ST. KITTS AND NEVIS MINISTRY OF EDUCATION CURRICULUM DEVELOPMENT UNIT
PRIMARY SCHOOL INTERIM CURRICULUM SOCIAL STUDIES (GRADE TWO) SEPTEMBER 2017
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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 seven (7) Units: Celebrations, My School, My Neighbourhood and Community, Our Environment, Social Education, 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 • • •
Celebrations My School My Neighbourhood and Community
Term 2 • • •
Celebrations Social Education Our Environment
Term 3 • • •
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 2. The standards and competencies are found within a unit and are identified by codes. Example 1. Standard One is represented by SS.2.1: where SS refers to the subject discipline Social Studies, 2 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 2.C.1 where 2 denotes grade level, C refers to Competency and 1 refers to the specific competency to be demonstrated by the student.
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CURRICULUM STANDARDS AND COMPETENCIES
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Grade Two: Standards At the end of this grade level, students will be able to: Standard* Content SS.2.1 SS.2.2 SS.2.3 SS.2.4 SS.2.5 SS.2.6 SS.2.7 SS.2.8 SS.2.9 SS.2.10 SS.2.11 SS.2.12 SS.2.13 SS.2.14 SS.2.15 SS.2.16 SS.2.17
Demonstrate respect for national, regional and international ethnic cultural celebrations Demonstrate respect for authority Identify and explain different patterns of life across cultures Appreciate that individuals’ values and attitudes change over time Respect the human rights of others Recognize their human rights Demonstrate empathy Differentiate between a ‘right’ action and a ‘wrong’ action Construct interview schedules / questionnaires. Organize events and objects in chronological order and identify cause and effect relationships Use representations, terms and technologies to process information from a spatial perspective Predict outcomes based on factual information Identify a problem and work individually or in groups to solve it Examine choices made between scarce resources Understand how humans and the environment interact within the local community Display a sense of belonging to groups and institutions in the society Recognize the interdependence among various facets of the community
Grade Two: Competencies Competency Content 2. C.1 Function effectively as part of a group 2. C.2 Use a primary source to obtain data 2. C.3 Interpret a variety of graphic stimuli 2. C.4 Use decision making processes 2. C.5 Participate in responsible civic action
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UNIT 1A:
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 and international 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 a greater appreciation for the importance of celebrations in their lives
Sub-topic:
Celebrations all over the World
Concepts:
celebrations, tradition, similarity, difference, interaction.
Generalization:
People celebrate many holidays all over the world. People use celebrations to transmit values, ideas, beliefs and traditions.
Standard(s):
SS.2.1, SS.2.3, SS.2.10, SS.2.11
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1. Identify some celebrations of different people/ countries
Celebrations All over The world:
Caring
2. Explain why the festivals/events identified are celebrated
-Independence Day Celebrated on September 19
Present list of various celebrations from different countries. Explain that some holidays are celebrated by everyone in the world while others are celebrated by specific peoples/races/religions. Put those listed in categories. State when these celebrations take place and discuss what activities occur during these celebrations
-Respect for differences among people if different cultures
Celebrated on November 5
Read stories or watch videos about why these days are celebrated
-Sharing by being a part of these celebrations
-Remembrance Day Celebrated on the Sunday closest to November 11
Have students identify ways in which they can participate in celebrations
3. Identifying the time of year that the festival/event occurs 4. Identify the symbols /persons associated with these celebrations 10 | P a g e
-National heroes Day Celebrated on September 16
Divali - Celebrated on the 15th day of Kartika ( date varies in October/November) -Guy Fawkes( November 5)
VALUES/ATTITUDES
Tolerance An appreciation for and Loyalty to country -Pride for country
RESOURCES
ASSESSMENT
Chart with list of various celebrations worldwide
Teacher-made Worksheet e.g. Have students use symbols to mark the dates of international holidays on a blank calendar
Magazines/ Pictures Teacher made chart with differences and similarities among the different celebrations Videos of World War 1 https://www.youtube.com /watch?v=-Tv5gBa9DQs https://www.youtube.com /watch?v=0kV-6qVp98Q Resource persons
Make a display of the various festivals using pictures and labels
Sub-topic:
Celebrations all over the World
OBJECTIVES 5.Explain the activities that take place during these celebrations 6.Identify ways in which they can participate in the celebrations/events 7. Make simple comparisons between celebrations in St. Kitts-Nevis and other countries 8. Appreciate the spirit of understanding and cooperation in celebrations
CONTENT -Day to mark Crowning of Selassie Celebrated on November 11 -Christmas Day Celebrated on December 25 -Kwanza Celebrated from December 26 to January 1 -Boxing Day Celebrated on December 26 -New Year’s Day Celebrated on January 1
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Examine some celebrations in other countries e.g. Kwanza, Christmas and Diwali and compare why and how they are celebrated.
Cooperation with others
Videos of available celebrations example: National Heroes Day Celebrations
Make a dictionary of celebrations all over the world
If there are students of Indian descent in the class have them wear their traditional clothing and explain to the class how they celebrate divali or have a resource person of Indian descent make presentation to the class Categorize similarities and differences in the way different way people celebrate the same occasion. On a blank wall map of the world, show the different places which have unique celebrations. Use a symbol to show the celebration.
Exercising tolerance for other people’s opinions Participation in class discussions and activities
http://www.sknvibes.com/i slandfacts/sitepage.cfm?p =163 www.buckleysboyz.info
Patriotism
http://www.gov.kn/national -heroes-and-honours http://buckleysboyzlivi.we bs.com/nationalherosandn atinalh.htm Independence Parades https://www.youtube.com/ watch?v=XFjJIOUOgV8 Blank Wall Map of the World Places of interest: Cenotaph, National Heroes Park, Bust of National Heroes
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Undertake a simple project e.g. Collect pictures associated with different celebrations and make a scrapbook Prepare simple interview to ask parents about World War 1 (if they had anyone who lost their life during this war Role play activities associated with selected celebrations
Sub-Topic:
Times When We Celebrate Cont’d
OBJECTIVES 9. Compare and contrast the activities celebrated in the Federation and other places in the world 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
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
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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ASSESSMENT
Make a lap book with the different celebrations.
UNIT 2: MY SCHOOL
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OVERVIEW: As the students are better acquainted with the school environment this unit is aimed at reinforcing the importance of education, the various activities at the school and everybody’s role in the successful functioning of the school. The students will also sharpen their map skills in locating their school and other physical features at the school. At the end of this unit the students’ sense of pride and belonging to this noble institution should be strengthened as they continue to forge many meaningful relationships. Sub-Topic:
School Pride
Concepts:
loyalty, pride, identity, education
Generalization(s):
Everyone has a right to an education. At school students develop their identity and a sense of belonging. Students should display loyalty and pride in their school.
Standard(s):
SS.2.2, SS.2.5, SS.2.6, SS.2.8
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES 1.Demonstrate positive attitudes toward school 2. Demonstrate an appreciation of the elements of the school that helps to build their sense of pride and belonging
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CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Name of school -Discuss the history of the school's name, reasons for the name of the school and its significance
Elicit from students why they think that the name of the school is important. Brainstorm to arrive at reasons for the name of the school. Discuss
Love for and of school
The school uniform -Discuss why uniforms are worn. -Describe the components of the school uniform for boys and girls. (colour, style , crest) -Discuss how the uniform should be worn
Have students model or display pictures of school uniform and discuss
Loyalty to school
Demonstrate how uniform should be worn: show right way and wrong way to wear the
Pride in one’s school
A sense of belonging
Respect for the uniform
RESOURCES
ASSESSMENT
Resource person to talk about the school name
Undertake a simple project : Research on the history of the school's name
Chart with school rules with the rules regarding uniform highlighted Picture of school uniform Students as models (uniform)
Group activity: Have students make signs with the school name to be displayed Observation re wearing of uniform: Right way and wrong way of wearing the uniform
Sub-Topic: OBJECTIVES 3. Discuss ways in which they can demonstrate that they are proud of their school.
4. Recognize the importance of education in one's life
5. Explain the important connection between education and success in life
6. Discuss the link between being prepared for school and a good education
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School Pride CONTENT The school motto and school song -their meaning and importance -the words to the motto and song The school song
Discuss the importance of education Explain the students right to an education as outlined the UNESCO Rights of a Child Discuss the importance of bringing their tools to school: e.g pencils, rubber, sharpener, ruler, crayon, notebook, textbooks
SUGGESTED ACTIVITIES Have students repeat the school motto. Discuss its meaning and importance. Have students sing the school song and discuss the meaning of song. Highlight the main message of the song
Play the calypso by King Sparrow: ‘Education” Ask questions about why education is important from the calypso. ( You do not have to play the entire song) Then have students explain why school is important for them. Emphasize the importance of education in helping people to get jobs and also to function better in society Explain that each child has the right to be educated. Use UNESCO's child rights to emphasize that all over the world each child has a right to an education Discuss with students why they should always have their tools
VALUES/ATTITUDES Pride Loyalty Respect
The importance of education Commitment to school work Diligence
RESOURCES Charts with the School’s motto and song Resource person to talk about the motto and/or song
King Sparrow: Education https://www.youtube.c om/watch?v=kEVsAkn KnFU
ASSESSMENT Teacher-made Worksheet: Sentence completion on words to song and motto Make a dictionary of the key words in the song and motto Sing the school and recite the motto Simple project: have students come up with slogans emphasizing the importance of education Make a poster reflecting the importance of education
UNESCO Child Rights
Determination
Unscramble letters of the different occupations
Appropriate stories Preparedness
Use checklists to observe how prepared students are for school. ( Students who are always in compliance could be rewarded)
Sub-Topic:
People at School
Concepts:
cooperation, authority, respect, community.
Generalization(s):
It is necessary that everyone at school cooperates. A school is an important place in the community. Respect should be shown to everyone, no matter how menial their task.
Standards
SS.2.2, SS.2.5, SS.2.6, SS.2.8
Competencies
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES 1.Group the school personnel according to the roles they perform
2. Demonstrate respect for everyone at school
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CONTENT Occupations of people at school -Discuss the general roles of the following persons at the school and have students group them under : Administration, teaching staff, support staff, auxiliary/ ancillary staff : Principal, Deputy Principal, Classroom teachers, Guidance Counsellor, Librarian , Secretary, Traffic Warden Security guard Cooks (Hot meals), Lunch servers Janitors Grounds man Coach
SUGGESTED ACTIVITIES Discuss the work done by the various people. Help students to appreciate that each job is important. Develop a picture chart to show the different kinds of occupations at school Discuss that the workers can be placed under different groups. Discuss the following groups and their meaning with the students: Administration, teaching staff, support staff and auxiliary or ancillary staff. Have students practice placing the workers under the different groups. Differentiate between the ways in which they address different persons at school e.g. their teacher, their friends, other adults. Given situations, have students role play how they would show respect for and be polite to various persons.
VALUES/ATTITUDES
RESOURCES
Respect
The School
Politeness Understanding Kindness
Pictures portraying different occupations Resource persons to talk about their jobs Teacher made chart with grouping of workers
ASSESSMENT Teacher- made worksheet: Sentence Completion on the jobs done by the school personnel Matching workers under their correct grouping to which they belong Unscramble words with names of occupations Construct a pictograph to show the composition of school’s personnel Checklist/ observation of students demonstrating respect for workers Worker Appreciation Day: Students bring gifts or do something nice to show appreciation for the workers at the school
Sub-Topic:
Location of School
Concepts:
direction, map, key, route.
