ST. KITTS AND NEVIS MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT UNIT
PRIMARY SCHOOL INTERIM CURRICULUM SOCIAL STUDIES (GRADE ONE) SEPTEMBER 2017
TABLE OF CONTENTS Page Acknowledgement………………………………………………………………………………………………………………………. Introduction and Rationale ……………………………………………………………………………………………………………….
1
General Aims……………………………………………………………………………………………………………………………….
2
The Philosophy of the Social Studies Programme……………………………………………………………………………………..
3
Social Studies Instruction…………………………………………………………………………………………………………………..
4
Some Instructional Strategies…………………………………………………………………………………………………………......
5
How the Curriculum is organized ………………………………………………………………………………………………………….
6
Standards and Competencies………………………………………………………………………………………………………………
7
UNIT 1A: OUR CELEBRATIONS ………………………………………………………………………………………………………. Subtopic Times When we Celebrate……………………………………………………………………………………………………….
9
UNIT 2: OUR BASIC NEEDS………………………………………………………………………………………………………………… Subtopic Our Basic Needs ............................................................................................................................................................
12
UNIT 3: MY HOME AND FAMILY ……………………………………………………………………………………………………… Subtopic: My Family History……………………………………………………………………………………………………………….. My Family Composition …………………………………………………………………………………………………………
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10
13
16 17
UNIT 4: MY SCHOOL………………………………………………………………………………………………………………………… Subtopics School Pride …………………………………………………………………………………………………………………………… School Rules ……………………………………………………………………………………………………………………... Games we Play ………………………………………………………………………………………………………………………..
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UNIT 5: SOCIAL EDUCATION……………………………………………………………………………………………………………… Subtopics Politeness and Respect ……….…………………………………………………………………………………………………… Making Friends …………………………………………………………………………………………………………………… Helping Others ……..………………………………………………………………………………………………………………
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UNIT 6: OUR ENVIRONMENT ……………………………………………………………………………………………………………… Subtopics Natural and Man-made Environment………………………………………………………………………………………………… Uses of Water ……………………………………………………………………………………………………………………….
35
UNIT 1B: OUR CELEBRATIONS …………………………………………………………………………………………………………… Subtopic Times when Celebrate ………………………………………………………………………………………………………………
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UNIT 7: OUR FEDERATION………………………………………………………………………………………………………………… Subtopics Our Islands …………………………………………………………………………………………………………………………… Our National Symbols ………………………………………………………………………………………………………………
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22 23 27
30 33 34
36 37
40
42 44
UNIT 8: THE WORLD………………………………………………………………………………………………………………………… Subtopic The Earth ……………………………………………………………………………………………………………………………
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UNIT 1B: OUR CELEBRATIONS …………………………………………………………………………………………………………… Subtopic Times when Celebrate ………………………………………………………………………………………………………………
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48
ACKNOWLEDGEMENT The Kindergarten Interim Curriculum is the product of the inputs of Principals, teachers, and other stakeholders who gave of their time as participants during the various Interim Curriculum sessions. These sessions were necessary and provided the avenue for fruitful discussion on what content needed to be removed, shifted up or down a grade level, refined or changed entirely. Requisite skills to inform critical thinking were identified and incorporated within the document in an attempt to develop knowledgeable, independent critical thinkers who are responsible , possess the right attitudes and values to develop into a global ideal citizen. The following educators formed the Interim Curriculum Committee that was instrumental in whole or in part in contributing to the invaluable information contained within.
Member Amanda Edmead Lisa Pistana Valerie Richardson - Mason Hilma Mills Samuel Bedford Mercier Dore Zola Richardson Clive Woodley Ornette Webbe Jessica Liburd Leonard Stapleton
Social Studies Interim Curriculum Committee Affiliation Education Officer responsible for Social Studies, St. Kitts Education Officer responsible for Social Studies, St. Kitts Principal, Sandy Point Primary, St. Kitts Teacher, St. Paul’s Primary, St. Kitts Teacher, Seventh Day Adventist Primary, St. Kitts Teacher, Violet Petty Primary, St. Kitts Edgar. T. Morris Primary, St. Kitts Tyrell Williams Primary, St. Kitts Teacher, Joycelyn Liburd Primary, Nevis Teacher, Elizabeth Pemberton Primary, Nevis Entrepreneur/ Author, St. Kitts
Special thanks and appreciation are also extended to: the other Social Studies stakeholders for their invaluable input of providing suggestions and / or generating lesson plans that have been included in this document the management and staff of the Government Printery for printing the final copy of the document. To all who contributed directly or indirectly to the completion of this finished document we say a hearty thank you! Sheryl Harris Adina Richards
Social Studies Coordinators, CDU
GRADE 1
Introduction and Rationale There have been a number of changes to the original Social Studies Curriculum document that are reflected in this document in an attempt to address the glaring issues that existed within the documents developed 2000, 2001 and 2003. The interim document contains academic standards in Social Studies for students in Kindergarten to Grade 6. These standards reflect the most important knowledge and skills that students at this level are expected to learn. The performance standards found in each Unit sub-topic indicate what students must demonstrate to ensure that they have met the standards that measure the knowledge, skills and cognitive processes that they should have mastered by grade level. The knowledge, skills, and cognitive processes are important if the Social Studies interim curriculum is to cultivate responsible, well-informed, independent critical and reflective thinkers, good listeners, individuals who have competent skills in seeking and organizing information armed with the appropriate attitudes and values to become change agents in their communities, nation and the global arena. It is also important that students develop a positive self-image within their society or wherever they may find themselves. If students are to grow into well-adjusted individuals they must first feel comfortable within their ‘own skin’ and learn how to make decisions trusting their own thinking while respecting and valuing the opinions of others, regardless of the other person’s nationality, religious affiliation, race or gender. This will engender a respect for all persons, a willingness to work together to build their country for the benefit of self and others.
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General Aims This document seeks to support teachers in creating well-adjusted students who: develop healthy emotions take responsibility for their own actions learn to love and respect self and others participate in decision-making in the classroom, and wider community appreciate their own culture and to be tolerant of the culture of others exhibit the knowledge, skills attitudes and values needed to participate in the democratic process appreciate their role and assume the responsibility of being caring, loyal citizens of their country. nurture dispositions to show concern for the world in which they live and demonstrate empathy in their relations with others
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The Philosophy of the Social Studies Programme Social Reconstruction/Critical Theory seeks to educate students to engage in social reform and ultimately create a better society. The curriculum must emphasize social, economic, and political issues, and the abilities needed to identify and solve social problems. Central to the Social Studies Programme is the preparation of students to be citizens of today and tomorrow by helping them to better understand that St. Kitts and Nevis is interconnected to the world in which they live and appreciate the complexities of the human experience. Drawing on the social life that is of meaning and interest to the learners, Social Studies aspires to ignite students’ curiosity to inquire into real-world issues that concern their lives. Through inquiry and authentic learning experiences, Social Studies helps students to gain the relevant knowledge and understandings of these issues, develop critical and reflective thinking skills, and appreciate multiple perspectives as they become directly involved in their own learning both inside and beyond the four walls of the classroom. This view of learning is strongly echoed by educators who support the Reconstructivist Philosophy of education. The Social Studies Programme also aspires to inculcate in students a deeper understanding of the values that define Kittitian and Nevisian society and cultivate tendencies that enable students to show concern for the world in which they live and demonstrate empathy in their relationships with others. The curriculum envisages Social Studies students as informed, concerned and participatory citizens who are competent and entrusted to make decisions based on critically analyzing the consequences of alternative choices in their quest to contribute responsibly to the world in which they live. This document seeks to better organize topics and objectives by term. It is a working document so amendments will be provided as necessary. Standards and grade level competences have been included to further direct teaching. In addition a glossary of terms has been included to ensure that concept definitions are standardized.
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Social Studies Instruction The ultimate aim of any Social Studies Programme is to cultivate responsible citizens who participate actively while engaged in learning in the classroom. Instruction should:
be learner centred
take into account individual differences of students and, therefore, cater to the various learning styles of students
stimulate students’ appetite for learning, for mastering of concepts, developing information gathering skills, intellectual skills, and social skills.
help to clarify value systems and engage the learner in developing positive attitudes about self and life to enable him/her to participate in nation building
be meaningful, challenging the student to reach his/her maximum potential
provide a variety of contexts which emphasize how issues, activities, and decisions impact the way students live in their communities, their nation and the world.
include real life issues on a local, regional, and global scale
Include the use of technology( videos, recorders, television, social media) to generate students’ interest in learning
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Some Instructional Strategies
Role play/ simulations/ drama: Games, simulations and role play help students invent, experiment and practice interpersonal skills. The more students use different ways of representing knowledge the better they think about and are able to recall learning
Modelling: Teacher or student demonstrates a new concept or skill and students learn by observing and emulating behaviours. Modelling is effective when it allows students to observe thought processes and imitate particular behaviours or steps in a process.
Music and songs: Music and songs can create a heightened awareness motivating students to engage in the learning process quickly. These can serve as a vehicle to teach particular curriculum content. For example a song about a current event promoting a point of view can be used to have students critically analyze the content and differentiate fact from opinion or identify opposing views on the subject at hand. It can be used to introduce a concept or body of knowledge.
The use of graphic organizers: Graphic organizers are visual and graphic displays that depict the relationships between facts, terms, and /or ideas within a learning task. These can be introduced as advance organizers before the learning task or at points in the learning process.
Guest speakers: This extends learning beyond the classroom. Students would benefit most when the purpose is clear and they know how the speaker’s topic relates to what they are studying. Preparing critical questions ahead of the quest speaker is a must.
Debate: This is a structured form of argumentations that requires participants to engage in research, develop listening and oratory skills. It also develops students’ critical thinking abilities.
Cooperative learning: Students in small heterogeneous groups take roles and learn to share knowledge and tasks with one another through a variety of structures with this strategy. This strategy helps students develop team building skills, develops individual accountability, and fosters positive interdependence and group interaction
Field experience or field trip: Often thought of as an enrichment activity or reward activity enables students to extend learning into the real world such as visiting historical sites, manufacturing and tertiary industry sites.
Discovery/ inquiry-based learning: During this lesson students are engaged in developing questions, seeking evidence to answer questions, explaining evidence, and justifying or laying out an argument for the evidence. Progress and outcomes are assessed through observing students’ learning developed over time through conversations, notebook entries, student questions or other techniques
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How this curriculum is organized The information, skills, attitudes and values are contained within eight (8) Units: Our Celebrations, Our Basic Needs, My Home and Family. My School, Social Education, Our Environment, Our Federation and The World. Each unit is followed by an overview which provides information generally on the content and skills to be taught and learned within the unit. The sub-topic(s) per unit are followed by the concepts and generalizations that form each unit. Table 2 illustrates the academic term in which these teaching and learning units are to be covered.
Table 2:
General Teaching Units by Term
Term 1 • • •
Our Celebrations Our Basic Needs My Home and Family
Term 2 • • • •
Our Celebrations
My School
Social Education Our Environment
Term 3 • • •
Our Celebrations Our Federation The World
This curriculum document contains Standards and Competencies. Standards are defined as statements that describe what students should know and be able to do within the content of a specific discipline while Competencies are statements that describe the skills that students should develop to enhance learning that are not specific to any particular discipline. These identify the applied skills that students should master by the end of Grade One. The standards and competencies are found within a unit and are identified by codes. Example 1. Standard One is represented by SS.1.1: where SS refers to the subject discipline Social Studies, 1 refers to the grade level, and 1 refers to the standard that is being addressed. Example 2. Competency One is identified in the document by the letter 1.C.1 where 1 denotes grade level, C refers to Competency and 1 refers to the specific competency to be demonstrated by the student.
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Grade One: Standards At the end of this grade level, students will be able to: Standard* Content SS.1.1 SS.1.2 SS.1.3 SS.1.4 SS.1.5 SS.1.6 SS.1.7 SS.1.8 SS.1.9 SS.1.10 SS.1.11 SS.1.12 SS.1.13 SS.1.14 SS.1.15 SS.1.16
Demonstrate respect for our ethnic cultural celebrations Demonstrate respect persons regardless of their race, or nationality Demonstrate respect for authority Identify and explain different views and appreciate how a person’s values and attitudes change Recognize and appreciate their Human Rights Respect the human rights of others Demonstrate empathy to as they interact with others Differentiate between a ‘right’ action and a ‘wrong’ action Construct simple interview schedules and carry them out Organize events and objects in chronological order Predict outcomes based on factual information Identify a problem and work in groups to solve it Understand how humans and the environment interact within the local community Examine choices made between scarce resources Use representations, terms and technologies to process information from a spatial perspective Identify cause and effect relationships
Grade One: Competencies Competency Content 1. C.1 Function effectively as part of a group 1. C.2 Use a primary source to obtain data 1. C.3 Interpret a variety of graphic stimuli 1. C.4 Use decision making processes 1. C.5 Participate in responsible civic action`
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UNIT 1A:
OUR CELEBRATIONS
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Overview: This unit looks at celebrating the important events and festivals in which we participate during the various times of year. It will examine national celebrations, religious and non-religious celebrations and the various activities and symbols that are associated with them. At the end of this unit students should develop an appreciation for the importance of celebrations in their lives. Sub-Topic:
Times When We Celebrate
Concepts:
celebration, interaction, tradition.
