Appendix

Appendix A: Lesson plan on Irresponsible Tourism integrating virtual field trips (Technology
integration)

DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

………Geography……………
TEACHER: Kirby Harripersad SCHOOL: Barrackpore West Sec. DATE: 10.02.21
CLASS/FORM: 5 Sci No. in class: 12 TIME: 1:30pm No of period(s): 1 Duration:
35 mins

Planning for the lesson

TOPIC: Environmental Degradation with respect to tourism
CONCEPT: Human-Natural interaction CONCEPT MAP: Attached
CURRICULUM INTEGRATION AREAS across subjects and materials needed (where relevant):
Social Studies: Tourism industry and types of pollution

 Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as
visual, read-write and auditory learners.
Planning for literacy improvement: Continuation of student glossary. Students will read
newspaper articles
Planning for Technology Integration: Use of laptop, Padlet, Zoom, Google Earth.
Planning for VAPA integration: Pictures will be used for the visual integration. Use of music.
 Instructional strategies to be used and their rationale: Analyzing images strategy was chosen to
develop observational and interpretive skills and enhance critical thinking in line with the
cognitive learning theory. Role playing as a tour boat operator call upon students to display the
feelings of another as described under experiential learning through active learning.

The lesson plan:

PRE-KNOWLEDGE
Students were taught the definition of the term “Environmental Degradation”. They should be
able to recall same. Students were also taught different types of pollution (air, water, land).
They should be able to identify these types of pollution in different scenarios. Students
previously covered the topics under coral reefs and mangroves and would be able to recall their
respective roles and services provided in the natural environment.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of Domain

objectives
1. Determine ways in which tourism can Analyzing. Cognitive.
contribute to environmental degradation.

2. Display an appreciation for the need to Valuing. Affective.

minimize environmental degradation with
respect to tourism.

SET INDUCTION (strategy to draw learners into the lesson)– Time allotted: 3mins
Teacher plays a video titled: “MAYA BAY: Closed indefinitely”. Accessed via:
https://www.youtube.com/watch?v=ZPwQI8obIkg

Students are asked to state the most interesting aspect of the video to them. From these
aspects supplied by the students, introduce the topic of Environmental degradation via tourism.
SECTION 1- Time allotted: 20mins
Teaching points:
Teacher asks students to recall the definition for environmental degradation.
Teacher presents Padlet with pictures.
Teacher guides students in describing what they see and how it can contribute to
environmental degradation.
Teacher reminds students to add to their ongoing class glossary.
METHOD

Teaching Strategy Student Activity Resources

 Analyzing images:
Teacher presents a Padlet loaded
with images of situations that can
lead to environmental degradation
from tourist activities.
Teacher asks students to describe
what they see.
Teacher asks students to state how
the activities can contribute to
environmental degradation.
Teacher then plays a short video
with images of airplane traffic and
pollution. Links are made to tourism
contributing to use of planes as
transport.
Teacher presents an image showing
the plan for Sandals Beach Resort in
Tobago.
Teacher shows students the
proximity of the proposed resort to
the natural coastal vegetation and
over water cabins to the reef.
Teacher then presents images of
Buccoo Reef, Tobago from Google
Earth.
Teacher asks students to describe
what environmental degradation
has already taken place with the
current status of the development
and what can take place if allowed
to continue.
SECTIONAL REVIEW and feedback (formative assessment strategies)
Fill in the blanks:
Students answer teachers Laptop.
probing questions and place PowerPoint
comments under pictures. Presentation.
Stable connectivity for
real time editing of
padlet.
Padlet link:
https://padlet.com/kirb
yharripersad1986/ncm9
Students watch images in 6560njts9jpq
video and make comments on
contributing factors to
environmental degradation
from air travel.
Students respond to
prompting questions on the
images shown.
Google Earth:
https://www.google.co
m/earth/
Time allotted: 3mins
 Coral Reef Destruction Pollution Destruction of mangroves

-trampling corals -Light pollution from resorts -Construction of resorts on the

confuse nesting turtles. coast destroys mangrove
-boats’ anchors fall on
habitats.
reefs. -tourists leave their garbage
behind -Clearing of mangroves for
-Corals and shells in
beachfront activities leads to
demand for sale as -high demand for transport
coastal erosion.
souvenirs creates large amounts of
emissions into the air
-jet skis and boat engines
disturb the habitat -Noise pollution from parties
and motorized sport disturb
wildlife.
-Sewerage runoff from hotels
on the coast can lead to
nutrient pollution.

