Grade 5 Curriculum Guide - Social Studies

SOCIAL STUDIES CURRICULUM GUIDE
LEVEL 5
FAMILY
OBJECTIVE METHOD/
TOPIC CONTENT EVALUATION INTEGRATION
KNOWLEDGE SKILLS ATTITUDE STRATEGIES
FAMILY 1. Name the 1. Tracing a map Show Map of the Looking at the On an outline Mathematics:
Places from countries from of the world. appreciation for world map of the map of the world Kilometre
which the which the early early families showing world. pupils will cover Measuring the
early families families in the 2. Inserting who came from countries of the countries distance early
came. community came. countries from various parts of origin namely Drawing and and/or continents families traveled
which early the world by Africans – inserting names with various to get the Guyana.
2. Write sentences families in the saying how they West Africa, of countries objects (split
about the community are now part of Amerindians – and/or peas, beads (red Arts:
countries/ came. our Guyanese Mongolia, continents from & black) sand, Drawing pictures
continents from society. Portuguese – which early etc.) to identify to show the
which early Madeira, families in the the areas from different early
families came. East Indians – community which the families.
India, came. (Social various early
3. Locate on a Chinese – Studies For Our families came. Composition:
globe or atlas China, children Bk. 5 Writing a
countries from Europeans – pages one to 1. Compare and paragraph on any
which early England, thirteen). contrast the one of the early
families in the Spain, France physical features families.
community came. Netherlands, of early families
Dutch. who came from Science:
the same Movement
continent of East Living Things.
Indians, Chinese
and Amerindians
1
OBJECTIVE METHOD/
1. The Locating e.g. Early family e.g.
Amerindians, countries on a
East Indians map of the Comparisons Contrasts The East Indians
and Chinese world and They all have They practices
came from the inserting the black hair spoke
different
continent of names of languages beliefs who?
Asia. countries where
the early
2. The families came where?
Europeans from.
came from the culture why?
continent of Writing
Europe. sentences about
countries and/or Vocabulary:
3. The continents from Spelling names of
Africans came which early place.
from the families came. Mathematics.
continent of Sets
Africa. Dutch French
The ethnic Supenaan Mon-

Uitvlugt Repos
groups now
live together Charity
as Guyanese Kingston
citizens.
English
2
OBJECTIVE METHOD/
FAMILY 1. Name the areas 1. Drawing Show The early Naming the On an outline Mathematics:
Their areas in which the early pictures to show appreciation for families areas in Guyana map of Guyana Kilometres –
of settlement families settled in how early our rich culture settled in in which the pupils will cover measuring areas
in Guyana. Guyana. families lived. and how it different early families the areas where where early
impacts on our areas: settled. early families families settled.
2. Locate on a map 2. Researching lives by stating settled with
of Guyana areas in the origin of the the cultural Amerindians – Locating on a various objects Composition:
which the early names of places contributions of forests and map of Guyana (split peas, Writing
families settled. settled by early the early savannahs e.g. areas where beads). composition on
families. families. Aishalton, early families Why the early
3. Say which Yupukari, settled. Compare and peoples came to
group of people 3. Making Apoteri, contrast ways of this country.
named the places models of areas Mabaruma Identifying living of early
in which the early in which early names of places families. Art & Craft.
families settled. families settled. Europeans named by some On a map of
Dutch – early families. Match place Guyana, make a
Describe the 4. Finding and Essequibo names with early mosaic with
significance of listing the River, Defining names settlers. different col;ours,
places to early meaning of the Stabroek, of places where East Indian Orealla showing the areas
Dutch Zeelandia
families of names of some Supenaam, early families French Santa Cruz where early
Guyana. places where the Uitvlugt settled. Amerindian Wales families settled.
English Chateau
early families Pouderoyen Margot
settled. Identifying Spanish Port
Mourant
places where
early families On an outline
were sent. map of Guyana,
insert the
following places:
Fort Nassau,
3
OBJECTIVE METHOD/
French – Anna Catherina,
Chateau Drawing La Grange,
Margot, La pictures to Epira, Anna
Resouvenir, show how early Regina, Rose
La Belle families lived. Hall.
Alliance,
Mon-Repos Stating the Complete:
origin of the Africans is to
English – names of places Ithata as Chinese
Bourda, given by early is to ________.
Charity, families.
Kingston,
Georgetown Making models
of areas in
Spanish – which early
Anna families settled.
Catherina, El
Dorado, Santa Showing
Cruz appreciation for
our rich culture
Contribution List some Naming and Appreciate the East Indians – by discussing
s made by contributions by listing some contributions of Bush Lot, the cultural
early people the early peoples things which early Guyanese Belle Vue, contributions of
to Guyana. to Guyana. make up to the country. Vreed-en- the early
Guyanese Hoop, Huis’t families viz
culture. Dieren, Anna food, dance, art
Regina form.
4
OBJECTIVE METHOD/
Africans –
Queenstown,
Essequibo
Coast, Good Sets:
Hope - Sets of
Essequibo contributions.
Coast,
Dartmouth - Foods
Eseequibo contributed by
Coast, Buxton early peoples.
E.C.D,
Plaisance –
E.C.D, Ithaca
– West Coast
Berbice
Portuguese –
Portuguese Write a
Quarters, Port paragraph about
Mourant, the contributions
Plantation La of the early
Penitence, peoples to
Plantation Guyana.
Liliandaal.
5
OBJECTIVE METHOD/
Chinese –
Blankenburg,
Windsor
Forest,
Pouderoyen,
La Jalousie
and Union,
Plantation
Schoon Ord,
Stewantville,
Hague.
Place names
and their
meaning:
Mon Repos –
rest or resting
place or man
must rest.
Zeskenderen –
six children .
Vreed-en-
hoop – peace
and hope
La Penitence-
evil act
6
OBJECTIVE METHOD/
La Repentir –
city of the
dead.
Leguan –
iguana
Werk-en-Rust
– Work and
Rest.
Early families
were able to
identify
themselves
with the areas
where they
settled by
maintaining
their cultures
and erecting
building
homes that
were unique to
their culture
e.g.
Portuguese -
pawn shops.
Amerindians –
Benabs.
7
LEVEL 5
POLITENESS
OBJECTIVE METHOD/
Rules and List ways in which Listing Appreciate that Community Brainstorming Three ways in Art & Craft:
Responsibili- the infrastructure infrastructure in the landscape/infr some of the which people Making posters to
ties in the community the community infrastructure in astructure ways in which can protect the illustrate how the
can be protected. that should be the community should be people in the landscape in the infrastructure in
protected. should be protected to community can community are the community
Identify activities protected. preserve its protect the ____, ____, and should be
which they could Making a chart aesthetic infrastructure. ____. protected.
do to protect the with a list of Work co- quality.
infrastructure in desired activities operatively to Making a chart Write a Producing a folio
the community. which the prepare a list of Avoid the showing a list paragraph on on rules to obey
community can rules for the following. of infrastructure why we should at home and at
undertake. protection of - Removal and how they protect our school.
the of soil for should be landscape and
infrastructure. land protected. infrastructure.
filling.
- Cutting of
forest
trees.
- Burning of
grass on
lawns and
parks.
8
OBJECTIVE METHOD/
- Removing Making a chart
of shells with a list of
from the desired
beaches/ community
seashore. activities which
can be
- Swinging undertaken to
on trees in protect and
parks. preserve the
infrastructures.
Desirable Identify desirable Making chart Appreciate the As Low- Discussing Roles playing Language Arts:
Behaviour behaviours that we with list of importance of abiding some of the some rules that - Paragraph
must observe in desirable appropriate Citizens we rules that should be writing.
order to show behaviours. behaviours by must have a should be obeyed.
respect. stating what can sense of obeyed with Writing:
Demonstrate happen if rules responsibility regards to Write a Copying of rules.
List rules which behaviours are disobeyed/ to obey rules greeting paragraph on
we must obey for which show a broken. - Show leaders, visitors what can happen Art & Craft:
better thing. sense of respect to at school, home if rules are Illustrating rules.
responsibility. leaders and in public broken.
and places. Health
visitors at Compose a folio Education:
school and Listing of Courtesy Rules for a
in public behaviours rules. healthy life style.
places. which should
be portrayed.
9
OBJECTIVE METHOD/
- Know how Read and
to greet discuss the list
persons. of Courtesy
- Speak Rules and
politely. Maxims.
- Reply to
questions Dramatizing
properly. behaviour
- Observing which should
courtesy be portrayed.
rules.
- Traffic Making a chart
rules. with desirable
- Avoid behaviour.
destruction
of public Naming some
or private benefits that
properly. can be realized
- Avoid when rules are
receiving obeyed.
stolen
properly. Discussing
what can
happen when
rules are
broken.
10
LEVEL 5
OUR COMMUNITY
OBJECTIVE METHOD/
Guyana’s Name Guyana’s Identifying each Work co- Guyana’s Examining the Which of Guyana’s Language:
Immediate immediate neighbour on a operatively to immediate map of South continental - Paragraph
Neighbours continental map of South prepare a folio continental America and neighbours is located Writing
and their neighbours. America. on Guyana’s neighbours are identifying to the north-west of - Vocabulary
location. immediate Venezuela, Guyana’s Guyana? - Spelling
State the location Inserting each neighbours. Brazil and immediate - Reading
Capitals, of each neighbour. immediate Suriname. continental Suriname is to Dutch
chief neighbour on an Show neighbours. as Venezuela is to Mathematics:
products, Name the capital outline map. appreciation Suriname is _____. Sets & Venn
and and resources of for Guyana’s located to the Naming the Diagram
currencies of these neighbours. Writing three neighbours by east and is capital and The Ireng and - products
immediate sentences about stating how separated resources of Takatu Rivers
neighbours. State the official each neighbour. they assist each from Guyana each country. separate ____ from
language and other. by the _____. Art & Craft:
currency of each Corentyne Discussing the - Drawing
country. River. boundaries of produce
Venezuela to these - Compiling
the North- neighbours and folders
West is stating in which
separated by direction each
the Amacura is located.
and Wenamu
Rivers and
Brazil to the
11
OBJECTIVE METHOD/
south and
south-west by Stating the Complete this
the Ireng and official
Takatu rivers. language and
PRODUCT
Petroleum
currency of
__
__
__
Brazil – each.
Brasilia -
Portuguese – Working in
LANGUAGE
Portuguese
Coffee – real; groups to
__
__
__
Venezuela – prepare a folio
Caraca – on each of
Spanish - Guyana’s
Oil – continental
CURRENDY
Guilder
Boulivar; neighbours.
__
__
__
Suriname –
Paramaribo – Collecting
Dutch - pictures and
CAPITAL
Guilder – samples of
__
__
__
__
bauxite. currency.
COUNTRY
Guyana
__
__
__
12
OBJECTIVE METHOD/
Trace an outline map

