Spanish Lesson Plan

Name:Tamara Gellizeau / Veera Ramkissoon

School: Gasparillo Secondary School / La Romaine Secondary
Class: Form 1
Date: 27th May, 2019
Length of class: 35 mins
Materials: Computer, laptop, projector, CD, CD Player
Previous Knowledge: Talking about the weather in English, use of “hace”
Objectives:
Students will be able to:
1. Ask about the weather in Spanish
2. Say what the weather is like in Spanish
Topic and Context: Weather Conditions. Your friend in Port of Spain wants to know what the
weather is like in San Fernando.
Set Induction: Students will look at a youtube video showing weather patterns in
Spanish. (1 min 55 sec)
https://www.youtube.com/watch?v=amh8Sovhn5g

Context Teaching Strategies / Methodology

1. Asking about 1)Teacher shows students a powerpoint presentation with the

the weather question que tiempo hace? (1 min)

2) Students will be asked to repeat the question a few times in

rows and then individually ( 2 min)

2) Talking about 3) The teacher continues with the powerpoint showing a particular
weather conditions weather pattern in Spanish with pictures. Eg. Hace Sol - It is
sunny

4) More phrases will be shown in Spanish along with pictures eg.

Hace calor
Hace buen tiempo
Hace mal tiempo ( 3 min)

5) Students will be asked to repeat each phrase a few times as a

class and then individually. ( 2 min)

Evaluation according to each objective:

Context Evaluation

Weather 1. Students will be placed into pairs where they will role play a scene
conditions asking each other what the weather is like and give a response in
Spanish. ( 2 min)

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Home Work:
Students can create their own video using software of their choice explaining different
weather patterns using the phrase “hace”. Or students could use the padlet tool to place
chosen videos to use as a review tool later on. (1
min)

Closure: Students will say one thing they learnt in Spanish class today. (1 min)

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 IT LESSON PLAN
MODULE: 6 - Ethics in Technology

TOPIC: Discuss cyberbullying, its impact on students and ways of preventing its occurrence

ESTIMATED TIME: 90 mins

CLASS: Form 1, Term 2

LEARNING OBJECTIVES:
Students will be able to:
share their awareness of the problem of cyberbullying.
identify what motivates young people to participate in online cruelty.
display their empathy for others.
propose strategies for resisting peer pressure and communicating in positive ways online.

RESOURCES:
1. Cyberbulling stories-
a.http://archive.adl.org/education/curriculum_connections/cyberbullying/middle%20school%
20handouts.pdf
b. http://nobullying.com/six-unforgettable-cyber-bullying-cases/

2. Laptop, projector, Internet access

3. Video clip showing how quickly information can spread on the internet (eg. One from
http://www.netsmartz.org/Parents)

4. Presentation and group rubric

5. Select a list of cyberbullying resources (links or print documents) 27

PREVIOUS KNOWLEDGE:
Students are aware of social media like Facebook

SET INDUCTION: Play short clip of how quickly information can spread on the web. (Eg use
video from NetSmartz Workshop). Substitution - Computer technology is used to perform the
same task as was done before the use of computers.

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PROCEDURE:
Teachers activities
Teacher uses a cyberbullying story. (eg.
Stories from - resource 1- or resource 2)
Inform students that this happened to a real
teenager.
Ask them to close their eyes as they listen,
and to imagine that they are a student at that
school.
Discuss the following using:
think/write/talk/compare:
How did it make you feel to hear about this
incident?
What do you think motivated the students who
started making comments on the Web?
What about those who added comments or e-
mails and those who chose not to tell anyone
about what was taking place?
What would you have done if you received a
link to the Web site or a message inviting you
to visit and join in?
Ask students to consider if cyberbullying, or
online cruelty, is a common occurrence in
their lives.
Direct them to form a human continuum,
standing to one side of the room if they feel it
is extremely common, the other side if it is
rare, or somewhere in-between that reflects
their experience.
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Student Activities
Students close their eyes, listen and imagine
that they are a student at the school the incident
took place.
Students participate in the discussions-by first
thinking of the question, then writing their
response on a shared space (on a wiki, Google
docs, padlets) or in their notebooks.
Modification - Common classroom tasks are
being accomplished through the use of
computer technology.
Students create a flyer using MS Publisher and
based on their discussions identifying what
qualifies as cyberbullying and their respective
solutions or responses to these situations.
View or share each group’s flyer.(This is
viewed as redefinition because technology
allows for new tasks that were previously
inconceivable)
Students reflect on their experiences of
cyberbullying and stand somewhere in a line
where one end is extremely common and the
other end is rare.
 CHEMISTRY LESSON PLAN
Teacher:
Date:27/05/2019
Class: Form 4
Time: 40 mins
Unit: Principles of Chemistry
Topic: Atomic Structure

