Subject: Religious Education

Theme: How Religions Adopted to Caribbean Life

Topic: Major World Religions Present in the Caribbean

Subtopic: Origins of and distinction between world religions in the Caribbean.

Attainment Target: Examine origins, beliefs and practices of selected world religions and
other religious groups.

Objectives: By the end of the lesson, students will:

1. Appreciate the importance of the Hindus.

2. Examine the origin of Hinduism.

3. Identify places in Jamaica, the Caribbean and the world where Hinduism is dominant.

4. Recognize how religious belief and practices are related to society.

5. Investigate what it means to be a member of a particular religious community.

Key Skills: Make connections, gain information from visual cues, ask appropriate questions,
apply reading strategies.

Resources: online sources, Grade 5 Religious Education Workbook

Activities:

Engagement:

Two students will dress up like Indians in their wraps and headdress.
They’ll be given cow shaped mobiles and a short script to dramatize how the Hindus
treat the cow.
They would pretend to pet and feed the cows. Have conversation about how sacred
the cow is and should not be eaten, how it symbolizes Mother Earth.

Exploration:

Discuss what was dramatized and identify the religion.

Watch youtube video on Hinduism.(
https://www.youtube.com/watch?v=Pbxlh8oRNWU
Draw on students experience about popular series on CVM television Strange Love
and others.
 Have them explain some of the religious activities they see happening in these series.
Example: praying to different Gods and at different time of the day.
Brainstorm to find out how religious belief and practices are related to society.

Explanation:

Teacher will continue to elaborate on how Hinduism came to the Caribbean. It came
when the East Indians came to work on the sugar plantain as indentured labourers.
Discuss their Gods and other beliefs such as (Reincarnation). The Holy book used and
their most popular symbol.

Elaboration:

Students will use atlas to identify other Caribbean countries where the religion
Hinduism can be found.
With the help of online source identify communities in Jamaica where Hinduism is
dominant and explain why.
Discuss what it means to be a part of a particular religious community. From the
reading above.

Evaluation 1:

Complete activity on page 30 of The New Integrated Approach Religious Education

workbook.
Subject: Social Studies

Topic: Our National Heroes

Theme: Our Common Heritage

Focus Question: Who are some of the important persons that have helped to shape Jamaica as
a nation?

Attainment Target

Recognize the contribution of individual groups who have helped to shape Jamaica’s
development overtime.

Objectives: Students should be able to:

1. Define and use correctly the concept: national hero, maroon, rebellion, heroine,
descendants.
2. Locate maroon communities on a map of Jamaica and put forward reasons for the
sites selected by the maroon.
3. Give a brief description of life of Nanny of the Maroons
4. Examine the activities of Nanny of the Maroons in the fight for freedom and draw
conclusion about their roles in the fight for freedom.
5. Assume shared responsibility for collaborative work and value the contribution of
individual members.

Skills: defining, describing, researching, mapping information

Resources: map of Jamaica, Social Studies Text, blank maps, computer

Lesion 1 - 2

Engage

Students will recite poem “Hero Nanny by Louise Bennett

Explain

Students will write definition for maroon, rebellion, heroine, descendants. Teacher and
students will have discussion where students will share what they know about Nanny. The
information given will be recorded on the board.
Explore

Students will examine map of Jamaica showing maroon communities and then completing a
table and a blank map of Jamaica inserting names of maroon communities.

Extend

Students will read from Social Studies Text on the life of Nanny. They will also watch a
video presentation on the life of Nanny.

Evaluate

In groups, students will create a biography on the life and contribution of Nanny, her life as a
maroon and her role in the fight for freedom.

Students in groups, will create a song or poem about Nanny

Complete Map of Jamaica highlighting Maroon settlement.

SUBJECT: SCIENCE

UNIT TITLE: ENERGY FORMS

FOCUS QUESTION: How is heat transmitted?

ATTAINMENT TARGET:

 Recognize the importance of energy to life processes, everyday life, and the
relationship between energy and matter.

SKILLS:

observing, recording, summarizing, defining

KEY VOCABULARY/ CONCEPTS:

energy, transfer, transmitted, conductor, conduction, convection, radiation, insulator

OBJECTIVES:

Pupils will:

1. Operationally define the terms conduction, convection and radiation.

2. Connect the flow of heat with differences in temperature

3. Investigate the ways in which heat is transferred.

Engage

 Observe list of items given predict what they think will happen to each when it is
heated.
Explore

 Pupils will observe experiment as teacher test how solids change when they are heated
page 142-143

Explain

 Discuss what happens to various samples when heat is applied.

