their own worksheets.

Explain
One representative from each group will share what they understand by persuasive writing.
Students will read Page 177 of text for understanding..

As a class, discuss what "transfer" means in persuasive writing: the appeal to emotions and
feelings through pictures or phrases.
 Have students keep their copies of the Pictures, Symbols, and Slogans Worksheet for future
reference
Elaborate
Step 1: Divide the class into four or five small groups. Each group will be pretending that they
are selling a product, then prepare and present arguments to convince their peers to buy the
product. For example, imagine selling an earing aid to individuals who have never hear a word
before. As a sales representative, prepare arguments to convince such individuals to buy the
earing aids.
Evaluation:
 Have each group present their entries to the whole class and discuss what is persuasive about
each advertisement.

Lesson Reflection:

Objectives 0 – 50 % 51 – 80 % 81 – 100 %
Apply the writing process to compose letters for a
variety of purposes

Areas of strength:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Areas of Weakness (es):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Intervention to be taken:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Day three
Topic: Table of Contents
Strand: Reading for Information (Research & Study Skills)
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Objective: Students should be able to:

 Analyse the effects of text features in locating information
Content: The Table of Contents in a book lists the title, number and page numbers of all the
chapters in a content book. They can be used to find information quickly.

Teaching and Learning Activities

Engage
Display two books to the class and allow students to critique each book. Review fiction and
non-fiction. Allow students to differentiate. Using the following guiding questions.
The title gives me a clue that this book is going to be about ____.
In the table of contents, I notice that ____.
Wow! The pictures show me that ____.
I think that this part is going to tell me about ____ because the heading says ____.
Review text features.( https://www.k12reader.com/worksheet/20-nonfiction-text-features-posters/
view/
Explore
Placed in three groups consisting of 4 students teacher will provide varied activities.
2. Students will view the table of contents of a given text. They will use the table of contents to
locate different information in the text.
3. Students will play a game where the different groups will compete with each other. They will
be given instruction to locate different things using the table of contents. They first person to
find the information is the winner.
Explain

4. There will be a discussion about the importance of table of contents. ( Explain that books
have a page that helps us find what we are looking for in a book.
5. The students will be taught how to analyze the information on a table of content and they will
be taught how to use table of contents to answer questions. A table of contents will be given to
the students and they will use it to answer oral questions.
For example, which chapter is the shortest?
Elaborate
Provide students with resources and allow them to work in pairs to create a table of content for
a topic in science or social studies.
Evaluation
Use the table of contents below to answer the questions that follow.
YOUR HEALTH AND YOU
1. About Your Body and How it works 18-36
2. Eating Healthy Foods For Health 37-59
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

3. Safety and You 60-75

4. Guarding Against Disease 76-92
5. Health and Our World 93-108
6. Exercise and Health 109-123
 
1. How many chapters are in this book?
2. Which chapter is the longest?
3. What would I read about on page 95?
4. How many pages does the chapter Safety and you cover?
5. Where can I get information about eating the right kind of food?

Evaluation
Objective was met by:

Objectives 0 – 50 % 51 – 80 % 81 – 100 %
Analyse the effects of text features in locating
information

Areas of strength:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Areas of Weakness (es):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Intervention to be taken:
______________________________________________________________________________
______________________________________________________________________________

Day Four
Strand: Speaking & Listening
Objectives: Students should be able:
 Prepare, practice, and present information using notes and/or visual aids.
 Demonstrate respect for other participants and their ideas.

Teaching and Learning Activities

Engage and Explore
1. Students will react to offline articles or commentaries read on environmental issues such
as pollution, soil erosion, land mining, deforestation, through small group discussions.

Explain and Elaborate

2. They will share some of their reactions with the whole group.
3. During activity they will observe the Communication Protocol – waiting their turn, avoiding
side conversations, etc.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

4. Students will make oral presentations in their groups to define river, tell the benefits of river
and how human action affect the river negatively.
5. The others will use a checklist to see if the necessary information was presented by each
group.
Assessment Criteria
Observation of students’ listening and speaking behaviours while communicating in small or
large groups, with the aid of an observation checklist Students respond to a range of other
stimuli from which they extract main ideas.