Generalization(s):
A map is a plan view of an area. Places can be located on maps. A key or legend helps us to read maps.
Standard(s):
SS.2.10, SS.2.11
Competencies
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1.Give the location of one's school using simple direction
Developing locational awareness using simple directional terms:
Revise simple directional terms e.g. next to, behind, in front, left and right etc. and have students describe the location of the school using the terms.
The School
-Discuss and practice using concepts of east and west in addition to the ones that thy are already familiar with ( next to, in front of, behind, above , below, close to, far, left , right .)
Introduce concepts of east and west and have students give the location of their school using those terms. Practice this until students could differentiate east from west
Paper and pencil
Take a walk around the school and the immediate community where it is located. Have students observe buildings and signs. Pay attention to the type, uses, relative size and location of the various buildings.
Scissors
2. Locate one's school in relation to other buildings in the community 3. Recognize that things and places can be located on a map 4. Locate one's school and other buildings on a simple map.
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The use of simple picture map -Interpreting a key/legend on a map to help locate places
Back in class: Have students describe what they noted on the walk; decide on symbols for buildings observed on the route
VALUES/ATTITUDES
RESOURCES
The Community
Manilla
Crayons Picture map
ASSESSMENT Teacher-Made Worksheets e.g. Answer questions based on a map of the immediate surroundings where the school is located
Unscramble words associated with direction Completion and/or true/false exercises to test direction. Game: Blindfold students and have them locate each other /objects using directional terms
Sub-Topic:
Location of School Cont’d
OBJECTIVES 5. Interpret and draw simple picture maps 6. Sketch route on a simple map 7. Make a model of the school and neighbourhood. 8. Write two or three simple sentences to describe the location one's school
CONTENT
SUGGESTED ACTIVITIES
Sketching routes to locate the school in relation to other buildings
Teacher guides students to sketch a map on the chalkboard, starting with the school, and locating other buildings in relation to the school.
Directional terms and the key / legend must be emphasized here
Have students create a floor map and make a key using symbols decided on. Complete it using symbols and a key/legend
VALUES/ATTITUDES
RESOURCES Teacher-made maps and plans Flashcards with symbols
ASSESSMENT Have students draw a simple map of a classroom or school using symbols, given a description. Include a key. Game of finding objects in and around by using the legend/key and directional terms Teacher-made Worksheet e.g. Answer questions on a simple plan of the classroom and school Teacher-made Worksheet e.g. Use a simple picture map and have students answer questions or make a key or legend Have students create a map of their school, classroom, bedroom or a room in the house and create a key/legend for it Sentence Completion: Describe the location of the school
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Sub-Topic:
Location within the Classroom using Simple Grids
Concepts:
location, grid, grid square,
Generalization:
Grid references can be used to locate places and things
Standard(s):
SS.2.10, SS.2.11
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES Locate objects using simple grid references
CONTENT Use of simple grid reference: -Shape , pattern, number of squares , letters are horizontal and numbers vertical -Purpose of using grids -Practice locating objects using grids
SUGGESTED ACTIVITIES Present a box with a simple grid of six squares (2 x 3) and have students describe the grid – shape, pattern, number of squares etc. e.g.
Appreciation of spatial distribution
RESOURCES Cardboard box Flashcards with numbers and letters Toys or objects
Explain that grid squares can be used to locate objects. Add letters and numbers and demonstrate how an object can be located. e.g. 1 2 A
B
C
In each add square a toy or object and have students locate them using the letters and numbers. Use a classroom plan with grid squares and have students locate objects in the classroom e.g. desk, chair. 19 | P a g e
VALUES/ATTITUDES
Plan of the classroom with grid squares using letters and numbers
ASSESSMENT Teacher-made Worksheets e.g. -Have students locate objects using letters and numbers Colour letter and number coordinates to form shapes or patterns Find objects in the classroom using a classroom plan with grid squares
Sub-Topic:
GETTING TO SCHOOL
Concepts:
transportation, different, safety.
Generalization(s):
Transportation plays an important role in our lives. There are many different kinds of transportation. We are alike and different.
Standard(s):
SS.2.3, SS.2.10, SS.2.11, SS.2.12
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES 1. Identify the different means of transportation people use 2. Construct and interpret a pictograph 3. Compare means of transportation used in other parts of the world
CONTENT Definition of transportation Means of Transportation - walking - use of cars, bus, bicycles etc. Pictogram -Why and how it is used -constructing a pictograph
SUGGESTED ACTIVITIES Discuss with students the different ways people get to school. List the responses. Take a survey of how many students use the different means of transportation listed Show students how to make a pictograph using the information collected from the survey and discuss the information which the pictograph reflects. NB: Use colour to make comprehension of the pictograph easier Class discussion on the reasons why they travel to school using different types of transportation
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VALUES/ATTITUDES
Choice
RESOURCES
ASSESSMENT
Posters /pictures of different means of transportation
Unscramble letters associated with different means of transportation
Letters made from manila paper or blocks
Label pictures using the words
Magazines Appropriate stories/ Teacher-made stories Globe
Construct a pictograph. Answer questions based on a pictograph Label and colour pictures of different means of transport
OBJECTIVES 4. Explain why different people use different types of transportation to go to school
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Reasons for the use of different types of transportation:
Show pictures or posters of different means of transportation in different parts of the world. Explain that in different places around the world people use different means of transportation
Appreciation of different circumstances
-closeness to the school -how much money your family has etc
Read stories about how other people use different means of transportation
5. Discuss some some safety rules when travelling on the road to school on the way to school
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Safety rules on the way to school: e.g -Walk on the right side of the road facing the traffic -Use sidewalks where necessary -Look before you cross the street -Use the pedestrian crossing -Wait for instructions from the crossing guard before crossing the street
Use the globe to show places identified where other means of transport are used Have students describe experiences they have had with other means of transport Demonstrate and practice the proper way to cross to street. Take them to the pedestrian crossing and have the crossing guard demonstrate it to them
Obeying rules
Cooperation
Responsibility
Safety
RESOURCES
ASSESSMENT
Teacher made chart with safety rules when travelling on the road
Teacher-made Worksheets: Sentence completion on the types of transport best used under different circumstances( rain, closeness to school etc)
Stories and videos on road safety
Make models of different types of transportation
Resource person: crossing guard
Classify different types of transportation Observation: Take students on a walk through the community and use a checklist to observe how well they practiced the safety signs
UNIT 3: MY NEIGHBOURHOOD and COMMUNITY
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OVERVIEW: At this stage the students can now appreciate that they are a part of a neighbourhood and wider community. At the end of this unit, students should be able to describe the community in which they live in terms of its physical and human elements. They will also examine the important relationships that exist within families and among members of the communities. As they explore these relationships they will be better able to appreciate the importance of interdependence in enabling people in their neighborhood and the wider community to meet their needs. Sub-Topic:
Describing the Neighbourhood/Community.
Concepts:
neighbourhood, community, natural landscape, environment.
Generalization:
A community consists of people, buildings, animals, plants and trees. A community is made up of neighbourhoods. People live, work and play in neighbourhoods and communities.
Standard(s):
SS.2.10, SS.2.11, SS.2.16
Competencies
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1. State the meanings of community and neighbourhood
Define terms: -Neighbourhood -Community (* Let them know that we use them interchangeably)
Present story, photo or video of a neighbourhood and community and through discussion have students arrive at a meaning. Teacher then gives definition
2. Describe one's neighbourhood and community by stating its main features
Composition of the Neighbourhood/ Community - Name/names of street - People - Buildings - Plants, trees - Animals
Play video “My Neighbourhood Song” by Barney. Have students note the things found in a neighbourhood from the song. List them. Discuss.
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VALUES/ATTITUDES Appreciation of the community
RESOURCES Concepts maps The neighbourhood The community
Plan and take field-trips around the neighbourhood of the school and the community. Have students observe and write about what they see Have students collect pictures of the various things observed and make a chart. For example, write the community in the centre and place the pictures around the word and label.
Teacher-made charts Video: My Neighbourhood song by Barney https://www.youtub e.com/watch?v=V0 CFTe3vHrc
ASSESSMENT Sentence Completion e.g. filling in the names of the neighbourhood and community. Write their address. Make a picture dictionary of words associated with observations made in the community
Sub-Topic: OBJECTIVES
Describing the Neighbourhood/Community cont’d CONTENT
3. Differentiate between Define concepts: natural and man-made -Natural features features -Man-made features -Give examples 4. Recognize parts of the natural and manmade landscape of one's neighbourhood and community
Identify features of the natural landscape: Trees, hills, mountain, sea/coast, river, valley, plain, lakes/ponds
5. Locate natural and man-made features of using a simple neighbourhood map.
Identify features of the manmade landscape: Roads, buildings, bridges, pier, jetty
6. Demonstrate respect for community property.
Locating features in the neighbourhood using a simple map Explain why and how we can take care of our natural and manmade features
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SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Define concepts of man-made and natural features by present an aerial photograph of a place and have students observe what they see. Note the words on the chalkboard. Then tell them they can be divided into two groups: manmade and natural. Together with the students give the examples of each and a definition.
Appreciation of natural beauty
Teacher-made symbols showing some features of the natural landscape and man-made features e.g. mountain, sea, pier trees, roads, bridges
Sentence Completion
Have students identify the colours used for water and land on a map Take students to a strategic point e.g. the school yard, a hill, top floor of a building, from which they can look at the landscape. Have students identify which natural features and man-made features can be found in their community. Present teacher-made symbols (key/legend) to show how hills, trees, sea and rivers, roads, buildings etc are represented. Have students explain their observations about each symbol. Present a neighbourhood map and have students locate features using key/legend
Respect for community property
Pictures of natural and man-made features Neighbourhood maps
Have students identify some of the features of the natural landscape - from an enlarged photo - from a map using key/legend Complete table by putting features under natural and man made Make a scrap book of natural and manmade features Simple project: adopt a space in the community and ensure its clean or plant a tree etc
Sub-Topic:
I am part of many Groups in the Community.
Concepts:
group, family, community, identity.
Generalization(s):
My family is part of the community. The community is made up of many groups. We cooperate with each other in the community. Every individual has a role to play in the life of the community
Standard(s)
SS.2.6, SS.2.9, SS.2.11, SS.2.12, SS.2.13
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES 1. Give a simple definition of a group 2. Give a definition of family 3. Appreciate that the family is the main group to which everyone belongs
CONTENT OUTLINED Define the concept: group Definition the concept: family Identify and define types of families in their neighbourhood/communities e.g. - nuclear - sibling - extended (Go to grand- parent) - single - institutional
4. Identify and define the different types of families The functions of the family : in their neighbourhood -providing food, shelter, clothing 5.Realize that families the family perform a number of functions
-teaching children proper behaviour, table manners, values, customs -Providing the children with love and affection - producing more off springs to continue the family line
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VALUES/ATTITUDES Present pictures/ videos of group and family and have students come up with working definition through discussion. Teacher gives definitions Present pictures of different family types and discuss the different types. Give definitions. Have students interview each other about the different types of family that they come from groups of which they are members. Show the information in a table or on a Venn diagram Have students present the information on pictographs
RESOURCES
A sense of belonging
Pictures
Love
Relevant videos
Caring
Relevant texts
Cooperation
Picture display
Responsibility
The right to love and understanding from parents and family
ASSESSMENT Word searches and puzzles Produce family albums Project: Conduct an interview to find out the different types of family in your neighbourhood. Make a pictograph representing the different family types in their neighbourhood /community
Sub-Topic: I am part of many Groups in the Community cont’d OBJECTIVES 6. Explain how the family contributes to the neighbourhood/ community
7. Create family timelines and family trees
CONTENT OUTLINED Contributions families make to neighbourhood/communities -work together to keep the neighbourhood clean -share their resources with each other -neighbourhood watches etc
Use pictures and videos to elicit from students the different functions that the family perform. Teacher then gives students some functions to write in their notebooks
Definition of timeline
Define timelines and family tree by showing examples on a chart.