of Guyana, and
insert the name of
each immediate
continental
neighbour in its
correct location.
Guyana’s Name Guyana’s Examining a Work co- Other Looking at the On a map of South Mathematics:
other other continental map of South operatively to continental map of South America insert any - Problems
continental neighbours. America and research neighbours are America. three of Guyana’s based on trade
neighbours. identifying information on (i) Colombia continental and exchange
State the capital, Guyana’s other Guyana’s other – Bogota Naming neighbours and their of currency.
official language, continental continental – Spanish Guyana’s other capital. - Sets and Venn
product and neighbours. neighbours. – Coffee continental Diagrams
currency of each – Peso neighbours and Complete these - Graphs
neighbour. Work in (ii) Chile – their capital. (a) Copper is to
groups to Santiago Chile as Timber Language:
compile folios – Spanish Researching is to ____. - Composition
on Guyana’s – Timber information (b) Buenos Aires: - Sentence
other – Peso about these Argentina Construction
continental (iii) Paraguay neighbours. Santiago: ____ - Subject/Verb
neighbours. – (c) The official Agreement
Asuncion Discussing language of
– Spanish information Colombia is Reading:
– Cotton about the ___ - Social Studies
fibre neighbouring (d) Cattle and for Our
13
OBJECTIVE METHOD/
- Peso countries. wheat are Children
(iv) Argentina products of Book 5.
– Buenos Naming the ____ - Guyana Our
– Aires – chief product, Country Our
Spanish – language and (e) Both Guyana Home – Level
Beef/Cattl currency of and Suriname 5&6
e – Peso each country. produce ____.
(v) Bolivia –
La Paz – Working in
Spanish – groups to share
Minerals and discuss
– Peso information
(vi) Ecuador – research.
Quito -
Spanish – Writing
Bananas sentences about
– Sucre information
(vii) French research.
Guiana –
Cayenne Planning and
– French executing
– Bauxite group project
– France on Guyana’s
(viii) Peru – continental
Lima – neighbours.
Spanish –
Copper,
Lead –
Nuevo
14
OBJECTIVE METHOD/
Sol
Uruguay –
Montevideo –
Spanish –
Textile –
Peso.
These
neighbours are
known as
continental or
South
American
neighbours
because they
are located on
the continent
of South
America.
The official
language of
most of these
countries is
Spanish.
15
OBJECTIVE METHOD/
Guyana and Name the fifteen Identifying Work together Guyana is a Naming Answering questions Language Arts:
her Caricom member of locations of in groups to member of Guyana’s based on given Reading
neighbours. Caricom. Caricom complete Caricom. Caricom information. information.
countries. assignments. neighbours.
Match each There are Complete a table of Answering
member state with Listing Appreciate fifteen Using atlas and countries, capital, questions in
its capital, official countries and each other’s member states listing main product and complete
language, their main contribution by in Caricom. countries, their currency e.g. sentence.
currency and main products. listening main products
product. attentively. Guyana has and currency. Paragraph
CURRENCY
Inserting Caricom writing.
member Participate in neighbours. Stating the
countries on a discussions official Science:
blank map of and group Guyana trades language and Name products
PRODUCT
the Caribbean. activities. with her their capital of grown in these
__
__
Caricom each Caricom countries, types
Identifying the neighbours. country. of weather pattern
LANGUAGE
capital of each these crops need
English
French
__
Caricom The word Inserting to grow, the types
country. Caricom countries on a of soils these
means blank map of products are
Belmopan
CAPITAL
Dutch
Caribbean the Caribbean. grown in.
__
Community.
Most of the Vocabulary:
COUNTRY
Guyana
Caricom Meanings of new
__
member states words.
are islands in
the Caribbean
16
OBJECTIVE METHOD/
Sea.
Guyana and Discussing On a map showing Mathematics:
Suriname are where each Caricom countries, Problems based
mainland country is insert the names of on currencies and
states located located in given countries e.g. their rate of
in South relation to its Haiti, Suriname, exchange.
America while neighbours e.g. Jamaica.
Belize is a Suriname is
mainland state Guyana’s Work in groups to
in Central eastern complete projects on
America. Caricom Caricom countries.
neighbour.
Researching
and discussing
information
about Caricom
countries.
Physical Name the physical Describing the Share ideas Guyana has Naming the Name the four Science:
features of features of the physical and different land four natural natural regions. List the region
Guyana’s natural regions of features of each knowledge. forms called regions. and share the
natural Guyana. natural region. Natural Read passages and main features.
regions. Work co- Regions. Describing answer questions.
Name the natural Inserting the operatively to their physical (e.g.)
Resources of resources of each natural regions prepare folio Each natural features. Describe the
Natural region. on an outline on natural region has its physical features of Region- Build-
Regions. map of regions. own physical Listing their the regions. Soil – Vegetation
Guyana. environment resources. - Climate
and resources.
17
OBJECTIVE METHOD/
Writing a Low Costal Inserting the Compare the Letter Writing:

report after a Plain four natural resources of the four - Write a letter
field trip. - flat and regions on an natural regions. to a friend
below sea outline map of telling
level – Guyana. On an outline map of him/her about
agricultural Guyana insert areas the natural
produce. Planning field where given region in
trips where resources are which you
Hilly Sand possible. located. live.
and Clay
Region Writing up
- forests, reports on field
bauxite, trips.
sand,
charcoal
burning.
Interior
Savannah
- grassy and
scattered
trees &
cattle
(beef)
farming,
balata
bleeding.
18
OBJECTIVE METHOD/
Highland
Region
- Mountain-
ous
forested,
heavy
rainfall –
logging,
minerals,
gold and
diamond.
Population List reasons why Comparing the Work co- The Low Looking at a Write a paragraph to Mathematics:
of Natural some regions are population of operatively to Coastal plain population map explain why some Using > < to
Regions. densely populated the natural prepare group is densely of Guyana. regions are densely compare
while others are regions. projects on populated populated while population
sparsely population while the Discussing others are sparsely - Using sets
populated. Preparing a density/ Highland whether the populated. and Venn
graph or chart sparsity. Region is population of a Diagrams to
to show the sparsely region is dense Name the natural compare
population of populated. or sparse, and region which is resources
the regions. why. densely populated
and the one which is
Comparing the sparsely populated.
population of
the regions. Compare the
population of the
four regions using
any method.
19
OBJECTIVE METHOD/
The Working with e.g.