Evaluation
Objective was met by:

Objectives 0 – 50 % 51 – 80 % 81 – 100 %
Prepare, practice, and present information using
notes and/or visual aids.
Demonstrate respect for other participants and their
ideas.

Areas of strength: ________________________________________________________

Areas of Weakness (es): ____________________________________________________
Intervention to be taken:
______________________________________________________________________________
______________________________________________________________________________
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Subject: Social Studies

LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Duration: 1 hour x 2 days

Unit Title: Jamaica- Its Location and Physical Features
Focus Question: How is Jamaica divided and how have divisions and places changed over
time?

Materials: atlases, dictionaries, text, black map of Jamaica

Skills: Map making, speaking, listening, explaining
Key Vocabulary- parish, county, capital, community, city

Day One
Objectives: Students will be able to;
1. Explain why Jamaica is divided into counties and parishes.
2. State the changes in the number and names of parishes in Jamaica over time.
3. Name the capital cities that Jamaica has had over time.

Content Summary: Jamaica is an island with a peculiar but interesting history. It was first occupied by
the Tainos. The Spaniards came in 1494 and built ports to facilitate trading. In 1655 the English came
and captured Jamaica from the Spaniards. By 1700 the English had divided the island into parishes, each
with a main town or capital. In 1758, 3 counties were established. They were Cornwall in the west,
Middlesex in the central region and Surrey in the east. All of them were named after counties in England.
By 1844, there were 22 parishes this was however reduced to 14 in 1860. Counties and parishes are
named based on the persons who lived on the different parts of the island.

Teaching and Learning Activities

Engage
Students will be engaged in a gender quiz- Boys and girls will answer oral questions about
Jamaica, its parishes and capitals. The gender that answers most questions will be the winner.

Explain
Students will be engaged in brainstorming activity where they will discuss then explain why
Jamaica is divided into counties and parishes.
Students will read and discuss Jamaica’s Counties and parishes on page 41 of text.

Explore
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Students in their collaborative groups will conduct off line research on changes in the names
and number of given parishes in Jamaica over time.
They will also seek to find out
- when their parishes became into being
- how it got its name or after who was the parish named
- if the name has changed
- if the size has changed.
Students will share their findings.

Elaborate
 Students will examine past and present maps of Jamaica showing parish boundaries and
identify the differences in the map examined.
Students will read and discuss information on page 38 and 39. Students will also highlight and
name the capital cities that Jamaica has had over time.
 Students will examine a map of Jamaica in their atlases and identify the parish and county
in which they live, and then name the other counties, parishes and their capitals. Complete a
blank map of Jamaica showing the counties, parishes and parish capitals

Evaluate
Students will
Complete the following questions.
1. The number of parishes that were in Jamaica in 1844 were ________
2. The number of parishes today are ___________
3. list the names of all the parishes that no longer exist_____________________

Home Work- Students will research and find out the name s of parishes that no longer exist and
why.
Lesson Reflection
Areas of strength:
_____________________________________________________________________________________
_____________________________________________________________________________________
Areas of Weakness (es):
_____________________________________________________________________________________
_____________________________________________________________________________________
Intervention to be taken:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Day Two
Objectives: Students will be able to;
1. Discuss three similarities and differences between parishes.
2. Classify parishes according to size and location of the parish capital

Teaching and Learning Activities

Engage
Teacher will throw out these questions “Have you ever been to Mandeville, In what way is
Mandeville different from Christiana? Why do you think that Mandeville is the capital of
Manchester? Teacher will engage students in a discussion based on their answers.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Explain
Students will be engaged in brainstorming activity where they will discuss then explain the
difference between a parish capital and a large town/ popular town. This discussion will
highlight:
 The size of the town , To population , Businesses

Students will then page 46 of Social Studies text. They will interpret the map using the key to
highlight then explain that more people settle closer to the towns or capitals.