Set Induction: Video on atomic structure

https://www.bing.com/videos/search?q=atomic+structure+video&view=detail&mid=FEAE
2A10F7F7F9AA9CB1FEAE2A10F7F7F9AA9CB1&FORM=VIRE {SUBSTITUTION}

Pre-requisites:
Knowledge: Student should know that :
• Matter makes up everything around us
• The atom is the smallest unit of matter

Concept or Principle:
An atom is the smallest unit of matter that retains all of the chemical properties of an element.
Atoms are made up of particles called protons, neutrons, and electrons, which are responsible for
the mass and charge of atoms. Atoms have different properties based on the arrangement and
number of their basic particles.

Objective:
After this lesson students should be able to:
• Determine the number of protons, neutrons and electrons of an element by using the
periodic table.
• List the location, charge and names of subatomic particles in atoms.
• Define the key vocabulary terms associated with this lesson

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Teaching Strategies:
Teacher will provide students with an Unit Guide Template (Google document). The students will
use the document to take notes during instruction {SUBSTITUTION}
The teacher will then start the lesson by challenging students to tear a piece of paper into the
smallest size possible. Then pose the question, ‘can this piece of paper be broken down further’?
Explore ideas on the board and then introduce the idea of atoms, building on what students already
know about particles.

Tools, Materials, Resources:

• Text book
• Charts
• Internet/website access
• Laptop and projector
• Model of the atom
• Whiteboard/whiteboard markers
• Worksheet:
https://dryuc24b85zbr.cloudfront.net/tes/resources/6065291/image?width=500&height=5
00&version=1328011192000

Activities:
1. A fun thing to do is then ‘build an atom together’ using a range of artefacts to represent
the different parts. Neutrons and protons should be represented by similar sized objects,
with the same mass. Electrons can be represented by something with a tiny mass – such as
a hair plucked from your head!
2. Students will watch a video via activating the hyperlink in the given template. The student
is to acquire additional information about atomic history and complete an
activity (worksheet shared via the unit guide template) {AUGMENTATION }
Assessment:
1. Using the PhET application in combination with the Activity Sheets given, Students will
work in partners to Build An Atom and complete the activity regarding an assigned
element(s) {MODIFICATION}
2. Students will prepare a slide for each element to share with the class which identified the
atomic number, atomic mass, the number of protons, and the number of electrons of a
particular element on periodic table {REDEFINITION}. Can even share on padlet.

Remarks

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 PHYSICS LESSON PLAN
LESSON PLAN ON ANGLES OF ELEVATION AND DEPRESSION USING ICT

Topic: Angles of Elevation and Depression

Class: Form 4
Duration: 40 minutes

Objectives: Students will be able to:

1. Calculate angles of elevation
2. Calculate angles of depression

Set Induction: Movie Clip - https://www.youtube.com/watch?v=bFVsAcHLp64

(AUGMENTATION - Video was used to create excitement and interest in the topic)

Content:
1. Angles of Elevation and Depression are measured with respect to the horizontal.
2. Angles of Elevation = Angles of Depression.
https://www.youtube.com/watch?v=zWrNJerVeY
(SUBSTITUTION: Video replaces/substitute teacher’s instruction)

Activity: Students use Equation Editor to solve worded problems given in video.
https://www.youtube.com/watch?v=0SwBFNrBMr8
(MODIFICATION: Video replaces/substitute teacher’s assignment. Students use google docs to
collaborate on their solutions.)

Conclusion/Assessment:Students are assessed using a test created by teacher on Quizalize.

(MODIFICATION: Test on paper was substituted but it was engaging and students got
immediate feedback)

Home Work: Students placed in groups and each group create a summary of what was learnt
using Google Docs.
(MODIFICATION - Students document main points learnt in lesson and using the sharing aspect
of google docs they list and discuss what was learnt in lesson).

Student Outcome:
1. No. ICT is not essential to lesson. This could have been taught using a practical example,
going to the basketball court and looking at the top of the post.

2. The ICT tool was appropriate because kids got a visual and a practical example of the
topic. The use of a SMARTBOARD would be a better option to improve effectiveness in the
future for when this technology is available in schools.