SECTION 2- Time allotted: 4mins

Teaching points:
Teacher encourages students to recognize the need to minimize environmental degradation
related to tourism.

METHOD

Teaching Strategy Student Activity Resources

Role play: Students respond verbally to
Teacher asks students to take questions asked.
the role of a tour boat
operator at Buccoo Reef,
Tobago.
In this capacity, teacher ask
students their feelings about
the degrading state of the
reef.
Teacher asks students to
state at least two pointers
they would tell their
 customers on the tour.

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 2min

Students state out loud their feelings about the state of the reef and their pointers to their
customers.
Answers should follow:
Feelings- sad, disappointed, angry
Pointers- don’t walk on the reef, no littering over the boat sides, don’t pick up pieces of the
corals as souvenirs.

CLOSURE Time allotted: 2mins

Thumbs up/ thumbs down: Teacher poses some questions for their visual response.

FINAL EVALUATION – Time allotted:

Assignment:
Browse these articles
https://www.looptt.com/content/petition-launched-against-tobago-sandals

https://www.looptt.com/content/scientist-removal-tobago-mangroves-could-cause-flooding

https://www.guardian.co.tt/news/tobagos-major-tourist-attraction-6.2.808091.09065114fd

https://www.mytobago.info/forum/viewtopic.php?t=3007
Write down specific sources of environmental degradation due to tourism based on the case
studies supplied.

Reasonable level of achievement

Level of achievement Related objective

100%- Determine ways in which tourism can 1
contribute to environmental degradation.

80% Display an appreciation for the need to 2

minimize environmental degradation with respect
to tourism.

Table of Specifications

Objectives Level and type of Formative/Summative Marks

domain
Determine ways in Analyzing- Cognitive Formative (Section1). N/A
which tourism can Fill in the blanks
contribute to
environmental N/A
degradation.

Display an Valuing- Affective Formative N/A

appreciation for the (Section 2).
need to minimize Verbal response
environmental
degradation with Summative
respect to tourism. (Section 1 and 2).
Written response

FOLLOW-UP ACTIVITIES/LESSON:
Follow up lesson will focus on environmental degradation from quarrying, mining and
secondary industries.
 8

Concept map: Lesson highlighted in red.

 9

Appendix B: Lesson plan on Migration integrating interactive presentation – Mentimeter

(Technology integration)

DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

………Geography……………

LESSON PLAN: # 2 in Unit plan: Population change-Migration School visit/Field Day: 20.01.21
TEACHER: Ms. Kirby Harripersad SCHOOL: Barrackpore West Secondary DATE: 20.01.21
CLASS/FORM: 6.1MS No. in class: 3 TIME: 12:15pm No of period(s): 1 Duration:
35 mins
Planning for the lesson
UNIT PLAN: Population change: Migration
TOPIC: Causes of migration
CONCEPT MAP: attached below
CURRICULUM INTEGRATION AREAS across subjects and materials needed (where relevant):
Evidence of Social Studies is integrated in this lesson as elements of factors influencing
migration types. Case studies integrate History as well.

 Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as
visual, kinaesthetic, read-write and auditory learners.
Planning for literacy improvement: Students are encouraged to read text and case studies
 10

Planning for Technology Integration: The use of laptop, connectivity, Zoom meeting, Google
form, Padlet, Poll taking
Planning for VAPA integration: The creation of a collage on Padlet that can include pictures
based on student preference.
Instructional strategies to be used and their rationale: Lecture method, student collaboration
and inquiry based instruction with the aid of technology. These were chosen since the content
is for remembering and applying of the knowledge in the cognitive learning theory.

The lesson plan:

PRE-KNOWLEDGE
Students should remember the definition of migration and migration types.
Vocabulary to recall: urban, rural, immigration, emigration.

OBJECTIVES:
At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of Domain

objectives
1. Explain the causes of population change Understanding Cognitive
with respect to migration

2. Distinguish between push and pull factors Analyze Cognitive

for migration with the use of examples

3. Evaluate the importance of understanding Valuing Affective

the causes of migration

SET INDUCTION Time allotted: 2mins

 11

Take a “Student migration poll”

Questions:
- Who has lived somewhere else?
-Who has lived in a different city/town/country?