Discuss the different ways the families contribute to their neighbourhood and note them on board. Encourage class participation
Definition of family tree Construction of timelines Construction of family tree ( Third generation )
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SUGGESTED ACTIVITIES
Have children construct a family tree to the third generation
VALUES/ATTITUDES
RESOURCES
Respect
Relevant videos
Responsibility
Teacher-made scenes
ASSESSMENT Produce a glossary of terms family Objective tests
Cooperation Participation
Teacher made charts
Family tree Timelines
Draw family tree
Trace a timeline to find out family history
Sub-Topic: I am part of many Groups in the Community cont’d OBJECTIVES 8. List various groups in the community
9. Recognize that a person belongs to many different groups in the community
CONTENT Groups in the communities to which students belong: - Church - Sports clubs - School - Voluntary
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Present pictures of groups engaged in several activities and have students observe and explain pictures. Elicit the names of the groups presented.
Cooperation
Have students interview each other about the different groups of which they are members. Show the information in a table or on a Venn diagram
Sense of belonging
Participation
Cooperating in groups -Why is this important -Ways to achieve this
Undertake a case study of a group e.g. a class or school group noting ways in which members cooperate. Emphasize, through discussion, the importance of cooperating with each other Have students practice cooperation by giving them activities to complete that require cooperation
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Label pictures of groups correctly
Strips labeled with names of groups
Teacher-made Worksheets e.g. My name is -------------I attend the -----------school I am a member of -----------
Appropriate Pictures from the Poster Pack
Present a master list of all the names of groups collected and have students classify the groups
Papers Photos Glue Stapler
Responsibility Cooperation
ASSESSMENT
Pictures of various groups engaged in various activities
The community
Conduct a survey of family members and record the different groups to which they belong
Show the information on pictographs etc
10. Appreciate the importance of cooperating with each other
RESOURCES
Pencils
Make a class scrapbook of students' involvement in groups
Group Work: Have students complete a project that requires cooperation in order for it to be completed. e.g. interviewing each other and creating chart/ pictograph using the information collected
Sub-Topic:
Places in the Community.
Concepts:
location, left, right, above, behind, east, west.
Generalization(s):
Many different buildings are part of the community. Maps and diagrams serve as representations of places. Places can be located in my community.
Standard(s):
SS.2.10, SS.2.11, SS.2.12
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES
CONTENT
1. Identify the different buildings in the community
Buildings in the community:
2.Recognize that buildings are used for different purposes
Homes, post offices, churches, schools, shops, historical sites, playgrounds etc.
SUGGESTED ACTIVITIES
RESOURCES
ASSESSMENT
Have students name familiar buildings in the community e.g. churches, post offices, schools etc.
Magazines, Post cards
Make a picture book of places found in the community and label
Take a walk around the community, talk about familiar places and note their location in relation to each other.
The community
Present pictures of various places in the neighbourhood and discuss what activities take place at these places Colour pictures of various buildings in the community
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VALUES/ATTITUDES
Post Pack Pictures
Teacher-made Worksheets e.g. Match the uses with the buildings Sentence Completion Have students identify buildings from a picture or postcard
Sub-Topic: Places in the Community cont’d OBJECTIVES
CONTENT
3.Recognize that things and places can be located on a sign post map
Developing locational awareness: the use of signpost maps -Explain what is a sign post map and how it is used -Have students practice using the sign post map -Have students construct a simple sign post map
4. Construct simple sign post maps
5. Interpret and draw simple picture maps showing places in the neighbourhood/ community
The use of simple picture maps
-the use of a key/legend
SUGGESTED ACTIVITIES Construct a sign-post map using students and objects in the classroom.
RESOURCES Charts showing Sign-Post Maps
Take students around the school environs and then have them make sign-post maps of various classrooms etc. in relation to their classroom
Revision: the use of symbols on a map to locate objects and places: Present teacher made maps of classroom, school and the buildings in the immediate vicinity. Have students recognize where objects and buildings are using a key/legend Present flashcards with symbols and word labels showing the different buildings that they represent. Then present teacher made maps of different communities that the children come from. Have them recognize different buildings using the symbols that were discussed.
ASSESSMENT Have students construct signpost maps given information Teacher-made Worksheet e.g. Place a picture of the school in the middle and have students complete a sign post map by placing relevant pictures of a building or object at the top, bottom, left and right
Have students construct their own sign-post maps of important buildings in the community in relation to the school
Give the students maps showing buildings and a blank map and have students use key legend to complete the blank maps making it a picture map. 29 | P a g e
VALUES/ATTITUDES
Teacher-made maps of the classroom, school and community Flashcards with symbols
Teacher-made Worksheet e.g. Use a simple picture map and have students answer questions on the buildings that are represented by interpreting a key/legend
Project: Have students create a simple picture map of their neighborhood, and create a key/legend for it.
Sub-Topic: Places in the Community cont’d OBJECTIVES 6. Sketch and follow route on a simple plan or map of neighbourhood /community
CONTENT Revise sketching routes on maps Have students sketch routes to different places in their neighbourhood/ communities Follow route using directional e.g. east, west, turn left, right, up, down, etc.
SUGGESTED ACTIVITIES
RESOURCES
On a map of the school, have students sketch a route to get to the principal’s office or to the bathroom. Discuss using the directional terms: left, right, east, west, up, down, across etc.
Objects for games
Provide students with a map of the community and take a walk around an area of the community and have students trace the route on the map with a crayon
Map of the community
Draw a master route on the blackboard with students and have students practice tracing/ following the routes using the directional terms Guide students with the sketching a model of the route which they walked in the community
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VALUES/ATTITUDES
Map of the school
Sand Matchboxes Glue Manila paper
ASSESSMENT Teacher-made Worksheets e.g. Have students fill in simple routes on maps of the school, classroom and neighbourhood Using teacher-made maps, trace different routes Game: Egg hunt: Students will find objects or places around the school /community using only directional terms provided by teacher.
Sub-Topic:
Jobs in the Community.
Concepts:
needs, jobs, services, interdependence.
Generalization (s):
Everyone has a role to play in the community. People in communities depend on each other for goods and services. People work to meet their needs and the needs of others.
Standard(s):
SS.2.2, SS.2.14, SS.2.15, SS.2.17
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES 1. Identify various kinds of work in the community 2. List some of the services provided in the community. 3. Classify services provided in the community.
CONTENT
SUGGESTED ACTIVITIES
Different jobs in neighbourhoods and the wider community - teachers - priests/pastors - farmers - postmen/post women - shopkeepers - bakers - police - nurses - doctors - garbage collectors etc.
Have students sing song "Who are the people in your neighbourhood? -Record the names of persons used in the song and present pictures of the kinds of jobs they do. Have students explain what they observe in the pictures and label them Have students identify the names of other persons in the neighbourhood not recorded in the song. Discussion follows -Play game "Who am I?" e.g. Use cards with information about a worker and have students give the correct answer
VALUES/ATTITUDES Appreciation of the contribution made by people in the community -Interdependence -Cooperation
RESOURCES Song: Who are the people in your neighbourhood: 1.https://www.youtube .com/watch?v=jwDq32 MtOQU
Sentence Completion e.g.
2.https://www.youtube .com/watch?v=O_yoh VlVbEA
Teacher-made Worksheets e.g. Matching a glossary of words associated with jobs
Video: Jobs in neighbourhood
Use pictures to answer questions e.g. What kind of job is he/she doing?
https://www.youtube.co m/watch?v=TiZoHudqF q8 Pictures of people doing different jobs Poster Pack Pictures
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ASSESSMENT
Mr. Taft is a policeman. He works at the ------------. Scrapbook/lap book
Role play the jobs done by different people in the community Make pictographs of the different jobs
Sub-Topic:
Jobs in the Community Cont’d
OBJECTIVES Recognize the importance of work in the community
CONTENT Definition of work: : Something that a person does for pay, enjoyment and to help others. The importance of work:
Engage students in discussion on the importance of working and why people need money Read stories emphasizing the importance of earning money
: To earn money in order to meet our basic needs
Construct a simple flowchart to show the relationship between work and meeting your needs Engage students in discussion of the flow chart
: To provide food, shelter and clothing
Identify some coins and bills which we use
: To provide services to people in communities
Have students make up a simple budget of their allowances
: To help in nation building
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SUGGESTED ACTIVITIES
VALUES/ATTITUDES Love of work Responsibility Cooperation Diligence
RESOURCES Samples of money coins and dollars
Teacher-made Flowchart
ASSESSMENT Teacher-made Worksheets e.g. Identifying coins and notes Completion exercises on the importance of work Answer questions based on flow chart
UNIT 1B: CELEBRATIONS
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SUB-TOPIC:
Celebrations all over the World
CONCEPTS:
celebrations, tradition, similarity, difference, interaction.
GENERALIZATION:
People celebrate many holidays all over the world. People use celebrations to transmit values, ideas, beliefs and traditions.
Standard(s):
SS.2.1, SS.2.3, SS.2.10, SS.2.11
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1. Identify some celebrations of different people/ countries
Celebrations All over The world:
2. Explain why the festivals/events identified are celebrated
-Valentine’s Day Celebrated on February 14
Present list of various celebrations from different countries. Explain that some holidays are celebrated by everyone in the world while others are celebrated by specific peoples/races/religions. Put those listed in categories.
3. Identifying the time of year that the festival/event occurs 4. Identify the symbols /persons associated with these celebrations
New year’s Day Celebrated on January 1
-Black History month Celebrated in the entire month of February - Phagwah /Holi Celebrated end of February or early March -Commonwealth Day Celebrated on the second Monday in March
State when these celebrations take place and discuss what activities occur during these celebrations Read stories or watch videos about why these days are celebrated Have students identify ways in which they can participate in celebrations
VALUES/ATTITUDES Caring Tolerance -Respect for differences among people if different cultures -Sharing by being a part of these celebrations
RESOURCES
ASSESSMENT
Chart with list of various celebrations worldwide
Teacher-made Worksheet e.g. Have students use symbols to mark the dates of international holidays on a blank calendar
Magazines/ Pictures Teacher made chart with differences and similarities among the different celebrations Videos of Phagwa celebrations : https://www.youtube.com/w atch?v=pSC0YXTUzsU https://www.youtube.com/w atch?v=xATsHYUj5Ks
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Make a display of the various festivals using pictures and labels
Sub-topic:
Celebrations all over the World Cont’d
OBJECTIVES
CONTENT
5.Explain the activities that take place during these celebrations
-Good Friday* Celebrated in month of March or April
6.Identify ways in which they can participate in the celebrations/events
-Easter* Celebrated in month of March or April
7. Make simple comparisons between celebrations in St. Kitts-Nevis and other countries 8. Appreciate the spirit of understanding and cooperation in celebrations
*These can vary depending on when they fall in a calendar year
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Examine some celebrations in other countries e.g. Commonwealth Day, Valentine's and Black History Month and compare why and how they are celebrated.
Cooperation with others
Videos of available celebrations example:
Make a dictionary of celebrations all over the world
Blank Wall Map of the World
Examine some celebrations in other countries: Discuss how they are celebrated If there are students of Indian descent in the class have them wear their traditional clothing and explain to the class how they celebrate phagwa or have a resource person of Indian descent make presentation to the class
Participation in class discussions and activities
Undertake a simple project e.g. Collect pictures associated with different celebrations and make a scrapbook
Categorize similarities and differences in the way different way people celebrate the same occasion. On a blank wall map of the world, show the different places which have unique celebrations. Use a symbol to show the celebration.
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Exercising tolerance for other people’s opinions
Role play activities associated with selected celebrations
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:
Helping the Elderly
Concepts:
elderly, contribution, socialization, values, norms, traditions, respect
Generalizations:
The elderly on our community should be respected The elderly in our communities can make a valuable contribution.
Standard(s):
SS.2.2, SS.2.4, SS.2.5, SS.2.7, SS.2.13
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1. Give a definition of the term elderly
Define term: Elderly
Discuss the meaning of term elderly. Have students give examples. Have students express how they feel about elderly people
Respect
Pictures of elderly people
Conduct a survey of how many students live with a grandparent and have them explain how they spend time with them
Tolerance
Undertake simple projects to show concern for the elderly e.g Organize visits to elderly persons and sing for them
Explain that the elderly are a very important group of people and the many ways in which they contribute to families/communities
Caring
Invite elderly people to speak to students about growing up or tell stories
Honor
2. Explain the contributions the elderly makes to families/ communities 3.Demonstrate respect and empathy towards elderly people
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The value of elderly people: e.g. -Keep our traditions alive by passing them down through story telling etc -Pass down good behaviour/ good manners to children -Take care of the young children in family -Volunteer in community groups so we can benefit from their experiences Discuss why and how the elderly should be respected
Have students suggest how we can show appreciation for and help the elderly. Have students pledge to help an elderly person
Helpful
Love
Compassion
Service
Teacher made charts on value of the elderly Resource personnel: e.g elderly person
Make cards for elderly people/ grandparents Project: Interview grandparents or an elderly in the community on how life was growing up
Sub- Topic:
Our Feelings
Concepts:
feelings, emotions, self-control
Generalization(s):
We experience different feelings. Feelings are an important and a natural part of us. It is important that we control our feelings and emotions.
Standard(s):
SS.2.4, SS.2.8
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1.Identify different feelings and emotions one experiences
Various examples of feelings:
Present students with video or pictures with persons expressing a variety of feelings. Have students identify different feelings and the situations that can evoke the feelings. Note responses on chalkboard then discuss
Respect the feelings of others
Video: The Feelings song
Word search. Have students find words associated with feelings
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-
sadness happiness tiredness jealousy shyness loneliness anger excitement anxiety fear embarrassment etc.
Allow students to choose a feeling they experience most and create hand puppets to display the emotion of their choice. Have students role-play the feelings chosen. Play the following Game: State a feeling and at a signal (clap or whistle) students will jump to the right line if they have that feeling. Rest of the class decides which category the students' choice fall under using the four labeled flashcard
Self-respect Self-love Courage
https://www.youtube.com/watch ?v=UsISd1AMNYU
Lesson plans on Our Feelings:
http://www.eslkidstuff.com/lesso n-plans/pdf/feelings-emotionslesson-plan.pdf
Paper bags, crayons or markers, wool, pieces of coloured card, glue 4 Flashcards labeled: -VERY BAD FEELINGS, BAD
FEELINGS, GOOD FEELINGS, VERY GOOD FEELINGS
Teacher-made Worksheets e.g. matching faces with words associated with feelings
Sub- Topic: Our Feelings Cont’d OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
2. Identify positive and negative feelings
Causes of positive feelings
From the list of emotions under content have students differentiate between negative and positive emotions. Have them group them
Respect the feelings of others
Videos: Good touch/Bad touch https://www.youtube.co m/watch?v=4Z9ekMxU QC8&list=RD4Z9ekMx UQC8#t=1
Causes of negative feelings: (include good touch and bad touch)
3. Identify ways to control negative emotions
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Different ways to control negative emotions - sadness - tiredness - jealousy - shyness - loneliness - anger - anxiety - fear - embarrassment - etc.
Discuss situations in which people experience positive/desirable feelings/emotions Discuss situations in which people experience negative undesirable feelings/emotions. Include discussion on the difference between good touch and bad touch using pictures and videos Invite a Guidance counselor to the class to discuss how to handle inappropriate behaviours that may cause negative emotions
Self-respect Self-love Courage
https://www.youtube.co m/watch?v=4Z9ekMxU QC8&index=1&list=RD4 Z9ekMxUQC8 https://www.youtube.co m/watch?v=hYlUT5CBX Co&list=RD4Z9ekMxU QC8&index=2 Resource person: Guidance Counselor Teacher made charts Appropriate stories
ASSESSMENT Teacher-made Worksheet Group negative and positive emotions on a chart Role play how to control negative emotions
UNIT 6: OUR ENVIRONMENT
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OVERVIEW: We are surrounded by the environment and we need it for our survival. However, as we interact with the environment we can impact it positively or negatively. The aim of this unit to help students develop an appreciation for the importance of the living things in the environment and to emphasize why and how we must protect them. Sub-Topic:
Protecting living things around us
Concepts:
protection, living things
Generalization(s):
All living things need our love and care.
Standard(s):
SS.2.7, SS.2.8, SS.2.13, SS.2.15
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1. Realize that living things depend on the environment for their survival.
Discuss difference between living and non-living things.
Take a walk around the community to observe Care for living things living things. Allow students to speak about what is seen
Caring for living things around us:
Have students identify the needs of plants and animals and discuss how we can take care of them
-Plants -Animals
Find out how many students care for an animal and have them explain how they take care of it. Adopt a plant or animal for the class e.g. a shade tree or flowering plant, a bird, fish, cat
2. Recognize the importance of protecting living things 3.Demonstrate care for all living things .
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In class, list and classify living things observed
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Youtube.comwww.youtube.com/ watch?v=V2bbnIwI GQ
Checklists and Teachermade worksheets
The community environment Pictures of living things
Make a picture collection of living things around them Undertake simple projects e.g. Caring for a plant
UNIT 1C: CELEBRATIONS
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Sub-Topic:
Celebrations all over the World
Concepts:
celebrations, tradition, similarity, difference, interaction.
Generalization:
People celebrate many holidays all over the world. People use celebrations to transmit values, ideas, beliefs and traditions.
Standards
SS.2.1, SS.2.3, SS.2.10, SS.2.11
Competencies
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1. Identify some celebrations of different people/ countries
Celebrations All over The world: Labour Day Celebrated 1st Monday in May
Present list of various celebrations from different countries. Explain that some holidays are celebrated by everyone in the world while others are celebrated by specific peoples/races/religions. Put those listed in categories.
Caring
Chart with list of various celebrations worldwide
Make a display of the various festivals using pictures and labels
Magazines/ Pictures
Make a dictionary of celebrations all over the world
2. Explain why the festivals/events identified are celebrated 3. Identifying the time of year that the festival/event occurs 4. Identify the symbols /persons associated with these celebrations
-Mother’s Day Celebrated second Sunday in May -Father’s Day Celebrated third Sunday in June -African Liberation Day Celebrated on May 26 -Whitsuntide Celebrated on the eighth Sunday after Easter
State when these celebrations take place and discuss what activities occur during these celebrations Read stories or watch videos about why these days are celebrated Have students identify ways in which they can participate in celebrations
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Tolerance -Respect for differences among people if different cultures -Sharing by being a part of these celebrations
Teacher made chart with differences and similarities among the different celebrations
Resource persons
Undertake a simple project e.g. Collect pictures associated with different celebrations and make a scrapbook
Sub-Topic: Celebrations all over the World Cont’d OBJECTIVES
CONTENT
5.Explain the activities African Liberation that take place during Day these celebrations Celebrated on May 26 6.Identify ways in which they can -Haile Selassie participate in the Birthday celebrations/events Celebrated on July 23 7. Make simple comparisons between Emancipation Day celebrations in St. August Monday Kitts-Nevis and other Celebrated on the countries first Monday in August 8. Appreciate the spirit of understanding Culturama and cooperation in Celebrated first celebrations Monday in August
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
Examine some celebrations in other countries e.g. Labour Day, African Liberation Day Whitsuntide. Compare why and how they are celebrated.
Sharing
Invite a Rastafarian to the class to discuss Haile Selassie Birthday and Emancipation Day Categorize similarities and differences in the way different way people celebrate the same occasion. On a blank wall map of the world, show the different places which have unique celebrations. Use a symbol to show the celebration. .
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Caring Tolerance Respect
RESOURCES Information on African Liberation Day: https://www.timeanddate.co m/holidays/world/africanliberation-day Nevis Masquerades 2015 https://www.youtube.com/wa tch?v=0ySWdFJa_g0 Nevis Culturama https://www.youtube.com/wa tch?v=nmfSn0gFPq8
ASSESSMENT Culminating activity: Have students collect pictures associated with different celebrations and make a book entitled ‘ Some celebrations held all over the world
UNIT 6: OUR FEDERATION
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OVERVIEW: As students develop, they now appreciate that they are part of a wider community. They begin to understand that their nationality forms a part of their identity. The aim of this unit is for the students to develop a sense of pride and belonging as citizens of their country. They will also be introduced to the importance of good governance in order to provide for the needs of the citizenry. Sub-Topic:
Where I live
Concepts:
location, address, parish, town, village
Generalization(s):
Every place can be located. Villages and towns are part of parishes.
Standard(s):
SS.2.10, SS.2.11, SS.2.16
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITU DES
RESOURCES
ASSESSMENT
1. Identify St. Kitts and Nevis by shape
Shape and size St. Kitts and Nevis
On a map of St. Kitts and Nevis, review the shape and size (relative) of St. Kitts and Nevis
Appreciation of our country
Map of St. Kitts and Nevis
Label a map of St. Kitts and Nevis
Model of an address
Teacher-made Worksheet e.g. Where do you live? Write your address
2. Identify St. Kitts and Nevis on a map
3. Differentiate between town and village and parish .
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Define: Village, town, parish. Give examples of each Names of towns, villages and parishes in St. Kitts and Nevis Differences between villages , towns , parishes -size, population, types of buildings/services
Have students trace the outline of St. Kitts and Nevis Collect the names of the different villages where students live Make a list of villages and have students tell the name of the street and/or house number Discuss the main towns in St. Kitts and Nevis -note the differences especially in terms of size and types of buildings
Appreciation for where one lives
Sentence completion
Sub-Topic: Where I live Cont’d OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
4. Fill in the parishes on a blank map of St. Kitts and Nevis
The Parishes in St. Kitts and Nevis
Use a map of St. Kitts and Nevis and point out the name of the parish or parishes where students live. Have students note the shape and location of the parish (es).
Appreciation of our country
Map of St. Kitts and Nevis showing parish divisions
On a blank map of St. Kitts and Nevis, have students colour the parish in which they live, and make a key
5. Identify on a map of St. Kitts and Nevis the parish that they live in and where there school is located.
Use of the key /legend to locate the parish in which they live and where the school is located on a map St. Kitts Nevis of map key and title
On a pre- prepared map showing the parishes, have students choose a colour for and shade each parish identified. Give the map a key and title.
6. Write one's address
Writing one’s address: Name, house number (if any) name of street, Village or town, Parish
Have students practice writing their address
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Have students identify the villages and towns which are part of the parish where they live. Use symbols to show these on their map.
Appreciation for where one lives
Maps or atlases of St. Kitts and Nevis showing parishes, towns and villages Sample addresses
Sentence completion: e.g. describing which village , town or parish they live in Teacher-made Worksheet e.g. Read map to complete exercises. The villages and towns in my parish are _____. Write their addresses correctly
Sub-Topic:
Our Country’s Capital
Concepts:
capital, national monuments
Generalization:
Our capitals play an important role in our country. National monuments tell us about life in the past.
Standards
SS.2.10, SS.2.11
Competencies
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES 1. Name the capitals of St. Kitts and of Nevis 2. List important buildings and monuments in the capital 3. Fill in the capitals of St. Kitts and Nevis on maps of the islands
CONTENT Define term: Capital Importance of a country’s capital Important buildings and services in capital e.g. : -Government House -Government Headquarters -Court House -Banks -Airport -Telephone companies -Electricity (etc) National Monuments in the capital -War Memorial -Berkeley Memorial -Alexander Hamilton Museum -Jewish Cemetery - Old Slave Market, - Independence Square etc
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SUGGESTED ACTIVITIES Explain what is meant by a capital, and the reasons for its importance Have students name the capitals. Note their locations in relation to the school Identify the important buildings and places/ monuments in the capital. Plan a visit to the capital to see these buildings and monuments. Prepare the route to be taken. (Note buildings where national symbols are displayed)
VALUES/ATTIT UDES Pride in one’s country
RESOURCES Map of St. Kitts and Nevis showing location of capitals and location of school
Map of Basseterre / Charlestown Brochures, magazines, postcards with important buildings and monuments
ASSESSMENT Locate the capitals on a blank map of St. Kitts and Nevis Sentence completion on the services found in the capital
On a large wall map of Basseterre or Charlestown place pictures to show location of important buildings and monuments.
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.
Standard(s):
SS.2.8, SS.2.16
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1. Identify one's nationality. . 2. Identify and label our national symbols.
Define term: Nationality
Have students identify and label national symbols
Patriotism
Have students observe pictures of national symbols and describe them in their own words
Pictures of National Symbols
The right to nationality
Explain what the different colours and symbols mean
-Booklet, "How we are governed".
Sentence completion on the significance of the colours and symbols
Respect
Tell the different places where they have seen our national symbols
nity
3. State the significance of national symbols 4. Demonstrate respect for our national symbols 5. Demonstrate national pride
National Symbols: -Flag, Anthem, Flower, Coat of Arms, National Bird -Draw and label them -Significance of colours and symbol -Why are national symbols important Showing respect for national symbols e.g. -Posture for the National Anthem -Treatment of the flag
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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.
A National Flag
-Identify national symbols from among other national symbols
Checklists/Observation
Sub-Topic:
Government Ministers
Concepts:
role, respect, choice, election, responsibility, minister
Generalization(s):
Ministers of government are chosen to lead our federation. Ministers of government have different roles or responsibilities.
Standard(s):
S.2.2, SS.2.8, SS.2.15, SS.2.17
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
1.Recognize pictures and names of government ministers
Names of Government Ministers in St. Kitts and Nevis
Show pictures of current office holders and name them
Respect
Pictures of government ministers
Matching exercises e.g. Match each government minister with his/her role
Discuss how government ministers should be addressed Explain what is meant by a role or responsibility. Review role of family members. Discuss the roles of government ministers.
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Leadership Choice
Labeling of pictures Scrapbook/ lap book
UNIT 7: 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, equator, hemisphere, poles
Generalization(s):
A globe is a model of the earth's surface and tells us things about our world. The equator divides the earth into hemispheres
Standard(s):
SS.2.10, SS.2.11, SS.2.16
Competencies:
2.C.1, 2.C.2, 2.C.3, 2.C.4
OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
1. Explain how the earth looks from space , globes, maps and atlases
The Earth -Discuss the following concepts :
Present a grapefruit or orange Sense of being alongside a globe. Explain the citizens of the world concept of sphere. Divide the fruit in halves and explain the concept of hemispheres.
-Equator -North Pole -South Pole - Northern Hemisphere Southern Hemisphere
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Present a world map and explain that the earth is divided into halves or hemispheres by a line. Have students identify the line on the globe. Review the name of the line the equator. Also review North and south America continent and Caribbean sea
VALUES/ATTITUDES
RESOURCES pictures showing satellite images Flashcards – equator, north pole, south pole, north hemisphere, south hemisphere Globe World map A round fruit
ASSESSMENT . Teacher-made Worksheets. E.g. Fill information on a blank circle with the terms discussed Shade the areas on a world map
Sub-Topic: The Earth cont’d OBJECTIVES
CONTENT
SUGGESTED ACTIVITIES
2. Identify the equator, north and south poles, north and south Hemispheres on maps and globes
The Earth:
On the world map point out and describe the location of the north and south poles. Explain that the half or hemisphere between the north pole and the equator is called the northern hemispheres. Elicit what the other hemisphere is called. (Use the globe to demonstrate)
2. Identify North and South America and the Caribbean Sea 3. Locate landmasses and Caribbean sea on a world map using simple key/legend.
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Equator North and South Poles North and South Hemispheres Have students locate the landmasses and Caribbean sea on map using key/legend
Use flashcards to have students locate the poles, equator and hemispheres on the globe. Present students with an unlabeled world map and have them use the key/ legend to locate the landmasses and Caribbean sea
VALUES/ATTITUDES
RESOURCES
ASSESSMENT
Atlases
Identify north and south poles, and north and south hemispheres on globes and maps using key/legend
World map
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,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
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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
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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
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
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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: History:
A half of the earth 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
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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
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.
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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: National monument:
A person who receives a very important award from the government for their good work they do for their country 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
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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
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
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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
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
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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
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
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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
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GRADE 2
-
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
SKILLS RELATED TO ORGANIZING AND USING INFORMATION
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GRADE 2
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
REFERENCE AND INFORMATION - SEARCH SKILLS
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GRADE 2
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
SKILLS RELATED TO ACQUIRING INFORMATION
GRADE 2
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
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-
use the community as a resource
-
listen for information
-
follow directions
UNITS
MY SCHOOL
MY NEIGHBOURHOOD AND COMMUNITY
OUR ENVIRONMENT
SOCIAL EDUCATION
CELEBRATIONS
OUR FEDERATION
THE WORLD
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Trace map outline
Draw or make model to show a route
Follow a route on a map
Construct a signpost map
Read information from a flow chart
Construct a simple flow chart
Conduct a survey
Read information from aerial photograph
Locate places on a globe / map
Read information from pictures and posters
Construct a pictograph
Give simple grid reference e.g. A1
Interpret / prepare map key
Sketch / draw a route
Give direction
Make a map
Develop a picture chart
APPENDIX II
A FRAMEWORK OF PRACTICAL SKILLS GRADE TWO
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:
CONSUMER
An individual
User
Goods
C O Services N S U M E R
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.
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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 77 | P a g e
_____ Complete time lines _____ Outline _____ Diagram
_____ Summarize _____ Complete contracts _____ Complete outline maps
_____ Group items _____ Tape-record
_____ Chart _____ Graph
_____ Make data base cards _____ Use learning centers
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
CONCLUDING ACTIVITIES Generalizing, Analyzing, Synthesizing, Evaluation _____ _____ _____ _____ _____
State main ideas Share projects Have a quiz program Review objectives Put on a program
Courtesy:
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_____ Take a field trip _____ Have a panel discussion _____ Complete booklets
SOCIAL STUDIES FOR CHILDREN A Guide to Basic Instruction Eleventh Edition by John Michaelis and Jesus Garcia Allyn and Bacon 1992
_____ Discuss ways to improve _____ Use charts, tests, and checklists _____ Relate to next unit
Sample Lesson Plans Lesson 1 Subject:
Social Studies
Topic:
The World
Sub-topic:
The Earth
Grade:
Two
Age:
7-8
Ability:
Mixed
Total No. of Students: 12 No. of Boys:
7
No. of Girls:
5
Time: 1:05 p.m-1:40 p.m. 79 | P a g e
Objectives: Knowledge: Having examined a ball, a globe, and an orange, students should be able to, 1) Explain the concept of a sphere with accuracy. 2) Explain the concept of hemispheres with accuracy. 3) Describe the location of the north and south poles with no more than one error. Skills: Students should be able to, 1) Demonstrate where the north and south poles are located. 2) Identify each hemisphere. 3) Label a diagram of the earth. Attitudes: Students should be able to, 1) Show appreciation for the earth.
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Concepts: Higher Order: Equator, Hemisphere, Poles Lower Order: Sphere Generalizations: Higher Order: The equator divides the earth into northern and southern hemispheres. Lower Order: A globe is a model of the earth’s surface and tells us things about our world. Lesson Content: This lesson contains information about the earth. It will provide students with an understanding of the physical composition of the earth. Students will also acquire an understanding of some concepts such as hemisphere, poles, equator and sphere. Previous Knowledge: Students are knowledgeable about directions east, west, north and south. They are also aware of objects having a round or circular shape.
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Instructional Materials: Globe, An Orange, A Ball, Flashcards (equator, North Pole, South Pole, northern hemisphere, southern hemisphere), Chart with song Concept Development Strategy: Defining concepts Social Studies Processes:
Providing for social participation and cooperation in classroom discussion and activities.
Reinforcing relevant concepts.
Introduction: The teacher will present a ball, an orange and a globe to the class and elicit from the students the shape of these objects. Question What is the shape of these three objects in my hand? Possible Responses Round, circular, sphere
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Have students list a few other objects that have the shape they stated and record the responses on the chalk board as they are given. Lead students to understanding that the concept of a sphere means a round solid figure or object that is similar in shape to a ball. Have students relate that concept to the shape of the earth. Development: Step 1 The teacher will divide the orange into halves and lead students to understand the concept of hemispheres. Lead students to see that the earth is divided into halves or hemispheres by an imaginary line called the equator. Have students identify the line on the globe.
Step 2 Lead students to understand that the earth has two poles. Have students point out and describe the location of the north and south poles on the globe. Have students explain and demonstrate using the globe that hemisphere between the North Pole and the equator is called the northern hemisphere. Elicit from the students what the other hemisphere is called.
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Question What is the hemisphere between the South Pole and the equator called? Possible Response Southern Hemisphere Step 3 Use flashcards to have students locate the poles, equator and hemispheres on the globe. Questions 1) What does the equator do? 2) Where is the southern hemisphere located? 3) Where is the northern hemisphere located? 4) Where are the North Pole and South Pole located?
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Possible Responses 1)
The equator divides the earth into halve or hemispheres.
2)
The southern hemisphere is located between the South Pole and the equator.
3)
The northern hemisphere is located between the North Pole and the equator.
4)
The North Pole is located at the top or north of the earth and the South Pole is located at the bottom or south of the earth.
Have students evaluate each other on whether the globe was labeled properly or not. Consolidation: The teacher will use a song to reinforce the meaning of each concept (sphere, hemispheres, poles, and equator) and where they are located on the globe.
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The Earth The earth is round, (x 2) It shapes like a sphere, (x 2) It’s divided in halves by the equator, And each half is called a hemisphere. The North Pole is at the top of the earth, And the South Pole is at the bottom of the earth, The northern hemisphere is between the equator and the North Pole, And the southern hemisphere is between the equator and the South Pole.
Application: Fill in the following information below correctly. a) Equator b) North Pole c) Northern Hemisphere 86 | P a g e
d) South Pole e) Southern Hemisphere
___________________________
_______________________
___________________ ___________________
__________________________
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Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 2
Subject: Social Studies Topic: Jobs in the Community/ Community Workers Grade: Two (2) Materials: Community Workers chart, Clothes, song- What Is my job, community workers puzzle
Objectives: Students Should Be Able To: -
Identify various kinds of work in the community
-
Role play various kinds of workers in the Community
-
Explain what the Community workers do
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Introduction Have students sing this song from a teacher made chart “What Is My Job?” Sung to: "Are you sleeping? "What is my job? What is my job? Can you guess? Can you guess? I help people get well. I help people get well. Who am I? Who am I? (Other verses: I can fix the water pipes. I deliver letters. I make tasty meals for you. I keep your pets healthy. I can teach you new things. I can help if you get lost. ) Have students tell who the community workers in the song are. The names will be listed on the chalkboard.
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Development Step 1 Teacher with present students with a Community Worker chart. Have students identify the community workers shown on the chart. Students will explain what each community worker job is to do. Step 2 Have students play a game by matching puzzle pieces together that shows the community worker and information about the job they do. This will be done in groups of four. Step 3 / Closure Teacher will allow students to change into clothes they brought to school to depict different types of community worker. The students will come to the front of the classroom to model their outfits one at a time. Have the other students guess who that student is depicting.
Application Draw and name seven (7) Community Workers
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Lesson Plan 3
Subject: Social Studies Topic: Our Federation Sub-topic: The Capital Grade: Two Age: 7-8 Ability: Mixed Objectives: At the end of the lesson, students should be able to:
Define the term capital.
Name the capital of St. Kitts and Nevis.
Identify where the capital of St. Kitts and Nevis are located on a map.
List some important buildings that can be found in the capital of St. Kitts and Nevis.
Instructional Material: Map of St. Kitts and Nevis, flash cards with the names of capitals
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Introduction: Mount a map of St. Kitts and Nevis on the board. Elicit the names of both islands shown. Lead students to understand that both islands have a capital. Have students say what they think the term capital mean. Teacher will guide the discussion via questioning to help students derive at the correct meaning.
Procedure: Step 1 Elicit from students the name of the capital of St. Kitts, then the capital of Nevis (Basseterre, Charlestown). Have students say why they think these are the capital of both islands. Step 2 Focus students’ attention back to the map on the board. Select individual students to go to the board and stick flash cards with the names Basseterre and Charlestown where they think each are located on the map. Have the rest of the students observe as this is being done then evaluate the responses given. Step 3 Teacher will formulate a discussion on the important buildings that can be found in Basseterre and Charlestown. Have students list the names of some important buildings that can be found in both capitals.
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Closure: Teacher will recap the lesson via questioning. Application: Write the name of the capital of St. Kitts and Nevis and two important buildings that can be found in each.
Lesson Plan 4
Subject: Social Studies Topic: Our Federation Subtopic: Shape and Size of St. Kitts and Nevis Grade: Two (2) Age: 7-8 years No. of students: 15 Time: 40- 45 minutes Objectives: Students should be able to: Knowledge With the aid of the poem name the two islands that make up the federation. With the aid of shapes identify the shape of each island among other shapes Skill With the aid of outlines of the two countries compare in relation to shape and size. After identifying the shape and size of St. Kitts and Nevis draw an illustration and label correctly. Attitude Develop and appreciation for their country 93 | P a g e
Concepts: Higher Order Federation Lower Order St. Kitts Nevis Generalizations: Higher Order All countries have their own unique shape. Some countries are larger than others. Lower Order St. Kitts and Nevis is said to resemble a chicken and a cookie. Lesson content: Identifying the shape and size of St. Kitts and Nevis. Previous knowledge: Students are familiar with the name of their country. Instructional Materials: shape cut outs, poem on chart, flash cards, outline of St. Kitts and Nevis. Teaching strategy Inductive- discovery with Discussion Social studies Processes: Encourage students to explore and the uniqueness of their federation.
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Introduction: Present the class with the poem “St. Kitts and Nevis”. Teacher will read the poem and have students listen attentively. After, students will be allowed to read the poem. Teacher will then ask questions to elicit what the poem is all about. Two little islands sitting in the sun, In the sea of the Caribbean Sixty eight square miles of splendor in St. Kitts Thirty six square miles of serenity in Nevis Together they make our idyllic federation; With people proud and strong.
Development: Step 1 Teacher will present students with a variety of shapes, students will be asked to observe these shapes. Elicit from students if any of the shapes are familiar shape. Place shapes on the board for students to observe. Step 2 Elicit from students what the shapes resemble. Print the names given beside each island. Elicit from students if they are aware of any other island with such shape. Expected answer (no). Have students not that every island has their own unique shape. Step 3 Elicit from students how big each island is. Have students compare both islands to each other in relation to shape and size. Consolidation/Cumulating: Teacher will recite the poem and elicit he names of the two islands that make up the federation. Present students with flash cards and the two islands and have students match the name to the correct island. Application: Draw and label St. Kitts and Nevis. 95 | P a g e
Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 5
Subject: Social Studies Topic: Our Federation Subtopic: Recognizing St. Kitts and Nevis on a map Grade: Two (2) Age: 7-8 years No. of students: 15 Ability: Mixed Time: 40- 45 minutes Objectives: Students should be able to: Knowledge With the aid of a map of the Leeward Islands explain the concept of country found on a map. With the aid of a map explain the concept of location. Skills After identifying St. Kitts and Nevis on a map state the location of St. Kitts in relation to Nevis and vice versa. With the aid of a map as a guide modify a given map to include St. Kitts and Nevis. with the aid of discussion identify St. Kitts and Nevis on a map
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Attitude Students should participate willingly as the lesson progresses. Concepts: Higher Order location Lower Order map country Generalizations: Higher Order Places can be located on a map Lower Order On a map St Kitts and Nevis are located relatively close to each other. Lesson content: identifying St. Kitts and Nevis on a map Previous knowledge: Students are familiar with the shape of their country. Students can name and identify the country’s that make up the federation. Instructional Materials: map of the Leeward Islands, flash cards Teaching strategy: Discussion with questioning Social studies Processes: To encourage students to give clear directions in locating their federation. Introduction: Teacher will read the poem to students as they listen attentively for specific details. Our Federation” By Fiona Mills We float along the Caribbean Sea; Along a chain of islands. Together we stand Hand in hand; As sisters should always be. 97 | P a g e
Development: Step 1 Present students with the following scenarios. You went to visit your aunt in America and there you met a new friend. She wants to find out where you are from and where that island is. How can you show her? What will you use? Expected answer (map). Elicit from students why they would use a map. Have students come to the generalization that places can be found and located on a map. Step 2 Present students with a map of the Caribbean. Have students note that our federation is surrounded by other countries. Have students use name cards to identify and label the map showing St. Kitts and Nevis. A brief discussion will then follow to confirm the label on the map. Step 3 Use map to identify where the islands are from each other. Encourage words such as next to, near to, above left right etc. through questioning. Consolidation/Cumulating: Have students recite the short poem together. Application: Paste the islands of St. Kitts and Nevis in the correct space based on their location from each other.
Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ 98 | P a g e
Lesson Plan 6
Subject: Social Studies Topic: Our Federation Subtopic: Parishes in St. Kitts Grade: Two (2) Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes Objectives: Students should be able to: Knowledge with the aid of the poem explain the concept of a parish Skills with the aid of an enlarge map as a guide put a puzzle of St. Kitts showing its parishes on their own with the aid of clues Identify parishes in St. Kitts by labeling the map Attitude Develop an appreciation of their island Concepts: Higher order Parish Lower order Church Priest
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Generalizations: Higher order Most British countries are divided into parishes Lower order St. Kitts is divided into 9 parishes
Lesson content: Naming and identifying parishes in St. Kitts Previous knowledge: Students are familiar with the shape of their country. Instructional Materials: map of the Leeward Islands, flash cards Teaching strategy: Discussion Social studies Processes: Encourage students to appreciate the uniqueness of their country. Introduction: Teacher will introduce the lesson with a short poem. A part, piece or portion, Is what they use to describe me I hold the name of long ago saints And is home to many local churches. I am a Parish. Elicit from students what the poem is about and discuss the meaning of a parish. Development: Step 1 Engage in a discussion about how the parishes got their names and what marks a parish. Have students note that in every parish there is an Anglican church.
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Step 2 Present students with a map of St. Kitts divided into parishes and have students observe. Use cardinal point to help students label the parishes. After labeling the parishes’ students will read the names aloud. Elicit from students where parishes are located by asking questions such as; Saint Anne’s lye between two parishes what are they? Which is the largest parish? Step 3 Present students with a puzzle of St. Kitts divided into small pieces. Students will be asked in groups to use the large map as a guide to arrange the puzzle correctly. Consolidation/Cumulating: Have students recite the short poem together. Application: Students will create a key for their map by using different colors to represent each parish. Evaluation:
Lesson Plan 7
Subject: Social Studies Topic: Our Federation Subtopic: Villages and towns In St. Kitts Grade: Two (2) Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes Objectives: 101 | P a g e
Knowledge with the aid of a map name at least two villages found in St. Kitts without hesitation with the aid of a definition explain the concept of a village on their own Skills With the aid of a map use coordinate to locate villages and towns in St. Kitts accurately. Attitude Participate willingly in activities. Concepts Higher order location Lower order Map Village Generalizations Higher order Countries are made up of small Villages Lower order There are many little towns and villages ringing the island of St. Kitts. Lesson content: Villages and towns in St. Kitts Previous knowledge: Students can name the village they reside in. Students can also name other villages and towns. Instructional Materials: map of St. Kitts showing villages, Teaching strategy: Inductive discovery Social studies Processes: Introduction:
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Teacher will review previous lesson on the names and location of different parishes. Teacher will elicit from students where they live Expected answer Sandy Point. Elicit from students what sandy point is. Expected answer; a village or a town. Teacher will probe students to elicit the difference between a town and a village.