3. Obstacles - Not having the availability of software such as AutoCad to teach practical based
topics.

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4. The videos were able to give the students a visual representation of the practicality of the
topic. The videos appealed to the different learning styles (audio and visual).

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 CHEMISTRY LESSON PLAN 2
Teacher: Science Group

Date: 27-05-2019

Class: Form 2

Time: 1 hr 10mins. Periods: 2

Topic: States of Matter

Sub Topic: Changes of State

https://www.youtube.com/watch?v=8lQSwiv3gCg
(Substitution)

Knowledge:- students should know:

Particle arrangement and movement in the different states of matter.

How to use a thermometer.
Some real life examples of solids, liquids and gases.

Skill:- students should know how to:

Make Observations
Write Lab Reports
Work in groups
Use Technology

For each group/student

For Teacher
Projector, Laptop,
Experimental materials:
beakers, hotplate, watch
glasses, ice, thermometer.

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 Laptops, Internet
Connectivity.

Matter is anything that takes up space and it is made up of tiny particles. Matter can come in
different states, or forms, such as solids, liquids, and gases. Different types of energy, including
heat, can change matter. Matter can change states through freezing, melting, evaporation,
condensation and sublimation. It is important to understand matter since we encounter a variety
of matter in different states on a daily basis.

Classification

At the end of the lesson, student will be able to:

knowledge
• Identify examples of each change of
comprehension
state.
application
• Explain how changes of state occur in terms of
energy
valuing
• Demonstrate the changes of state in water by
cooling and heating

• Appreciate that these processes occur in

Everyday life

During this lesson, student will be engaged in:

• Identifying/formulating a problem
• Designing and Planning an experimental procedure
• Setting-up and executing experimental work
• Observing and measuring
• Recording of data and observations
• Interpreting and evaluating data and observations
• Communicating scientific ideas, observations and arguments
• Applying scientific ideas and methods to solve qualitative and quantitative problems
• Decision-making based in examination of evidence and arguments
• Extracting from available information data relevant to a particular situation

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 Introduction:
A demonstration of the behaviour of particles as solids, liquids and gases using a video of an
experiment showing bromine gas being heated in a sealed tube.

Development:

From the video ask Ss to state what they observed about the bromine?
• What state did it start off in?
• What state did it move to?
• How did it do this?

Ss should determine that materials can change state when heated or cooled.

Experimental Activity:
Students are encouraged to answer the following questions using Padlet (Augmentation)
In groups Ss are provided with ice blocks and asked to determine how they can get it to the
liquid state with the equipment provided i.e. a hot plate or water bath. What do they observe?
What is the process called? They must measure the initial temperature and the temperature when
water is produced. They are then asked use the equipment provided and get the water to turn
into a gas. When the water is turning into a gas what do they observe? What is the process
called? They must measure the initial temperature and the temperature when steam is produced.
If a watch glass is placed over the beaker what happens? Record observations. What is the
process called? When water is in the liquid state how do we get it to freeze? What is the process
called? Students complete lab report as they work using padlet.

Students are asked to work in groups to create an animation demonstrating movement of particle
as they change state from Solid to Liquid to Gas.(Redefining)

Consolidation:
Ss present their animations.

HW assignment:
Ss are asked to work individually to demonstrate an appreciation of changes of state in everyday
life. Applications such as and Sway can be used for this activity.
To be presented in Two weeks time. (redefinition)

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STUDENT OUTCOME:

1)Is ICT essential to the activity?

No but it enhances the lesson.
2) How appropriate was the ICT tool selected and could there be a future option to improve
effectiveness?

Padlet allows all student information to be presented and each student can make a contribution
based on their learning experiences.
Sway can be used by students to create and share their presentation on states of matter in
everyday life. The tools were chosen based on the group work being done. The effectiveness of
the exercise could be improved by the students all having a device with the relevant app instead
of sharing school laptops.

3)What obstacles do you foresee in using ICT and how can it be addressed?
Not all students may be able to access the internet or the Sway app for their homework. This
can be overcome by using the school’s computer lab at lunch or simply by giving the students
the option to just present the information without the need for technology.

4) How did the ICT integration activity lead to problem solving and innovation?

Students were required to create an animation using ICT tools.(innovation)

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 MATHEMATICS LESSON PLAN -MATRICIES
Teachers: Rishi Ramesar, Reza Mohoyodeen, Jaime Ramkissoon-Maharaj, Zellon Mike, Vashti
Goberdhan

Date: 27th May. 2019 Class: 5 Time: 35 mins.