Generalizations:
People celebrate many holidays. People celebrate accomplishments, achievements and contributions. People use celebrations to transmit values, ideas, beliefs and traditions
Standards
SS.1.1, SS.1.10
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES Students should be able to: 1. Explain why people celebrate festivals/ special events 2.Become aware of the significance of these celebrations 3.Identify special celebrations in our federation
CONTENT Reasons why people celebrate: - to have a good time - to make someone feel special - to mark a special event/ or occasion Celebrations: National Heroes Day -Celebrated on the birthday of the first National Hero, The Right Excellent Sir Robert Llewelyn Bradshaw for his contribution to St. Kitts and Nevis
SUGGESTED ACTIVITIES Discuss with students why people celebrate. Read or listen to stories/accounts to find out why these celebrations take place Discuss what activities occur during the different celebrations listed in the content. Use videos and pictures to aid this discussion
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Caring
Videos , pictures of celebrations, images, symbols associated with the different festivals or special events
-Teacher-made Worksheets. e.g. Have students colour the date on a calendar for specific celebrations
Tolerance An appreciation for and Loyalty to country Pride for country Respect for differences among people if different cultures
-Magazines showing special celebrations
- Make scrapbooks of celebrations - Make postcards, collage of National Heroes -Make a lap book with the different celebrations.
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Sub-Topic:
Times When We Celebrate Cont’d
OBJECTIVES 4.Explain why these festivals/events are celebrated in the federation
5. Identifying the time of year that the festival/event occurs
6. Explain the activities that take place during these celebrations
CONTENT
SUGGESTED ACTIVITIES
Recognise Our National Heroes honoured on this day from pictures : - Sir Robert Llewellyn Bradshaw -Sir Paul Southwell -Sir Joseph N.France -Sir Simeon Daniel -Sir Kennedy Alphonse Simmonds
Have students identify ways in which they can participate in celebrations e.g show examples of masquerades, children carnival that show children participating Visit places that are associated with the people associated with these celebrations. E.g where the bust of our National Heroes are located. For instance the bust of The Right Excellent Sir Robert Llewellyn Bradshaw is mounted in the Arrivals Hall at the RLB International Airport and in St. Pauls - The bust of The Right Excellent Sir Simeon Daniel located in the heart of Charlestown Field trip to view the Wreath laying Ceremony on National Heroes Day
VALUES/ATTITUDES Sharing by being a part of these celebrations Cooperation with others Exercising tolerance for other people’s opinions Participation in class discussions and activities Patriotism
RESOURCES Videos of available celebrations example: National Heroes Day Celebrations http://www.sknvibes. com/islandfacts/site page.cfm?p=163 www.buckleysboyz .info http://www.gov.kn/n ational-heroes-andhonours http://buckleysboyzli vi.webs.com/nationa lherosandnatinalh.ht m National Heroes Park
ASSESSMENT - Participate in class /school programmes - Undertake simple Project - Teacher-made Worksheet e.g. recognizing important places on a simple map. E.g. R.L.B International Airport - Colour pictures reflecting the various celebrations - Have students create a display e.g. bulletin board -complete puzzles Puzzle maker website www.puzzlemaker.com/
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Sub-Topic:
Times When We Celebrate Cont’d
OBJECTIVES 7. Identify ways in which they can participate in the celebrations/events
8. Demonstrate national pride
CONTENT Independence Day: Celebrated on September 19
Remembrance Day: - Celebrated on the Sunday closest to November 11th the day on which World War One ended
ACTIVITIES Discuss what it means to be independent Outline the ways in which we celebrate our independence Have students prepare an item to do at the Patriotic Programme Field trip to watch the Independence Parade Explain briefly what a war is. Explain that people from St. Kitts went to fight the war and some of them died Watch actual video footage and discuss Talk about the cenotaph and show students pictures or videos about how we celebrate those who lost their lives Engage the class in the buying and selling of poppies
VALUES/ATTITUDES Loyalty Pride Love Respect Sharing Cooperation Tolerance Participation Patriotism
RESOURCES
ASSESSMENT
Independence Parade https://www.youtube.co m/watch?v=XFjJIOUOg V8
Teacher-made Worksheets e.g.: Have students use symbols or colour the date on a calendar to identify celebrations
Pictures Remembrance Day http://nevisislander.blog spot.com/2013/07/thewar-memorial-next-totreasury.html http://www.nevispages. com/st-kitts-and-nevisto-remember-dead-oftwo-world-wars-onsunday/ Place of interest: Cenotaph
-Make scrapbooks of celebrations -Make postcards Have the class make poppies Prepare simple interview to ask parents about World War 1 (if they had anyone who lost their life during this war
Videos of World War 1 https://www.youtube.co m/watch?v=Tv5gBa9DQs
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Sub-Topic:
Times When We Celebrate Cont’d
OBJECTIVES 9.Capture the spirit of understanding and cooperation in these celebrations
CONTENT Guy Fawkes Guy Fawkes Day is celebrated on November 5. It marks the anniversary of the discovery of a plot Houses of Parliament in London in 1605. Many people light bonfires and set off fireworks.
Christmas Day Celebrated on December 25
Boxing Day Celebrated on December 26
ACTIVITIES Discuss why we celebrate Guy Fawkes Elicit from students the concept of right from wrong Explain the dangers of popping bombs Colour pictures reflecting the various celebrations Read the Christmas story to the children and have them act out scenes from the story Have students watch video of the Christmas story. Discuss Discuss why we celebrate Boxing Day. Encourage them to share with someone in need on that day
VALUES/ATTITUDES
RESOURCES
Loyalty
Magazines
Pride
Pictures
Love
Charts
Respect Sharing Cooperation Tolerance Participation
ASSESSMENT Lap book with the different celebrations
Video of Christmas story
Make Christmas ornaments and cards
Christmas story https://www.youtub e.com/watch?v=4Y BJNXNlREQ
Participate in school Christmas programme
https://www.youtub e.com/watch?v=yA dr_K1OcrY Reading book about Christmas
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Sub-Topic:
Times When We Celebrate Cont’d
OBJECTIVES 10. Compare and contrast the activities celebrated in the Federation during this time period (under the headings: Name of event, activities associated with each, and time celebrated
CONTENT Carnival Celebrated December 26January 2nd
SUGGESTED ACTIVITIES Have students watch and describe pictures and videos showing scenes from St. Kitts Carnival Discuss with students some of the activities that take place during this time Discuss ways that they can participate
VALUES/ATTITUDES
Loyalty Pride
RESOURCES Carnival links:
Love Respect Sharing Cooperation Tolerance Participation
Shows aspects of children’s carnival 2016
ASSESSMENT Make scrapbooks of celebrations Teacher-made worksheet e.g.: locating on a simple map places related to festivals etc.
https://www.youtube.com/wat ch?v=V3TILMzifUw
Mansion Bull
Make a lap book with the different celebrations.
https://www.youtube.com/wat ch?v=HqQeCUAlxEI
The Actors
https://www.youtube.com/wat ch?v=nFHdGWkIKUk
The Clowns
https://www.youtube.com/wat ch?v=RQc53T9GurY
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UNIT 2: OUR BASIC NEEDS
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. OVERVIEW: Our survival as humans depends to a large extent on how well our basic needs are met. The aim of this unit is to expose students to what comprises their basic needs , the importance of having their basic needs met and to develop an appreciation for how the natural environment is equipped to meet their basic needs.
Sub-Topic:
Our Basic Needs
Concepts:
need, nature, food, clothing, shelter, natural resources
Generalization:
Humans depend on natural resources to meet their needs.
Standards
SS.1.6, SS.1.11, SS.1.13, SS.1.15
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1.Define the concept of basic needs 2.Identify food, clothing and shelter as basic human needs 3. Explain why we need food, clothing and shelter.
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
Define Basic Needs
Discuss concept of Basic needs using examples and non-examples
Interdependence
Chart with rights of a child
Our Basic needs(physical) - food -clothing -shelter
Emphasize the importance of basic needs e.g. energy to grow, to lead a healthy lifestyle, to protect our bodies from effects of the weather
The right to be provided with the basic needs
Charts showing different kinds of food
Thankfulness
Pictures showing uses of water
Discuss the importance of basic needs
Make a chart and have students fill in examples of the different basic needs under their headings. Make it a fun chart. Using pictures and examples discuss different types of food and their importance. Have students suggest which foods should be eaten and why
Appreciation
ASSESSMENT Teacher-made Worksheet e.g. students can colour foods which give energy or foods from different food groups
Completion exercises Children's World Giant with examples and nonAtlas examples of basic needs HFLE primary curriculum Video tapes/ pictures of children with malnutrition. 15 | P a g e
Sub-Topic:
Our Basic Needs Cont’d
OBJECTIVES
CONTENT
4.Categorise food from plants and foods from animals
How we get our food, clothing and shelter from plants
5.Realize that nature provides humans with their basic needs 6. Explain the interrelationship between the natural environment and the survival of the human race.
How we get our food, clothing and shelter from animals NB: Include examples of animals and plants in different places around the world
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Make a display of plants bearing fruits and vegetables Through observation have students name fruits and vegetables from plants Use a drawing or picture of a tree. Emphasize the different parts of the tree Brainstorm re things we get from trees e.g. lumber, cloth etc. (case study of the coconut) Case study of e.g the cow. Discuss the uses of the various parts showing how they are used to provide food, clothing and shelter Give students other examples of animals e.g the pig and have them come up with ways they can get food , clothing and shelter Use the Children's Giant World Atlas to show the different animals and plants around the world
Interdependence
Responsibility
RESOURCES
ASSESSMENT
Chart with Rights of a Child
Make a ‘pictionary’ of different kinds of fruits and vegetables
A wide variety of pictures
Complete a table to show some foods we get from trees, plants and animals
Pictures showing the different parts of a tree Video - The Magic School Bus : Goes to Seed, Growing places with plants https://www.youtube. com/watch?v=Aov4n g3bWoI
Make a picture chart to show items and materials used for clothing and shelter that we get from plants, trees and animals Choose from list items used to construct houses made from wood, straw and bricks
https://www.youtube. com/watch?v=gURcS xbdi9o Children's World Giant Atlas
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UNIT 3: MY HOME AND FAMILY
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OVERVIEW: Students possess a longing to belong while at the same time they want to feel loved and protected. These are provided in the first instance by their families. This unit is aimed at providing a sense of belonging to a family and to learn about values, ideas, traditions and customs passed down by the family Sub-Topic:
My Family History
Concepts:
History, generation, change, family tree.
Generalization:
Families have a history and change over time.
Standards
SS.1.3, SS.1.9, SS.1.10
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
1. Appreciate the value Family Generations: of a family in our lives. - Great grandmother/father 2. To identify different generations of one's - Grandfamily mother/father/greataunts/uncles 3. Recognize that a family tree is a way of : Mother/father/ identifying relatives. aunts/uncles
Present a large model of a family tree showing examples of generations of a family
Caring
-Collect pictures/names of family members from different family members and guide students to make their own family tree showing different generations
Valuing family relationships
4.Recognize that family trees show the history of a family
-Have students’ interview parents about grandparents. For example: Where was my grandmother born? -Where did she go to school? -What job did she do?
5. Interpret a simple family tree.
: Brothers/sisters/ Cousins Family Tree -Have students trace at least two generations using the family tree
Sharing love
The right to love and understanding from parents and family
RESOURCES Model of family tree. Teacher made chart
ASSESSMENT Make and label a family album Trace Make a dictionary of words associated with family e.g. Grandmother Use drawings or cut-out pictures to create their family tree Colour pictures which represent students’ family patterns
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Sub-Topic:
My Family Roles
Concepts:
role, rights, responsibilities
Generalization(s):
Families exist in communities all over the world. Families have roles and responsibilities. Roles of family members vary with type, race and ethnic group.