If students responded that someone did move:

-Why did your family move?
-How did this move make you feel before and after your change of residence?

If no one has moved, share my personal move from San Fernando to San Francique.

Introduce the KWL (Know, Want to know, Learnt) chart after presenting the session objectives.
Students can briefly state what they know and would like to know about the reasons for
migration.

SECTION 1- Time allotted: 5 mins

Teaching points:
Reasons for change in population with respect to migration.
Introduce concept of push and pull factors
Identifying push and pull factors generally and then via examples.

METHOD

Teaching Strategy Student Activity Resources

 12

Lecture and inquiry-based Students listen to PowerPoint Presentation

approach with student explanations of
collaboration. PowerPoint presentation Mentimeter link:
https://www.menti.com/cp24kb5icz
Results of Mentimeter Students share their ideas
presented to class for on reasons for migration
discussion (include via Mentimeter.
pointing out the most
common entry)

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 2 mins

Review of the Mentimeter results and if students missed any major factors, ask questions
(related to what they omitted) to draw the answers out.

SECTION 2- Time allotted: 8

Teaching points:
Identifying and distinguishing between push and pull factors generally and then via examples.

METHOD

Teaching Strategy Student Activity Resources

Student discussion and Use of Padlet for student PowerPoint Presentation

collaboration collaboration on classifying
push and pull factors Padlet link:
identified in mentimeter. Padlet

Students to use examples of

their home towns and places
they may consider migrating
to and add these push and
pull factors to Padlet
 13

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 1 min

Review of the Padlet submissions for accuracy and relevance.

SECTION 3 - Time allotted: 8 mins

Teaching points:
Evaluating the importance of understanding the causes of migration.

METHOD

Teaching Student Resources

Strategy Activity

Inquiry based Question PowerPoint Presentation

approach. and answer
Ask students Results of the mentimeter and Padlet exercises to encourage
to brainstorm thinking.
why being Padlet link:
aware of the https://padlet.com/kirbyharripersad1986/z5wyddj0wypph5fq
causes of
migration may Mentimeter link:
be important https://www.menti.com/cp24kb5icz

What can this

knowledge
affect?
Who will this
information
be useful to?
 14

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 3 mins

Oral questioning:
What can this knowledge affect? (Answers can include: Resource planning, city development,
methods to curb urbanization)
Who will this information be useful to? (Answers can include: city Planners, government
officials, community leaders, policy makers)

CLOSURE (How will you end the lesson?)– Time allotted: 2mins

Class will end with a quick recap with the aid of the KWL chart for a summary and informing
students where they can find supplemental notes (glossary of terms used in the session) for the
session (Google Classroom)

FINAL EVALUATION – Time allotted: 3mins

Go back to KWL table in the beginning and edit to include what students have learnt based on
their oral responses.

Reasonable level of achievement

Level of achievement Related objective

80% Explain the causes of population change with 1
respect to migration

80% Distinguish between push and pull factors for

migration with the use of examples

100% Evaluate the importance of understanding the 2

causes of migration

Table of Specifications
 15

Objectives Level and type of Formative/Summative Marks

domain
Explain the causes Understanding Formative (Section1). N/A
of population Verbal response
change with respect
to migration N/A

Distinguish between Analyzing- Cognitive Formative (Section).

push and pull Short answer
factors for
Summative
migration with the (Section 1 and 2).
use of examples Written response

Evaluate the Valuing- Affective Formative N/A

importance of (Section 3).
understanding the Verbal response
causes of migration

FOLLOW-UP ACTIVITIES/LESSON: 1min

Consequences of migration: both to the host and source areas/countries (Pages 58 to 62 of
Class text: Bleasdell, S.G. 2019. Cape unit 1 New integrated Geography. Caribbean Educational
Publisher
 16

Concept map. Lesson plan focus highlighted in red.

 17

Appendix C: End of term exam used for critique

Appendix 1:

Barrackpore West Secondary

End of Term Exams
Form 4
Geography

PAPER 02- General Proficiency

2 hours and 30 minutes

Mark Scheme

Question Mark weighting Marks awarded

1 25
2 25
3 25
 18

4 25
TOTAL 100
1. Study the map below and answer the following questions.