Explore
Students will continue to read and discover some of the main services offered in the capitals.
- Government Services- Health, Education, Housing
- Business Services- Banking, Insurance
- Professional Service- Medical
-

Elaborate
Students will Conduct offline research to find out the size of each parish. Arrange parishes in
ascending or descending order, place parishes into groups according to their size.
They will examine digital/paper map of Jamaica and identify parish capitals. Create a table
showing the location of parish capitals - whether the capital is situated near the coast or if it is
situated further inland.

Evaluate
Students will
- Write 3 similarities and differences between parishes.

Lesson Reflection
Areas of strength:
_____________________________________________________________________________________
_____________________________________________________________________________________
Areas of Weakness (es):
_____________________________________________________________________________________
_____________________________________________________________________________________
Intervention to be taken:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Grades: 4
Subject: Health and Family Life Education
Theme: Sexuality and Sexual Health
Topics: Sexual abstinence
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Duration: 30 minutes
General Objective: By the end of the lesson, students will
1. Demonstrate the ability to be assertive in setting sexual limits

Specific Objectives: Students will

1. define the term sexual abstinence
2. explain at least two benefits to be derived from delaying sex
3. communicate their feelings about delaying

Life skills: 1. Social – Communication, Assertiveness

2. Cognitive – Critical thinking, Decision making, Problem solving
3. Coping – Self awareness, Healthy self management

Dominant Skills: Decision making

Content Summary:
Abstinence mean voluntarily choosing not to engage in certain behaviours. Sexual abstinence
means not to engage in any sexual behaviour than can result in pregnancy or STD, including
HIV. Statistics show that teens who practise sexual abstinence are less likely to have
depression, less likely to attempt suicide, less likely to live in poverty as adults and also are
likely to do better in school. (Twice as likely to graduate from college than teens who do not
practise abstinence).

Materials: Dub- “Nuh pressure me, chalkboard, strips of papers, scenario, chart

Methodology: Dub poem, Grouping, Discussion

Teaching and Learning Activities:

Engage
1. Introduce lesson with a dup poem entitled “nuh pressure me”. Let students read
information aloud.
2. Teacher will perform the dub then students join in
Explore
3. Draw from students the message derived in the song and who is it addressing
4. Discuss responses given
5. Place students in groups and give each a strip of paper to record why they should abstain
from sex and benefits of doing this
6. Read a scenario about a boy in Grade 4 preparing for the Literacy and Numeracy
examination who has been experiencing pressure from a Grade 6 girl to have sex. He is
not sure what to do and is afraid of being labeled as ‘chicken’ or ‘soft’
Explain and Elaborate

7. Draw from students the advise they would give him

8. Life Skill Development Stages: - Introduce the decision making steps. Review scenario
and use steps to help this boy to make the decision to delay sexual activity
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

9. Explain the importance of making clear decisions of abstaining from sexual activity until
they are older or mature.

Evaluate

1. What is sexual abstinence

2. Write 2 benefits from delaying sexual activity
3. Write a sentence expressing how you feel about abstaining

Lesson Reflection
Areas of strength:
_____________________________________________________________________________________
_____________________________________________________________________________________
Areas of Weakness (es):
_____________________________________________________________________________________
_____________________________________________________________________________________
Intervention to be taken:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Subject: Mathematics
Grade: 4
Duration: 60 mins x 5
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Strand: Measurement
Focus Question: What is the difference between length and area and how are they
measured?
Topic: Calculating Perimeter
Benchmark: Estimate and measure distance and area using standard metric units.

Prior Learning
Check that students can:-  Explain and use the term perimeter.  Measure perimeter
of polygons and various objects.

Skills: defining the term- perimeter, estimating area, identifying perimeter, adding length,
calculating perimeter

Key Vocabulary: dollars. Cents, money, currency, change, total, cost

Material: Mathematics text, geo-board, drawing of regular and irregular shapes

Content - Perimeter is the boundary or the line drawn around the edge of an area or shape.
The perimeter of a polygon is the total distance around the polygon.
Day Two
Objectives: Students will be able to:
 define the term perimeter.
 estimate the perimeter of different figures.
 measure the distance around different shapes.
 calculate the perimeter of given shapes.
 work cooperatively in groups.

Day One

Learning Activities
Engage
A large model of a football field will be drawn on the floor in the classroom. Students will
discuss what they understand the word “outside” to mean as is used in football. Students
should realize that the boundaries of the field determine when the ball has gone outside the
playable area. Students will be told that there is another word for boundary. They will try
to tell what the word is then they will be told that it is perimeter.

Explore
In groups, students will define the word perimeter based on what was done. More
examples will be given if they do not give a suitable definition until they do so.

Explain
The groups will share what the word perimeter means and they will explain the step to be
taken when calculating the perimeter of objects.

Elaborate
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

1) Selected students will walk around the boundary to establish the idea that the perimeter
of the field is the distance around it. Students will be given material to record their findings
whenever they measure. Students will estimate the perimeter of the football field. They will
measure the football field then calculate the perimeter in groups. Each group will record
their findings.
2) Students will be given different plane shapes to measure in groups and calculate the
perimeter. They will estimate the perimeter before measuring and write down what they
estimated it to be. They will also measure their books and desk in groups and calculate the
perimeter. They will again estimate before they measure and calculate the perimeter.
Students will rotate the role in the groups. Some students will measure, some will record
and some will add.
3) The groups will report what they did. They will discuss what was done.
4) Examples of finding perimeter will be done on the board.

Evaluation(Students)
Calculate the perimeter for each shape.
1. 2. 3.

Homework- Students will complete page in their Mathematics workbook.

Evaluation (Teacher): Were students able to:

0% - 51% - 81% -
50% 80% 100%
Define the term perimeter.
Estimate the perimeter of different figures.
Measure the distance around different shapes.
Calculate the perimeter of given shapes.
Work cooperatively in groups.
Comments:
Areas of strengths:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________

Areas of weaknesses
________________________________________________________________________________________________________
____________________________________________________________________________________

Actions to be taken
________________________________________________________________________________________________________
__________________________________________________________________________________________

Day Three
Objectives: Students will be able to:
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

o recall what the term perimeter means.

o calculate the perimeter of different shapes.

Learning Activities
Engage
Students will be given a shape on an activity card to find the perimeter. The answers will be
checked to see who understand the concept.

Explore
The following will be written on the board and students will work in pairs to find the
perimeter.
15cm

15cm
15cm

12cm

30 cm
Explain
Students will share their answers when they are finish and they will explain how they find
the measurement for the missing sides.

Elaborate
Students will then calculate the perimeter of the shapes similar to the shape above using
addition and multiplication where necessary. They will calculate the measurement for
given sides before finding the perimeter.
They will solve worded problems where they find perimeter.

Evaluation(Student)
Students will complete activity on page of in their Mathematics text.

Evaluation (Teacher): Were students able to:

0% - 51% - 81% -
50% 80% 100%
Recall what the term perimeter means.
Calculate the perimeter of given shapes.

Areas of strengths:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________

Areas of weaknesses
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

________________________________________________________________________________________________________
____________________________________________________________________________________

Actions to be taken
________________________________________________________________________________________________________
____________________________________________________________________________________

Day Four
Objectives: Students will be able to:
o Use geo-board to find perimeter of shapes
o calculate the perimeter of non-geometric shapes

Learning Activities
Engage
Teacher will begin lesson with a series of questions. E.g.
- Father ants to know the distance around his square vegetable garden. He used a tape
measure, to measure the length and the width around the field. What did he calculate?
The perimeter

Explore
Students in their groups will be given a geo-board to observe and discuss what they have
seen.
Teacher will then guide students as they use elastic bands etc to make shapes on the geo-
board- non –geometric shapes.