Standards
SS.1.2, SS.1.5, SS.1.6, SS.1.15
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Recognize that they have Human Rights which are realized within the family unit 2. List some of the rights of the child that are provided within families
CONTENT Discuss the rights of the child that are provided within the family Unit Example: -Each child has a right to be protected -Each child has a right to have his/her basic needs met food ,shelter, clothing -Each child has right to be loved -Each child has a right to an education
SUGGESTED ACTIVITIES Use the chart with the Rights of the Child highlight and discuss the rights of the child that are met within the family Discuss using examples of how the family meet these rights Read stories Explain that children have the right to be protected and have students suggest ways in which they are protected Read stories which reflect protecting children and discuss situations Give examples of how families provide the needs of the children
VALUES/ATTITUDES Responsibility Caring
RESOURCES Chart with the Rights of the Child Appropriate stories
ASSESSMENT Colour pictures of some of rights of the child Match examples and non-examples of rights met within the family
Sharing love
Child’s Rights
The right to an education
https://www.youtub e.com/watch?v=J_ 0LhcSD_UA Completion exercises https://www.youtube .com/watch?v=dGzb mf8NEto http://www.unicef.or g/crc/files/Rights overview.pdf
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Sub-Topic:
My Family Roles Cont’d
OBJECTIVES
CONTENT
3.State some of the rights and responsibilities of families
Explain that with rights there comes responsibilities
4.Realize that families have a role to play in communities
The family plays the following roles : -providing food, shelter, clothing -teaching children proper behaviour, table manners, values, customs Providing the children with love and affection
SUGGESTED ACTIVITIES Highlight some rights and matching responsibilities of children within the family Discuss family rules and their importance Present pictures of families engaged in several activities: economic, socialization, emotional Have pupils discuss various activities which families do together
VALUES/ATTITUDES Responsibility Cooperation Obedience Respect
RESOURCES
ASSESSMENT
Pictures of families engaged in different activities
Colour pictures of some of the activities students' families engage in
Relevant stories Teacher mad charts
Have the students role play social graces and observe. Play teacher made games highlighting the different family roles
Read stories about activities families do together Role play different family activities Demonstrate how to set the table or use social graces in different settings
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Sub-Topic:
My Family Composition
Concepts:
race, ethnic groups.
Generalization(s):
Families exist in communities all over the world. Roles of family members vary with type, race and ethnic group.
Standards
SS.1.2, SS.1.5, SS.1.6, SS.1.15
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Recognize that families differ in size, composition and ethnic background
2.Compare the size and practices among families of the different ethnic families
3.Read information from bar charts and divided circles
CONTENT Look at differences in the size and practices among the different ethnic groups e.g. Chinese French Indian Black White
Bar charts and divided circles -discuss why and how they are used.
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Observe different family patterns
Interdependence
Have students compare families in terms of size and ethnic background
Cooperation
Read stories about other families and discuss similarities and differences
Tolerance
RESOURCES Flashcards with names of different ethnic groups Globe or map of the world
Respect for others
ASSESSMENT Students will collect information using a teacher prepared instrument used to collect information on ethnic groups within the family. Stickers will be placed on map of the world to identify the origin of the ethnic groups within each child’s family Use flashcards to match pictures showing different ethnic groups
Use a globe or a world map and place cut-out pictures of different families on different continents by predominant ethnic group. Introduce the use of bar charts and divided circles in collecting information.
Pictographs
Construct bar charts and divided based on data of the class/their families/the school
Divided circles
Bar charts
Answer questions based on bar charts and divided circles Colour pictures which represent students’ family patterns Answer questions based on bar charts and divided circles
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Sub-Topic:
My Family Composition Cont’d
OBJECTIVES
CONTENT
4.Recognize that they come from different types of families
Discuss the types of Family (simplify the terms for the students)
5. Tell the differences among the family types
Traditional types of family:
6. Identify the family type that they belong to
- Single parent - Nuclear - Sibling - Extended
SUGGESTED ACTIVITIES Observe different family patterns Identify the family types in the classroom Have students compare families in terms of types
VALUES/ATTITUDES Responsibility Caring
RESOURCES Pictures of various family types
Sharing love
Appropriate stories
Interdependence
Flashcards with names of different family types
Read stories about other family types and discuss similarities and differences
Cooperation
Represent the family types of the students in the class using bar charts
Respect for others
Tolerance
Bar charts
ASSESSMENT Sentence completion Colour pictures which represent students’ family types Use flashcards to match pictures showing different family types Have students identify the type of family that they come from in pictures -Completion exercises - Students construct a simple bar chart to represent the number of students that belong to a particular family type
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UNIT 1B: OUR CELEBRATIONS
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SUB-TOPIC:
Times When We Celebrate
CONCEPTS:
celebration, interaction, tradition, values
GENERALIZATION(S):
People celebrate many holidays. People celebrate accomplishments, achievements and contributions. People use celebrations to transmit values, ideas, beliefs and traditions.
Standards
SS.1.1, SS.1.10
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Recall why people celebrate festivals/ special events 2.Become aware of the significance of these celebrations 3. Identifying the time of year that the festival/event occurs 4.Explain why these festivals/events are celebrated in the federation
CONTENT Times when we celebrate: -New Year’s Day January 1 -Valentine’s Day February 14 -Black History Month Month of February
ACTIVITIES Revision Activity: Discuss with students why people celebrate and have them list the celebrations that they did in Term One. Make this activity as exciting as possible Read or listen to stories/accounts to find out why these days are celebrated Discuss what activities occur during the different celebrations listed in the content. Use videos and pictures to aid this discussion
VALUES/ATTITUDES Loyalty
RESOURCES Magazines Pictures
Pride
Love
Respect
Videos of available celebrations Resource person for Black History month Songs: Calypsoes
ASSESSMENT Teacher-made Worksheets e.g.: Have students use symbols or colour the date on a calendar to identify celebrations -Continue scrapbooks/lap books of celebrations -Make Valentine and Easter postcards -Participate in class/school programs
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SUB-TOPIC:
Times When We Celebrate Cont’d
OBJECTIVES 5. Explain the activities that take place during these celebrations 6.Capture the spirit of understanding and cooperation in these celebrations 7. Identify ways in which they can participate in the celebrations/events 8.Compare and contrast the activities celebrated in the Federation (under the headings: Name of event, activities associated with each, and time celebrated)
CONTENT -Good Friday* Commemorate the crucifixion of Jesus Christ -Easter* Commemorate the resurrection of Jesus Christ *These can vary depending on when they fall in a calendar year
ACTIVITIES Have students identify ways in which they can participate in celebrations e.g. Wear red and white for Valentine Day and give gift to parents and other loved ones OR wear African or Heritage Wear for Black History OR fly kites on Good Friday OR participate in Easter programme
VALUES/ATTITUDES Sharing Cooperation
Tolerance
Participation
RESOURCES Magazines
ASSESSMENT
Pictures
Undertake simple projects e.g. make kites to fly on Good Friday
Videos of available celebrations
Teacher-made worksheet e.g.: activities that take place during these celebrations
Resource person for Black History month Music/Songs: Calypsoes
Dress up like a favourite black historical figure Role play Exhibit/display for Black History Month Have students participate in Easter programme
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UNIT 4: MY SCHOOL
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OVERVIEW: Some of the most important relationships that the students will form outside their home environment are those at school. As the students continue their transition into the school environment, this unit is aimed at familiarizing the children with the importance of school, the activities that take place at school and everybody’s role in the successful functioning of the school. At the end of this unit the students should be able to develop a sense of pride and belonging to this noble institution as they forge many meaningful relationships. Sub-Topic:
School Pride
Concepts:
motto, loyalty, pride, identity.
Generalization:
The school motto helps to foster a sense of loyalty and pride in one’s school.
Standard(s)
SS.1.3, SS.1.8
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1.Demonstrate positive attitudes toward school
The school uniform -Discuss why uniforms are worn. Look at the school rules that relate to uniforms
Have students model or display pictures of school uniform and discuss
Love for and of school
Charts with the School’s motto and song
Make and colour poster with the words of the school motto
Loyalty to school
Picture of school uniform
Recite the motto
2. Discuss ways in which they can demonstrate that they are proud of their school.
-Describe the components of the school uniform for boys and girls. (colour, style , crest)
3. Describe their school uniform
-Discuss how the uniform should be worn
4.Tell the motto of the school
The school motto and school song -their importance -the words to the motto and song
5.Sing the school song
Demonstrate how uniform should be worn: show right way and wrong way to wear the uniform Show students the motto of the school and explain what it says and means. Have students learn and repeat school motto Have students learn the school song and discuss the meaning of the song
Pride in one’s school
Chart with school rules Students as models
Observation re wearing of uniform: Right way and wrong way of wearing the uniform Sing the school Song
Practice the singing of the school song
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Sub-Topic:
Location of my School
Concepts:
symbol, location, map, size.
Generalization(s):
Everything can be located. Places can be located on maps. Symbols help us to find and show information on maps.
Standard(s):
SS.1.10, SS.1.14
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES
CONTENT
1.Give the location of one's school using simple direction
Developing locational awareness using simple directional terms:
2. Use directional terms to locate things in the classroom 3.Give simple directions for different rooms in the school 4. Locate various places in the school using directional terms
Discuss and practice using concepts of left and right in addition to the ones that thy are already familiar with ( next to, in front of, behind, above , below, close to, far from etc.)
SUGGESTED ACTIVITIES Revise simple directional terms e.g. next to, behind, in front etc. and have students describe the location of the school using the terms. Introduce concepts of left and right and have students give the location of their school using those terms. Practice this until students could differentiate left from right Have students orally explain where objects and classmates are located in the classroom using the directional terms. This can be a game. Take students on a tour of the school to look at other classrooms and special places such as library, art room, computer labs, principal's office, bathrooms, lunch rooms etc. Have students count the number of rooms and name special rooms Have students give directions of rooms in relation to each other
VALUES/ATTITUDES Importance of giving clear directions
RESOURCES Signs on rooms Teacher made charts with simple directional terms Objects in the classroom The School grounds
ASSESSMENT Unscramble words associated with special rooms in school Colour labels for rooms Completion and/or true/false exercises to test direction. Word-search: objects in the classroom Game: Blindfold students and have them locate each other /objects using directional terms
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Sub-Topic:
Location of my School Cont’d
OBJECTIVES 5. Recognize that symbols help us to communicate information 6. Interpret a simple key/legend. 7. Locate objects and places using key/legend
CONTENT Sign and symbol awareness (Revision) -School sign -Stop sign -Pedestrian walk -Male, Female bathrooms -Danger -Other familiar sign Introduce the concept of key/legend: its uses and how to use it
8. Sketch a simple map of (a) the classroom and (b) the school.
Interpretation of a simple key/legend
9. Make a model of the school
Location of objects and places in the school using key/legend
Development of a simple key/legend
Mapping (a) the classroom and (b) the school
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
Revise sign and symbols awareness by presenting a number of signs and symbols and have students say what they mean
Creativity
Map with key /legend
Emphasize that symbols help us communicate information
Responsibility
Signs and Symbols
Present students with a simple map and its legend/key an through practice locating places using the key/legend Use blocks and other material to guide students to create a large floor model of (a) the classroom and (b) the school Have students observe model and make symbols to represent objects in the classroom and the school. Label symbols made.
Cooperation
Blocks, matchboxes, strips of manilla or coloured paper, matchsticks etc. to make models of buildings, desks, chairs, trees etc.
ASSESSMENT Group work: Complete a simple map of a classroom or a school by using colour and labeling Draw a simple map of a classroom or school using symbols, given a description. Include a key. Game of finding objects by just using the legend/key Teacher-made Worksheet e.g. Answer questions on a simple plan of the classroom and school
Have students draw a map of (a) the classroom and (b) the school using their symbols. Have them make a simple key for their map.
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Sub-Topic:
School Rules
Concepts:
rules, authority, respect, conflict, responsibility, consequences, uniform
Generalization(s):
Rules help us to govern and protect ourselves. Respect must be given to those in authority. Each individual can participate in resolving conflict Every action has a consequence
Standard(s):
SS.1.7, SS.1.8, SS.1.14
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Identify a number of school rules 2. Explain why school rules are important 3.Demonstrate respect for school rules 4.Demonstrate adherence to school rules
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
The importance of school rules
Have students give examples of rules at home and in the classroom. Discuss the importance of rules with students.
Respect for and adherence to rules
Copy of the school rules
Example of school rules re.