Unit: Matrices
Topic: Concept of a Matrix
Pre-knowledge:
Statistics (reading tables with rows and columns), Algebraic variables, Sets (concept of
elements and notation),

OBJECTIVES: Pupils will: Classification

1. Concept of a matrix K
2. Represent data using matrices K
3. Explain what elements of different matrices may represent A.T.
4. Appreciate that matrices have real life applications Aff.

SET INDUCTION: (Time: 5 minutes)

play a short video of students who are selling ice cream.

https://www.youtube.com/watch?v=v2f09JgbZW4
( SAMR- Augmentation - this enhances the Set Induction by focusing the students on the
idea of ice cream sales using video, appealing to visual and aural senses rather than just
talking about it. )

using a powerpoint

( SAMR- Substitution - this replaces notes traditional notes that may have been given on
a whiteboard. however the powerpoint acts a time saver and and increases student interest
in the lesson. The powerpoint can also be shared with the students or other teachers easily.
It can also be stored or edited easily for future lessons.)

Consider examples of data representation for the classes’ ice cream sales.

Compare written statements to information represented in tables.

How was the information arranged in the table?

Did fewer words make the information easier to understand?

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 Sometimes less is more.

(Resources required: short video of students selling ice cream, power point presentation , )

SECTION 1 (Time: 10 minutes)

Content: Concept of a matrix
Associated Objective: 1,2,3
Teaching Points:
1. A matrix is a visual representation of information
2. It consists of a rectangular array of numbers, parameters or variables arranged in some
meaningful order.
3. The numbers, parameters or variables are referred to as the elements of a matrix.
4. Each element in the matrix is described using its position with respect to row and
column.
5. The entries in a matrix are usually enclosed in two curved lines or square brackets.
6. Matrices can be represented or named using capital letters.
7. We use common letters to represent unknown elements of the matrix.
8. If we call the matrix “A”, we can sometimes avoid writing the matrix out in full, and
instead write, very succinctly, “A”.
Method: inductive
Teaching Strategy: Student Activity Resources
Discussion, questioning
using a PowerPoint presentation
(SAMR- Substitution) Powerpoint
slides and
1. Teacher will provide 1. Students will examine the projector
examples of data rectangular arrangement of the
represented in a information in the tables and ,
rectangular table for class discuss the meaning of the Markers and
to examine and discuss elements in the table. whiteboard.

2. Students will answer questions

2. The teacher will ask related to the benefits of using a
questions relating to representation rectangular array to represent data.
of data in a rectangular array.
3. The students will observe
examples and non examples and discuss
3. The teacher will provide and define a matrix.
examples and non examples and
guide the students in defining a
matrix.

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Sectional Review: (Time: 5 minutes)
Students complete exercises “groupwork”
using microsoft excel / google sheets:
(SAMR- Substitution/ Augmentation: students can use their devices to work out
exercises shared with them. )

Students will be called upon to explain the steps in their solution.

example of an Exercise:
represent the following data using a matrix
The marks obtained on two questions of a test
by three students are given as,
Paul: question 1: 4 marks; question 2: 3 marks
Jean: question 1: 5 marks; question 2: 2 marks
Noel: question 1: 7 marks; question 2: 8 marks

SECTION 2 (Time: 5 minutes)

Content: real life applications of matrices
Associated Objective: 4
Teaching Points:
1. In real life there are often instances where we may need to organise information.
2. Matrices offer an easy way to read and interpret information.
3. There are practical and real life applications for the use of matrices.

Method: deductive
Teaching Strategy: Student Activity Resources
Discussion , questioning

1. Teacher will provide students 1. Students will share feelings Power point
with examples of real life related to their appreciation of slides and
applications of matrices the real life application of projector,
matrices Markers and
white board.
Sectional Review: (Time: 2 minutes)

Teacher will recap :

• Matrices are used to represent real world data

• In business
• In accounts
• In economics
• In science
• In geography
• In computer science
• The list goes on.....

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CLOSURE: (Time: 5 minutes)

The teacher will ask students to answer the following questions.