Scale:
19
 20

1. (a) State the 6 figure grid reference of Point B. ___________________________________ (2

marks)

(c) What is the compass direction of Point B from Point A? ______________________________

(1 mark)

(d) Determine the bearing of Point A form the middle of Lake Cedric.
___________________________________ (2 marks)

(e) Measure the distance from Bob's Boathouse to Fred's Bridge as the crow flies.

____________ _____________ (2 marks)

Use the map below to answer the questions that follow

 21

(f) Calculate the gradient from Point D to Point C. (5 marks)

Do your calculation in the space below:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 22

______________________________________________________________________________

______________________________________________________________________________

(g) Draw the cross section of the landform between the points A to B (5 marks)
 23

(h) What is the name of the feature drawn in (g)?

____________________________________________________________________ (2
marks)

(i) Account for the absence of infrastructure and settlements on the map extract (4 marks)
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(j) What type of mass movement will most likely occur in the map extract and why? (2 marks)

______________________________________________________________________________

______________________________________________________________________________
 24

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

TOTAL 25 marks
 25

2. (a) Define the following terms:

Denudation (2 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Weathering (2 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Mass wasting (2 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Erosion (2 marks)

______________________________________________________________________________

______________________________________________________________________________
 26

______________________________________________________________________________

______________________________________________________________________________

Use the diagram to answer the questions that follow (b,c)

(b) Which type of mass movement is shown in the illustration above?

_____________________________________________________________ (1 mark)

(c) Give TWO pieces of evidence to support your answer in 2) (a) above (2 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 27

(d)Explain how rock structure and chemical composition influence the weathering of limestone.

(4 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

(e) Explain the weathering process of thermal expansion and contraction AND name one area

this may occur. (3 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 28

(f) List TWO human activities that can contribute to landslides in the Caribbean. (2 marks)

______________________________________________________________________________

______________________________________________________________________________

(g) State TWO benefits of Karst environments to humans (2 marks)

______________________________________________________________________________

______________________________________________________________________________

(h) Explain how stalactites are formed. (3 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 29

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

TOTAL 25 marks
 30

3.
31
 32

(b) (i) Define each of the following terms:

Urbanization

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Urban Sprawl

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(4 marks)
 33

(ii) Describe THREE problems caused by population growth in urban areas of the Caribbean.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 34

______________________________________________________________________________

______________________________________________________________________________

(6 marks)

(c)

(Graph paper provided on next page)

35
 36

(d) Outline TWO physical features which influence the distribution of population in the

Caribbean

Feature 1

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Feature 2

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 37

(4

marks)

Total: 25 marks

4. (a) (i) State TWO ways by which the population of cities increase. (2 marks)

______________________________________________________________________________

______________________________________________________________________________

(b) Outline TWO strategies that have been implemented to reduce urbanization in a named

Caribbean country.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

(4

marks)
 38

(c) With reference to specific examples in the Caribbean, explain how THREE of the following

factors influence population distribution:

 Relief

 Natural vegetation

 Soils

 Employment opportunities (12 marks)

Factor 1:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Factor 2:
 39

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Factor 3:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

(d) (i) Describe ONE push factor and ONE pull factor that has caused out-migration in the

Caribbean
 40

Pull Factor:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Push Factor:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(4

marks)
 41

(d) (ii) Using examples, outline THREE consequences of out-migration in the Caribbean.

Consequence 1

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Consequence 2

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Consequence 3

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

(3 marks)

Total: 25 marks
 42

Appendix D: Curriculum integration Lesson plan

DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
Geography
 43

TEACHER: Kirby Harripersad SCHOOL: Barrackpore West Secondary DATE:

CLASS/FORM: 4MS No. in class: 30 TIME: No of period(s): 2
Duration: 90 mins
Planning for the lesson
UNIT PLAN: Karst landscapes
TOPIC: Limestone features CONCEPTS: Environment, change, place CONCEPT MAP:
Attached
KEY TERMS: Student glossary
CURRICULUM INTEGRATION AREAS: Chemistry: the process of carbonation. English: Expository
writing
 Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as
visual, read-write and auditory learners.
Planning for literacy improvement: Students will add to their Geographical Terms Glossary.
Students will be asked to read and write during lesson. Essay writing
Planning for Technology Integration: The use of laptop, PowerPoint, Zoom, and Google Earth.
Planning for VAPA integration: Use of pictures for interpretation, music and videos for visual
aid.
 Instructional strategies to be used and their rationale:
 Discovery learning- based on the constructivist approach where knowledge is
“constructed” from experience and process.
 Use of experiment- students learn by observing. Teacher involves students in the
demonstration to stimulate deeper learning.
 Virtual field trip- experiences outside the classroom enable students to extend
learning into real world locales.
 Effective questioning- requires student to respond at higher levels and can also play
a role in focusing the student on overarching themes