Brainstorm students about other activities they are involved in which require rules e.g. games
Orderliness
Resource Personnel: e.g. the Policeman or Sports Coach to speak to students about rules
-
Behaviour
-
Uniform
-
Safety
Present chart with school rules and discuss rules that guide behaviour , uniform and safety Discuss instances of disobedient behaviours and have students recommend how to correct these behaviours
Self-discipline
ASSESSMENT Observation re keeping of rules
Checklists Teacher-Made Worksheet
Teacher Creativity Sketch/picture/actu al School Uniform
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Sub-Topic:
School Rules Cont’d
OBJECTIVES 5.Demonstrate respect and courtesy for each other
6. Demonstrate respect for all workers at the school
7. Explain the important connection between education and success in life
CONTENT Developing conflict resolution skills: -
Using negotiation Respecting differences Accepting responsibility Establishing consequences for actions
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Discuss various instances of resolving conflict e.g. using negotiation, respecting differences
Respect
-
Responsibility
Role-play several situations on resolving conflict
Tolerance
Present a simple chart showing all the persons who work at school and have students say the names of persons and the work they do (This can be a Revision exercise from Kindergarten and make changes where necessary)
Appreciation of others
Discuss with students that all workers should be respected because the jobs they do are important in helping to prepare them for success in life and to enforce rules for their safety and health
Discuss with the students why each worker should be respected.
Courteousness
Emphasize the importance of an education in obtaining jobs in the future
ASSESSMENT
Scenarios re conflict situations e.g.
Checklists/observation
Flashcards showing names of different jobs
Have students match the names of people with jobs at school
Teacher made chart showing jobs and the name of the person who does the job
Teacher-made Worksheets e.g. Practice writing the names of the workers at school.
Teacher-Made Worksheets
Living in harmony
Personnel at school e.g Principal, Deputy Principal, Classroom teachers, Guidance Counsellor, Librarian , Secretary, Traffic Warden Security guard, coach ,Cooks (Hot meals), Lunch servers, Janitors
Invite the different workers to talk about their jobs
RESOURCES
Helpfulness Trust Service
Magazines Resource persons e.g. principal, traffic warden, janitor, guidance counsellor , coach
Observation: Students interaction with workers at the school Have a Workers appreciation day where students will show workers how much they appreciate the jobs they do
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Sub-Topic:
Games We Play at School
Concepts:
cooperation, group, rules
Generalization(s):
Groups function well when rules are followed. Each player must cooperate when playing games.
Standard(s):
SS.1.3, SS.1.7, SS.1.8, SS.1.11, SS.1.12
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1.Identify various games played at school and in the community 2.Show respect for and obey rules when playing games 3.Participate in games played with peers 4.Share and cooperate in-groups
CONTENT Examples of many games: -Jump Rope -Mississippi -Pitching Marbles -Hand-Clapping -Tug-of-War -Soccer -Cricket -123 Game -Box/ Morals Hopscotch -Rounders, -Plum in the middle -Jacob ladder -Money Box -Red Rover -Ms. Mary Mac NB: Play as many of the games listed above as possible.
SUGGESTED ACTIVITIES Take a survey of the games students enjoy playing together. Place information collected on a pictograph and discuss information represented Discuss how the games are played and explain the importance of obeying rules so that everyone can enjoy and benefit from the games Make lists of rules for different games Play different games ensuring that rules are followed and that they share and cooperate
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Cooperation
Pictures of people playing different games
Unscramble letters to spell different games
Obeying rules
The students
Appreciation of team Spirit
Resource persons to demonstrate the games
-Use Teacher-made Worksheets to examine the rules of different games
Participation
-Checklists -Observation re participation, cooperation, following rules
Allow students to add more to the list they play
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Sub-Topic:
Games We Play Cont’d
OBJECTIVES 5. Appreciate the games played by grandparents / great parents when they were in school
CONTENT Examples of Games: -Farmer in the Dell -This Old Man -Brown Girl in the Ring
6.Emphasize the importance of rules not only in the classroom but at play
-Punchinella (Who Goes there) -Chi Chi Bam Bam
SUGGESTED ACTIVITIES
NB: Be sensitive to students from different cultural back grounds allow them to teach the others the games
Group project: Students will research the different games played by grandparents and present a comparative pictograph.
http://www.youtube/kP9PHAr RM3E
Discuss how many of those games were played by their parents and grandparents
Participation
http://www.kidsongs.com/lyric s/this-old-man.html
Re-enact the actual games
-Nana thread the needle
Obeying rules
Videos of games: http://www.kidsongs.com/lyric s/the-farmer-in-the-dell.html
Appreciation of team spirit
-Here comes Jackie
-Ringer Ringer Rosies
ASSESSMENT
Cooperation
-Dog and bone
-I dropped a letter
RESOURCES
Take a survey of the games students enjoy playing together. Place information collected on a pictograph and discuss information represented
Explain how the games are played and explain the importance of obeying rules so that everyone can enjoy and benefit from the games
-Four White Horses
VALUES/ATTITUDES
http://www.youtube/RKaxRYJ 5AMY
-Observation re participation, cooperation, following rules
*www.mamalisa.com www.kiddies.com/lyrics/p029. html www.youtube/n9rAUqvisKo www.mamalisa.com Resource person e.g. older persons from the community to demonstrate how the games are played
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UNIT 5: SOCIAL EDUCATION
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OVERVIEW: There are certain norms, values, behaviours and social skills that students must acquire if they are to successfully integrate into the society. This unit is aimed at fostering those characteristics that would produce socially healthy citizens to support the common good since this is one of the principal goals of the Social Studies Curriculum.
Sub-Topic:
Politeness and Respect
Concepts:
politeness, good manners, authority, respect
Generalization(s):
We must respect ourselves and others at all times. Animals and people should be treated with respect.
Standard(s):
SS.1.2, SS.1.3, SS.1.5, SS.1.6, SS.1.7, SS.1.8
Competencies
C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Demonstrate self-respect and respect from others
CONTENT Discuss the following: -Respect, selfrespect and respect for and from others
2.Demonstrate courtesy towards others - Good touch and Bad Touch here when discussing self-respect)
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Have students view photos or videos of Respect for people persons displaying respectful and disrespectful behaviours. Discuss what is taking place. Have students say why it is correct or incorrect Self-respect and suggest the correct thing that should be done. Empathy Have students engage in role play displaying respectful and disrespectful behaviours. View videos on topic and discuss good touch and bad touch Identify from pictures and from stories examples of good touch and bad touch
RESOURCES Video: Using polite words https://www.youtube.com/ watch?v=o1WJnbJDTS0 Lesson planning on respect and politeness http://www.educationworld .com/a_curr/curr008.shtml #kindergarten Videos: Good Touch/Bad Touch https://www.youtube.com/ watch?v=4Z9ekMxUQC8 &list=RD4Z9ekMxUQC8#t =1
ASSESSMENT Teacher-made Worksheets Peer Evaluation Matching exercises Colour pictures depicting good touch and bad Categorize pictures under good touch and bad touch
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Sub-Topic:
Politeness and Respect Cont’d
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
3. Demonstrate polite behaviours to people
Discuss what are Polite and impolite behaviours. Use a number of examples
Discuss what are polite and impolite behaviours
Politeness
Read stories reflecting polite and impolite behaviours and emphasize the difference between polite and impolite behaviours
Respect
Explain that pets should be treated kindly as well
Have students role-play situations using polite behaviours
4. Demonstrate kindness to people and animals
Make a poster or a cartoon emphasizing polite behaviours Take a survey of students who have pets Emphasize that people keep pets and take care of them just like themselves Read and discuss stories with people taking care of animals Watch video: What Pets need. Then find out how many students may be interested in taking care of pets and have them explain how they would take care of them
VALUES/ATTITUDES
Courteousness Considerate Orderliness
RESOURCES https://www.youtube .com/watch?v=4Z9e kMxUQC8&index=1 &list=RD4Z9ekMxU QC8 https://www.youtube .com/watch?v=hYlU T5CBXCo&list=RD4 Z9ekMxUQC8&inde x=2
Kindness to animals Appropriate charts Appropriate stories Video: What pets need https://www.youtube .com/watch?v=FOL P8p0jSoA
ASSESSMENT Have students identify respectful and disrespectful behaviours from stories or videos Have students make posters with polite phrases used daily and place in the classroom Observation of polite and impolite behaviours Checklist Students choose and colour picture of a pet that they like and write a few sentences about caring for it.
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Sub-Topic:
Politeness and Respect Cont’d
OBJECTIVES 5. Demonstrate respect for authority
CONTENTS The use of titles to address:-
older persons people in authority e.g.: teachers, principals, police officers, government ministers, ministers of religion
SUGGESTED ACTIVITIES -Use dramatization to demonstrate and emphasize how to address older persons and others in authority -Emphasize how to address older persons e.g. Mr. + name etc., government ministers and other authority figures
VALUES/ATTITUDES Respect for others
RESOURCES Flashcards with different titles
Appropriate scenarios/situations for role play
ASSESSMENT Checklists Teacher-made Worksheets e.g. students writhe the titles in front of the names on persons in authority
-Create situations through which students role-play how to address various persons in authority
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Sub-Topic:
Making Friends
Concepts:
friend, friendship
Generalization(s):
A friend is a joy forever True friendships are lasting
Standard(s):
SS.1.2, SS.1.5, SS.1.6, SS.1.7
Competencies:
C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1.Identify qualities of a friend
CONTENT
SUGGESTED ACTIVITIES
Definition of friend
Have students name their friends and have students explain why they chose these persons as their friends. List words that students may use to describe why they chose these friends
The importance of friends 2.Identify characteristics and actions that foster lasting friendships
Why is it important to choose friends wisely List and discuss characteristics of a friend
Discuss with students what activities they enjoy with their friends Teach and discuss poems about friends
VALUES/ATTITUDES Kindness Cooperation Appreciation of living in harmony with others
Show pictures and discuss characteristics of Cooperation actions which militate against true friendship. NB: Use as many instances as possible within students’ experiences Loyalty Read/listen to and discuss story of David and Jonathan
RESOURCES Flashcards with qualities of friendship Appropriate poems
Checklist
Story of David and Jonathan (Bible)
ASSESSMENT Teacher-made Worksheets e.g.: Placing pictures of friends and choose some words to describe friends Make post cards for friends Teacher-made Worksheet e.g.: Select pictures showing activities that their friends may or may not enjoy Make a friendship book
Explain the importance of having friends in our lives
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Sub-Topic:
Helping Others
Concepts:
citizenship, responsibility
Generalization:
Lending a helping hand is our civic responsibility
Standard(s):
SS.1.5, SS.1.7, SS.1.12
Competencies:
C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1.Display a desire to help other people 2. Appreciate the value of living in harmony with others
CONTENT Examples of many ways people can help -at home -at school -in the community
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT Checklists/ Observation of students being helpful
Teach students the song, ''The more we work together, the happier we can be.''
Helpfulness
https://www.youtube.com/wat ch?v=a-R4xBXs1A0
Use pictures of people working together and have students explain how people are working together in the pictures, and the advantages of working together
Cooperation
https://www.crayola.com › For Educators › Lesson Plans
Kindness
onegoodthing.org/wpcontent/. ../Classroom-Lesson-– Kindergarten-–-Grade2.docx
Discuss ways in which they can help at home, school, in the community
Responsibility
View videos of people helping each other and why it is important to help
Pictures of people working together
Make a class citizenship tree and have students choose one way in which they can help someone
Manilla, crayons etc.
Undertake simple projects. e.g helping someone with his /her school work, helping an elderly person to errands etc (Certificates can be distributed upon completion)
Teacher-made pledge
Have students make a pledge to undertake his/her task of helping someone
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UNIT 6: OUR ENVIRONMENT
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OVERVIEW: We are surrounded by the environment and we need it for our survival. The aim of this unit to highlight the components of the environment and how important each component is to our survival. As students develop this appreciation for the importance of the environment they will understand why it is necessary to care of it. Sub-Topic:
Natural and Man-made Environment
Concept:
natural, man-made, environment, need, resource
Generalization(s):
Natural resources come from the earth. Man depends on the environment to supply his needs Resources may be natural or man-made.