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Development: Step 1 Teacher will present students with a map of St. Kitts on the board. Teacher will have students imagine they are on a tour around the island. Have students note that we are starting south of the island. Elicit the most southern parish. Expected answer, St. George. While on the tour elicit from students villages they will pass to get to their home village. Expected responses; Old Road, Verchilds, Middle Island etc. Step 2 Teacher will then present students will individual maps and elicit other names of villages using coordinate. e.g. what village is northeast of Basseterre? Expected answer St. Peters. What village is located in the most northern part of the island? Expected answer St. Pauls. Consolidation/Cumulating: Have students use map to elicit other villages that were not mentioned or indicated on the map that they know of. Application: Name five villages and two towns found in St. Kitts
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Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 8 Subject: Social Studies Topic: Our Federation Subtopic: Grade: Two (2) Parishes in Nevis Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes Objectives: Students should be able to: Knowledge With the aid of discussion explain the concept of a parish on their own. Skills with the aid of an enlarge map as a guide put a puzzle of Nevis showing its parishes on their own with the aid of clues Identify parishes in Nevis by labeling the map Attitude Develop an appreciation of the island Show an appreciation for the history of the parishes by listening attentively. 105 | P a g e
Concepts: Higher order Parish Lower order Church Priest Generalizations: Higher order The federation of St. Kitts and Nevis has 14 parishes when combined. Lower order Nevis is divided into 5 parishes
Lesson content: Naming and identifying parishes in Nevis Previous knowledge: Students are familiar with the shape of Nevis. Students are familiar with the concept of a parish. Instructional Materials: map of Nevis showing parishes. Puzzle pieces. Teaching strategy: guided discovery with Discussion Social studies Processes: Encourage students to appreciate the uniqueness of their country. Introduction: Present students with a blank map of Nevis and elicit from students the number of parts the country is divided into. Elicit what this division is called. Expected Answer; Parishes. Teacher and students will engage in a short discussion about parishes. Sample questions What is a parish? How did parishes get their names? Development:
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Step 1 Present students with large puzzle pieces of the parishes found in Nevis. With the use of clues such as; I am the smallest parish and have the name of the parish in St. Kitts that is next to St. Anne. Who am I? Expected answer; St. Pauls. Students will try to guess the name of the parish and identify the piece of the puzzle. Elicit the number of parishes in Nevis. Expected answer (5) Step 2 Teacher will then present a brief history on the parish of St. John fig tree and St. George. Have students note that in this parish church a marriage between a captain Horatio Nelson and a plantation woman (Frances Fanny Nisbet) took place. Step 3 After completing the puzzle have students compare parishes to each other and discuss their shape and size. Students will also be asked to compare the parishes in Nevis with those of St. Kitts. Elicit from students how many parishes make up the Federation. Expected answer (14) Consolidation/Cumulating: Engage in a short recall activity and elicit the number of parishes in Nevis, the largest and the smallest etc. Application: Students will connect the lines to form parishes. Have students write the names of the parishes and formulate a key. Evaluation
Lesson Plan 9 Subject: Social Studies Topic: Our Federation Subtopic: Towns and Villages in Nevis Grade: Two (2) Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes 107 | P a g e
Objectives: Knowledge With the aid of a map students should be able to name at least two villages found in Nevis. Skills After preparing for the field trip students should be able to use imagination while on the tour by pretending to go on an actual boat ride. With the aid of a map use coordinate to locate villages and towns in Nevis in less than two minutes. Attitude Develop an appreciation of the island Show an appreciation for the history of the villages found in Nevis by listening attentively. Concepts Higher order location Lower order Map village Generalizations Higher order Towns and Villages are found within Parishes. Lower order Nevis has many small Villages. Lesson content: Naming and identifying villages within parishes in Nevis Previous knowledge: Students are familiar with the shape of Nevis and parishes in Nevis. Instructional Materials: Floor map of Nevis showing parishes and villages within the parishes. 108 | P a g e
Teaching strategy: guided discovery with Discussion Social Studies Processes: Encourage students to appreciate the uniqueness of Nevis and to develop a sense of location. Introduction: Teacher and students will engage in a short review of the parishes found in Nevis. Teacher will elicit from students the number of parishes and names of parishes found in Nevis. Expected answer; there are five parishes in Nevis. Teacher will note student’s responses on the board. St. Paul St. John (Figtree) St. George (Gingerland) St. James St. Thomas Development: Step 1 Teacher will elicit from students their experiences in relation to travelling or living in Nevis. Ask students to share what they know about Nevis and some of the villages they are familiar with. Teacher will also note responses on the board. Step 2 Towns and villages are located in Parishes. Have students note that persons who have never visited Nevis and the whole class will be going on a field trip to Nevis. Teacher will present students with a floor map of Nevis showing parishes, Villages and towns and have students observe the map. Teacher will present students with tour hats and instruct students to remove their shoes in order to utilize the map.
Step 3 Students will be encouraged to use their imagination and listening skills as teacher brief students on the history of some of the villages found in Nevis. Teacher will also have students name and identify the parishes in which these villages are found. Teacher will use coordinates to elicit villages. 109 | P a g e
Example South of the island is a parish that is sometimes called Figtree, can you name at least two villages found in that parish. In the parish of St John you will find brown Hill Bath Village and Pond hill. Consolidation/Cumulating: To close the lesson teacher will engage students in a short recap to elicit villages visited during the tour. Have students Give the name of their favourite village and give reasons why. Application: Evaluation ________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________
Lesson Plan 10
Subject: Social Studies Topic: Our Federation Subtopic: Villages and towns Nevis Review and continuation Grade: Two (2) Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes 110 | P a g e
Objectives: Knowledge with the aid of a map name at least two villages found in Nevis without hesitation with the aid of a definition explain the concept of a village on their own Skills With the aid of a map use coordinate to locate villages and towns in Nevis accurately. Attitude Participate willingly in activities. Concepts Higher order location Lower order Map Village Generalizations Higher order Countries are made up of small Villages Lower order A town and small villages can be found in Nevis. Lesson content: Villages and town in Nevis Previous knowledge: Students can name some villages found in Nevis. Students can also name the parishes found in Nevis. Instructional Materials: map of Nevis showing villages, Teaching strategy: Inductive discovery Social studies Processes: Introduction: Teacher will review previous lesson on the names and location of different parishes. Teacher will elicit from students the names of some of the villages visited on the trip. Teacher will note student’s responses on the board and discuss what can be found in some the villages mentioned. 111 | P a g e
Development: Step 1 Teacher will present students with an individual map of Nevis. Teacher will allow students to observe the map and name villages that were not mentioned in previous discussion. Teacher will note responses on the board. Step 2 Teacher will then instruct students to take a pencil and a paper to write responses. Teacher will ask questions in relation to location. Students will use the map to find answers and note their response on the paper. After, teacher will elicit the answer from students and allow students to give reasons for their answers. What village is located in the most northern part of the island? (Newcastle) Consolidation/Cumulating: Song (Nevis Nice) Come over to Nevis Come and take a visit Nevis nice Nevis nice Application: Name three villages in Nevis and the parish they are found in.
Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
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Lesson Plan 11 Subject: Social Studies Topic: Our Federation Subtopic: My Village (Sandy Point) Grade: Two (2) Age: 7-8 years No. of students: 16 Ability: Mixed Time: 35 minutes Objectives: Students should be able to Knowledge with the aid of a map name at least two areas found in Sandy Point without hesitation with the aid of a definition explain the concept of a village on their own With the aid of the definition of a Village students should be able to state the name of the village they live in. Explain how the village got its names. Skill With the aid of the map students should be able to locate the area where they live on a map in less than one minute. With the aid of a map create key to show things found in the village of sandy point with little assistance. Attitude Develop a sense of belonging to their village. Participate willingly in activities.
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Concepts Higher order Area village Lower order Roads streets key buildings Generalizations Higher order People live in small villages all over St. Kitts Lower order Students live in the Village of Sandy Point. Lesson content: Villages and town in Nevis Previous knowledge: Students can name the village they live in Instructional Materials: map of Sandy Point, Teaching strategy: Discussion Social studies Processes: Encourage students to appreciate the uniqueness of their Village. Introduction: Teacher will review lesson on the names and location of different villages found in St.Kitts. Review the concept of a village and elicit from students the Village they live in. Teacher will note responses on the board. Development: Step 1 Teacher will engage students in a brainstorming session to elicit from students things that could be found in their village. Teacher will note student’s responses on the board and discuss some of the things that can be found in Sandy Point village that was mentioned by students.
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Step 2 Teacher will present students with an individual map of Sandy Point. Teacher will allow students to observe the map and locate things in the village that was discussed. Teacher will then focus student’s attention on other things that could be found in Sandy Point that was not mentioned. Step 3 Teacher will then introduce the word Key to students and have students recall what a key is used for. Expected answer a table with symbols to explain what is seen on a map. Note students responses on the board. Ask students what if you want to make a key for this map what will you use to show or represent some of the things seen on the map. Have students note that the symbols seen on the map have to be identical to those found in a key. Consolidation/Cumulating: Engage students in a song to recall things found in Sandy Point. Teacher will sing the song and then have students join in and sing along together. Application: Make a key to show buildings and places found in Sandy Point Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Song Come we go come we go down, come we go down to Sandy Point (2x) Hospitals in sandy point Primary school in Sandy Point
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Brimstone hill in Sandy Point.
Lesson Plan 12 Subject: Social Studies Topic: Our Federation Subtopic: Capital and its importance Grade: Two (2) Age: 7-8 years No. of students: 15 Time: 40- 45 minutes Objectives: Students should be able to: Skill Knowledge After defining capital students should be able to name the capital of St. Kitts and Nevis in less than one minute. With the aid of pictures students should be able to list events or activities that take place in the capital on their own. Through discussion students should be able to define capital on their own. Skill
Identify reasons why this particular place is called the capital. Explain why we need a capital. Identify differences between a capital and other areas in the country.
Attitude Appreciate why every country has a capital. Develop a sense of appreciation for their capital by naming some of the features they like about it.
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Concepts: Higher order Capital Government
Lower order Building Boats airports Generalizations: Higher order Capitals have an important purpose. Every country has a capital city. Lower order The capital of St. Kitts is Basseterre. The capital of Nevis is Charles town Lesson content: Capital and its importance Previous knowledge: Students are familiar with the name of their country’s capital. Instructional Materials: Pictures Teaching strategy Inductive- discovery with Discussion
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Social studies Processes: Assisting students in understanding the purpose and importance of a capital. Introduction: Teacher will present students with a scenario. Example; Teacher will pretend to be going somewhere to pay bills and other things that take place in the capital. Elicit from student where they think teacher is going. Note students responses and elicit reasons why for the answers given. Expected answer town
Development: Step 1 Present two pictures to students and elicit what is happening in each. Have students compare pictures and identify which picture better describes the capital. Have students give reason for their answers. Expected answer there are lots of stores close together and lots of vehicles. Also it looks busy with people and say what is happening elicit reasons where these thing happen elicit reasons why persons live in particular areas. Step 2 Present students with other scenarios to elicit important building, ports etc. Have students formulate a definition for capital after the short discussion. Paste on board and then present teacher’s definition and compare. A capital is a city that is the center of a specific activity or industry Step 3 Ask questions such as “does every country have and need a capital?” Have students give reasons for their answers. Elicit the importance of a capital and its location.
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Consolidation/Cumulating: Engage in a short discussion about where students would prefer to live and why. Application: Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 13 Subject: Social Studies Topic: Our Federation Subtopic: Important buildings in the capital Grade: Two (2) Age: 7-8 years No. of students: 15 Time: 40- 45 minutes Objectives: Students should be able to: Knowledge Through discussion students should be able to name at least two important buildings in St. Kitts. Skill
With the aid of pictures and names of buildings students should be able to create a collage of important buildings in St. Kitts in groups.
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With the aid of pictures as a guide put puzzles of buildings found in the capital together in less than one minute.
Attitude
Respect each other’s input by working together in groups.
Develop and appreciation for their country and important building.
Concepts: Higher order pride justice government Lower order building Generalizations: Higher order There are many important buildings around the world Lower order In St. Kitts there are important building located in the capital. Lesson content: Identifying important buildings in the capital Previous knowledge: Students are familiar with things found in the capital. Instructional Materials: puzzle, riddles, flash cards, manila, markers, pencils.
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Teaching strategy Inductive- discovery with Discussion Social studies Processes: Encourage students to explore important buildings found in the capital. Introduction: Present the class with riddle “Who am I” I am a place where criminals are kept. (prison) I am a place where most government offices are found. (Government Headquarters). Teacher will note student’s responses on the board for students to read. Development: Step 1 Elicit from students a general name that can be given to the places mentioned. Expected answer; buildings. Elicit from students where these buildings can be found. Expected answer; in town. Have students give another name given to a town. Expected answer; the capital. Elicit from students the name of the capital of St. Kitts. Engage students in brainstorming about other buildings found in the capital. Teacher will note student’s responses on the chalkboard. Step 2 Present students with pictures of buildings and have students observe. Elicit from students if they can identify any of the buildings and say if they have ever visited any of these places before. Allow students to share their experiences with the class.