population of others in groups Hilly Sand &
the Hilly Sand to prepare a bar Clay Region
and Clay graph or pie
Region and chart to bauxite
the Interior compare
Savannah is population. timber
concentrated
in the
gold
settlements.
diamond
People settle
Highland Region
in areas where
they can earn
- Bar Graph
a livelihood,
and pie chart
and where
to show
there are
population of
resources.
regions.
- Fractions,
percentages
and ratios to
compare
population.
Vocabulary:
Population,
density, sparsity.
20
OBJECTIVE METHOD/
Leaders in Name the Matching leaders Show 1. Leaders in 1. Naming 1. Quiz on the Spelling:
the categories of of various appreciation for the leaders in the meaning of Political
Community. leaders in the organizations the leaders of community community. abbreviations President
community. with their special the wider make e.g. G.T.U – Minister
names. community by decisions and 2. Categorizing Guyana Teachers Decisions
List reason why stating ways in give guidance leaders e.g. Union etc.
leaders are Answering which they aid to people. Religious
necessary. questions orally the leaders, 2. Compile a Vocabulary:
and in writing. community’s 2. Leaders can political folio of Leaders Finding the
State the duties of development. be placed into leaders, etc. of various meaning of works
given leaders of Role playing the different communities. e.g. Minority:- the
the community. various leaders Work together categories viz. 3. Listing smaller part of a
of the wider in groups to (a) Political reasons why 3. State the group of people
community by prepare a folio e.g. President, leaders are special names or things.
acting in skits. on Community Prime necessary to a given to leaders
Leaders. Minister community or of
organization (a) City/Town Mathematics:
(b) Religious (b) Country Sets
e.g. Pandit, 4. Researching (c) Amerindian Graphs
Priest, Rabbi information on Village Venn Diagrams
the functions of (d) Ratio
(c) Social e.g. the various Administrative
leader of clubs categories of Region
and other leaders, and Language Arts:
social discussing these - Sentence
organizations. functions. construction
- Paragraph
Writing
21
OBJECTIVE METHOD/
(e) Trade 5. Discussing 4. Write a Art & Craft:

Union or the efficiency paragraph on - Pasting and
labour leaders. of these leaders why leaders are labeling
as regards to necessary and pictures/
(f) City, Town the decisions how they help articles
and Village they make and the community. - Compiling a
leaders the guidance folio
they give to the 5. Answer
3. Leaders are people of questions in Drama:
necessary to Guyana. class text. - Acting in skits
ensure the - Role playing
smooth 6. Role-playing 6. State any two situations.
functioning leaders in duties of your
community or various City/Town/
organization. situations e.g. Village leader.
chairing a
Leaders meeting of the
manage the City/Town/
affairs of the Neighbourhood
community on
behalf of the 7. Reading
citizens. pages 27 – 33
of class text and
Trade Union discussing the
leaders information.
bargain for
improved pay
and benefits
22
OBJECTIVE METHOD/
for their
members. 8. Collecting
pictures and
4. Leaders newspaper
have special articles to
names viz compile a folio
Town – on leaders.
Mayor
Country –
President,
Prime
Minister
Village –
Village
Chairman
23
OBJECTIVE METHOD/
Development 1. Identify the Drawing a map Appreciate and REGION ONE Identifying the On an outline Mathematics:
in the main resources in of Guyana care the - Forestry main resources map of Guyana Set
Community. every showing the ten resources of (logging) in every identify places Reg 2 Reg 3
administrative administrative their country. - Mining administrative where a
region in Guyana. regions. (gold & region in particular
Respect each diamond) Guyana. resource is found rice
Ground sugar
2. Discuss where Inserting the other’s ideas - Coffee, e.g. rice – Black Provision
and how they were main resource (s) and opinions on ground Discussing Bush Polder..
developed. in each topics (s) to be provisions where and how
administrative discussed. and fruits. they were Compare and Reg. 2 & 4
3. Examine the region. developed. contrast places Ground
map of Guyana Listen with similar as Provisions
and identify places Writing attentively as Examining the well as different Regions 2, 3, 4 –
where resources sentences on others air their REGION TWO map of Guyana resources. Rice
are located. resources in the views. - ground and identifying Regions 3 & 7 –
various provisions, areas where Match resources Sugar
administrative vegetables resources are with
regions. - coconuts, sound. region/regions to
- rice which they
cultivation Drawing a map (resources) Vocabulary:
- beef and of Guyana to belong. - vegetables
dairy show the ten - production
cattle administrative - mining
regions, and - forestry
inserting the - minerals
main resource
(s) of each
administrative
24
OBJECTIVE METHOD/
region.
REGION Writing
THREE sentences about (Group work)
- Rice & resources in the Construct a large Grammar:
Sugar various map of Guyana Verb
Production administrative in the form of a Rice and sugar
- Beef and regions. collage and _____ two main
Dairy insert main economic
cattle. Sharing ideas resource for each activities of
with administrative region four,
REGION FOUR
colleagues. region. (is/are).
- Rice &
Sugar
Researching Comprehension:
production
information Write short
- Livestock
about the topic. passage based on
farming
topic.
- Green
Asking and
vege-
answering Write five
tables,
questions based questions to be
fruits &
on topic. answered after
ground
reading the
provision
passage.
- Manu-
factured
products
viz.
foodstuff,
biscuit,
paints,
25
OBJECTIVE METHOD/
furniture,
plywood,
clothing
and
textiles
REGION FIVE
- Sugar –
Coconut
- Beef and
dairy
cattle
- Green
vegetables
fruits and
ground
provision
REGION SIX
Green
Vegetables,
Rice,
Coconuts
Sugar,
Cattle rearing
Ground
provisions
26
OBJECTIVE METHOD/
REGION
SEVEN
- Minerals
(Gold &
Diamond)
- Forestry
(Logging)
REGION EIGHT
- Minerals
(Gold &
Diamond)
REGION NINE
- Cattle
rearing
- Timber
- Balata
(Craft)
- Charcoal
- Tobacco
- Peanuts
REGION TEN
- Mining
(Bauxite)
- Timber
27
OBJECTIVE METHOD/

LEVEL 5
HEALTH & SAFETY

OBJECTIVE METHOD/
Traffic rules List traffic rules Reading the Participation in Traffic rules Brainstorming Write a letter to Language Arts:
which should which should be rules. group should be to bring out an a friend in Composition
be obeyed obeyed when using discussion. obeyed for understanding another region Letter writing.
when various means of Discussing these safety. of the asking him/her
traveling by transportation. rules. Show respect importance of to tell you about Art and Craft:
all modes of - land for each other’s We travel in obeying these some of the rules Compiling folio
transporta- - air Role-play contribution by various way rules. used when of safety
tion. - water obedience and listening when - water, land traveling in that measures when
disobedience of others speak. and air. Role-playing particular region traveling on land,
traffic rules. given e.g. Region 8 water, in air.
Show respect Rules for situations. Paramakatoi.
for rules by travel. Mathematics:
stating what Land Discussing Comparing the Sets and sub-sets
could happen - Obey rules to be rules with those
if/when they are traffic observed when from another Drama:
disobeyed/ lights traveling by region. Mime or role play
broken. - Practise (a) air situations.
the kerb (b) land Making a folio
drill (c) water with the rules
- Use (group work).
pedestrian
28
OBJECTIVE METHOD/
crossings
- Fasten seat
belts
Air
- Fasten seat
belts
- Observe
no-
smoking
signs
Water
- Obey life
buoys
- Wear life
jackets
Some Define the term Discussing why Group Some drugs Revising the Answering Language Arts:
common drug. drug mis-use discussion on are useful names of some questions e.g. Writing
drugs. should be what they think while others common drugs. Write three ways Writing slogans
List the names of avoided. of using illegal are said to be in which the use to bring out a
Why drug some common drugs e.g. How harmful. Discussing how of drugs can message about the
mis-use drugs. Grouping a one feels when the use of the harm someone. mis-use of drugs
should be given list of the drug is used. People show drugs can lead e.g. Cocaine will
avoided. Differentiate drugs under different to addiction. blow your mind.
between legal and legal/illegal or Show behavioural Beware!
illegal drugs. harmful/useful. appreciation for patterns when Discussing the Crack is a rock
the use of drugs they use effects on the that can kill you.
by saying how drugs. body.
29
OBJECTIVE METHOD/
drugs can be
useful to us.
Drugs affect Answering Give at least Poetry

people questions orally three reasons (1) Cocaine
physically, and in writing. why drugs (2) Writing
mentally and prescribed for simple
emotionally. Researching one person poems.
information. should not be
Drugs which used by someone
have a Discussing else.
negative effect information
on people are obtained. Name at least
marijuana, three ways in
LSD, crack, Listening to a which drug users
heroin, resource person are affected.
cocaine. to gain further
information.
Cocaine is a
stimulant Reading and
consumed by discussing the
means of poem
smoking, “Cocaine”.
injections,
cigarettes, and
tubes.
30
OBJECTIVE METHOD/
Why we Explain the term Observing Respect each Some persons Brainstorming Name at least Language Arts:
should avoid “drug user”. pictures of drug other’s ideas by show physical to find out three ways Writing/making
drug users. users. listening to theirand emotional whether or not which tell of the of slogans e.g.
Name two ways in contributions. evidence of they have had evidence of drug Stay away from
which you can Identifying drug use e.g. any contact use. drugs.
identify a drug pictures Show - Scent of with drug users.
user. displayed and willingness to the Writing simple Drug users are
saying what is interact with marijuana. Discussing slogans to send deadly.
happening in each other in - Usage of some of the out messages.
each. group mouth evidence as Poetry writing.
discussion by wash or proof. Write a
Demonstrating participating even eye paragraph about Paragraph
the behaviour of fully. drops. Discussing why why drug users Writing.
drug users. - Possession and how should be
Display a sense of seeds important it is avoided. Role-Play
of responsibility powders, to avoid these - behaviour of
by explaining plants and users. drug users.
how to avoid even
users of illegal mush- Giving answers
drugs. rooms. to questions.
31
OBJECTIVE METHOD/
People
become
involved with
drugs for
different
reasons e.g.
- They think
it is
glamorous
and
exciting.
- To earn
extra
money
illegally.
- To rebel
against
society,
especially
their
parents/
teachers.
32
OBJECTIVE METHOD/

LEVEL 5
OUR NATION
OBJECTIVE METHOD/
Becoming an Define the term Researching Show The term Discussing the Complete: Comprehension:
independent independence. information on appreciation for independent meaning of the Answer question
nation. the stages of independence means term 1. Colony is to orally and in
List the stages of Guyana’s and those who freedom from independence. Premier as writing.
development political have fought for outside independent
Guyana passed development, it by saying control. Discussing nation is to Spelling:
through before and the period of how we can what is a _____. Spelling words
becoming an time for each work to help Guyana was a colony. related to the
independent stage. Guyana to colony before 2. When Guyana topic e.g.
nation. remain a free it became Researching was a colony the Independence,
nation. independents. and listing the Queen’s Britain, colony,
stages of representative self-government.
Guyana’s was called a
- A colony political Governor, but Mathematics:
is a development when the country Calculate how
country and what took became many years
which is place at each independent his Guyana was
governed stage. designation (a) a colony
or ruled by changed to (b) an
33
OBJECTIVE METHOD/
a parent _______. independent
country. nation
Prior to State the 3. Write three Reading:

Guyana’s designation of sentences Researching and
independence Guyana’s explaining how reading
our nation was political leaders you can help information about
known as at each stage of your country to Guyana’s
British Guiana the country’s remain a free independence.
because it was development. nation.
governed by
Great Britain.
The stages in
Guyana’s
political
development
are
(1) Depen-
dent
colony.
(2) Colony
with
internal
self
govern-
ment
34
OBJECTIVE METHOD/
(3) Indepen-
dent
nation
Symbols of Define the term Listening Show 1. A Nation is Identifying and 1. Write a Craft:
Nationhood Nation. symbols that appreciation for a community naming paragraph on the Make folio
make us a the symbols of of people who symbols of topic, (Scrapbook).
Name our symbols nation. Nationhood by live in a nationhood. Nationhood.
of nationhood. explaining how particular Composition:
Listing some we can show territory and Discussing Paragraph
qualities of a respect and have a what is a 2. Compile a writing.
loyal Guyanese. loyalty for each common Nation. folio of
one. history, Guyana’s Writing:
Explaining how language and Discussing how national Script writing for
one becomes a descent. Guyana became symbols. In it labelling national
Guyanese. an independent give detailed symbols.
Nation. information
2. A citizen is about each Vocabulary:
one who Discussing the symbol. Citizen, loyal,
shows love ways in which oath, descent,
and loyalty to one becomes a allegiance,
his/her Guyana citizen, 3. State three respect.
country. and how a qualities of a
citizen can be loyal Guyanese. Mathematics:
loyal to his/her Sets
3. Symbols of country. - of national
nationhood 4. A person can symbols
indicate that a Stating ways in become a - of colours of
35
OBJECTIVE METHOD/
country has which one can Guyanese citizen the flag
attained show respect through _____ or - of promises in
independence. for national ______. the pledge
symbols.
4. A person Listing and

can become a discussing the
Guyanese qualities of a
citizen loyal Guyanese.
through
(a) birth
(b) descent
(c) naturali-
sation
5. Symbols of
Nationhood
(a) Our
National
Flag
(b) Our
National
Anthem
(c) Our
National
Pledge
36
OBJECTIVE METHOD/
(d) Our Coat
of Arms
n
National Name the National Discussing the Show 1. A National Listing and 1. Write the Spelling:
Awards awards received by meanings of the appreciation for award is a discussing the meaning of four Spelling words
Guyanese. National the form of names and National Awards related to the
Awards. contributions of recognition meanings of of your choice. topic e.g.
Name Guyanese national given by the National Roraima,
who have received Listing reasons awardees by nation to a Awards. 2. Compile Excellence,
National Awards. why each stating what person for pictures of Cacique
national award is were their outstanding Reading about Guyanese Achievement,
List the national given. contributions to contribution in people who honoured for services.
awards which are the nation. a specific field have received their dedication
awards to Compiling a of work. National and service. Craft:
members of the folio of national awards. Make a folio.
military and awards. 2. The first 4. Collecting
disciplined National Collecting data from the Reading:
services. Awards were pictures and first Award Social Studies:
made on the clipping based ceremony e.g. Guyana, Our
Explain how a 23rd February, on recipients 30 Country, Our
person’s name 1970, who were Home.
must be written Republic Day honoured. 25
after receiving a Comprehension:
National Award. Discussing and 20 Answer questions
naming based on a given
recipients of 15 data.
National
37
OBJECTIVE METHOD/
Awards, and 10 Mathematics:
why they were Graphs
given the 5
awards.
3. Some Reading pg 75 Name the award Mathematics:

National – 77 of Social that has the most Sets
Awards are Studies Text recipients. Venn Diagrams
(a) O.E – and answering
Order of questions. 5. Name two Comprehension
Ex- national awards and Drama.
cellence Researching which are given
(b) O.R – information on for bravery.
Order of national awards
Roraima distributed to 6. Members of
(c) C.C.H – members of the which
Cacique military and organizations
Crown of disciplined would be
Honour services. awarded
4. Names of Collecting (1) Military

person who pictures and Service Star
would receive clippings to (2) Disciplined
National compile folio. Service Star
Awards are (3) Long
usually read Role play Service
during the giving pupils Medal
Independence different
Celebrations. awards and Role play an
38
OBJECTIVE METHOD/
saying what Investiture
awards they Ceremony.
have received
e.g. Shawn
Jones, OR.
5. National
Award are
distributed at
an Investiture
Ceremony.
6. Some
Guyanese who
are recipients
of National
Awards are
1. Mrs. Janet
Jagan –
O.E
2. Mrs. Viola
Burnham -
OR
3. Mr. Clive
Lloyd –
CCH
39
OBJECTIVE METHOD/
7. A recipient,
after receiving
a national
award, writes
his or her
name and the
abbreviations
after e.g.
Myrtle
Emptage, MS.
Monuments Define the term Identifying, on a Show 1. A Brainstorming Write a Composition:
and monument. map of Guyana, appreciation for monument is – what is a paragraph on one Paragraph
landmarks in places where national anything set monument? National Writing.
Guyana, and Name National national monuments by up in memory Monument you
their monuments in monuments are explaining how of a person or Reading about have read about. Craft:
significance Guyana. located. and why they event which is different A dictionary with
should be cared/ of national national Arrange pictures Monuments.
State the location Collecting and preserved. significance. monuments in in order and
of the monuments. sorting pictures Guyana – pg 78 write names as
of national 2. There are – 81 of Social they would
List the monuments. several Studies Text. appear in a
significance of monuments dictionary.
Monuments. that played a Collecting
significant pictures of Write a
40
OBJECTIVE METHOD/
role in National paragraph on the
Guyana’s Monuments. significance of
history. any National
Monument.
3. Monuments Discussing the Compile a folio

may take the location of the of national
form of National monuments.
buildings, Monuments.
tombs, statues,
monoliths or Discussing the
forts. significance of
the monuments.
(a) Fort Nova
Zeelandia – Visiting areas
Pomeroon to locate
River national
(b) Chateau monuments,
Margot and writing
Chimney – sentences about
East Coast them.
Demerara.
(c) Damon’s
Cross – La
Belle
Alliance,
Essequibo
Coast.
(d) The Water
41
OBJECTIVE METHOD/
Wheel –
Linden.
(e) Hubert
Nathaniel
Critchlow’s
statue –
Compound
of
Parliament
Building.
(f) St.
George’s
Cathedral –
George-
town.
(g) St. Peter’s
Anglican
Church –
Leguan.
4. The 1763
Monument
signifies the
first blow
struck for
freedom
42
OBJECTIVE METHOD/
Festivals and Name holidays Listing festivals Show 1. Some 1. Naming 1. Write two Language Arts:
Celebrations. celebrated in that are religious appreciation for holidays festivals/ paragraphs on Composition:
Guyana. and non- festivals by observed in holidays any one of the Paragraph
religious stating how Guyana are celebrated in festivals Writing
Differentiate (secular). they help to (a) Christmas Guyana. celebrated in
between religious (a) promote (b) Easter Guyana. Craft:
and non-religious Discussing the Guyanese (c) Phagwah 2. Collecting Make folio of
festivals. origins of these culture. (d) Eid-ul- pictures of 2. Collect festivals
festivals. Adha these festivals, newspaper
(b) foster unity (e) Caricom and discussing clippings and Vocabulary/
Day how they are pictures of Spelling:
(f) Emancipa- celebrated. festivals Religious
tion Day celebrated in non-religious
(g) May Day 3. Discussing Guyana and observance
(h) Youman the difference make a folio. celebration
Nabi between festival
(i) Diwali religious and 3. Match holiday
(j) Mashra- non-religious festivals with foster
mani festivals. their date of culture promote
observance e.g. origin.
May Day 25th December
Christmas Day 1st May
4. Answer
43
OBJECTIVE METHOD/
questions e.g.
With which
religious group
is Eid-ul-Adha
associated?
Religious 2. Festivals in 4. Naming 5. Write a
Celebrations. Guyana are religious paragraph on
either festivals how celebrations Mathematics:
religions or celebrated in can promote Sets
non-religious Guyana, and culture and Sub sets
(secular) the religion foster unity.
with which
3. Religious each is
festivals associated. B A
celebrated in
Guyana are: 5. Researching
(a) Christmas information on
(b) Easter the origin of National Holidays
(c) Phagwah celebrations A Religious
(d) Eid-ul- and the group B Non-Religious
Adha of people with
(e) Youman which each
Nabi celebration is
(f) Diwali associated.
4. The Discussing how

significance of the observance
festivals of the festivals
celebrated in can help to
44
OBJECTIVE METHOD/
Guyana. promote
Guyanese
culture, and
foster unity of
the people e.g.
(i) Easter: they are
The national
resurrection holidays
Jesus Christ celebrated by
all Guyanese.
(ii) Eid-ul-
Adha:
The Islamic There are
festival of similarities
sacrifice. between/among
the significance
(iii) Phagwah: of some
The Triumph religious
of good over observances.
evil
45
OBJECTIVE METHOD/
Non- Identify non- Discussing the Work Non-Religious Naming non- 1. Make a list of Language Arts:
Religious religious non-religious cooperatively festivals religious non-religious Composition:
Celebrations celebrations in holidays top research celebrated in celebrations in holidays Writing
Guyana and state celebrated in information on Guyana: Guyana. celebrated in paragraphs.
their importance to Guyana, and non-religious (a) Mashra- Guyana, and say
the nation. their celebrations. mani Reading and on which date Craft:
significance. (b) Boxing listening to each is Making costumes.
State the date of Day stories about celebrated. Compiling folio.
each non-religious Reading (c) Emancipa- the origin of
holiday, and name information on tion Day these 2. Write a Reading:
one activity done the origin of (d) May Day celebrations. paragraph on the Reading and
to celebrate it. non-religious (e) Caricom origin of any researching
holidays. Day Reading about non-religious information about
the origin of the celebration. non-religious
Drawing and Mashramani trade union in celebrations.
making marks the the struggle for 3. Name the
Mashramani anniversary of the rights of types of
costumes. the Republic workers, and activities that are
of Guyana. the first person done to celebrate
to organize the any two
This festival is labour holidays.
celebrated on movement in
the 23rd of the English 4. Class project:-
February. speaking Make and
46
OBJECTIVE METHOD/
Caribbean. display
Mashramani
costumes.
Emancipation Discussing the 5. Write three

Day – festivals which sentences on the
Freedom of are celebrated importance of
the slaves. internationally any non-
viz Caricom religious
May Day is Day, May Day, celebration.
also known as Boxing Day;
Labour Day. and naming Name the person
It is celebrated some countries who organized
on the 1st in which they the first Labour
May. are celebrated. Movement in the
English
Caricom Day Speaking
In some Caribbean.
countries it is
known as Answer
Caribbean questions
Day and is (i) In what year
celebrated to was the first
mark Labour
Caribbean Movement
Integration. organized?
It is (ii) Name two
47
OBJECTIVE METHOD/
celebrated on other countries
the first in which
Monday in Caricom day is
July. observed.
Compile a folio
on non-religious
celebrations.
Other Name national and Describing the Show Some national 1. Naming 1. Compile a Language Arts:
National and inter-national events and their appreciation for and national and folder on Paragraph
inter-national events celebrated importance. these events by international international national and writing.
Events. in Guyana. participating in events events which international Sentence
Listing the activities to celebrated in are celebrated celebrations. construction
State the dates on activities which mark them. Guyana are: in Guyana.
which these events are done to (i) Common- 2. Match Mathematics:
are celebrated. celebrate the wealth Day 2. Matching the activities with - Sets
events. events with the events. - Graphs
(ii) United dates on which - Problem
Events Activities
Nations Day they are Armistice Rallies
Solving
observed. Day
(iii) Armistice Common- Wreath – Craft:
Day 3. Discussing wealth
Day
Laying Compiling a folio
the importance with pictures and
Road Exhibi-
(iv) Road of the events to Safety tions clippings.
Week
Safety Week the nation.
(v) Fire 4. Listing 3. Write a

