Spelling/ Phonics/ Reading

Class Time: 9:10- 9:55 a.m.

Topic: Suffixes
Objectives:With the aid of a suffixes concept chart, students will be able to:
- Analyze and Categorise words that have the same consonant sound/spelling patterns
-Articulate words that have the suffixes less, ness
- Value how phonetic awareness can help them better improve their reading skills.
Concept:
Words
Kindness Useless Sadness Fitness Helpless
Fearless Thankless Goodness Weakness Careless
Darkness Wireless Homeless Worthless heartless

Sight Words
make put that into back

from Just then when saw

Day 1 & 2
-Introduce suffixes to students.
-discuss the meaning of the suffixes ness less
-have students share words they know with those suffixes.
-Have them complete worksheet on lesssuffixes words.
-Have students identify the appropriate suffixes to given words using context clues.
-Review words and sounds with students.
- Given cards students sound out letters that make words
- Have students practise reading sight words.
- Have students complete quiz

Day 3 Prefixes and Sight Words Review

- Have students sing song to review prefixes digraph
- Review spelling and definition of less/ness sound words.
- Have students use words in oral sentences.
- Have students play a spy game to locate sight words.
- Have students complete test.

Day 4&5
-read story Hannahs Dilemma to students.
- have students do a round robin to discuss the dilemma and why.

-discuss what are dilemmas and have students identify some simple dilemmas we
might face in everyday life.

-discuss dilemmas in stories and link it to character traits. Talk about how it may affect
the characters choice.

-give students a worksheet to complete.

Grammar:
Day: 1- 5
Topic: Conjunctions
Subtopics: Coordinating Conjunctions
Learning Outcome:
Objectives: With the aid of a verbs concept chart, students will be able to:
● Differentiate between different coordinating conjunctions.
● Identify coordinating conjunctions.
● Understanding how conjunctions help joins words.
Concept:
A conjunction is the glue that holds words, phrases and clauses (both dependent and
independent) together. A coordinating conjunction is a conjunction that connects words,
phrases, and clauses that are coordinate, or equal to each other. There are seven
coordinating conjunctions: for, and, nor, but, or, yet, so.
Skills:
- using conjunctions
- extracting information
Attitude:
-value the significance of editing work
-recognizing conjunctions

Development:
-place concept chart on the board.
-present sentences missing conjunctions
-have students suggest words that will make the sentence make sense.
-take note of these words.
-discuss that there are special words that act like glue in sentence joining words, groups
of words and sentences.
-explain what a coordinating conjunction is.
-explain the acronym FANBOYS.
-have students practice identifying coordinating conjunctions in sentences orally.
-have students complete written practice.
have students complete quiz.
Assessment Strategies/Activities:
Oral response, worksheet
Reference Materials/Instructional Aids:
Concept Chart

Math
Day: 1-5
Class Time: 8:10- 9:10 a.m.
Topic: Numbers
Subtopics: Fractions
Learning Outcome:
Objectives: Through cooperative learning activities and discussions, students will:
MA 4.28
1. Explain parts of a fraction
2. Illustrate fraction
3. Understand how fractions are used in our everyday lives.

Concept:
Attitude: Appreciate the value of numbers and basic operations as used in everyday
life.
Demonstrate interest in identifying and exploring with larger numbers.
Activities
-have students make paper plate fractions
-have students do newspaper fraction dance
-place concept chart on the board and explain
-have students build fractions using Legos
-have students bring treats to build fractions
-students will complete a worksheet
Strategies/Activities:
Oral response, Worksheet, Quiz
Reference Materials/Instructional Aids:
Concept Chart

Religion
Class Time: 9:55-10:30 a.m.
Topics: TheJesus is Risen
Previous Knowledge: Students are familiar with the apostles' creed said when we pray
the Rosary.
Content/Concept: What does it mean that Jesus has risen?
The resurrection of Jesus Christ means that believers are justified before God. He was
delivered over to death for our sins and was raised to life for our justification. ( Romans
4:25)
Objectives: Through class activities, students will be able to:
● Explain what holy week entails
● Describe the station of the cross
Concepts:
Teaching/Learning Strategies/Activities:Day 1-5

Discuss what the disciples felt seeing the risen Jesus

Discuss how Jesus brought his disciples peace and how we can work toward world
peace.
Discuss why and how we celebrate easter.
Discuss how Jesus won victory over death and what that means for us.
Assessment Strategies/Activities:
Oral response
Reference Materials/Instructional Aids:
Christ Our Life Teacher’s Guide Chapter 16
Belizean Studies
Topic:Impact of Economics
Subtopic: Forests
Time: 1:10-2:00 p.m.
Materials: concept chart, glue, scissors,construction paper, pictures, matching cards,
typing sheets
References:
Prior, A. (2011). Primary Social Studies: Our Culture Standard 3 Student’s Book. In
Middle Division Standard 3. MacMillian Education. MacMillian Publishers Limited. Pg.9
Brown-Lopez, P. (Ed.). (2020). Living Together Standard 3 Book: A Belizean Social
Studies Series for Primary Schools (1st ed.). Cubola Books. Pg. 15
Previous Knowledge: Students can identify the different types of governments.
Learning Outcome: BS 4.15 Create a map of Belize, using original symbols, that shows
the location of Belize's
natural resources and major economic activities.
Objectives: With the aid of a Natural Resources chart, students will be able to:
Identifying diverse landscapes found in Belize.
- Explaining different features of landscapes found in Belize.
- Analyzing and appreciating the different contributions landscapes give to animals and
people.
Concepts: Landscapes and characteristics
Forest
Resources of the forest
Resources like trees, animals, plants, and other living
things but also of non-living (abiotic) components
such as soil, water, air, and landforms.
The forest supports many wild animals and protects
biodiversity.
Benefits of the forest
1. Goods Obtained from Forests: There are
various food products such as honey, wild meat,
fruits, mushrooms, palm oil and wine, and
medicinal plants obtained from forests. Other than
edible parts, we can get timber, wood biomass,
cork, etc., from forests. The fuel can be extracted
from old trees that are buried under the soil.
2. Ecological Functions: Forests play an essential
role in maintaining ecological factors such as
climate, carbon storage, nutrient cycling, and
rainfall. The forest supports many wild animals and
protects biodiversity.
3. Culture and Social Benefits: The tribal people
who live in the forests treat forests as nature
goddesses. Traditional beliefs and spirituality save
wild animals from hunters and the cutting down of
trees by urban people. A few modern people visit
forests for recreation.

Development:
Session 1 (Forest)
Students are shown a picture scene of the Belize forest. This can be done in groups or
as a whole class.

Students are to observe and think critically to look for the forest's features, elements,
and benefits.
Resources of the forest
Resources like trees, animals, plants, and other living things but also of non-living
(abiotic) components such as
soil, water, air, and landforms.
The forest supports many wild animals and protects biodiversity.
Benefits of the forest
1. Goods Obtained from Forests: There are various food products such as honey, wild
meat, fruits,
mushrooms, palm oil and wine, and medicinal plants obtained from forests. Other than
edible parts, we
can get timber, wood biomass, cork, etc., from forests. The fuel can be extracted from
old trees that are
buried under the soil.
2. Ecological Functions: Forests play an essential role in maintaining ecological factors
such as climate,
carbon storage, nutrient cycling, and rainfall. The forest supports many wild animals and
protects biodiversity.
3. Culture and Social Benefits: The tribal people (like the Mayas) who live in the forests
treat forests as
nature goddesses. Traditional beliefs and spirituality save wild animals from hunters and
the cutting down
of trees by urban people. A few modern people visit forests for recreation.
Students get to share their findings using a T- Chart and through oral sharing.

Science

Day: 1-3
Class Time: 2:00-2:45 p.m.
Topic: Matter and Energy
Subtopic: Energy
Content/Concept:
Friction and Energy
When one object slides on another it starts to
slow down due to friction. This means it loses
energy. However, the power doesn't disappear. It
changes from moving energy (kinetic energy) to
heat energy. This is why we rub our hands
together when it's cold. By rubbing them
together, we generate friction and, therefore,
heat.
There are two kinds of energy – kinetic energy,
when something is moving, and potential energy,
which is energy that is stored and ready to be
used.
All objects have potential energy or stored energy if they are placed in a particular
position.
Kinetic Energy
Whenever something or someone is in motion, it has kinetic energy.
Outcomes:
Objectives: Students will:
Define and illustrate the basic terms and meanings (heat, conduction, convection,
radiation, friction).
Explain how heat energy transfers.
Describe how energy may be transformed from one form to another
Teaching/Learning Strategies/Activities:
Day 1
Place a picture of energy passing through different objects, then ask students the
following:
Asking students what they think of when they hear the word 'energy.'
Ask students where do we get energy from
What are some of the things energy allows us to do?
Ask students if energy can be used up.
Ask students if they have ever watched a cartoon where someone transformed from an
ordinary person into
a superhero.
Ask students what’s transformation.
Ask students if our body transforms and stores energy as a movement.
Can we transform our body's energy into heat energy?
What do we do if we're cold?
Write the student's response on the board
Shooting Rubber Bands:
Explain the safety of rubber bands to students, so no one gets hurt.
Take students outside in the school playground
Give students different-sized rubber bands
Have them stretch the rubber bands and shoot them across the playground to see
which bands fly the
furthest.
Gravity:
Group students in pairs
Provide an object to each group
Have students drop various things from the same high
Have them observe if all things fall at the same speed.
Rubbing hands Friction
Have students pretend they are col
Ask them to rub their hands together
Have them watch what happened
Rice in Bottle Friction
Provide each group of two with dry rice, a pencil, an empty bottle
Let students fill the bottle with rice. Take the pencil and put it in the rice, moving it
around.
Let them try to take the pencil out
Ask students if the pencil comes out easily.
Let them return the rice to normal, so there is no pencil hole and stick it in again.
Let them move the pencil up and down gently and tap the bottle on the table a few
times.
Let them try to take the pencil out or
Popping balloons
Show students two blown-up balloons, one with water and the second one with air
Place the air balloon over a lit candle and have students overserve what happened
Place the one with water over the lit candles and have students observe what happened
Students attend the experiment and try to explain why the balloon with water
Assessment Strategies/Activities:
poster
Reference Materials/Instructional Aids:
Concept Chart
Heat. (n.d.). Retrieved November 12, 2022, from

https://cbsprimarykilkenny.files.wordpress.com/2020/05/room-05-18-may-2020-heat-
third-
class.pdf

Heat Facts for Kids. (2015, August 19). Easy Science for Kids.
https://easyscienceforkids.com/heat/

Health Education
Class Time: 2:00-2:45 p.m.
Learning Outcome: HE 1.22 Explain and role play good hygiene practices, such as
hand washing and correct disposal of waste that are important for good health.
Topics: Biodegradable and nonbiodegradable
Previous Knowledge: Students can explain some reasons why it is important to wash
your hands
Content/Concept:
Biodegradable means a material that is able to degrade or break down. Examples of
biodegradable materials are apple cores, bones,
paper, flowers, serving utensils and plates made
of corn products.

“Non-biodegradable” refers to materials that are not broken down by organisms.

Examples of non-biodegradable materials are plastic, glass, polyester clothing items,
and aluminium cans. Something is biodegradable when little tiny microorganisms in the
earth can break the object apart and turn it into soil. It looks like the thing disappears,
but it just becomes part of the soil.
Life Span of Litter
Aluminum Can 200-500 years
Batteries – 100 years
Cardboard Box- 4 weeks
Cigarette Butt up to 10 years
Cotton Rag- 1-5 months
Disposable Diapers- 500-600 years
Glass Bottle 1Million years
Leather- up to 50 years
Lumber- 10-15 years
Monofilament Fishing Line- 800 years
Milk Cartons (plastic coated) 5 years
Nylon Fabric- 30-40 years
Orange Peel- 2-5 weeks
Paper-2-5 months
Plastic Film Container- 20-30 years
Painted Wooden Stake- 13 years
Plastic 6 pack cover 450 years
Plastic Bag- up to 500 years
Plastic Coated Paper- 5 years
Plastic Soda Bottles- Forever
Rope-3-14 months
Rubber Boot sole 50-80 years
Sanitary Pads= 500-800 years
Styrofoam- More than 5,000 years
Tin Cans-50-100 years
Tin Foil- It does not biodegrade
Wool Clothing- 1-5 years
Objectives: Through revision activities, students will be able to:
● Differentiate between biodegradable and Non-biodegradable
● Explain biodegradable and Non-biodegradable

Development:
Inquiry-Based Learning
Brainstorming:
Ask students to brainstorm a list of different ways to dispose of garbage (e.g., burning,
burying, shooting
out into space, etc.) Write the list on the board.
Place the words biodegradable and non-biodegradable ask students to define the words
Listen to students justify the definition
Video Analysis:
Have students view the video on biodegradable and Non-biodegradable
Have students discuss with pair and write don list of biodegradable and Non-
biodegradable items spoke
about in the video
Good Litter Survey:
Ask students to cut out all the potential sources of debris we generate in our daily lives.
Students can fill in any they think of that aren’t listed.
Once the ‘debris items’ are cut out, ask the students to organize them on the table
according to where they
think they belong.
Glue the items in the ‘appropriate’ category.
Make sure students put their names on their surveys and display them around the
classroom.
Assessment Strategies/Activities:
quiz
Reference Materials/Instructional Aids
, https://www.youtube.com/watch?v=Ng-vGgtCHyM
https://www.youtube.com/watch?v=Y18Vz51Nkos