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Step 3 Present students with a brief history of specific buildings. Have students note their purpose and function and its importance to the capital. Additionally have students note that some of the buildings are very old and have been there for many years. Consolidation/Cumulating: Present students with puzzles and have them work in groups to arrange the puzzle correctly to find out what building is being shown. Application: Place students in groups and have students make collages of important buildings in the capital. Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
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Lesson plan 14 Subject: Social Studies Topic: Our Federation Subtopic: Monuments Grade: Two (2) Age: 7-8 years No. of students: 15 Ability: Mixed Time: 35 minutes Objectives: Knowledge with the use of the definition of a monument students should be able to name at least two monuments in St. Kitts After listening to the story students should define the term monument in their own words. With the aid of the story students should be able to state the use of monuments without assistance. Skills After reading the riddles students should be able to match the correct name to the riddle in less than a minute.
With the use of pictures and information students should be able to create a folder showing monuments in about 10 minutes.
Attitude With the aid of a virtual fieldtrip students should be able to appreciate the history of the federation by showing interest in exploring the past. Concepts Higher order monuments Lower order Statues Structures Generalizations 123 | P a g e
Higher order Monuments are located all over the world
Lower order Monuments are located all around St. Kitts Lesson content: Naming and identifying monuments found in St. Kitts Previous knowledge: Instructional Materials: structures of monuments, story, riddles, name cards, tour guide hat Teaching strategy: guided discovery with Discussion Social studies Processes: to encourage students to appreciate and explore the history of their country. Introduction: Teacher will present students with a story of Robert L. Bradshaw. Have students listen attentively to the story then present students with a picture of Robert. L Bradshaw. Elicit the name of the man from the story. Expected answer R. L. Bradshaw.
Development: Step 1 Teacher will question students based on the story to elicit the term monument. Example: What was built in remembrance of Robert L. Bradshaw? Expected answer; a monument. Elicit from students what a monument is and note student’s responses. Teacher will then present students with a definition of a monument and have students read and compare. Step 2 Have students note that monuments are found all around St. Kitts. Teacher will then elicit from students other monuments they have seen by referring to the definition of a monument. Example: Berkeley memorial, Robert L. Bradshaw, Independence square, War memorial.
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Step 3 Explain to students that today the class will be taking a special tour to observe and learn about different monuments. Teacher will prepare students for this tour. During the tour the guide will highlight important facts and history about these monuments. When it was built, the name and reason for the name and also location.
Consolidation/Cumulating: Students will engage in a Who am I guessing game. Teacher will present students with cards describing the monuments and have students choose the answer cards from among other names. Application: Students will work in groups to design folders showing monuments and the information to match each monument. Evaluation ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 15
Subject: Social Studies Topic: Our Federation Subtopic: Monuments (Continuation and Review) Grade: Two (2) Age: 7-8 years No. of students: 15 Ability: Mixed Time: 35 minutes 125 | P a g e
Objectives: Knowledge with the use of the definition of a monument students should be able to name at least two monuments in St. Kitts. with the aid of a discussion student should be able to recall the names of at least three monuments in St. Kitts. Skills With the use of pictures and information students should be able to create a folder showing monuments in about 10 minutes.
Attitude With the aid of a discussion students should be able to appreciate the history of the federation by showing interest in exploring the past. Concepts Higher order monuments Lower order Statues Structures Generalizations Higher order Monuments are located all over the world
Lower order Monuments are located all around St. Kitts Lesson content: Naming and identifying monuments found in St. Kitts Previous knowledge: Instructional Materials: structures of monuments, story, riddles, pictures Teaching strategy: guided discovery with Discussion Social studies Processes: to encourage students to appreciate and explore the history of their country.
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Introduction: Teacher will present students with a short riddle. I can be in the form of a statue, a building or even a structure such as a bridge. I am built in order for persons to remember important people and events. Who am I? A monument. Teacher will then present students with the definition of a monument and have students read aloud together.
Development: Step 1 Teacher will engage in a recall of the previous lesson and have students share their experience about the tour they experienced during the last class. Focus student’s attention on the monuments displayed around the classroom. Step 2 Have students note that monuments are found all around St. Kitts. Teacher will then elicit from students other monuments they have seen by referring to the definition of a monument. To assist students in naming other monuments in St. Kitts teacher will give clues to assist in helping students to use their pervious knowledge. Example a place in Basseterre where people go to relax under the shade trees etc. (Independence Square) JNF hospital Clarence, Fitzroy Bryant College (building named in memory of persons who were important to our federation). Consolidation/Cumulating: Have student recall monuments that they have learnt about including those from the previous lesson. Application: Students will complete work in groups to design folders showing monuments and the information to match each monument.
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Evaluation ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
Lesson Plan 16 Subject: Social Studies Topic: Our Federation Subtopic: Parishes in St. Kitts Grade: Two Ability: Mixed Duration: 40 minutes Objectives: Having discussed the concept of a parish, students should be able to: Knowledge:
Give examples of parishes in St. Kitts
Explain the concept of a parish
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Skills
Using a map of St. Kitts put a puzzle of St. Kitts showing the parishes without the help of the teacher.
With the colour code papers students should be able to identify the parishes in ST. Kitts by labeling them on the map.
Attitude
Develop an appreciation of their island
Concepts: Higher order
Parish
Lower order
Church
Priest
Generalizations: Higher order
Most countries are divided into parishes
Lower order St. Kitts is divided into 9 parishes
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Lesson content: Naming and identifying parishes in St. Kitts Previous knowledge: Students are familiar with the shape of their St. Kitts. Instructional Materials: map of St. Kitts, flash cards, puzzle pieces, Teaching strategy: Discussion, demonstration, questioning. Social studies Processes: Students will be encouraged to appreciate their island for its uniqueness. Grouping. Introduction: Teacher will introduce the lesson with a short poem.
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A part, piece or portion, Is what they use to describe me I hold the name of long ago saints And is home to many local churches. I am a Parish. Elicit from students what the poem is about and discuss the meaning of a parish. Development: Step 1 Teacher will engage students in a discussion about the significance of the parishes on the island; teacher will inform students that each has a special feature about them. They will be told the each parish has an Anglican church. Step 2 Teacher will present students with the map of St. Kitts. The map will be divided into parishes; the students will then look at layout of the map and think about what may go into the spaces. The students will use a colour coded key to represent each parish. They will label the parishes and read them afterwards. Step 3: The students will be asked some questions about the parishes such as, “what two parishes do St. Anne’s lye between?” and “What is the name of the biggest parish?” Students will use the puzzles to arrange the map of St. Kitts, using the map as a guide. This will be done in groups. 131 | P a g e
Consolidation/Cumulating: Have students name the parishes found in St. Kitts as they participate in a ring game. Application: Students will label the parishes found on the map of St. Kitts. Evaluation: ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________
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RESOURCE INFORMATION
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GRADE TWO
TOPIC Celebrations
TEXTS 1.Leslie S, Robinson-Glanville S &O’Sullivan-Sirjue J, Caribbean Neighbours Bk.5 Carlong Publishers, Jamaica , 2007 (page 72) 2. Michael Keen, New Steps in Religious Education for the Caribbean Bk.1, Nelson Thornes UK, 2003 (pages 86-88) 3. Narinesingh U & Sinanan R, Rainbow Readers: A Caribbean Reading Series, Royards Publishing Company, Trinidad ( pages 63-68)
TWO
My School
-Albertin M et al; Caribbean Social Studies: Our Neighbourhood: Infant level 2, Heinemann UK, 1992. (Pages 6-7) - UNESCO Rights of a Child
Location of school
-Albertin M et al; Caribbean Social Studies: Our Family, Home and School: Infant level 1, Heinemann UK, 1992. (Page 10) 2. Albertin M et al; Caribbean Social Studies: Our Neighbourhood: Infant level 2, Heinemann UK, 1992. (Pages 20 )
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GRADE
TOPIC Location of School –cont’d
TEXTS 3. Albertin M. and Brathwaite M. Basic Social Studies Skills, HeinemanEducational Publishers , Oxford , 1994 (pages14-15) 4. Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (pages 10-15) 5. Jennings T, Oxford International Primary Geography Bk 1, Workbook, Oxford 2015 (pages 10-15)
TWO
Location within classroom using simple grid
- Albertin M. and Brathwaite M. Basic Social Studies Skills, Heineman Educational Publishers , Oxford , 1994 (pages10-11) -Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (pages 4-9) -Jennings T, Oxford International Primary Geography Bk 1, Workbook, Oxford 2015 (pages 4-9)
Getting to school
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1. Oxford Children’s Encyclopedia (TRC) 2. People Together Family Ties, p. 20 – 21
GRADE
TOPIC Getting to school-cont’d
TEXTS 3. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) page( 55-56) 4. Albertin M et al; Caribbean Social Studies: Our Neighbourhood: Infant level 2, Heinemann UK, 1992. (Page 28) 5. Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (page 32-35) 6. Jennings T, Oxford International Primary Geography Bk 1, Workbook Oxford 2015 (page 32-35)
TWO
Describing the neighbourhood / Community
1. People Together Family Ties, p. 14 –19 2. My World Where we Live p 10-13, 14-16 3. Around the World AN INFANT ATLAS pp 2 - 5 4. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) page( 13-15, 21,)
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GRADE
TOPIC I am part of a Community
TEXTS 5. Albertin M et al; Caribbean Social Studies: Our Family, Home and School: Infant level 1, Heinemann UK, 1992. (Pages 4,5) 6 . Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) 7. Caribbean Social Studies 2 by Mike Morrisey pp 12 – 14
Places in my Community
1.Albertin M et al; Caribbean Social Studies: Our Neighbourhood : Infant level 2 , Heinemann UK, 1992. (Pages 6- 18) 2. Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (page 24-25) 3. Jennings T, Oxford International Primary Geography Bk 1, Workbook, Oxford 2015 (page 24-25) 4. My World Where We Live p. 22-23, 40 5. People Together A Working World p. 92-93
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GRADE TWO
TOPIC Jobs in my Community
TEXTS 1. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002 (pages 29-36) 2. Jennings T, Oxford International Primary Geography Bk 1, Oxford 2015 (page 26-27) 3. Jennings T, Oxford International Primary Geography Bk 1, Workbook, Oxford 2015 (page 26-27) 4. Caribbean Social Studies 2 by Mike Morrisey 5. People in our Community Social Studies 2 by W. Browne and Eugene Harrison 6. People Together A Working World p. 104 -109
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GRADE TWO
TOPIC Our Environment –Protecting Living Things Around Us
TEXTS 1. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002) (Page 48) 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.
Social Education- Helping the Elderly
1. Albertin M and Brathwaite M, Our Local Community Bk. 1, Heinemann Publishers , Oxford, 2002 (page 12) 2. People Together A Working World, p. 98-99
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GRADE TWO
TOPIC Social Education- Our Feelings
TEXTS 1. Anthony F et al, Health and Family Life Education for Primary level, Students Book 2 MacMillan Education (pages 20-21) 2. Anthony F et al, Health and Family Life Education for Primary level, Activity Book 2 MacMillan Education (page 5, 11) 3. ''Feelings'', A personal skills course for young people TRC
TWO
Federation-Where I live
1. Albertin M. and Brathwaite M. Basic Social Studies Skills, Heineman Educational Publishers , Oxford , 1994 (pages14-15) 2. Internet links to lesson plans included
Government Ministers
Booklet, "How we are governed
The World-The Earth
1. Jennings T, Oxford International Primary Geography Bk 2, Oxford 2015 (pages 4-5; 34-35) 2. Jennings T, Oxford International Primary Geography Bk 2, Workbook, Oxford 2015 (pages 4-5; 34-35)
Coordinators’ Email addresses
[email protected] [email protected]
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