Standards
SS.1.10, SS.1.13
Competencies
C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES
CONTENT
1.Differentiate between natural and man-made environment
Difference between what nature provides and what man makes
2. Identify natural and man-made elements of the environment
Examples of the natural environment and the man-made environment
SUGGESTED ACTIVITIES Use the pictures to review the names of different things in our environment Develop the concept of ‘natural environment’ through brain-storming for things that occur naturally or are associated with nature e.g. trees, soil, water, the sun. Categorize the answers to arrive at meaning of concept. Use pictures of man-made environment e.g. buildings and ask students who made them. Have students list other examples of the man-made environment and categorise them.
VALUES/ATTITUDES Appreciation of one's surroundings
RESOURCES
ASSESSMENT
Pictures showing the environment
Teacher-made Worksheets to test understanding of concepts: environment, natural, manmade
Flashcards with words NATURAL ENVIRONMENT and MAN-MADE ENVIRONMENT The environment – natural and manmade: Field work
Matching exercises: matching examples of the natural and man-made environment
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Sub-Topic:
Natural and Man-made Environment Cont’d
OBJECTIVES 3. Appreciate that the natural and man-made environment depend on each other
CONTENT
SUGGESTED ACTIVITIES
Explain how the natural and manmade elements of the environment are interdependent
Through discussion emphasize that people use the resources from the earth (from the natural environment) to make buildings, furniture and many of things we use. Emphasize that nature and manmade objects are all parts of our environment. Have students collect pictures of many different aspects of the environment (natural and manmade) to make a poster entitled ''Our Environment''
VALUES/ATTITUDES Interdependence
RESOURCES
ASSESSMENT
Magazines e.g. The Traveller, The Islander
Make a word tree to show examples of natural and man-made environment
Teacher made chart showing how the natural and man-made elements of the environment are interdependent
Observation – poster making
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Sub-Topic:
Uses of Water
Concepts:
bodies of water, conserve, pollute
Generalization(s):
Humans and animals need water for their survival. We need to conserve our resources to avoid depletion. We must prevent pollution of our water resources.
Standard(s
SS.1.8 SS.1.11, SS.1.13
Competencies
C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1.Recognize the importance of water in our lives
CONTENT Uses of water: -
2.Explain why we should not pollute our water resources
drinking cooking washing the survival of marine life agriculture industry
Consequences of polluting our water resources e.g. - illness - killing marine life
SUGGESTED ACTIVITIES
VALUES/ATTITUDE S
RESOURCES
Take several containers of water in the classroom e.g. water in a glass, pot, basin. Have students suggest uses of water from observing the containers
Appreciation of one of nature's gifts
The environment
-Use pictures of various bodies of water e.g. lakes, ponds, sea, river and have students suggest how they are useful to us. List responses and emphasize the importance of water to marine life etc.
Interdependence
Role-play the different ways water is used Use pictures to prepare posters on uses of water -Explain the importance of using clean water. Describe examples of what happens when people do not use clean water
Responsibility for the care of the environment
Newspaper articles
ASSESSMENT Teacher-made Worksheet e.g. Have students identify by colouring activities which show the use of water. Identify names bodies of water from a word puzzle
Resource personnel – a nurse, fisheries officer Completion exercises
Cleanliness
-Invite a nurse to talk to students about the importance of using clean water; diseases associated with contaminated water and/or fisheries officer re effect of pollution on fish life
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Sub-Topic:
Caring for the Environment
Concepts:
environment, care, responsibility, garbage, re-use, recycle, reduce
Generalizations:
Clean surroundings promote healthy living. Keeping the environment clean is our civic responsibility
Standard(s):
SS.K.12, SS.K.13
Competencies:
K.C.2, K.C.4, K.C.5
OBJECTIVES 1. Demonstrate care for the environment
CONTENT Care for the environment:
Discuss ways in which students help to clean at home and at school
-Cleanliness -at home; at school; in the community
List the different ways in which students help to keep the place clean
-Discuss the 3 R’s: Reduce, Re-use, Recycle
2. Demonstrate an appreciation for workers associated with keeping the environment clean
ACTIVITIES
-Consequences of not caring for the environment -sickness; unpleasant odours ;unpleasant appearance Garbage collectors
Discuss using pictures, videos and everyday examples how students can reduce waste and reuse and recycle waste material. Explain why these are important. Make environment officers badges for students and choose students to oversee the cleaning of the class and school
VALUES/ATTITUDES Cleanliness Care for the environment Cooperation Civic responsibility The importance of keeping a clean environment
Respect for those who Explain that people are employed to help work to keep the maintain a clean environment. Have students environment clean name some of these workers and identify them from pictures and describe their work
RESOURCES
ASSESSMENT
Peppa Pig: The 3”R’s” https://www.youtu be.com/watch?v= oxeo_whmOC0
Organize a clean-up afternoon in a section of the community and use checklists to grade students participation
The environment
Project on recycling Set up an area
Pictures of many different aspects of the environment Appropriate poems Pictures of workers
Games Teacher-made Worksheets e. g: Have students match names with the pictures of people who help to keep the streets clean
Street cleaners
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UNIT 1C: OUR CELEBRATIONS
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Sub-topic:
Times When We Celebrate
Concepts:
celebration, interaction, tradition.
Generalization(s):
People celebrate many holidays. People celebrate accomplishments, achievements and contributions. People use celebrations to transmit values, ideas, beliefs and traditions.
Standard(s):
SS.1.1, SS.1.10
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Recall why people celebrate festivals/ special events 2.Become aware of the significance of these celebrations 3. Identifying the time of year that the festival/event occurs 4.Explain why these festivals/events are celebrated in the federation
CONTENT Times when we celebrate /recognize special events: - Labour Day First Monday in May -Mother’s Day Second Sunday in May -Father’s Day Third Sunday in June -African Liberation Day May 26 -Whitsuntide Eighth Sunday after Easter
ACTIVITIES Revision Activity: Discuss with students why people celebrate and have them list the celebrations that they did in Terms One and Two. Make this activity as exciting as possible Read or listen to stories/accounts to find out why these days are celebrated Discuss what activities occur during the different celebrations listed in the content. Use videos and pictures to aid this discussion
VALUES/ATTITUDES
RESOURCES
Loyalty
Magazines
Pride
Pictures
Love
Information on African Liberation Day:
Respect Sharing Cooperation Tolerance Participation Patriotism
https://www.timea nddate.com/holida ys/world/africanliberation-day
ASSESSMENT Teacher-made Worksheets e.g.: Have students use symbols or colour the date on a calendar to identify celebrations -Make Mother’s Day and Father’s Day postcards
-Participate in class/school programs e.g Mother’s Day or Father’s Day programme
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Sub-topic:
Times When We Celebrate Cont’d
OBJECTIVES
CONTENT
ACTIVITIES
5. Explain the activities that take place during these celebrations
-Nevis Blues Festival First or second Weekend in April
6.Capture the spirit of understanding and cooperation in these celebrations
-St. Kitts Music Festival Last weekend in June
Have students identify ways in which they can participate in celebrations e.g. Give postcard or gift to parents for Mother’s Day and Father’s Day OR wear African style clothing for African Liberation Day
7. Identify ways in which they can participate in the celebrations/events 8.Compare and contrast the activities celebrated in the Federation (under the headings: Name of event, activities associated with each, and time celebrated)
-August Monday/Emancipation Day 1st August -Culturama First Monday in August
VALUES/ATTITUDES Loyalty
RESOURCES Magazines Pictures
Pride Videos of available celebrations Love
Resource person for African Liberation Day
ASSESSMENT Teacher-made worksheet e.g.: matching the activity associated with the various festivals Complete scrapbooks/ lap books of celebrations
Songs: Calypsoes Respect
Videos of available celebrations Nevis Masquerades 2015 https://www.youtube.com/wa tch?v=0ySWdFJa_g0 Nevis Culturama https://www.youtube.com/wa tch?v=nmfSn0gFPq8
Undertake simple projects: an exhibition with charts, postcards and other materials that students would have made or collected of the celebrations over the three terms
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UNIT 7: OUR FEDERATION
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OVERVIEW: As students continue to develop, they now appreciate that they are part of a wider community. They have an increased awareness that their nationality forms a part of their identity as citizens of St. Kitts and Nevis. Students were already introduced to St. Kitts and Nevis as a federation of two islands surrounded by the Caribbean Sea and separated by a narrow body of water, The Narrows. They are also aware that each island has a unique shape. Students will continue to develop the skill of identifying and tracing the shape of both islands while at the same time developing their sense of pride and belonging as citizens of their country. Sub-topic:
Our Islands
Concepts:
island, shape, twin-island, map.
Generalization(s):
Our islands can be shown on a map. Our islands are surrounded by a body of water known as the Caribbean Sea. Our islands have distinct shapes. Our two islands form a Federation.
Standard(s):
SS.1.14
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Recognize St. Kitts and Nevis by shape 2.Trace the shapes of St. Kitts and Nevis using a template
CONTENT Shapes of St. Kitts and Nevis Compare and contrast shapes of the islands Trace the shapes of the islands
ACTIVITIES
VALUES/ATTITUDES
Present maps of St. Kitts and Nevis and explain what they are showing.
Appreciation of where they live
Have students look at different pictures featuring the shape of the islands then describe their shape
Love of country
Create a jigsaw puzzle of each of the islands and have students practice the shapes by putting the puzzle together. Field Trip: take students to the Bay front (Nevis) to see both islands at once
RESOURCES
ASSESSMENT
Maps of St. Kitts Teacher-made and Nevis Worksheets e.g. Identify the islands by Magazines e.g. circling or shading The Visitor Trace an outline map Charts with of St. Kitts and Nevis shapes of island and label Game: Complete jigsaw puzzle to show shapes of the islands 49 | P a g e
SUB-TOPIC:
Our Islands Cont’d
OBJECTIVES
CONTENT
3.Locate the Caribbean Sea on a map by placing a symbol where it is located
Location of the Caribbean Sea
4. Identify the types of transportation use to travel between St. Kitts and Nevis
ACTIVITIES Discuss the colour blue used on the map and emphasize that our islands are surrounded by water called the Caribbean Sea
Types of transport and the reason why they are used
Discuss forms of transport and why they use those forms to travel between the islands.
-Boat -Airplanes
Look at pictures and videos of boats/airplanes travelling to Nevis Have students relay their experiences travelling between the islands
5.Name and identify on a map of St. Kitts or Nevis the Parish where they live and the Parish where their school is located
Discuss that the islands are divided into the parishes Let students practice locating the parishes where they live and where the school is located using directional terms and key/legend
Look at the map of the islands and show students the parishes. State briefly what a parish is Show students on map the parish in which they live and where the school is located. Let them practice locating them. Encourage the use of directional terms and key/legend
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Love for Country
Pictures of boats airplanes
Colour around the islands to highlight Caribbean Sea
Loyalty to country
Travelling between the islands Boat https://www.youtube .com/watch?v=ACD 5Gc6YJVg Airplane https://www.youtube .com/watch?v=g7P4 sg0Sva8
Matching exercise: examples and nonexamples of types of transport used to travel between islands
Locate their school and the parish that they live in using key/legend Match places to parish
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Sub-Topic:
Our National Symbols
Concepts:
national symbol, respect, citizens
Generalization(s):
Our national symbols help to foster a sense of pride and belonging to our country. People should demonstrate respect for our national symbols.
Standards
SS.1.1, SS.1.10
Competencies
1.C.1, 1.C.2, 1.C.3, 1.C.4, 1.C.5
OBJECTIVES 1. Identify one's nationality. . 2. Identify and label our national symbols. 3.Become aware of the significance of national symbols 4. Demonstrate respect for our national symbols 5. Demonstrate national pride
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
National Symbols - Flag - Anthem - Flower - Coat of Arms - National Bird
Have students identify and label national symbols
Patriotism
-Have students observe pictures of national symbols and describe them in their own words
The right to nationality
-Significance of colours and symbols in the national Flag
-Explain what the different colours and symbols mean
Showing respect for national symbols e.g. -Posture for the National Anthem -Treatment of the flag
-Tell the different places where they have seen our national symbols -Discuss why the country has symbols -Have students practise proper posture for the singing/playing of the National Anthem -Discuss how the flag should be flown, disposed of etc.
Respect Love Appreciation
RESOURCES
ASSESSMENT
Pictures of Sentence National Symbols completion and closed passages -Booklet, "How we are Identify national governed". symbols from among other national symbols A National Flag Create scrapbook or lap book with the national symbols Checklists /Observation
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UNIT 8: THE WORLD
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OVERVIEW: As students’ view of their environment continues to expand they can appreciate that they live in a larger environment –the world. The aim of this unit to provide an understanding of the physical composition of the earth. Sub-Topic:
The Earth
Concepts:
sphere, half, equator
Generalization(s):
The equator divides the earth in halves. The globe is a model of the earth.
Standard(s):
SS.1.10, SS.1.14
Competencies:
1.C.1, 1.C.2, 1.C.3, 1.C.4
OBJECTIVES 1.Identify the equator on a globe 2.Locate the position of the equator on a Map of the world
CONTENT
SUGGESTED ACTIVITIES
Equator
Use a globe to revise the shape of the earth
-Definition of Equator
Present a grapefruit or orange alongside the globe and compare shapes. Divide the fruit in half
-Location of The Equator on a world map
3.Locate the continents of North America and South America on a world map by placing a symbol where they are located
Continent
4.Identify the Caribbean sea in relation to the continents
Caribbean Sea
-Definition of continent - Location of North and South America
-Locate Caribbean Sea on World Map
Explain that the line that divides the world in halves is called the equator. Locate the equator on the globe. Explain the concept of continents using the World Map. Discuss the continents of North and South America. Use directional terms and key/legend to show equator, North and South America, Caribbean Sea
VALUES/ATTITUDES Appreciation of the earth on which they live
RESOURCES Globe A round fruit Blank world map Flashcards equator, continent , North America , South America , Caribbean Sea
ASSESSMENT Unscramble letters to make words associated with the shape Fill in the equator on a blank circle representing the earth. Simple project: Make a model of the earth Locate the places using key/legend
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GLOSSARY
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GLOSSARY OF TERMS
K-3
Address:
The number of the house where you live as well as the name of the street and the village or town
Americas:
North America, South America and the Caribbean together
Amerindian:
The people living in the Americas before the Europeans arrived
Ancestors:
The people from whom we descended (can trace our family)
Archipelago:
A group of islands that are fairly close to one another
Atmosphere:
The layer of air that surrounds the earth
Authority:
The power to tell other people what to do
Basic needs:
Things are needed for living and survival. (e.g. food, clothing, shelter, education, health care)
Belief:
The thought that something is right or true
Body:
All the parts the make up a person or animal, from their head to feet
Boundary:
A line that marks the point that you cannot or should not pass.
Bridge:
A structure built over a river or road so that vehicles and people can cross
Bust:
A sculpture of a person’s head, shoulders and chest
Capital:
The main town of a country
Cardinal points:
The points of the Compass: North, South, East, and West
Care:
1. To be concerned about and interested in someone or something 2. To look after a person, animal or thing
Celebrate/ Celebration:
A time when people do joyful things to remember a special event
Change:
To make someone or something different
Chore:
The everyday work around a house e.g washing the dishes, making your bed
Citizens:
The people who live in or belong to a country 55 | P a g e
Citizenship:
The right to live in a country as a citizen
Coast:
The seashore and the land close to
Compass:
An instrument used for showing direction
Compass rose:
A symbol on a map indicating direction
Communication:
The exchange of useful information usually by talking or writing
Community:
A group of people who live in one place
Community festival:
A festival that is celebrated by a community and centering on some specific aspect of that community
Choice:
The act of picking or deciding one's favorite or the best between two or more things
Continent:
A very large area of land such as Africa and Asia
Conflict:
A serious disagreement or argument
Consequences:
The results or effects of an action or condition
Conserve/Conservation:
To use or manage something wisely, to make something last as long as possible
Control:
The power to make someone or something do what you want
Cooperation:
Working together to get things done
Country:
A land with its own name, government, and flag
Courteous:
Friendly and polite towards other people
Courtesies:
Things that you say or do to be polite
Culture:
The way of life of people
Custom:
The usual way of behaving or doing something
Customs duty:
A tax that is paid when a country imports goods from another country (and sometimes when a country exports goods to another country)
Customs Officers:
Officials who inspect goods being taken into or out of a country 56 | P a g e
Danger:
The possibility that something bad might happen to harm/hurt or kill someone
Departure tax:
A fee charged by a country when a person is leaving the country
Different/Difference:
When one thing or person is not the same in any way
Direction:
The way someone or something is going
Elderly:
A person who is old or aging
Emotions:
A strong feeling e.g love, fear
Environment:
The land, water and air around us
Environment tax:
A fee charged by a country on products that are harmful to the environment
Ethnic group:
A group of families who share the same ancestors
Equator:
The imaginary line around the middle of the earth dividing the northern hemisphere and the southern hemisphere
Export:
To sell goods to another country
Exports:
Goods that one country sells to another
Extended Family:
Family group that is made up of parent(s), children and close relatives such as grandmother, aunts, uncles and cousins.
Family:
A group of people living together who are related to each other (by blood, marriage or adoption)
Family Tree:
A diagram showing how people in a family are related to each other
Fauna:
All the animals in the environment
Feature:
An important or noticeable part of something
Feelings:
The things that might embarrass, offend, or upset a person
Female:
Someone who is a girl or woman
Festival:
A time of celebration, entertainment, or series of performances of a certain kind, often held at set times
Flora:
The plant life in the environment 57 | P a g e
Friend:
Someone who you know and like, and who likes you too
Garbage:
Anything that you have no use for
Gender:
Being either male or female
General Election:
A time when every adult can vote for the country’s leaders
Generation:
All of the people born and living at about the same time
Globe:
A ball with a map of the world on it
Goods:
Things which can be bought and sold
Good citizenship:
When a person does what is expected of them as citizens of a country e.g. obeying the laws of the land
Good manners:
When a person behaves very politely e.g. saying please, excuse, thank you
Government:
The group of people who are in charge of a country
Governor –General:
The name given to the leader of the Government
Grid:
A system of vertical and horizontal lines on a map
Grid reference:
A map showing location in terms of a system of vertical and horizontal grid lines identified by numbers or letters.
Grid square:
A pattern of vertical and horizontal lines that cross over each other, forming squares
Grooming:
Making oneself neat and tidy
Group:
A number of people that belong together in some way
Habitat:
The natural homes of plants and animals
Harbour:
A place where ships and boat can shelter or unload
Healthy:
1. Someone who is healthy is well and strong and is not sick often 2. Something that is healthy is good for you to keep you well and strong and free from sickness
Healthy choices:
Choosing to eat foods that would keep you well and strong e.g. fruits, vegetables
Hemisphere:
A half of the earth 58 | P a g e
History:
Events and records of the past
Home:
The place where people or animals live
Honest/Honesty:
Not stealing, cheating or telling lies so people can believe what you say
Horizontal:
Across
House:
A building where people live
Household waste:
Solid waste comprising of garbage and rubbish that come from people’s homes
Human Rights:
The rights you have simply because you are human.
Hurricane:
A storm with very strong and fast moving winds
Hygiene:
The state of being clean and free of germs
Identity:
The things that make you who you are
Immigration Officers:
Officials who check on people entering the country
Import:
To buy goods from another country
Imports:
Goods that one country buys from another
Industrial waste:
The waste produced during the manufacturing process
Interaction:
When two persons or things have an effect on each other
Interdependence:
When persons or things need each other to survive
Institutional family:
A family that lives in an institution like an orphanage (Children’s Home) or a remand centre (New Horizons)
Island:
A piece of land surrounded by water
Jetty:
A wide stone wall or wooden platform at the edge of the sea or river where boats can be attached
Job:
The work that someone does to make money
Key:
The part of a map showing what the symbols mean
Kindness:
Behaving in a caring and helpful way towards other people
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Lake:
A large area of fresh water surrounded by land
Landfill:
A place to dispose of refuse and other waste material by burying it and covering it over with soil
Landscape:
Everything you can see when you look across an area of land
Leader:
Someone who is in charge of a group of people or country
Leadership:
The activity of leading a group of people or an organization in achieving its goals.
Legend:
A section of the map that explains the meaning of the symbols used
Living things:
The things in the environment that breathe, feed, grow and reproduce
Location:
The place where something or someone is
Loyalty:
The support that you always give to someone or something because of your feelings of love or duty towards them
Male:
Someone who is a boy or man
Manners:
How people behave with other people
Man-made:
All the things in the environment things in the world that people made or change
Manufacture:
The making of goods in large amounts using human labour or a machinery in a factory
Map:
A drawing of part or all of the earth’s surface as if you were looking down on it
Ministers:
Leaders of a country’s Government
Motto:
A short sentence or phrase expressing the spirit or purpose of an institution
Mountain:
A very high part of the earth’s surface
Name:
A word that you use to identify a person, animal, place or thing
Nation:
A country that governs itself
Nation Builder:
A person who has done some good work to make their country better
National Hero:
A person who receives a very important award from the government for their good work they do for their country 60 | P a g e
National monument:
A historic site set aside by a national government and kept for public use.
National Pride:
The feeling of being very pleased as a citizen of one’s country
National symbols:
Things that represent a country and have a special meaning for the people of the country
Nature/ Natural:
All the animals, plants and other things in the world that people did not make or change
Natural landscape:
Everything you can see when you look across an area of land that people did not make or change e.g. mountains, rivers, valleys.
Need:
A thing which people must have in order to live
Neighbourhood:
The area that you live in
Non-renewable resource:
Things that cannot be replaced once they have been used up
North Pole:
The most northerly part of the earth
Nuclear Family:
A family that is made up of mother, father and children alone
Obedience:
Doing what you are told to do
Ocean:
A large area of salt water
Parish:
An area in St. Kitts and Nevis that is served by and named after the Anglican Church in that area
Patriotism:
The act of loving your own country and being very loyal to it
People:
A particular community or nation
Physical feature:
A natural part or characteristics of the environment such as mountains, oceans, rivers and plains
Pictogram:
A chart that uses pictures to represent (show) other things
Pier:
A large structure at the seaside with a platform built from the shore out into the sea that people can walk along
Plain:
A large flat area of land with very few trees
Planets:
A large mass that revolves around a star, such as one of the celestial bodies moving around the sun
Pole:
One of the furthest points north and south of the earth
Pollute/Pollution:
When dirty or dangerous things are added to the environment (air, water, land) making it spoiled or dirty 61 | P a g e
Pond:
A small area of water surrounded by land
Pride:
A feeling of being very pleased with yourself or with someone else who has done well
Production:
The process of making or growing something in large amounts
Private transportation:
Transportation service which is not available for use by the general public.
Property:
All the things that belong to someone
Public transportation:
Forms of transportation that charge set fares, run on fixed routes, and are available to the public.
Race:
A large group of people who look alike in some way
Recycle:
To reuse material and make it into something else so that it can be used again
Reduce:
To use fewer resources and produce less waste
Relationship:
The way members of the same family are linked
Remembrance Day:
The day we celebrate the people who died fighting for our country in the wars. (Celebrated on the Sunday closest to November 11th).
Renewable resources:
Natural resources like plants and animals that can be replaced
Resource:
A thing that is useful to people
Respect:
To be thoughtful of and caring of another person
Responsibility:
Something that a person is in charge of and must take the blame if it goes wrong
Re-use:
To use things again and again, or we pass them to other people to reuse
Rights:
Things to which you are entitled or allowed; freedoms that are guaranteed.
River:
A large continuous stretch of fresh water flowing in a channel across land
Role:
Part played by a person in a particular situation or activity
Routine:
The usual way or order in which you do things
Rules:
Instructions that tell you what you must do or must not do
Safety:
Being free from danger 62 | P a g e
Safety measures:
Ways of making sure people are safe
Satellite:
A machine that is sent into space to receive and send back information
School:
A place where people go to learn
Sea:
A very large area of salt water.
Self-concept:
The way in which you think about yourself and the way in which you see yourself as a person
Self-control:
The ability to stop yourself from doing things you want to do but that might not be in your best interest
Service:
Something which a person can do to help others e.g. nursing
Sex:
Being either male or female
Shape:
The outline of something or the way it looks
Sharing:
To split something between two or more persons or to allow two or more persons to use the same thing at once
Shelter:
A place that protects people from danger or from the weather
Sibling Family:
A family with just the children living together an adult brother or sister is in charge of the household
Similar/Similarity:
When one thing or person is like another in some ways but they are not exactly the same
Sign:
A mark or shape that has a special meeting
Single-parent Family:
A family that is made up mother and children alone or father and children alone
Socialization:
The process of learning to behave in a way that is acceptable to society.
South Pole:
The most southerly part of the earth
Solid waste:
Unwanted solid materials such as garbage, paper and plastics
Sphere:
Round ball shape
Stranger:
A person who you do not know
Street:
A road in a village or town
Symbol:
A small picture or letter which stands for a particular thing or idea
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Technology:
The use of scientific ideas to overcome problems
Tolerance:
To put up with (accept) the way other people behave and what they say even when you do not agree with them.
Town:
A place that is bigger and have more services than a village
Tradition:
A custom or belief passed down from one generation to the next
Transport/Transportation: 1. Ways of carrying people, animals or things from one place to another 2. Different types of vehicles such as buses, cars, boat, airplane Transportation centre:
A place where journeys begin or end such as a harbour, airport or station
Uniform:
Clothing that goes with a particular job
Unsung hero:
One who does great deeds but is not given the attention and praise that is deserved for them
Valley:
A line of low land between hills or mountains
Values:
Beliefs of a person or group of people that are very important and useful to them
Vertical:
Upright
Village:
A group of houses and other buildings in the countryside
Want:
A thing which people would like to have, but do not need in order to live
Waste:
Rubbish or other material that is no longer wanted
Water-cycle:
The way that water moves between being water vapor (evaporation) to liquid water (condensation) and then back to water vapor(evaporation)
Weather:
The rain, wind, snow and sunshine at a particular time or place
Whitsuntide:
The seventh Sunday (50) days after Easter when Christians celebrate the coming of the Holy Spirit after Jesus was taken up into heaven.
Worker:
A person who does a job and normally earns money
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GLOSSARY ACTIVITY Suggested activities for helping students retain content specific vocabulary: Model the use of the terminology in meaningful contexts as often as possible Encourage student use of vocabulary by: Praising students who use content vocabulary when giving responses Challenging students to find appropriate uses of content vocabulary in and written form Recycle previously used words to keep them in the students’ memory bank Post content vocabulary words with a diagram to denote meaning on a bulletin board or wall so students will have a ready reference for words they might need to read and be able to comprehend Have students make picture dictionaries Complete word searches and puzzles
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APPENDICES
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APPENDIX I ESSENTIAL SKILLS FOR SOCIAL STUDIES LEARNING SKILLS RELATED TO INTERPERSONAL RELATIONSHIPS AND SOCIAL PARTICIPATION
GRADE 1
-
recognize the mutual relationship between human beings in satisfying one another's needs
-
show respect to everyone
-
be courteous
-
show tolerance for people who are different
-
accept responsibility
-
respect the rights and property of others
-
adjust behaviour to fit dynamics of various groups and situations
-
participate in group work
-
cooperate in a group
-
participate in making rules
-
accept and fulfill social responsibilities associated with citizenship
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SKILLS RELATED TO ORGANIZING AND USING INFORMATION
GRADE 1
Classifying Information - group data in categories according to appropriate criteria
-
place things and events in proper sequence : order of occurrence : order of importance Interpret Information - identify similarities
-
identify differences
-
compare and contrast data
Analyze Information - examine relationships between and among concepts and topics
Summarize Information - restate major points or ideas on a topic
-
extract information from illustrative material
Synthesize Information - present data in a variety of ways e.g. scrapbooks and simple projects
Evaluate Information - determine whether or not information is relevant to a situation or topic
Decision-making - make decisions based on data obtained
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REFERENCE AND INFORMATION - SEARCH SKILLS
GRADE 1
Special References - gather information from calendars or almanacs
-
gather information from magazines, television, radios and videotapes
Maps, Globes, Graphics - express relative location
-
orient a map and note directions
-
locate places on maps and globe
-
interpret map symbols and visualize what they mean
-
identify the difference between a model and a map of the place
-
locate objects in the classroom
-
sketch a plan of the classroom
-
sketch a plan of the school and community
-
locate objects and places using simple grid references
-
follow a simple route
-
interpret pictographs
-
interpret circle graphs and bar graphs
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SKILLS RELATED TO ACQUIRING INFORMATION
GRADE 1
Comprehension -
read to get literal meaning
-
use picture clues and labels to aid comprehension
-
read various forms of printed material e.g. posters, magazines and signs
Vocabulary -
recognize and understand some Social Studies terminology
Study Skills -
use the community as a resource
-
listen for information
-
follow directions
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UNITS
Locate the equator on a globe
Read information from pictures
Create a map key or legend
Make a map
Make a model of classroom / school
Give simple directions
Read information from bar charts and divided circles
Show information on a map
Collect information
Construct a family tree
Make posters using pictures
APPENDIX 11
A FRAMEWORK OF PRACTICAL SKILLS GRADE ONE
OUR BASIC NEEDS
MY FAMILY
MY SCHOOL
SOCIAL EDUCATION
OUR ENVIRONMENT
CELEBRATIONS
OUR FEDERATION
THE WORLD 71 | P a g e
APPENDIX III A SKILLS CHECKLIST UNIT : …………………………….. ASSESSMENT CHART
PUPILS’ NAMES
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APPENDIX IV PUPIL -EVALUATION PUPIL PROFILE SHEET UNIT : ………………………………………….
Pupil Name ……………………………………….. After completing this unit you should be able to do the following: KNOWLEDGE AND UNDERSTANDING Understand and use the following terms and concepts:
YES
NO
1 __________________________________________________________________________________ 2 __________________________________________________________________________________ 3 __________________________________________________________________________________ 4 __________________________________________________________________________________ SKILLS Understand and use the following skills: 1 __________________________________________________________________________________ 2 __________________________________________________________________________________ 3 __________________________________________________________________________________ 4 __________________________________________________________________________________ VALUES Understand and practice the following values: 1 __________________________________________________________________________________ 2 __________________________________________________________________________________ 3 __________________________________________________________________________________ 4 __________________________________________________________________________________ 73 | P a g e
APPENDIX V ABOUT TEACHING… Students learn by… listening reading watching doing
thinking creating researching developing
interacting questioning ___________________ ___________________
Don’t limit your program to only those students who learn best by listening.
Provide opportunities for students to learn through… questioning participating creating
drawing discussing observing
discovering ____________________ ____________________
In an hour program you can’t DO IT ALL. But keep in mind, if you utilize only one teaching style, you will reach only one learning style of student.
Variety is essential. Do something different in your program.
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APPENDIX VI BUILDING MEANINGS PURPOSE:
To provide visual and oral experiences which allow students to make connections among concepts and Social Studies terminology.
MATERIALS NEEDED:
Relevant texts, pictures, sentences and/or paragraphs with words used in context. Sample Web Diagram.
ACTIVITIES 1.
Display a word on chalkboard and show students how web or map meanings or associations you think of. For example:
Basic Needs
Water Shelter
Clothing
Food
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2.
Display two or three words you want students to explore. Ask students to web the word assigned to them. N.B. Distribute words so that each child does not have the same word.
3.
Observe students’ webs.
4.
Group students with the same words. Select readings from a text or provide a paragraph and ask students to read and compare their webs. Have students create a group web to present their interpretation of the word. Each group will choose a recorder and a presenter.
5.
After presentations, add pictures to each web to clarify and reinforce students’ understanding of words. With some students, the teacher many have to make a comparison.
6.
Have students write their own explanation for each word.
KEY IDEA – Students used several sources to build meaning: themselves, classmates, teacher, reading, pictures.
Courtesy: Sharon Rattan Social Studies Coordinator August 2003
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APPENDIX VII Use this checklist to assess your planning! INTRODUCTORY ACTIVITIES Observing, Recalling, Interpreting, Hypothesizing _____ Arrange a display _____ Link to past unit _____ Suggest a topic _____ Pre-assess content _____ Show new book(s)
_____ _____ _____ _____
Pose questions Elicit questions Elicit hypotheses Present an unfinished sentence, chart, time line, map, or story
_____ _____ _____ _____ _____
Use a current event Use a resource person Show film without sound Show film without sound Discuss a dilemma
DEVELOPING ACTIVITIES Intake and Data-Gathering Activities: Observing, Recalling, Interpreting _____ _____ _____ _____ _____ _____ _____
Read Listen Observe Ask Use maps Interview Do a survey
_____ _____ _____ _____ _____ _____ _____
Take a poll Keep records Use tables Take notes Outline Make collections Take a field trips
_____ Use graphs _____ Use indexes, tables of contents headings, subheadings _____ Use library _____ Use data bases _____ Use learning centres
Organizing and Summarizing Activities: Comparing, Classifying, Generalizing _____ _____ _____ _____ _____
Find main ideas Answer questions Test hypotheses Group items Tape-record
_____ _____ _____ _____ _____
Complete time lines Outline Diagram Chart Graph
_____ _____ _____ _____ _____
Summarize Complete contracts Complete outline maps Make data base cards Use learning centers
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Application Activities: Inferring, Analyzing, Synthesizing, Hypothesizing, Predicting _____ _____ _____ _____ _____ _____
Make maps Make graphs Make charts Make checklists Make time lines Conclude
_____ Reclassify _____ Judge _____ Predict _____ Report _____ Demonstrate _____ Take roles
_____ Make plans _____ Debate _____ Participate in forums, panel discussions and action projects _____ Simulate
_____ Take a field trip _____ Have a panel discussion _____ Complete booklets
_____ Discuss ways to improve _____ Use charts, tests, and checklists _____ Relate to next unit
CONCLUDING ACTIVITIES Generalizing, Analyzing, Synthesizing, Evaluation _____ _____ _____ _____ _____
State main ideas Share projects Have a quiz program Review objectives Put on a program
Courtesy :
SOCIAL STUDIES FOR CHILDREN A Guide to Basic Instruction Eleventh Edition by John Michaelis and Jesus Garcia Allyn and Bacon 1992
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Sample Lesson Plans
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Lesson 1 Subject: Topic: Grade: Age: No. of. Students: No. of. Boys: No. of. Girls: Ability level : Time:
Social Studies Our Basic Needs One 6-7 years Twenty Eleven Nine Mixed 40 minutes
Objectives: Knowledge: Having discussed the concept of our basic needs students should be able to explain why the concept is important on their own. Skill After students have become familiar with the concept of our basic needs, students should be able to identify things that are classified as basic needs, within two minutes. Attitude Students would willingly demonstrate how each of the basic needs is used. Previous Knowledge Students are familiar with things that they use every day. Higher Order Concept: Survival 80 | P a g e
Lower Order Concepts: Clothes Food Houses Water Higher order generalisation Basic needs are things that we use every day to survive. Lower order generalisation In St. Kitts and Nevis we use the basic needs everyday to survive. Instructional Materials Food items Pieces of clothing Water Example of a home Charts Exit cards Teaching Strategy Inductive Discovery Social Studies Processes Reinforcement of Concepts Introduction Story: Going to the Beach 81 | P a g e
See Appendix A Teacher will read the story to students after which they will be asked to read it. Having read the story, the teacher will question students about it, to elicit the topic, the topic; Our Basic Needs will then be written on chalk board. Questions
How can Sally make her bag lighter? Expected Response: She can make her bag lighter by taking out some of her things. What kind of things would she take out? Expected Response: Things that she doesn’t need. What kind of things will she leave in her bag? Expected Response: Things that she need. Teacher will elicit the name given to things that we need after which the topic will be presented on board. Topic; Our Basic Needs
Development Step 1 Teacher will pretend that she went to the store by showing a shopping bag with items. Items will include, water, bread and clothes. Students will then be asked to name some of the items that may be in the bag after being told only things that I need are in the bag. Teacher will then question students about the items to elicit why they are important. Questions Why do you think I went to buy these things? Expected Response: You went to buy them because you need them. What will I do with these things? Expected Response: You are going to use them. How will I use them? Expected Responses: To eat, bathe, cook, drink etc. What May happen if you don’t have the things you need? Expected Response: You may die. Why are the basic needs important? Expected Response: They are important because they help us to live/survive. 82 | P a g e
Step 2 Teacher will present examples and non-examples of our basic needs such as, cell phones, bread, and model of a house. Students will be asked to identify examples of the basic needs by labelling each one identified as a basic need with the word need. Things that are not labelled will be identified as things that we do not need. Step 3 Students will demonstrate the use of each basic need item such as a house of which they will enter to show that we live in it, food, to show that we eat it, clothes to show that we wear it and water to show that we drink it. Closure: Have students create a concept map about the basic needs. Exit Cards: bread, chicken, macaroni, rice, beans, fish, television, cell phone, toy truck
Our Basic Needs
Evaluation: ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ 83 | P a g e
Lesson 2 Subject: Social Studies Topic: Our Basic Needs Sub Topic: Sources of Food Grade: One Age: 6-7 years No. of. Students: Twenty No. of. Boys: Eleven No. of. Girls: Nine Ability of Students: Mixed Time: 35-minutes Objectives: Knowledge: Having observed where food comes from students should be able to explain that food comes from plants and animals without help from their teacher. Skill Having explained where food comes from, students should be able to categorise food from plants and foods made from an animal within 2 minutes. Attitude Students should be able to willingly name their favourite food.