 They will compare prediction to actual outcomes.

Evaluate:

 Complete table to say what happens to the items when they are heated.
 Recognize that substances behave differently when heated.
SUBJECT: SCIENCE

UNIT TITLE: ENERGY FORMS

FOCUS QUESTION: How is heat transmitted?

ATTAINMENT TARGET:

 Understand that energy, in its different forms, is essential to every aspect of

human activity.

OBJECTIVES:

Pupils will:

1. Categorize various sources of heat energy.

2. Examine the effects of heat on various materials.

SKILLS:

observing, recording, summarizing, defining

KEY VOCABULARY/ CONCEPTS:

energy, energy forms, energy sources, solar, heat, light, sun, ultimate energy source, energy
transformation

MATERIALS/ RESOURCES:

‘The New Integrated Approach Science,’ Samples of heat sources, Thermometer, samples
for heating. (butter, candle, ice, cheese)

PROCEDURE/ ACTIVITIES:
Pupils will:

LESSON 1

Engage

 Pupils will sing the chorus of the energy song from previous week’s lessons.

Explore: Pupils will:

 hold a metal spoon in their hands for two minutes. Place one end of the spoon in a
polystyrene cup of warm water for two minutes while holding the other end of the
spoon.

 observe teacher’s demonstration of wire hanger with affixed thumbtacks in candle wax
that is heated at one end.

 predict the order in which the thumbtacks will fall.

 Participate in activity which demonstrate the particles of solid during heat transfer

( Pupils will stand close together starting from one end the first person will pretend to
be vibrating as they pretend that they are being heated).

Explain

 define heat energy. (Heat is the movement of the particles of matter. Matter is anything
that has weight and takes up space. The states of matter are solid, liquid and gas).

 discuss with teacher and define conduction. (Conduction takes place when heat energy
is transferred by direct contact. A pan on a hot stove gets hot by conduction. The pan is
touching or is in direct contact with the heat source).

Elaborate

Teacher will:

 briefly show pupils how the particles of matter are arranged in the different states.

 Explain that heat energy is transmitted in three ways. (conduction, convection,

radiation).

EVALUATION: Write at least one sentence to tell how heat is transferred in solids.
Subject: Language Arts

Theme: How do I gleam meaning from information about the ways in which people interact
with the environment?

Strand: Speaking and Listening

Topic: Translating Jamaican Creole to SJE

Attainment Target

Listen to, recall understand and respond to speaker’s messages whether implicit or explicit?

Objectives: students should be able to:

- Translate common JC phrases to SJE

- Selective use JC phrases to SJE
- Actively participates in discussion and react sensitively to other speakers

Skills: listen for specific information

Resources: Poem

Engage

Students will listen to poem ‘Nuh Likkle Twang” by Louise Bennett. Teacher and students
will have a brief discussion of the poems’ content. In groups, teacher will issue slips of paper
containing selected verses from poem.

Explore

Through the guidance of the teacher, students will speak freely making note of appropriate
and or inappropriate ways in which both JC and SJE was used.

Explain

Listen to read aloud to gain knowledge on the appropriate ways in translating JC to SJE.

Extend

Given a sample of poem written in JC, students will prepare a chart showing the phrases in
JC and the translated form in SJE.

Evaluate

Students will complete T Chart .

Complete activities in Language Arts Work Book 5

Language arts

Strand: Reading for meaning and enjoyment (Comprehension )\

Topic: Cause and Effect Relationship

Attainment target:

Read for meaning, fluency and enjoyment of texts. Using a variety of clues to gain

information and identify ideas and events

Objective: Students should be able to

1) Develop an understanding of text organization and structure to assist in

comprehension

Skills: listen to recall / record details, make presentation.

Resources: videos, text books

Engage

Students and teacher will read a passage from the language arts WB about the effects of

pollution on the environment. Teacher and students will discuss the passage and students will

be asked to tell some harmful things that happen in the environment.

Explore

Students will watch a short video on pollution they will come up with their own cause and

effect relationship based on the video.

Explain

Students will revisit lesson on Authors purpose and talk about the different reasons why

authors purpose and student will talk about the different reason why write; to persuade inform

or entertain, students will then ask to say which of the reasons they believed the authors

wrote the passage in text books they read.