Prevention activities which paragraph on the
Week are done to significance of
48
OBJECTIVE METHOD/
celebrate the any national or
events. inter-national
event.
5. Discussing
how they would
participate in
activities to
mark the events
e.g. purchase
poppies, attend
Road Safety
Rallies, attend
Common-
wealth and
United Nations
Day
exhibitions.
6. Researching
information
about the
events.
49
OBJECTIVE METHOD/
Administra- State the name and Identifying the Show Guyana is Looking at an 1. Insert Natural Reading:
tive and number of each resources of the appreciation for divided into Administrative Regions on an Reading about
Natural Administrative natural regions, the resources of ten map of Guyana. outline map of developments in
Regions. Region. and projects the natural Administra- Guyana. the regions.
organized in the regions by tive Regions. Identifying the
Define the term Administrative explaining how regions by 2. Name two Spelling:
resources. Regions for the they benefit the They are as name and resources that Spelling words
development of regions and the follows: number. help to promote e.g. Agricultural,
List ways in which the resources. country. development in Development,
the Administrative Region 1: Discussing the each region. Authority.
Regions aid the Barima/Waini location of each
development of the region. 3. Name projects Comprehension:
natural regions. Region 2: on the Coastal Answer question
Pomeroon/ 1. Discussing Plain that aid the baseb on the
Supenaam what is a development of Natural Regions.
resource, and agricultural
Region 3: naming the resources. Vocabulary:
Essequibo main resources Resource,
Islands/ West of the four 4. Write a Natural,
Demerara natural regions. paragraph in Administrative,
how resources Region.
Region 4: aid the
Demerara/ development of
Mahaica the region and
50
OBJECTIVE METHOD/
the country.
Region 5:
Mahaica/
Berbice
Region 6: East 2. Identifying 5. Match

Berbice/ projects in the resources with Reading:
Corentyne Administrative natural and Researching
Regions, and administrative information for
Region 7: naming the regions e.g. group project.
Cuyuni/ natural regions Bauxite is to
Mazaruni whose Region 10 as rice Mathematics:
development is to Region…… Venn Diagram
Region 8: these projects Timber:
Potaro/ aid e.g. Highland
Suparuni M.M.A/ADA in Region, Rice: Region Region Region
Region 5 aids _____ Region. Nine Six Five
Region 9: the
Upper Takatu/ development of
Upper the Coastal Highland Coastal
Essequibo Plain. Work in four Region Plain
groups to
Region 10: The Tapakuma prepare folio on
Upper Irrigation how the
Demerara/ Project in Administrative Region Region Region
Upper Berbice Region 2 aids Regions aid the Two One Seven
the development of
1. A resource development of each natural
Coastal Highland
is a stock or the Highland region.
51
OBJECTIVE METHOD/
product which region. Plain Region
is used to
develop a
community or
country.
2. The 3. Discussing
resources of how the
the natural resources help
regions are: in the Region’s
development.
Low Coastal
Plain: rice,
sugarcane, 4. Naming
green and manufacturing
yellow industries in the
vegetables, natural regions.
livestock, fish.
Hilly Sand 5. Discussing

and Clay and naming
Area: timber, important
bauxite, sand, places that aid
clay, dairy the
cattle, development of
pineapples. the natural
regions e.g.
Highland Georgetown -
Region: chief port,
timber, gold, Kaieteur Falls-
52
OBJECTIVE METHOD/
diamond, tourist
lakes, attraction.
waterfalls.
Interior 6. Naming
Savannah: projects in the
cattle, nuts, Regions and
cassava, discussing how
tabacco. they aid the
development of
There are also natural
many resources.
manufacturing
industries on
the Coastland. 7. Naming
These include resources that
clothing, aid the
furniture, rum development of
and other the regions, and
alcoholic saying how
beverages, these resources
confection- benefit both the
aries and region and the
plastic wear. nation.
Important
places also
help in the
53
OBJECTIVE METHOD/
region’s
development.
Five of
Guyana’s
towns are
located on the
Coast. They
are:
- Georgetown:
Capital City
and chief port,
- Anna
Regina
- New
Amster-
dam
- Rose Hall
- Corriver-
ton
Projects help
to aid the
development
54
OBJECTIVE METHOD/
of the regions.
These include
Irrigation
projects e.g.
The
Tapakuma
Irrigation
Project on the
Essequibo
River and The
Mahaica
Mahaicony
Abary –
Agricultural
Development
Authority
Project
(MMA/ADA)
in Region 5.
The Hilly
Sand and Clay
area covers
about one
quarter of
55
OBJECTIVE METHOD/
Guyana. It
extends from
the Pomeroon
River, inland
to the
Mazaruni,
South to the
Apoteri and
then east to
the Corentyne.
The main
resources in
this region
are.
(a) Bauxite –
which is
located in
Linden, Ituni
and
Kwakwani.
(b) Timber
production in
the Bartica
Triangle and
Mabura Hill
areas.
56
OBJECTIVE METHOD/
Communica- Identify the Defining Show 1. Communi- 1. Discussing Collect pictures Art & Craft:
tion links communication communication. appreciation for cation is the what is of various means Drawing and
between/ links between and communication transmitting of communication. of making models of
among among the Discussing and links by information. communication means of
Administra- Administrative naming means of explaining how 2. Naming and and compile a communication.
tive Regions. Region. communication, they benefit the 2. Communi- identifying folio.
and the links regions. cation is done means of Preparing a folio
between and in many ways. communication Answer in
among the People between/among complete Reading:
Administrative communicate regions. sentences Researching
Regions. through questions related information
written 3. Naming to
language, communication communication. Language Art:
symbols, sign links Sentence
language and between/among On an outline Construction
spoken regions e.g. map of Guyana
language. Region 4 and use KEY to Vocabulary
Regions 7& 9 - illustrate Spelling
3. Communi- radio, radio communication
cation links phone. links in the
between Region 4 and regions.
regions aid the Regions 5& 6
development telephone, Name a
of the regions. letters, communication
57
OBJECTIVE METHOD/
telegrams, etc. link between any
two
Administrative
Regions, and
explain how the
4. People in 4. Discussing link benefits
the various the importance both regions.
regions can of the
communicate communication Compile a folio
with each links among the on how people in
other by regions e.g. aid the various
means of trade between Administrative
radio, radio the regions, Regions
phone, letters, sending and communicate
telegrams, receiving with each other.
telephone, e- information.
mail.
5. Collecting
pictures of
communication
links. Sorting
and grouping
them viz. print,
non-print,
electronic, etc.
58
OBJECTIVE METHOD/
Transporta- Define the term Naming means Appreciate the 1. Transporta- 1. 1. Write a Language Arts:
tion links transportation. of transportation importance of tion is the Brainstorming definition of the Comprehension:
between/ which serve as transportation carriage of the term word Answering
among Identify the links between links by listing persons and transportation transportation. question on the
Administra- transportation and among the ways in which goods from and arriving at graph.
tive Regions. links between and Administrative they aid the one place to a definition of 2.
among the regions. Regions. development of another. the word. Vocabulary:
the regions. 40 Meaning of words
Inserting 2. There are 2. Discussing e.g. Frequent.
35
transportation various means how people
routes on a map of travel from one 30 Composition:
of Guyana. transportation place to Paragraph
another. 25 Writing
(a) Land e.g.
20
road ways and 3. Identifying Reading
railways. the means of 15 Researching
transportation information about
(b) Water- of people living 10 the means of
ways e.g. in regions such transportation
5
rivers and as Region One. Air Water Land throughout the
canals. various regions of
4. Collecting (a) Which means Guyana.
(c) Air e.g. pictures of of traveling is
using hel- people in the frequently used? Spelling:
59
OBJECTIVE METHOD/
copters, aero- Administrative Spelling words
planes and sky Regions and related to the
vans. their means of topic.
transportations. Vreed-en-Hoop,
Parika, Adventure
3. Internal 5. Naming and (b) Name at least Essequibo,
transportation discussing the three Settlements.
- this is transportation administrative Aishalton,
transportation links between regions that use Orinduik.
within and and among the air travel as a
around the Administrative means of
regions. Regions. transportation.
Some 6. Naming 3. List the means