• Define a matrix.
• How can matrices help us?
• What are some real life applications?
FINAL EVALUATION: (Time: 3 minutes)

Reasonable level of Achievement: Objective

14/17 students
3
CONTINUOUS EVALUATION:
1)
Represent in matrix form
The employees at a production plant work on two shifts around the clock. The following
information shows the number of workers absent on each shift for a three day period:
Day1:
shift1- 0 workers;
shift2- 4 workers
Day2:
shift1- 1 workers;
shift2- 0 workers
Day3:
shift1- 3 workers;
shift2- 2 workers

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TEACHER EVALUATION OF THE LESSON:

ICT Workshop Day 5 Activity

SAMR Model
Student Outcome:

1. Is ICT essential to the activity?

Yes . This lesson is based around the use of a powerpoint presentation .

2. How appropriate was the ICT tool selected and could there be a future option to improve
effectiveness?
It was appropriate. This lesson could be improved by allowing the students to have real time
interaction using software such as Padlet or Excel/Google Sheets.

3. What obstacles do you foresee in using ICT and how can it be addressed?
the students may not be familiar with the ICT tools necessary for the lesson. Also students
may use the ICT in an irresponsible way.

4. How did the ICT integration activity lead to problem solving and innovation?
It enabled the students to visually grasp the concepts and solve the problems using a real life
activity.

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 GEOGRAPHY LESSON PLAN
Topic: Natural Resources
Lesson: WATER: A Renewable Resource
Previous Knowledge:
• Definition of resources
• Types of resources: renewable and non - renewable
Objectives:
At the end of the lesson the student should be able to:
• Identify and state the scientific definition of water.
• Classify different sources of water.
• Describe the different uses of water.
• Define the term Water Conservation.
• Explain why we need to conserve water.
• List the different ways of conserving water.
• Create a video presentation of how water can be conserved in the home.

SET INDUCTION:
A video clip of a young person wasting water.
https://www.youtube.com/watch?v=h_lC2zo_flE

INSTRUCTIONAL PLAN:
• Teacher initiates discussion on the importance of water and why it should not be wasted.
• SUBSTITUTION: Powerpoint slides where teacher gives scientific facts about water.
• Kahoot quiz on Scientific facts about water-AUGMENTATION
• MODIFICATION and REDEFINITION: Slips of paper with uses of water are placed in a
box and students are required to choose one. Depending on the use selected, student are
required to depict via a diagram and share with the class via google docs.
• Follow up: Students create videoS of ways in which members of their family misuse
water.
Teacher Evaluation
Is ICT essential to the activity?
Yes. Video presentation for set induction. To stimulate their senses; to arouse students’ interest
in the lesson. To create posters and for quiz assessment
How appropriate was the ICT tool selected and could there be a future option to improve
effectiveness?
Video Presentation; Kahoot; Word and drawing tools; creation of video presentation
Future options: Students can do animation using their own voices
What obstacles do you foresee in using ICT and can it be addressed?
Internet connectivity; access to computer devices

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 SCIENCE LESSON PLAN
• TEACHER: Agricultural Science Teachers
• DATE: 27 May 2019
• CLASS: Form 4
• TIME: 1 period (30 minutes)
• UNIT: The Soil
• TOPIC: Soil Profile and Horizon
PREREQUISITES
Knowledge: - Students should know that:
• Soil originates from rocks
• Soil types vary based on the original rock type
Skill :- Students should know how to:
Read, word processing, drawing

CONCEPT OR PRINCIPLE
The soil profile is a vertical section through the soil showing different layers called horizons. A
soil profile can be sued to determine the agricultural suitability of a soil. An understanding of
the layers of a soil are essential in considering plant growth and its requirements. One such
requirement are nutrients which are found in the topsoil layers, while the subsoil layer influences
root penetration.

OBJECTIVES
At the end of this lesson, students will be able to:
Define a soil profile (Substitution)
Distinguish the horizons of soil profiles (Augmentation)
Create a soil profile (Modification)
Outline the importance of soil profiles to agriculture (Augmentation)
ACTIVITIES
Introduction
Set induction –
Teacher displays one Instagram profile pic and tells student the message of the pic
Teacher displays a soil profile pic
Students use Padlet to indicate the story the picture conveys.
Teacher then questions students about the story conveyed by both pictures.
Students offer responses.
Transition Statement
Teacher then states that the lesson today would be on soil profiles (power point).
Development
Students view a short the video on soil profile (In Power Point)
https://www.youtube.com/watch?v=qWv9xtVUwwk
Students create a soil profile using paint and share using google documents.
Teacher discusses submitted profiles with class,
Then summarizes lesson using local examples on Power Point.

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Consolidation
Students will outline the importance of a soil profile by typing a paragraph on same using a word
processor application and share their paragraphs on google documents..

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