Extend

Students will view two short videos on cause and effect relationship and how they art

correctly used and some words that are used to show cause and effect

Evaluate

Each group will do a role play showing two cause and effect and their classmates will

identify the cause and the effect in each scene.

Subject: Language Arts

Theme: How do I gleam meaning from information about the ways in which in which people
interact with the environment?

Stand: Grammar and Convection

Topic:Indirect Speech

Attainment Target

Write sentences which are grammatically accurate and correctly punctuated, using SJE and
JC appropriately.

Objectives: Students should be able to:

1. Form statements in indirect speech

2. Recognize the difference between direct and indirect speech.
3. Observe the rules of indirect speech.
4. Use appropriate punctuation in using indirect speech.
5. Convert direct speech to indirect speech.

Skills: identify direct speech, compose sentences with direct speech, use appropriate
punctuation marks to indicate indirect speech

Resources: text book, sentence strips

Engage

Review what is direct speech through the game called “Mingle”. Each student will be given a
sentence on a card. They will roleplay a cocktail party, where everyone will mingle and talk
to each other but they must use the sentence they have on the card. Example, excuse me, do
you see my husband/wife? Have we met before? Is it under the table?

Explore

From the above activity, students will report to teacher what each person said to him/her.
Example, He said that it was under the table. These will be written on the board.

Explain

Teacher will explain that indirect speech is reporting a speaker’s word in your own words. In
doing so you should:

- Drop the inverted comma

- Use ‘that’ between the reporting and reported speech
- Change the pronoun of the direct speech
- Chang the tense of the direct speech appropriately
Extend

In groups, students will be given direct speech to change to indirect/reported speech.

Evaluate

Students will complete activities from Primary English 5

Language Arts Work Book 5

Subject: Language Arts

Theme: How do I gleam meaning from information about the ways in which in which people
interact with the environment

Strand: Grammar and Convection

Attainment Target

Text Write sentences which are grammatically accurate and correctly punctuated.

Skills: review capital letters

Material: video, Language Arts, chart

Objectives: Students should be able to:

1.Disuss the use of capital letters.

2. Use capital letters appropriately.

Engage

Each group will be given sentence strips. Students will read then discuss information on
strips. Students will make the necessary correction where necessary without the assistance of
the teacher. Students in their groups, will discuss what was wrong with each sentence and
discuss the adjustment that they have made.

Explore

Students will watch video presentation on the use of capital letters. Discussion will follow
after presentation.

Explain

Students will give the different uses of capital letters.

Teacher will further explain and clarify any misconceptions.

Extend

As whole group activity, students will edit sentences written on the board.
Evaluate

Students will edit given paragraph.

Complete similar activities in the New Integrated Approach Language Arts Work Book 5

Subject: Mathematics

Topic: Number

Focus Question:

Use approximations and estimations to the nearest thousand.

Standards:

Use computations, estimations and calculators to solve problems including problem with
estimations.

Skills:

Distinguishing powers of tens.

Developing logical arguments.

Detecting number patterns.

Drawing conclusions.

Day 1-3

Objectives: Pupil should be able to

1) Round numbers to the nearest whole number and decimal place.

2) Explain the process of rounding and apply the technique.

3) Understand the difference between the tenths place, the hundredths place, and the
thousandth place

Activities:
Engage
Pupils will listen to the rounding off song. Pupils will sing along and tap rhythm
https://www.youtube.com/watch?v=3afU6JQG15I
Explain
Pupils will look at a number and tell the place value of each digit. Pupils will sing the song
again and explain how to round off the number to the nearest tenths, hundredths, thousandths
and whole number.

Eg. 1.4763

Explore
Each group will be given a number to round off to the nearest tenths, hundredths, thousandths
and whole number. Groups will share and their classmates will listen and make correction if
necessary.

Elaborate
Each group will come to the front and show how to round off to the nearest tenths,
hundredths, thousandths and whole number using cards with digits and a decimal point.
Pupils will make any number they want but it must include the decimal point. Some students
from the group will hold the digits and one member will round off to the nearest tenths and
another member will round off to the nearest hundredths and so.

Evaluation : Pupils will copy table from the board and round off each number to the nearest
tenths, hundredths, thousandths and whole number.
Number Tenths Hundredths Thousandths Whole
Number

14.5074

5.08366

0.71278

39.5805
Activities from The New Integrated Mathematics Work Book 5
Activities from Primary Mathematics for Jamaica