Explain
Through directed teaching, students will be lead to find out that a geo-board is used to
explore geometry- shapes.

Elaborate
Students will then calculate the perimeter of the shapes using addition and multiplication
where necessary. Students will present their completed tasks.
A rectangular garden has a perimeter of 60 m. if width of the garden is 12 cm what is
measurement for the length? This problem will be written on the board. Students will help
to find the answer on the board.
Other examples will be done.

Evaluation(Students)
Students will complete a photocopied activity sheet-perimeter.

Evaluation (Teacher): Were students able to:

0% - 51% - 81% -
50% 80% 100%
Use geo-board to find perimeter of shapes.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Calculate the perimeter of non-geometric shapes.

Areas of strengths:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________

Areas of weaknesses
________________________________________________________________________________________________________
____________________________________________________________________________________

Actions to be taken
________________________________________________________________________________________________________
____________________________________________________________________________________

Day Five
Objectives: Students will be able to:
o Find the perimeter of different shapes by applying formula
o Solve worded perimeter problems

Learning Activities
Engage
Teacher will begin lesson with a series of questions. E.g.
- The length of a rectangular table is table is 12 in length and the width is 8. What is
its perimeter?

Explore
Students will then work along with teacher to calculate the perimeter of a shape using
counting squares.
Students will count the lengths= 12 squares. Then the widths= 8 squares. Students then try
to discover the operation that was done to arrive at 40 squares to be the perimeter.

Perimeter = L +W + L +W
= 12 + 12+ 8 +8
Explain
Explanation will be given about how to find perimeter of given shapes by counting squares.

Elaborate
Each group will be given a regular and an irregular shape to calculate their perimeter.

Perimeter of triangle = 30 + 30 +42

LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

= 102 cm
Groups will present completed tasks.
Students will continue to work in their groups to solve worded problems.

Evaluation(Students)
Students will
- Solve worded problems. E.g. the perimeter of a square is 64. Find the length of each
side.

Evaluation (Teacher): Were students able to:

0% - 51% - 81% -
50% 80% 100%
Find the perimeter of different shapes by applying
formula
Solve worded perimeter problems
Areas of strengths:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
__________________________________________________________________________

Areas of weaknesses
________________________________________________________________________________________________________
____________________________________________________________________________________

Actions to be taken
________________________________________________________________________________________________________
____________________________________________________________________________________

Subject: Science
Grade: 4
Duration: 1 hour
Unit Title: Sense Organs
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Focus Question: How does the structure of the sense organs relate to their functions?
Attainment Target: o Gain an understanding of some life processes in plants and animals,
and how lifestyle choices impact health and well-being in humans.
Benchmarks: o Know the basic functions of the sense organs in humans and other animals.
o Describe a simple design that addresses a specific challenge and indicate what defines
success and what limitations exist.
Prior Learning
Check that students can: Identify parts of the body that relate to their senses.

Key Vocabulary: Stimuli, response, detect, sensor, brain, nostril

Skills: observe, communicate, label diagrams, observe, record, communicate, collaborate,
think critically, communicate, think critically
Material: diagram of ear to nose, First Step in Science Pupil’s Book Year 4, video about the
nose

Content Summary-Things in the environment have odours. We use our nose to tell which
smells are good and which are bad. It also warns us of danger. Your nose has two opening
called nostrils. The nostrils lead into a large space at the back of your throat. In our body, a
space is often called a cavity, so this space is called nostril cavity. The nostril cavity is
covered with a special skin that makes a sticky substance we called mucus. Mucus keeps
the inside of our nostrils moist.

Day One
Objectives: Students should be able to:
o research to distinguish ways in which each the nose is used to detect stimuli from the
environment received via the sensors.
o draw and label the important parts of the nose.

Teaching and Learning Activities

Step 1- Engage
Teacher will introduce lesson with riddles to “I am like a cave that always open. I detect all
things that have a scent. I help your tongue to associate taste. Who am I?” Responses will be
taken after which students will be probed to tell which sense organ will be our main focus.
“The Nose” will be written on the board.
Students will watch a video about the nose. See (https://www.youtube.com/watch?
v=hzOSzX_HXE4
Step 2- Explore
Four students will be selected to stand in a line in front of the class and select one student
to apply some perfume. Another student will be selected and will be allowed to smell the
cologne, and then will be asked to close his or her eyes and find the student who is wearing
the cologne.

Step 3- Explain
Students must be able to tell that the nose is found in our face and it is the sense organ that
is responsible for smelling.
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Explanation will be given that the nose, the organ of smell to detect odours, we use our
nose to tell us which smells are good and which are bad.
There will be a discussion about why the nose is important.

Step 4– Elaborate
Students will research then present information about how the nose is used to detect
stimuli from the environment received via the sensors. They will be provided with reading
material (Grade 4 Science book)
Students will observe and interact with a model of the human nose. Students will then
draw and label the major parts f the human nose (nostril, septum, mucus membrane etc.)

Students will discuss what they have seen on the diagram of the nose.
In their groups students will be given items to guess by feeling then smell and record their
findings in a tabular form. Mark an X if the guess is wrong and tick ( ) if correct. Each group
will give a report on their findings.
Items Feeling (wrong/right) Smelling (wrong/right)
Tissue

Step 5– Evaluate
Students will
- Research then write three sentences about the nose- Explaining the importance of
the nose
- Draw and label diagram of nose (nostril, septum, hairs, nasal cavity).
Evaluation:
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Day Two
Objectives:
Students will be able to
o Identify the nose as a sense organ and relate it to its associated functions
LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

o Distinguish ways in which the nose is used to detect stimuli from the environment
receive via the sensors.

Learning Activities
Step 1- Engage
A diagram of the nose will be placed on the board. Students will search their classroom
environment for labels. Upon finding it, they will go to the board and stick the labels.
Students will also answer questions such as
 Why is our nose important?
Step 2-Explore
Students will watch a video to show how the nose works and how it helps us to smell.

Step 3- Explain
After watching the video, students must be able to explain that our nose warns us of
danger. Our nose has two openings called nostrils. The nostrils lead into a large space at
the back of the throat. The space is often called cavity, the nasal cavity. The nasal cavity is
covered with a special skin that makes a sticky substance we call mucus. Mucus keeps the
inside of our nostril moist. The skin also has thousands of very fine hairs. These hairs filters
and trap dust and other things that might be in the air we breathe in or inhale.

Step 4-Elaborate
After observing and interacting with multimedia content about how the nose function,
students will be guided as they make a flow chart showing how the nose helps to smell.
(odours in the air nostril nasal cavity brain)

Step 5-Evaluate
Students will write at least 3 sentences to explain how the nose functions.

Evaluation:
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LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Subject: Resource and Technology

Theme: The Environment and Me
Duration: 30mins
Attainment Target: Through a project based approach students will be able to creativity and
innovation to design solutions to the problems of environmental waste.

Key Vocabulary: pollution, recycling, innovative

Key Skills: observe, analyze, identify, creative thinking, recycling

Objectives: Students should be able to:

1. collect recycled materials suitable for making flowers for floral arrangement
2. identify tools that are used in floral arrangement
Teaching and Learning Activities:
Engage Read articles and watch videos on how recycled matters can be used to create
things that are useful to us.

Explore Discuss innovative and creative ways make floral arrangements and of solving the
problem of environmental waste.

Explain Students will view a video showing the different types of tools and materials use
in floral arrangements.

Elaborate Students will investigate to find out if certain materials are useful when doing
floral arrangement.

Evaluate Students will try to make prototypes of floral arrangements using materials they
have gathered.
Lesson Reflection
Areas of strength:
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LESSON PLANS FOR WEEK BEGINNING FEBRUARY 17-21,2019

Areas of Weakness (es):

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Intervention to be taken:
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