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Higher Order Concept Hunger Survival Lower Order Concept Rice Chicken Higher order generalisation Basic needs are things that we use every day to survive. Lower order generalisation In St. Kitts and Nevis we use the basic needs everyday to survive. Previous Knowledge Students eat foods that are made from plants and foods made from animals. Instructional Materials Chart Flash cards Teaching Strategy Discussion 85 | P a g e
Social Studies Processes Problem solving Introduction Restaurant Setting: table cloth, knives, plates and napkins Teacher will prepare the class as a restaurant setting. Students will then observe the setting. Teacher will question students to elicit what it is trying to depict. Questions Have you seen any place in town that looks like the class? Expected Response: Yes, a restaurant. What does a restaurant provide? Expected Response: food What do you think we will be talking about today? Expected Response: Food The topic will be written on board after which teacher will distribute menus and allow students to tell what they would order from the restaurant. Teacher will write their responses on the chalk board for later use. Development Step 1 Having made their choice from the menus, teacher will have students observe the words written on chalk board. Students will be encouraged to read these words. (Words from menu, rice chicken macaroni, fish etc.)Teacher will discuss with students where these 86 | P a g e
foods come from and why they are important. Having elicited where food comes from teacher will have students observe pictures of different plants and animals. Questions 1. Who made these foods? Expected Response: People 2. What did they use to make the named foods? Expected Response: plants and animals Step2 After students are sensitized to the sources of food, students will use pictures of food items presented by teacher to categorise into two groups. Example of foods (macaroni, cheese, rice, fruit, egg, cheese and fish) the first group will be labelled food from animals and the second group will be labelled food from plants. Students will be selected to stick pictures where they belong, on the chart of an animal (the cow) or on the plant. Have students identify the animal or plant if possible that provides us with these foods. Step3 Having categorised foods students will identify the foods they like best, whether from animals or plants. Students will sample food items presented by the teacher. Closure: Have students create a concept map on food from plants. Exit Cards: bread, chicken, macaroni, rice, beans, fish
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Food from Plants
Application Write the name of two foods that come from plants and two foods that come from animals: Plants
animals
Evaluation: ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________
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Lesson 3 Subject: Social Studies Topic: Our Basic Needs Sub Topic: The Importance of Clothes Grade: One Age: 6-7years Ability of students: Mixed Time: 35-minutes Objectives: Knowledge Having discussed the importance of clothes students should be able to explain how the climate determines what type of clothes will be worn without the aid of a chart. Skill Having observed the different reasons why clothes are worn students should be able to categorise clothes according to the natural elements observed within 2minutes. Attitude Students will willingly try on clothing to show when they are worn. Higher order concepts: Protection Lower order concepts: Clothes 89 | P a g e
Higher order generalisation Clothes are worn to cover and protect and cover our bodies. Lower order generalisation In St. Kitts and Nevis we wear clothes to protect our bodies. Previous Knowledge Clothes are a part of student’s everyday life. Instructional Materials Pieces of cloth Clothing Pictures of clothes Pictures of people in different climate Teaching Strategy Critical thinking Social Studies Processes Introduction Poem: Rainy Day see appendix B Teacher will present poem on chart. Students will listen as it is read by the teacher; students will then read the poem on their own. Having read the poem rainy day, students will identify the clothing that can be worn to protect our bodies from the rain. Teacher will then question students to elicit the topic.
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Questions 1. What is the poem talking about? Expected Response: Rain 2. What can we wear to keep our body from getting wet? Expected Response: Raincoat, boots etc 3. Why do we wear them? Expected Response: To keep us from getting sick 4. What do you think we will be talking about today? Expected Response: We are going to be talking about clothes. Development Step 1 Students will view a sequential picture of a little girl who had to walk home in the rain, the little girl got very sick because she did not wear the correct protective clothing. The teacher will elicit from the picture and story why clothes are important. Students will be questioned to help elicit the importance of wearing clothes. Questions 1. Why did the little girl get sick? Expected Response: She got sick because she walked home in the rain. 2. What could she have done to make sure she did not get sick? Expected Response: Do not walk in the rain. 3. What if she had to get home right away what else could she have done? Expected Response: Wear a raincoat. 4. What would the raincoat do? Expected Response: Protect her from the rain. 5. What do clothes do? Expected Response: They protect our bodies.
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Step 2 Students will observe pictures of different climate conditions such as snowy, windy and rainy. Students will then discuss how the particular types of weather shown make them feel (cold, hot), particularly their bodies. Students will then identify the clothes to match the weather conditions that will aid in making their bodies feel better. Teacher will allow students to feel different pieces of clothing to help them conceptualize how they protect our bodies. For example, a raincoat is made of plastic; the water will not soak through the plastic. Students will then label clothes by using the weather conditions to show when they should be worn. Questions 1. What are the pictures showing? Expected Response: Weather conditions 2. Which weather do you like best? Expected Response: students can name any type of weather 3. Why do you like best about that weather? Expected Response: any reasonable response 4. How does the other weather types make you feel? Expected Response: It makes us feel, cold, hot sick. 5. What can we do to make our bodies feel better for the weather that we don’t like? Expected Response: Wear different clothes to match the weather. Step 3 Students will willingly demonstrate by wearing clothes worn in different climate conditions. Teacher will have students parade around the class to show the weather they like best and the clothes that will be worn to protect our bodies from that type of weather. Closure Teacher will question students to summarise the lesson. 92 | P a g e
Questions 1. Why do wear clothes? Expected Response: We wear clothes to protect our bodies. 2. What type of clothes do we wear when it is raining? Expected Response: Raincoat, hat, boots 3. What will happen to us if we don’t wear clothes? Expected Response: We will get sick. Application See Appendix C Worksheet. Evaluation: ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________
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Lesson 4 Subject: Social Studies Topic: Our Basic Needs Sub Topic: Shelter Grade: one Age: 6-7years Ability level: Mixed Time: 35-minutes Objectives: Knowledge Having discussed the term shelter students should be able to explain why we need shelter without the aid of the teacher. Skill After discussing the importance of shelter, Students would list items used to construct houses made from wood, straw and bricks within two minutes. Attitude Students will propose which provides us with more safety wood or bricks homes. Higher order concepts: Safety Comfort Shelter Lower order concepts: House Nest 94 | P a g e
Higher order generalisation Shelter provides protection and comfort for us. Lower order generalisation In St. Kitts and Nevis we live in houses to keep us safe. Previous Knowledge Students have seen wooden and brick houses before. Instructional Materials Examples of houses Pictures of houses Sentence strips Teaching Strategy Discussion Social Studies Processes Problem solving Introduction Picture: Community Have students observe a picture of a community. After discussing the different places in the picture, students will identify the place that provides us with protection every day.
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Questions What is the picture showing? Expected Response: A community. What can we use in the community to keep us safe? Expected Response: Houses What word is given to houses? Expected Response: They provide us with Shelter Teacher will write topic on board. Development Step 1 Have students observe a birds nest, teacher will elicit why the bird made a nest for her chicks. Students will explain what will happen to the chick if it was not in the nest. Students will be taken outside to show where the bird keeps her nest. Teacher will then elicit the importance of shelter by questioning students. Questions 1. Why did the bird make a nest? Expected Response: To keep her chicks there. 2. Why would she want to keep her chick in a nest? Expected Response: To protect them from other animals. Step 2 Students will list the items that the bird used to make her nest. Teacher will have students’ brain storm to tell where the bird found the things to make the nest. Students will then observe pictures of houses and tell what was used to make them. Items will be listed as well. Students will share with the class the materials that can be used to make stronger houses.
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Step 3 Teacher will read the story of the three little pigs , having done so students will name the different houses that the pigs ran into, teacher will question students to elicit what these houses were made of after which they will give their view, by choosing the house in the story that provides the most protection . Closure Have students place the birds nest in a tree outside. Then have them about the importance of shelter. Application Draw a picture of a shelter; write one sentence that tells how it protect us. Evaluation ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________
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Lesson 5 Subject: Social Studies Topic: Our Basic Needs Sub Topic: Water Grade: One Age: 6-7years Ability level: Mixed Time: 35-minutes Objectives: Knowledge Having discussed the importance of water students should be able to explain why water is needed on their own. Skill After discussing why water is needed. Students will list five uses of water within two minutes. Attitude Students will name their favourite thing to do with water. Higher order concept: Survival Lower order concept: Water Higher order generalization: Water is used to help us survive. 98 | P a g e
Lower order generalization In St: Kitts and Nevis we use water every day to survive. Previous Knowledge Students use water every day to do simple task Instructional Materials Pictures Water Cups Teaching Strategy Decision Making Social Studies Processes Questioning Introduction Song: The Incy Wincy Spider (see appendix D) Have students sing the ‘Incy Wincy Spider’ song. Teacher will elicit from students what stopped the spider from going up the spout. Question What washed the spider out? Expected Response: The rain What is the rain used as? Expected Response: Water. Teacher will then elicit the topic ‘water’ after which it will be presented on chalkboard 99 | P a g e
Development Step1 Students will observe a picture of well. Teacher will elicit what is found in the well. Expected Response: Water. Students will then discuss why there is water in the well and what is done with the water in the well. Having discussed why there is water in the well and how it is used students would tell why water is important. Step 2 Have students observe pictures of how water is used on a watering can. (Cooking bathing, drinking and washing) Students will name the activity in each picture. Teacher will have students hang these pictures on a watering can Students will then give other examples of the uses water. Step 3 Students will role play to show how they use water by acting it out in front of the Class. Students who may choose to cook will use a pot to pretend that they are cooking of which water must enter first. Closure:
Give each child a glass of water; have them tell what they would do with it
Application Draw five uses of water.
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RESOURCE INFORMATION
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GRADE ONE
TOPIC Celebrations
TEXT 1. Here I Am – Hooray for Special Days (TRC) 2. My World Americans Celebrate (TRC) [modifications necessary]
Our Basic Needs
1. Here I Am Meeting Families p.14 (TRC) 2. My World People at Work p 78-81 (TRC)
My Family History
1. Here I Am – Meeting Families p 4-5, 10-11 (TRC) 2. People Together -Family Ties p 8-9 (TRC) 3. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) page( 6-12) 4. Albertin M et al; Caribbean Social Studies: Our Family, Home and School: Infant level 1, Heinemann UK, 1992. (Pages 2-5 ) 5. The World Around Us and My World MacMillan McGraw Hill publishers (TRC
My Family Composition
-Internet sites 1. Here I Am – Meeting Families p 10 -11 (TRC) 2. The World Around Us and My World MacMillan McGraw Hill publishers (TRC)
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GRADE ONE
TOPIC Location of my School
TEXT 1. Here I Am – Starting School p 10-13 (TRC) . 2. Albertin M et al; Caribbean Social Studies: Our Family, Home and School: Infant level 1 , Heinemann UK, 1992. (Page 10 ) 3. Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (pages 4-14) - Jennings T, Oxford International Primary Geography Bk 1, Workbook, Oxford 2015 (pages 4-14)
School Rules
1. Albertin M et al; Caribbean Social Studies: Our Family, Home and School: Infant level 1, Heinemann UK, 1992. (Pages 19-21 ) 2. Here I Am starting School p 16-17 (TRC) 3. My World We Belong (p 56-57) (TRC) -internet links to Lesson plan
The Games we play
My World We Belong p 48 –49 (TRC) -Internet links
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GRADE ONE
TOPIC Social Education
TEXT 1. Anthony F et al, Health and Family Life Education for Primary level, Students Book 1 MacMillan Education (pages 20-21) 4. Anthony F et al, Health and Family Life Education for Primary level, Activity Book 1 MacMillan Education (page 11)
-Internet Links Our Environment
1. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) page(50-55) 2. Anthony F et al, Health and Family Life Education for Primary level, Students Book 2 MacMillan Education (pages 50-63) 3. Anthony F et al, Health and Family Life Education for Primary level, Activity Book 2 MacMillan Education (page 26-31) 4. My World Our World p 104 – 107 (TRC) 5. Here I Am – Let’s Explore (TRC)
The World-The Earth
. Jennings T, Oxford International Primary Geography Bk 2, Oxford 2015 (pages 4-11; 30-34) 2. Jennings T, Oxford International Primary Geography Bk 2, Workbook, Oxford 2015 (page4-11; 30-34 -Internet links
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EMAIL ADDRESSES: Mrs. Harris
[email protected]
Ms. Richards
[email protected]
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