Subject: Integrated Studies

Topic/ Unit Title: Who am I?

Focus Question: To which group do I belong?
Grade: 1__
Duration: 2 ½ hour x 5 days
Skills: Identify groups, state similarities and differences, compose sentences, write/ copy/
trace sentences, read sentences, compare sets, associate numbers with sets, draw pictures of
group

Content Summary:

A group has many members. Group members are alike in some ways. There are many kinds
of groups. Each person belongs to a group. Sometimes a person belongs to more than one
group.
We can use other words to mean a group. A Special group has a special name.
Example: A bunch of flowers, a line of boys, A swarm of bees, A herd of cows, etc.
Members of a group have rules. A rule tells us how to behave. It tells us what we should do
and what we should not do.
Resources:
Integrated Readers, Integrated Mathematics & Language Arts textbook, Integrated Studies
text, worksheets, charts, flashcards, and pictures.
Day 1

Objectives: Students should be able to:

 Describe groups using appropriate words

 Identify groups to which they belong
 Express their understanding of a story/ poem relating to groups in any form of the
creative arts.
 Write sentences about rules.

Skills: Describing various groups, identify groups to which they belong, identifying rules,
writing simple sentences

Materials: Integrated Studies text, flashcards,

Vocabulary: rules, house, church, school, family, class

Content: Members of a group have rules. A rule tells us how to behave. It tells us what we
should do and what we should not do.

Procedure:

Students will:

Engage:

 Sing song/recite poem related to group which I belong. Recall groups to which they
belong. Tell what a person in a group is called. Identify other groups, e.g. a bunch of
flowers, a line of cars.
 Identify words from flashcards

Explore:

 Lead discussion about rules. Let pupils tell what a rule is

 Discuss the rules and responsibilities of a group to which they belong and how these
rules affect members of the group. E.g. family, class, church.
 Have pupils observe pictures on page 111 of Integrated Studies text.
 Talk about class rules listed and tell why these are necessary.
 In groups formulate and discuss some class rules and say how these rules affect
members of the class.
 Play game – Simon says and follow the leader to demonstrate their understanding of
rules.

Explain:

Members of a group have rules. A rule tells us how to behave. It tells us what we should do
and what we should not do.

Elaborate:

 Tell why it is important to observe and obey rules.

 Listen to story of Adam and Eve and have a discussion that allow students to express
their opinions of what was learnt from the story.
 Express their understanding of the story by drawing and writing a sentence about their
picture.
Evaluate:

Copy sentence from chalkboard.

A rule tells us how to behave. It tells us what we should do and what not to do.
Evaluation:_________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Days 2-3

Objectives: Students should be able to;

 Respond appropriately to questions and direction addressed in SJE
 Recognize basic sight words appropriate to grade
 Use basic word recognition strategies to decode words related to different groups to
which they are affiliated
 Write sentences about group to which they belong.

Skills: Discuss ideas, write sentences, and identify groups

Procedures:

Students will:

Engage:
  Sing song entitled ‘I’m so glad I’m a part of the family of God’. Revise previous
lesson taught through prompts and questions
 Tell what each person in a group is called.
 Recall groups to which they belong

Explore:

 Use home language to discuss the concept of tradition. E.g. Celebration activities for
Christmas and Easter.
 Observe pictures of how various groups such as schools, families and religious
groups.
 Observe certain traditions. Talk about it, let students talk about their family members
in relation to its composition. E,g. male/female and the activities they do together.
 Write sentences about tradition which are celebrated.
 Read sentences to class.
 Identify basic sight words appropriate to grade. e.g. group, members, school, class,
family, etc.

Explain:

 Each person belongs to a family. Each family observe certain tradition. e.g.
Christmas, Easter and certain religious activities. A tradition is the passing down of
beliefs or customs from one generation to another. (It’s the way of doing things)

Elaborate:

 Watch short clips about how different group such as school, religious group and
families observe traditions
 Tell how family members celebrate one of the following: Easter, Christmas. Talk
about Religious practice how they worship.

Evaluate:

Write a simple sentence.

I belong to a family. We worship in a church. We worship on a Saturday or Sunday.

Evaluation:_________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Days 4-5

Objectives:

Students should be able to;

 Communicate information about different groups through songs.

 Demonstrate that they are part of a class/school group by singing together
 Demonstrate respect for the view of others
 Read with fluency grade appropriate text
 Use capital and common letters appropriate as they write simple sentences about
different groups.

Skills: perform as a choir, respond to musical cues, draw and write sentences

Materials: Integrated Studies text, flashcards

Vocabulary: Jamaican, Jamaica, tourists, country

Content: People who live in Jamaica are called Jamaican. We are Jamaicans which is
another group. We are proud of our culture, sunshine, beaches, etc.

Procedures:

Students will:

Engage:

 Play game ‘Simon says’ where students will follow the leader .Let students mime
groups to which they belong

Explore:

 Observe the map on page 104 of Integrated Studies text. Let them tell what country
the map represent
  Guided into reading the sentence.
 Point out that people on the map represent a group of Jamaican of which we are a
part.
 Let them tell what name is given to the people who belong to Jamaica.
 Let them tell what make us proud
 Sing the folk song ‘I’m a proud Jamaican’
 Respond to basic musical cues as they sing to reflect dynamics such as loud/soft,
high/low

Explain:

Discuss with teacher who are Jamaican.

People who live in Jamaica are called Jamaican. We are Jamaicans which is another group.
We are proud of our culture, sunshine, beaches, etc.

Elaborate:

 Draw a picture of themselves on the map of Jamaica ,

 Discuss the special group of people on page 105 in Integrated Studies text
‘The Tourist’
 Let them tell where they think the tourist come from.
 Where they think they will stay? How should Jamaican treat them? Where they have
seen tourist?

Evaluate

Write sentence in best handwriting. People who live in Jamaica are called Jamaicans. I am a
Jamaican.

Revise work done during the week.

Evaluation:_________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________