transportation villages and of traveling you
routes Administrative would need if
between Regions which you were to take
regions are: are linked by a trip to Lethem
(a) road ways from
Roadways Georgetown.
These link (b) water ways
(a) Regions 4 4. Map Work -
& 5 e.g. (c) air ways Insert and/or
Georgetown/ identify places
Rosignal on the map of
Roadway Guyana.
e.g. Georgetown,
(b) Regions 4 Vreed-en-Hoop,
and 10 e.g. Parika,
60
OBJECTIVE METHOD/
Soesdyke/ Corriverton.
Linden
Highway
Waterways 7. Discussing 5. On an outline Vocabulary:

(a) Regions 4 how the map of Guyana The meaning of
and 3 viz. transportation insert words e.g.
Georgetown/ links aid the transportation disembarked.
Vreed-en- development of routes between
hoop Ferry. the various and among Mathematics:
(Demerara Administrative regions. - Graphs
River) Regions e.g. - Sets
trading of Use a KEY to
(b) Regions 5 produces. identify these
and 6 – New routes.
Amsterdam/
Rosignol 6. Write a
Ferry paragraph on
(Berbice how
River). transportation
links aid the
Air Transport development of
This means of any
transportation Administrative
links Region.
(a) Region 4
with Regions
61
OBJECTIVE METHOD/
7, 9 and other
interior
regions
(b) Region 4
with Region to
e.g. Ogle to
Corriverton,
Ogle to New
Amsterdam,
Georgetown
to Corriverton.
Air transport
is used mainly
between the
Coastland and
the Hinterland
Areas.
62
LEVEL 5
THE WEATHER
OBJECTIVE METHOD/
Terms Define the terms: Collecting and Co-operate with (a) Defining terms Compile a folio Vocabulary:
connected (a) Atmosphere sorting pictures each other by Atmosphere on weather e.g. atmospheric
with weather (b) Atmospheric of weather sorting pictures refers to the Touring a instruments and pressure,
and climate. Pressure instruments. of weather gases which weather station their uses. humidity,
(c) Wind instruments. surround the (meteorological sunshine.
Strength earth. station) to Write a
(d) Humidity (b) observe how paragraph on a Composition
(e) Sunshine Atmospheric the instruments visit to the - A visit to a
Pressure is the are used to meteorological meteorological
Discuss the weight of the measure station. station.
composition and air pressure on various
purpose of a the earth’s elements of Letter Writing
meteorological surface. weather. - Letter seeking
station. (c) permission to
Wind strength Collecting visit.
is the speed at pictures of - Thank you
which wind weather letter after the
travels. instruments and visit.
(d) sorting them.
63
OBJECTIVE METHOD/
Humidity is
the water
content in the
atmosphere.
(e)
Sunshine is
the sun’s rays
reaching the
earth’s
surface.
Weather Name the Writing the Show co- Drawing and Match pictures Language Arts:
Instruments instruments used names of the operation by Name of Usage writing the of weather Sentence
instru-
for measuring: instruments. working in ment names of instruments with construction.
(a) Atmospheric groups to Baro- To weather the names of the
meter mea-
Pressure Drawing the construct sure instruments. instruments. Art and Craft:
(b) Wind- weather models of Atmos- Making mobiles
pheric
Strength instruments. weather Pre- Using materials A mini of weather
(c) Humidity instruments. ssure to make models exhibition to instruments.
Anemo- To
(d) Sunshine Constructing meter mea- of weather display models,
weather sure the instruments. pictures and
strength
instruments of the drawings of
(models). wind Discussing how weather
Hygro- To
meter mea- the various instruments.
sure instruments
Humi-
dity function.
Camp- To
bell mea-
Stokes sure the
sunshine amount
64
OBJECTIVE METHOD/
recorder of sun-
shine
Differences Define the terms: Observing and Show Weather is Defining Name two Language Arts:
between (a) Weather recording the appreciation for used to weather and groups of Sentence
Weather and (b) Climate weather pattern weather patterns describe the climate. workers to construction.
Climate. for one week. /conditions by conditions whom weather
Explain the saying how they over a short Discussing how patterns are Subject-verb
difference between Drawing scenes may help us. period e.g. a weather important. Agreement
weather and of the weather day or a week. patterns help us Comprehension.
climate. pattern for the Work co- e.g. warning of Write sentences
week. operatively to Climate is storms, high to show how Art and Craft:
List factors which make up a used to tides, etc. weather can be Making a weather
help to determine Writing simple simple bar describe the helpful and chart.
the weather. sentences on the graph showing average Discussing the harmful to us.
differences the weather conditions for difference Mathematics:
State the between weather pattern for one long periods between Completing Making a simple
importance of and climate. week. e.g. a number weather and sentences e.g. bar graph and
climate to man. of years. climate. Weather is the writing at least
condition over a five (5) questions
Climate is an Listing the ------------------- on it.
important factors which Climate is the
factor in the help to condition over a
daily life of determine the -------------------
every person day’s weather.
in Guyana. Name two
Reporting on a factors which
65
OBJECTIVE METHOD/
We can tell daily basis help to
the kind of about weather determine the
weather by the patterns weather for the
following obtained from day.
- sunshine the television,
- amount of radio or
rainfall newspapers.
- wind
- clouds. Working in
group to make a
bar graph and
writing
questions on it.
Effect of List aspects of our Collecting and Show Climate Collecting and Compile a folio Science:
Climate on lives which are sorting pictures willingness by determines the sorting pictures on the types of Weather patterns
people’s determined by which show the participating in types of foods of the different houses in each
lives. climate. types of houses class discussion we grow and types of houses natural region. Mathematics:
built in each on the eat, the in each natural Sets
natural region of importance of clothes we region. Match the
Guyana. climate and wear and the pictures of each Art and Craft:
how it affects way we build Making models type of house Making models
our lives. our houses of each type of with the natural
and schools. house using regions.
In the discarded
Rupununi area materials. Compare crops
the people grown in any
await the rains Naming and two natural
before discussing the regions, and say
planting. aspects of why the crops
66
OBJECTIVE METHOD/
people’s lives are different.
On the coast which are
the climate determined by
dictates the climate.
time for the Discussing how
planting and climate
harvesting of determines the
paddy (rice). crops grown in
the different
regions.
Weather and State the climatic Tracing an Show Explaining how Write a Drama:
Climate condition of each outline map of willingness by Natural Climatic people adapt to paragraph to Dramatizing
Region Condi-
(Natural natural region in Guyana and participating in tion the different show how going to school
Regions of Guyana. colouring each class Coastal Two wet climatic people adapt to and work on a
Plain & two
Guyana) natural region in discussions on dry conditions. the different rainy day.
a different climatic seasons climatic
colour. conditions of Discussing how conditions. Vocabulary:
each natural the climatic umbrella
region, and how conditions Match natural rain-coat
Enjoys the
these conditions affect people’s regions with rain-boot
cooling
affect the lives lives. their climatic
breezes of the
of the people. conditions. Art and Craft:
North-East
Tracing the Tracing and
trade wind all Natural Climatic
map of Guyana colouring maps.
year round. Regions Condi-
and colouring tions
the natural Coastal Heavy
Plain rainfall
regions.
High- Heavy
land rainfall
67
OBJECTIVE METHOD/
Region Hilly One dry
Sand and and one
Clay wet
Hotter days Region season.
and Cooler Highland Cooling
Region breezes
nights. Interior Hot days
Savan- and cold
nah nights
Interior One dry

Savann & one
ahs wet
season
Cool
throughout the
day.
Hilly Constant
Sand rainfall
and
Clay
Area
Hot days and

cold nights.
68
OBJECTIVE METHOD/
Weather and Name the basic Observing and Co-operate with On the coastal Visiting a Post-conference Vocabulary:
Related crops grown in recoding effects each other by plain during natural region on the Harvesting
Activities each natural of the various collecting and the dry other than the observations cricket, football
region. weather sorting pictures seasons one in which made during the irrigation,
conditions on of the crops farmers must you live. visit to the drainage,
Name and discuss crops, etc. grown in each get water for natural region. vegetation.
activities that need natural regions. their crops. Explaining the
dry and wet Illustrating reasons why Complete true/ Language Arts:
weather. activities that are Irrigational cricket cannot false questions - Letter Writing
carried out canals have to be played e.g. Rice crop is - Writing an
Explain the effects during the wet bring water to during the rainy harvested in the organized/
of the weather on and dry seasons.. the land in the season. rainy season T: F systematic
each natural dry season. plan for an
region. Planning/ Researching Name two educational
Organizing an In the wet crops and other activities which tour.
educational tour season the activities which require or are
to a region other excess water need wet or dry done during Vocabulary:
than the one in has to be weather. (a) wet weather flood
which you live. drained from (b) dry weather disaster
the land by Discussing drought
pumps. plans for a visit Write a
to another paragraph on Art & Craft:
natural region. how to avoid Making mobiles
disaster which of fruits and
69
OBJECTIVE METHOD/
may result from vegetables grown
the weather in each natural
conditions in the region.
natural regions.
On the Identifying Write one Mathematics:

forested scenes of the similarity of the Sets & Sub-Sets
highland four natural natural regions, Crops grown in
region the regions. and one the different
heat, along difference natural regions.
with heavy Naming and between any
rainfall, discussing the two.
influences different
forest growth. weather Match natural
condition regions with
Plant life is represented in their crops viz.
highly each scene.
favoured by Natural Crops/
Regions Re-
this type of sources
climate. Discussing the Coastal Ground
Plain nuts
similarities and Hilly Cashew
In the Interior differences of Sand and nuts
Clay
Savannah the the natural Region
rainfall pattern regions. Interior Timber
Savan-
helps to nah
determine the Highland Rice,
Region sugar-
types of plant Making a food cane
which can be chart of crops
grown in this grown in each
70
OBJECTIVE METHOD/
area. natural region.
High Discussing how

temperature too much water
causes tropical or too much
vegetation/ sunlight can
forests. Lack affect the
of moisture growth of crops
during the dry in the natural
season results regions.
in grasslands –
clumps, wiry
and tough.
In the Hilly
Sand and Clay
Area the
constant heat
and heavy
rainfall are the
causes of the
forest cover
and swamps.
71
TOPIC
KNOWLEDGE
SKILLS
OBJECTIVE
ATTITUDE
Cops/Resources Activities done during the wet/dry seasons
Rice, sugar-cane, etc. Agriculture, poultry rearing
Pine-apple, citrus fruits, ground nuts, etc. Agriculture, logging, mining,, etc
Manicole, palm, balata, etc. Logging, balata bleeding, mining etc.

CONTENT
Cashew nuts, balata, etc. Cattle rearing, peasant farming, etc.

METHOD/
STRATEGIES
EVALUATION
72
INTEGRATION
OBJECTIVE METHOD/
Hilly Sand and Clay Area
Forested Highland
Interior Savannah
Natural Regions
Coastal Plain
Effects of List the harmful Observing Show co- 1. Coastal Discussing the Write a Language Arts:
weather effects of the pictures of operation by Plain harmful effects paragraph on the Completion of
conditions on weather conditions scenes during the working Harmful of the weather harmful sentences e.g.
the natural in each natural wet and dry together in Effects. conditions in effectives of Lack of rainfall
regions. region. seasons in the groups to Forest fires the regions e.g. weather over a long period
natural regions. identify Drought floods. conditions on the results in ______.
Describe how the precautionary Floods lives of people in
weather conditions Drawing the measures that Describing the any natural Art & Craft:
affect the lives of different types of could be taken How people’s ways in which region. Drawing the
people in the clothing worn to avoid disaster lives are weather affects clothing for the
natural regions. for the different during the rainy affected the lives of Write two rainy season.
weather season. High people in the sentences,
Identify the types condition. temperature. natural regions. explaining how Vocabulary:
of clothing that Show This is the long dry drainage
should be worn for appreciation for reduced by the Answering season affects irrigation
the different each weather use of fans or questions e.g. the lives of drought
weather condition e.g. by air why are people on the flood
conditions. dry season and conditioning. foodstuffs sold low coastal forest fires
the wet season, in the highland plain. savannah
by stating how However, this regions more swampy
73
OBJECTIVE METHOD/
we can benefit would lead to expensive than Write a
from each. higher those on the paragraph on the
electricity coastland? importance of
bills. both the wet and
dry seasons to
Clothing the farmer.
Cotton
materials and
loosely fitting.
2. Hilly Sand Explaining Match pictures
and Clay orally the of scenes with
Area. reasons for their respective
Harmful wearing certain seasons e.g.
Effects. clothing during
Floods, rivers the rainy Pictures of
overflow, season. Scenes
swamps and (a) Floods
rapid growth Working in (b) Drought
of vegetation, groups to list (c) Forest fires
pollution of measures which (d) Planting
rivers. could be taken rice
to avoid (e) Reaping
How it affects disaster during sugar-cane
the lives of the rainy
people season. Seasons
Restricted Wet
movement. Discussing the Dry
benefits of both
Threat of the wet and dry
74
OBJECTIVE METHOD/
diseases e.g. seasons to some
malaria from workers.
the
mosquitoes.
Poisoning
from drinking
polluted
water.
Clothing
Minimum
amount.
4. Forested
Highland.
Harmful
Effects.
Large swamps
and high lands
which make
the
construction
of roads
difficult and
expensive.
How it affects
75
OBJECTIVE METHOD/
the lives of
people.
Makes travel
difficult due to
lack of roads,
etc.
Cost of food
stuff – very
expensive.
Clothing
Minimum
clothing
4. Interior
Savannahs.
Harmful
Effects.
floods, forest
fires
How it affects
the lives of
people
Movement
restricted.
76
OBJECTIVE METHOD/
Animals
removed to
higher ground
for safety.
Clothing
Minimum
clothing worn.
77

Grade 5 Curriculum Guide - Social Studies

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Grade 5 Curriculum Guide - Social Studies

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SOCIAL STUDIES CURRICULUM GUIDE

The ethnic Supenaan Mon-

Trace an outline map

Writing a Low Costal Inserting the Compare the Letter Writing:

The Working with e.g.

(e) Trade 5. Discussing 4. Write a Art & Craft:

SOCIAL STUDIES CURRICULUM GUIDE

HEALTH & SAFETY

Drugs affect Answering Give at least Poetry

SOCIAL STUDIES CURRICULUM GUIDE

Prior to State the 3. Write three Reading:

4. A person Listing and

3. Some Reading pg 75 Name the award Mathematics:

4. Names of Collecting (1) Military

3. Monuments Discussing the Compile a folio

4. The Discussing how

Emancipation Discussing the 5. Write three

It is (ii) Name two

(v) Fire 4. Listing 3. Write a

Region 6: East 2. Identifying 5. Match

Hilly Sand 5. Discussing

Some 6. Naming 3. List the means

Waterways 7. Discussing 5. On an outline Vocabulary:

Interior One dry

Hot days and

On the Identifying Write one Mathematics:

High Discussing how

Cops/Resources Activities done during the wet/dry seasons

Rice, sugar-cane, etc. Agriculture, poultry rearing

Manicole, palm, balata, etc. Logging, balata bleeding, mining etc.

Cashew nuts, balata, etc. Cattle rearing, peasant farming, etc.

Hilly Sand and Clay Area

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