The lesson plan:

PRE-KNOWLEDGE Students are aware of the islands of the Caribbean, acid rain, rock types, and

weathering (including chemical)

OBJECTIVES:
 44

At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of Domain

objectives
1. Conduct an experiment to demonstrate Applying Cognitive
carbonation in a karst environment
2. Account for the formation of the Cockpit Analyzing Cognitive
country of Jamaica
3. Display an appreciation for Karst Valuing Affective
environments

SET INDUCTION (strategy to draw learners into the lesson)– Time allotted: 3 mins

Teacher shows pictures of karst landscapes weathered by carbonation accessed via:

Landscape images

Teacher uses effective questioning to get students to describe what they see.

SECTION 1- Time allotted: 60 mins (While experiment runs, start the field trip)

Teaching points:

Carbonation explanation with equations

Conduct experiment

METHOD

Teaching Strategy Student Activity Resources

Discovery learning through Students set up the Chalk
experiment. experiment as instructed: 2 Sprite soft drink
Teacher uses an experiment identical weights of chalk in 2 Plastic cups
 45

to explain the process of
carbonation: chalk
represents limestone and
sprite to represents acid rain.
cups. One cup has water, the Weighing scale
other Sprite. At the end of
the lesson, students will
weigh the limestone in both
cups and compare.

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 5 mins

Teacher asks students to explain the differences in the final weight of the chalk, and relate their
answers to what happens in the carbonation process of limestone.

SECTION 2- Time allotted: (While experiment runs, start the field trip)

Teaching points:

Case study: Cockpit Country, Jamaica.

Teaching points:

Karst formation

Karst features

Cockpit County

METHOD

Teaching Strategy Student Activity Resources

Discovery learning through Students take notes and ask Google earth link.
field trip and case study. questions where needed Google Earth Jamaica
Teacher uses Google Earth to during the trip
“visit” Jamaica’s Cockpit
 46

country.
Teacher explains its
formation and describes the
resulting features

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted:

Students write an expository essay based on their virtual field trip titled: The Cockpit Country,
Jamaica.

SECTION 3 - Time allotted: 5 mins

METHOD

Teaching Strategy Student Activity Resources

Effective questioning: Students write down their Limestone value clip:
Teacher shows a short video views after watching the clip limestone value
clip on the value of Karst
landscapes asks students to
share their views on the
value of karst landscapes
 47

SECTIONAL REVIEW and feedback (formative assessment strategies) Time allotted: 3

mins

Students read out their views to class for comments.

CLOSURE (How will you end the lesson?)– Time allotted: 3mins

“Sell it to us”- Students do a quick jungle that explains the main ideas of the lesson

FINAL EVALUATION – Time allotted: 3 mins

Quiz:

Carbonation quiz

Reasonable level of achievement

Level of achievement Related objective

100% of students: Conduct an experiment to 1
demonstrate carbonation in a karst environment
80 % of students: Account for the formation of the 2
Cockpit country of Jamaica
100 % of students: Display an appreciation for Karst 3
environments

Table of Specifications

Objectives Level and type Strategy Formative/Summative Marks

of domain
1. Conduct an Applying- Discovery Formative (Section1). N/A
experiment to Cognitive learning- Short answer
demonstrate experiment
carbonation in N/A
a karst
environment
2. Account for Analyzing- Discovery Formative N/A
the formation Cognitive learning-case (Section 2).
of the Cockpit study Expository essay
country of
Jamaica. Summative
(Section 1 and 2).
Flashcards
3. Display an Valuing - Effective Formative
appreciation Affective questioning (Section 3).
for Karst Short answer
 48

environments
FOLLOW-UP ACTIVITIES/LESSON:
Surface and subsurface limestone features

Concept map for lesson: