Social Studies Lower Division - International Bureau of ... · AREA OF STUDY: SOCIAL STUDIES INFANT I UNIT/THEME: Myself and my Family AREA OF STUDY OUTCOMES Pupils should: SS1a –

AREA OF STUDY: SOCIAL STUDIES INFANT I

UNIT/THEME: Myself and my Family

AREA OF STUDY OUTCOMES Pupils should: SS1a – Understand time periods in relation to their own growth and development SS1b – Understand why life in their local community is different from life in the past

CROSS-CURRICULAR OUTCOMES Pupils should: CP2a CP2h CP2b CP2j CP2d SP2a CP2e SP2b CPg

CONTENT ORGANIZED INTO MANAGEABLE

SETS

SUGGESTED TEACHING/LEARNING STRATEGIES SUGGESTED STRATEGIES/ACTIVITIES FOR ASSESSMENT

MYSELF AND MY FAMILY 1. My name, age and sex 2. My height and weight 3. My family 4. The family tree 5. Project – My family and

I (picture booklet or chart)

MYSELF AND MY FAMILY 1. My name, age and sex • Oral Expression 2. My Height and weight • Measure height of children using a height chart. • Stand in pairs to compare height using the words tall

and short. • Measure weight using a scale. • Use a balance to compare weight using the words

heavy and light. 3. My Family • Name immediate family members using pictures. • Draw family members

MYSELF AND MY FAMILY 1. My name, age and sex • Checklist to observe oral questions on name, age

and sex. • Individual introduction using name, age and sex. 2. My Height and Weight • Checklist to observe oral presentation in pairs. • Using the words heavy and light; tall and short for

height. 3. My Family • Written test to identify immediate family. • Members using shapes or colors (mother, father,

brother, sister)

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UNIT/THEME: Myself and my Family


SETS


4. The Family Tree • Sing song “I Love You” • Rhymes and jingles about my family. • Put pictures of immediate family members on a

family tree. 5. Project – My Family and I • (picture booklet or chart) • Collect or draw pictures of immediate family

members.

4. The Family Tree • Performance assessment – draw or insert pictures

of immediate family members on family tree. 5. Project – My family and I (picture booklet or

chart) • Oral presentation of picture booklet or chart with

immediate family members using a simple checklist (looking for mother, father, sister, brother and I).



UNIT/THEME: Myself and my FamilyLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

MYSELF AND MY FAMILY 1. My Name, Age and Sex - CP2a, CP2d, CP2e, CP2g, CP2h, CP2a,

CP2b, SP2c, EL4c 2. My Height and Weight – CP2h, CP2a, EL4c, CP2e, CP2f, M3a,

M4a 3. My Family – CP2a, CP2e, CP2h, CP2j, EL1f, SL2c, EL4c, M5a 4. The Family Tree – CP2a, CP2h, CP2g, CP2j, SP2a, SP2b, EL4c,

M5a 5. Project – My Family and I (picture booklet or chart) – CP2a, CP2d,

CP2f, CP2g, CP2h, CP2j, CPb, SL2c, EL4c, M5a

MYSELF AND MY FAMILY 1. My Name, Age and sex • Admission register (T) • Parents • Name tags • (S)Bio data • (T)Caribbean Social Studies Bk. 1 (T/S) 2. My Height and Weight • Height chart (S/T) • See-saw (S/T) • Scale (S/T) 3. My Family • Caribbean Social Studies Bk. 1 (T/S) • Pictures/photographs • Tapir – Belize Primary Social Studies Bk. 1 (T/S) 4. The Family Tree • Caribbean Social Studies Bk. 1 (T/S) • Pictures of family • Family Tree chart 5. Project – My Family and I (picture booklet or chart) • Tapir – Belize Primary Social Studies Bk. 1 (T/S) • Paper, crayons, glue, pictures • Caribbean Social Studies Bk. 1 (T/S)


AREA OF STUDY SOCIAL STUDIES INFANT I

UNIT/THEME: My Family and my Home

AREA OF STUDY OUTCOMES Pupils should: WT3a – How family members depend on each other to satisfy their needs and wants WT3b – The importance of services provided by people in the community WT3c – How people in the community process resources and sell the products to satisfy their needs and wants

CROSS-CURRICULAR OUTCOMES Pupils should: CP2e CP3f CP2k SP2a


SETS


MY FAMILY AND MY HOME 1. Myself 2. Myself as a part of my

home 3. Myself as a part of my

class 4. Myself as a part of my

neighbourhood

MY FAMILY AND MY HOME 1. Myself • Discussion about myself. • Self observation using a mirror. • Journals-name, gender 2. Myself as a part of my home • Self presentation-name, gender, position in family,

family members. • Journals-family members/identifying self in family. 3. Myself as a part of my class • Identifying/locate position in class; seating

arrangements. • Webbing 4. Myself as a part of my neighbourhood • Self expression in relation to location of home in

neighbourhood. • Journals – neighbourhood

MY FAMILY AND MY HOME 1. Myself • Oral question and interviews (name, gender, age) • Checklist based on myself 2. Myself as a part of my home • Self expression through journal • Oral questions 3. Myself as a part of my class • Mapping-myself in relation to seating position in my

class. 4. Myself as a part of my neighbourhood • Interview – e.g. is there a police station in your

neighbourhood? • Mapping (neighbourhood)



UNIT/THEME: My Family and my HomeCONTENT ORGANIZED

INTO MANAGEABLE SETS


5. Family members and their roles

6. Love within the

community 7. Water, shelter, food and

Clothing

5. Family members and their roles • Journals – family members/roles • Oral presentation from journals. 6. Love within the community • Discussion, sharing, caring, helping, etc. • Demonstrate ways to show love within the family

through caring, etc. 7. Water, shelter, food and clothing • Present scenarios where children will identify basic

needs and their importance.

5. Family members and their roles • Observation through role play. • Portfolios and records of work. 6. Love within the community • Observation through demonstration of caring,

sharing, helping, etc. 7. Water, shelter, food and clothing • Constructed response questions where children

identify basic needs and their importance. • Portfolios and records of work.



UNIT/THEME: My Family and my Home

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MY FAMILY AND MY HOME 1. Myself – EL3f, EL4e, EL4g 2. Myself as a part of my home – SL2c, EL4g, EL3h, SS5a, SS3b,

CP2e 3. Myself as a part of my class – EL4c, SL2c, H4a, H4b, WT1b,

SS3a, SS3b, CP2e, CP2k, SP2a, CP2f 4. Myself as a part of my neighbourhood – EL4c, SL2b, H4a, H4b,

ST8a, ST8c, EL3h, SS3a, SS3b, Sp2a 5. Family members and their roles – EL3f, EL4c, EL4e, EL4g, SL2b,

H4a, H4b, WT1b, SS3b, SP2a 6. Love within the community – EL3f, EL4e, WT1b, SS3b, EL3e 7. Water, shelter, food and clothing – SL2c, H4a, ST8a, ST8c, WT1b,

SS2a, SS2c, SS5a, SS3b

MY FAMILY AND MY HOME 1. Myself • I’ve Got Me and I’m Glad • Picture of myself • Mirror • Caribbean Social Studies Bk. 1 • Finding Out Science Bk. 1 2. Myself as a part of my home • Caribbean Social Studies Bk. 1 3. Myself as a part of my neighbourhood • Caribbean Social Studies Bk. 1 4. Myself as a part of my neighbourhood • Belize Primary Social Studies Tapir Bk. 1 5. Family members and their roles • Caribbean Social Studies Bk. 1 • Understanding Families – F. King • Belize Primary Social Studies Tapir Bk. 1 • Pictures of family 6. Love within the community • Holy Bible • Video Tapes • Understanding Families - F. King 7. Water, shelter, food and clothing • Understanding Families - F. King • Communities – Dorothy H. Madison



UNIT/THEME: My Community


CROSS-CURRICULAR OUTCOMES Pupils should: CP2a CP2j CP2e SP2a CP2f SP2b CP2g SP2e CP2h


SETS


MY COMMUNITY 1. Definition of the word

community 2. Location of my

community using cardinal points

3. Transportation in the

community

MY COMMUNITY 1. Definition of the word community • Brainstorm what is a community 2. Location of my community using cardinal points • Locate cardinal points in relation to rising and

setting sun. • Map/locate my community using cardinal points 3. Transportation in the community • Brainstorm types of transportation within the

community. • Discussion on importance of transportation

MY COMMUNITY 1. Definition of the word community • Oral test-major building/playground, etc. • Draw-community 2. Location of my community using cardinal points • Mapping-my community using cardinal points • Oral questions e.g. Where is your community

located? 3. Transportation in my community • Questionnaire-types of transportation within the

community. • Check list

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SETS


4. Fellowship-feeling,

working, worshipping together

5. Community workers 6. Natural resources of the community 7. Marketing of local products

4. Fellowship-feeling, working, worshipping together

• Discussion-feeling, working, worshipping, playing together.

• Webbing and identification of places in relation to discussion.

5. Community workers • Display pictures of community workers and have

children identify them and their importance. • Field trip-visits to different community work places. • Role play different community workers 6. Natural resources of the community • Discuss what natural resources are. • Discuse uses and importance. • Gardening – developing class garden using cash

crops (tomatoes, beans, etc. 7. Marketing of local products • Discussion – what farmers do with products after

harvesting. • Role play – marketing local products from the

community.

4. Fellowship-feeling, working, worshipping together• Peer evaluation – how children see others’

participation and response to feeling, working, playing.

• Constructed response questions e.g. Where do we sing songs of worship? Ans. Church

5. Community workers • Checklist based on community workers • Constructed response questions where children

identify community workers and their importance. 6. Natural resources of the community • Checklist – what are natural resources • Questionnaire – what are natural resources;

uses/importance 7. Marketing of local products • Observation-marketing through role play. • Oral question and interviews – what farmers do with

products after harvesting




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MY COMMUNITY 1. Definition of the word community – EL3f, SL2b, SL2c, ST8a, SS3b 2. Location of my community using cardinal points – SL2b, SL2c,

SS2b 3. Transportation in the community – EL4g, SL2b, SL2c, H4a, SS2c,

SS3b 4. Fellowship-feeling, working, worshipping together – EL3f, EL4c,

EL4e, EL4g, SL2b, SL2c, H4a 5. Community workers – SS2a, EL4c, SL2b, SL2c, H4a, H4b, ST8a,

ST8b, ST8c, SS2c 6. Natural resources of the community – ST8a, SS2a, SS2c, SS5a 7. Marketing of local products – EL4c, H4b, ST8c, WT1b, SS2c,

SS2a, SS5a

MY COMMUNITY 1. Definition of the word community • Understanding Communities – F. King • Communities – D. Madison • Maps, poster of community 2. Location of my community using cardinal points • Primary Social Studies Tapir Bk. 1 • Understanding Communities – F. King 3. Transportation in the community • Primary Social Studies Tapir Bk. 1 • Pictures of transportation • Play dough – to make models of transportation. 4. Fellowship-feeling, working, worshipping together • Holy Bible • Song books • Games 5. Community Workers • Picture of different community workers • Belize Primary Science Studies, Tapir Bk. 1 • Caribbean Social Studies Bk. 2 • Community workers




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT 6. Natural resources of the community

♦ Belize Primary Social Studies Tapir Bk. 1 ♦ Pictures ♦ Raw Materials 7. Marketing of local products ♦ Vendors ♦ Markets/shops ♦ Farmers



UNIT/THEME: Rules

AREA OF STUDY OUTCOMES Pupils should: SS3a – Understand how their rights as children are protected SS3b – Understand the need for rules (e.g. at home, school, community)

CROSS-CURRICULAR OUTCOMES Pupils should: SP1a SP2a CP1c


SETS


RULES 1. Rules at home help us

to be safe 2. Rules at home are

important to help us have good manners

3. Rules at school help us

to be respectful 4. Rules at school help us

to be responsible

RULES 1. Rules at home help us to be safe • Display pictures of safe and unsafe activities within

the home. • Classify the pictures that are safe and unsafe. 2. Rules at home are important to help us have

good manners. • Role play a home scene that portrays good manners

(e.g. good morning) 3/ 4 Rules at school help us to be respectful/ responsible • Name some school rules • Make their classroom rules • Delegate duties to individuals to ensure that rules

are carried out responsibly and respectfully.

RULES 1. Rules at home help us to be safe • Journals with safe and unsafe picture Or • Observation using checklist to record children’s

performance. 2. Rules at home are important to help us have

good manners • Observe their performance. Or • Use checklist to record their performance Or • Peer evaluation 3/ 4 Rules at school help us to be respectful/ responsible • Daily observation of keeping the school rules. Or • Record of daily activities for each child.

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UNIT/THEME: Rules


SETS


5. Some community rules 6. Safety rules in our

community 7. We keep our surroundings clean 8. What happens when rules are broken

5. Some community rules • Display pictures of the different community rules. • Report experiences where community rules were

broken. 6. Safety rules in our community • Sing one verse (Father Abraham) to bring out

directions (left, right) Or • Recite poem “Right Hand, Left Hand” for

reinforcement. Take a walk to observe: flow of traffic, safe crossing of Pedestrians etc.

7. We keep our surroundings clean • Display collected pictures of healthy and unhealthy

environment for observation. • Classify pictures of healthy and unhealthy

environment. 8. What happens when rules are broken • Complete pictures of homes, school and community

rules and share with each other what happens when rules are broken.

5. Some community rules • Oral questioning using pictures about rules. Or • Yes and no answers about rules 6. Safety rules in our community • Peer assessment to bring out left and right

directions Or • Observe the flow of traffic then oral question about

traffic rules 7. We keep our surroundings clean • Checklist on guidelines of keeping the surroundings

clean Or • Report method of classifying healthy and unhealthy

Environments • Self assessment

Peer evaluation 8. What happens when rules are broken • Self assessment • Observation of home, school and community rules • Oral questioning about rules • Peer assessment to share with each other about

broken rules



UNIT/THEME: Rules

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT RULES 1. Rules at home help us to be safe – EL4c 2. Rules at home are important to help us have good manners – SP1a 3. Rules at school help us to be respectful – SL2b 4. Rules at school help us to be responsible – SP2a 5. Some community rules – H2a 6. Safety rules in our community – H1e 7. We keep our surroundings clean – ST8a, H2a 8. What happens when rules are broken – CP1c

RULES 1. Rules at home help us to be safe • Journal • Crayon, pencil, paper • Pictures of safe/unsafe home rules 2. Rules at home are important to help us have good manners • Chart with rules • Checklist • Puppetry 3. Rules at school help us to be respectful • Chart with school rules • Flip chart to write classroom rules • Duty list 4. Rules at school help us to be responsible • Pictures of community rules 5/6 Some community rules • Project with traffic rules • Video of traffic safety • Collection of children’s song (“Left Hand, Right Hand”)



UNIT/THEME: Culture

AREA OF STUDY OUTCOMES Pupils should: SS5a – The customs and traditions which their family follows. SS5b – The use of their first language as a vehicle for communication

CROSS-CURRICULAR OUTCOMES Pupils should: SP2a CP2b CP2f SP2b CP2e


SETS


CULTURE 1. People are different 2. Ehnic groups within

the classroom 3. Belonging to an

ethnic group 4. Staple food (or each

ethnic group within the classroom)

CULTURE 1. People are different • Observation of children with different features in the

classroom • Children with like features place themselves in

groups 2. Ethnic groups within the classroom • Introduction of ethnic groups through role play • Using a collection of pictures children will make

journals 3. Belonging to an ethnic group • Place children in respective ethnic group • Research/report to which ethnic group they belong 4. Staple food (for each ethnic group within the

classroom. • Discuss staple food for each ethnic group within

the class • Display staple food for each group

CULTURE 1.People are different • Peer evaluation in pairs and oral reporting or oral

questioning about child’s features 2.Ethnic groups within the classroom • Observation of role play of ethnic groups • Checklist to determine progress of journals 3. Belonging to an ethnic group • Game – “Who am I” • Oral reporting about ethnicity from each child 4. Staple food (for each ethnic group within the

classroom. • Oral questioning about staple food • Peer assessment through matching of staple food

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UNIT/THEME: Culture


SETS


5. Clothing for each ethnic group in the classroom

6. Music for each ethnic group in the classroom

5. Clothing for each ethnic group in the classroom • Display and discuss clothing of each ethnic group

within the classroom • Modeling of clothing from each ethnic group within

the class by students 6. Music for each ethnic group in the classroom • Have children demonstrate different dances • Using a recording of music, differentiate to which

ethnic group each student belongs

5. Clothing for each ethnic group in the classroom • Oral question/description about clothing in each

ethnic group 6. Music for each ethnic group in the classroom • Auditory discrimination of music heard using

checklist



UNIT/THEME: Culture

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT CULTURE 1. People are different – M5b, EL4c, EL4e, SL2c, CP2a, CP2d, EA1a,

EA1d, EL3g, SL2b 2. Ethnic groups within the classroom – M5b, EL3g, SL2a, CP2a,

CP2d, CP2f 3. Belonging to an ethnic group – M5b, EL1c, EL4c, CP2d 4. Staple food (for each ethnic group within the classroom) – EL1b,

SL2a, SL2c, CP2a, CP2c, CP2d, CP2k 5. Clothing for each ethnic group in the classroom – M5b, EL1b, EL3g,

SL2c, CP2a, CP2c, CP2d, CP2k 6. Music for each ethnic group in the classroom – EL2e, SL1c, CP2a,

CP2c, CP2d, SP2a, EA1a, EA1b, EA1g

CULTURE 1. People are different • Pictures • Belize Primary Social Studies – Tapir Bk. 1 • Cinema Box • Video tapes 2. Ethnic groups within the classroom • Belize Primary School Sudies – Tapir Bk. 1 • History of Belize • Atlas of Belize • Tesol Reader 3. Belonging to an ethnic group • Pictures • Tapir • Garifuna History, languages and culture 4. Staple food (for each ethnic group within the classroom) • Tesol Reader • Garifuna History, languages and culture • Realia/food • Pictures 5. Clothing for each ethnic group in the classroom • Realia/clothing • History of Belize • Tesol Reader • Resource personnel • Pictures 6. Music for each ethnic group in the classroom • Tape recorder or invite local musicians • Resource personnel – musician in community



UNIT/THEME: First Language

AREA OF STUDY OUTCOMES Pupils should: SS5a – the customs and traditions which their family follows SS5b – the use of their first language as a vehicle for communication



SETS


FIRST LANGUAGE 1. First language (child’s) 2. Different languages

spoken 3. Words and phrases in

first language

FIRST LANGUAGE 1. First language (child’s) • Have children share first language used at home • Use puppetry to introduce language children are

familiar with. 2. Different languages spoken • Have children listen to different languages from

other members of the class. • Repeat words from other languages spoken by

children in the class 3. Words and phrases in first language • Through oral communication, communicate words

and phrases in their first language

FIRST LANGUAGE 1. First language (child’s) • Oral questions and dialogue about first language 2. Different languages spoken • Audio-tape – identify different languages from

recording 3. Words and phrases in first language • Observation – dialogue of words and phrases of

different languages • Testing – matching words and pictures

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SETS


4. Oral practice in communicating in first language

5. Poem 6. Storytelling

4. Oral practice in communicating in first class • Oral expression of basic words in each other’s

languages • Interaction session where children can express

themselves in their first language. 5. Poem • Through listening and practicing pronunciation of

words recite words of poem 6. Storytelling • Use puppets to tell a folklore story in one of the

children’s first language • Using pictures in sequential order tell a story in one

of the children’s first language

4. Oral practice in communicating in first language • Oral expression in each other’s language Or Testing – oral quiz of basic words 5. Poem • Checklist – oral expression of poem 6. Storytelling • Drawing – favorite scene, characters in the story Or • Oral questioning • Observation and checklist – dramatization of story • Using pictures in sequential order tell a story in one

of the children’s first language




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT FIRST LANGUAGE 1. First language (child’s)- EL4e, EL4f, WT3a, SL1a, CP2e 2. Different languages spoken – EL4e, EL4f, SL1a, CP2e 3. Words and phrases in first language – EL1b, EL3d, EL3h, EL4a,

EL4f, SLa, SL2d 4. Oal practice in communicating in first language – EL1b, EL2e,

EL3g, EL3h, EL4a, EL4f, WT3a, SL2a, SL2d 5. Poem – EL2e, EL3g, CP2d, SP2a 6. Storytelling – EL1c, EL2e, EL3g, SL2b, CP2k

FIRST LANGUAGE 1. First language (child’s) • The People ‘s Garifuna Dictionary • Word and phrases book • Spanish and English Dictionary 2. Different languages spoken • Tape recorder • Games • The People’s Garifunal Dictionary • Spanish and English Dictionary 3. Words and phrases in first language • Word and phrase book • Spanish and English Dictionary • The People’s Garifuna Dictionary • Materials from the environment • Tape recorder and pictures • Maya Dictionary • Creole Dictionary 4. Oral practice in communicating in first language • Tape recorder • Puppets • game




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT 5. Poem

• Walagante Marcella • Tape recorder • Puppets 6. Storytelling • Tesol reader • Cinema box • Caricatures of Belizean Folklore • Materials from the environment • pictures



UNIT/THEME: We Have Rights

AREA OF STUDY OUTCOMES Pupils should: SS3a – Understand how their rights as children are protected SS3b – Understand the need for rules (e.g. at home, school, community)

CROSS-CURRICULAR OUTCOMES Pupils should: SP2b


SETS


WE HAVE RIGHTS 1. I have a right to a

home/shelter 2. I have a right to

food/clothing 3. I can care for others

WE HAVE RIGHTS 1. I have a right to a home/shelter • Guided viewing of a video/picture about a home • Compare their home with the video/picture 2. I have a right to food/clothing • Collect pictures of children who are underfed and

poorly clothed for group sharing • Field trip to different agencies that provide

food/clothing to the needy 3. I can care for others • Name ways to care for people • Name some people they care for and state why they

care for them.

WE HAVE RIGHTS 1. I have a right to a home/shelter • Oral questions about what is shown on the video, or

observe children’s participation using a checklist • Observe children’s attentiveness on what is shown. 2. I have a right to food/shelter • Portfolio of pictures collected by the children or • Self assessment on food/clothing 3. I can care for others • Observation for participation using checklist • Grade drawn pictures (oral questions on pictures) or • Oral questioning how to care for others (yes, no) • Construct response questions.

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SETS


4. I must respect others 5. I have a right to education 6. I have a right to speak

for myself (abuse)

4. I must respect others • Simple scenarios of showing respect to all – even

those who are different. 5. I have a right for education • Talk by resource personnel 6. I have a right to speak for myself • Individual presentations about like and dislikes • Sing the song “I Have Rights”

4. I must respect others • Observe manners being carried out using a

checklist • Oral questions on how to respect others or • Interview on how to respect one another 5. I have a right to education • Observe for participation or • Oral yes and no questioning on right to an education 6. I have a right to speak for myself (abuse) • Observation of oral presentation or • Checklist to record children’s performance during

the oral presentation or • Oral questioning (yes/no) • Peer evaluation




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT WE HAVE RIGHTS 1. I have a right to a home/shelter – WT3a 2. I have a right to food/clothing – SP3a 3. I can care for others – WT3a 4. I must respect others – SP2b 5. I have a right to education – 6. I have a right to speak for myself – EL4d, Ele, EL4f

WE HAVE RIGHTS 1. I have a right to a home/shelter • Video/pictures 2. I have a right to food/clothing • Pictures of underfed children • Agencies (UNICEF, Red Cross) 3. I can care for others • Chart • Pencils, crayons, paper 4. I must respect others • Puppetry • Children 5. I have a right to education • Resource personnel – Principal Education Officer, school manager • The Right to a Future (1997 – Chapter 4 – Education) 6. I have a right to speak for myself • Children • Tape/cassette “I have Rights” by D. Revelation Band • Chart with the rights



UNIT/THEME: Land and Water

AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather and climate patterns and how these affect their lives and the lives of people in their community. SS2b – Some ways in which their community adapts to national landscape features SS2c – How the land and water are used to provide for the physical needs of people in the community

CROSS-CURRICULAR OUTCOMES Pupils should: CP1a CP2f CP1b CP2h CP2a CP2j CP2d CP2k CP2e


SETS


LAND AND WATER 1. Sources of water 2. Uses of water 3. Importance of water

LAND AND WATER 1. Sources of water • Name the sources of water in the community and

take a nature walk to sources. • Draw water sources. 2. Uses of water • Pantomime the uses of water. • Collect pictures showing some uses of water. 3. Importance of water • Discuss the importance of water. • Make poster showing the importance of water

LAND AND WATER 1. Sources of water • Oral questioning • Make models of water sources. 2. Uses of water • Capture active performance on camera. • Make scrapbook. 3. Importance of water • Audio tape discussions and presentation.

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SETS


4. Making use of physical features in the community

5. Natural Landscapes

in the community

4. Making use of physical features in the community • Visit local craft centres. • Collect materials for art and crafts. 5.Natural Landscapes in the community • Take an imaginary trip in an airplane to identify the

natural landscapes. • Educational tour to natural landscapes.

4. Making use of physical features in the community

• Illustrate imaginary observations. • Test knowledge of natural landscapes. 5. Natural Landscapes in the community ♦ Scrapbook




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT LAND AND WATER 1. Sources of water-CP2h, CP2a, CP2d, CP2f, CP2j, CP1a,

CP1b 2. Uses of water-CP2h, CP2a, CP2e, CP2d, CP2f, CP2j, CP1a,

CP1b, EL1g, EL2e 3. Importance of water-CP2h, CP2d, CP2f, CP2j, CP1a, CP1b,

EL1f, EL1g, EL3e, H1d 4. Making use of physical features in the community-CP2h,

CP2a, CP2e, CP2d, CP2f, CP2j, CP2k, EL3e, ST5a, WT3c 5. Natural Landscapes in the community-CP2h, CP2a, CP2e,

CP2f, CP2j, ST7a

LAND AND WATER 1. Sources of water • Crayons • Clay, sand, water, cardboard • Resource personnel from WASA 2. Uses of water • Camera • Pictures • Finding Out Bk. 1 3. Importance of water • Tape recorder/cassette • Plants • Pictures • Pamphlets 4. Making use of physical features in the community • A Geography of Belize • Caribbean Social Studies 5. Natural Landscapes in the community • Local materials • Resource personnel-craftsmen



UNIT/THEME: Weather and Climate

AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather and climate patterns and how these affect their lives and the lives of people in their community. SS2b – Some ways in which their community adapts to national landscape features SS2c – How the land and water are used to provide for the physical needs of people in the community

CROSS-CURRICULAR OUTCOMES Pupils should: CP1a CP2d CP1b CP2e CP1c CP2f CP2a CP2h CP2c CP2j


SETS


WEATHER AND CLIMATE 1. Types of weather 2. Effect of weather • On farming • On life style

WEATHER AND CLIMATE 1. Types of weather • Observe, discuss and draw pictures of weather

conditions. • Label weather chart. 2. Effects of weather • Brainstorm the effects of weather on daily activities

and display and classify different types of clothing used for different weather conditions.

• Experiment to observe the effects of weather conditions on plant growth.

WEATHER AND CLIMATE 1. Types of weather • Record children’s oral presentation on tape

recorder. • Match pictures with corresponding weather

conditions. 2. Effects of weather • Checklist for classification of clothing. • Oral report on the result of the experiment

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LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT WEATHER AND CLIMATE 1. Types of weather-CP2h, CP2a, CP2d, CP2j, CP1a, CP1b, M5b 2. Effects of weather –CP2h, CP2a, CP2e, CP2c, CP2d, CP2f, CP2j, CP1a, CP1b, CP1c, EL1f, EL1d, • On farming M4b, M5a, M5b, ST8a, ST8b • On life style

WEATHER AND CLIMATE 1. Types of weather • tape recorder • pictures • Caribbean Social Studies 2. Effects of weather • clothing • potted plants • crayons, paper, pictures


AREA OF STUDY: SOCIAL STUDIES INFANT II

UNIT/THEME: Myself and My Family

AREA OF STUDY OUTCOMES Pupils should: SS1a – Understand time periods in relation to their own growth and development SS1b – Understand why life in their local community is different from life in the past.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1c CP2h CP2a CP2j CP2e SP2a CP2f SP2b CP2g


SETS


MYSELF AND MY FAMILY 1. My personal growth 2. Personal data 3. Family members 4. Responsibility of

family members

MYSELF AND MY FAMILY 1. My personal growth • Measure children’s growth using height chart. • Measure weight of children using scale. 2. Personal data • Children interview parents to get information on

personal data: date of birth, address, etc.. • Fill out simple questionnaire about personal

data. 3. Family members • Picture discussion about family members. • Draw a family tree and identify family

members. 4. Responsibility of family members • Discuss responsibilities of family members. • Role play responsibilities of family members

MYSELF AND MY FAMILY 1. My personal growth • Record information about height and weight. 2. Personal data • Oral and written reports on the personal data. 3. Family members • Performance assessment –draw /insert pictures of

family members on the family tree. • Use checklist to see if they insert pictures of

family members correctly. 4. Responsibility of family members • Observe children in groups role play the

responsibility of family members.

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LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MYSELF AND MY FAMILY ♦ My personal growth – CP2a, CP2j, SL2c, M3a, M5a, H1a,

EL4c ♦ Personal data – CP2g, CP2h, CP2j, SL2c, M5a, EL4c ♦ Family members – CP2a, CP2f, SP2a, EL4c, EL4d ♦ Responsibility of family members – CP1c, CP2e, CP2h,

SP2b, SP2a, EL4c, EL

MYSELF AND MY FAMILY 1. My personal growth • Caribbean Social Studies Bk. 1 (T/S) • Scale, height chart (T/S) 2. Personal data • Caribbean Social Studies Bk. 1 (T/S) • Parents • Admission register, children’s bio data (T) 3. Family members • Caribbean Social Studies Bk. 1 (T/S) • Pictures of family 4. Responsibility of family members • Costumes to portray family members • Caribbean Social Studies, Bk 1 (T/S)


AREA OF STUDY: WORK AND TECHNOLOGY INFANT II

UNIT/THEME: Interdependence with Myself and My Family


CROSS-CURRICULAR OUTCOMES Pupils should: SP2a CP2e


SETS


INTERDEPENDENCE WITH MYSELF AND MY FAMILY 1. My home 2. Types of families 3. Family members 4. Basic needs of families

INTERDEPENDENCE WITH MYSELF AND MY FAMILY 1. My Home ♦ Draw pictures of their home ♦ Relate the story about their drawing 2. Types of Families ♦ Discussion about different types of families 3. Family members ♦ Viewing videos, posters, pictures of family members ♦ Making journals of family members 4. Basic needs of families ♦ Brainstorm the basic needs of families ♦ Discussion about needs and wants of families

INTERDEPENDENCE WITH MYSELF AND MY FAMILY 1. My Home ♦ Oral questioning or interviewing about the pictures

drawn relating to their home. 2. Types of families ♦ Written test on types of families using multiple

choice/true and false format 3. Family members ♦ Observation of journals 4. Basic needs of families ♦ Oral test on basic needs of families

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UNIT/THEME: Interdependence with Myself and My Family

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT INTERDEPENDENCE WITH MYSELF AND MY FAMILY 1. My Home – EL3e, EL3h, EL4g, SL2b, SL2c, H4a, H4b, SP2a,

SS3b, SS3a 2. Types of families – SS5a, CP2e 3. Family members – EL3f, EL4c, EL4e, EL4g, SL2b, SL2c, H4a, H4b,

SP2a, SS3a 4. Basic needs of families – WT1b, SS2c

INTERDEPENDENCE WITH MYSELF AND MY FAMILY 1. My home ♦ Crayons ♦ Paper ♦ Caribbean Social Studies Bk. 2 2. Types of families ♦ Poster of families ♦ Understanding Families – F. King ♦ Video/posters/pictures of family ♦ Journals of family 3. Family Members ♦ Understanding Families – F. King ♦ Videos/posters/pictures of family ♦ Journals of family 4. Basic needs of families ♦ Understanding Families – F. King ♦ TAPIR – Primary Social Studies Bk. 1





CROSS-CURRICULAR OUTCOMES Pupils should: CP2a CP2j CP2e SP2a CP2f SP2b CP2g SP2e CP2h


SETS


MY COMMUNITY 1. My neighbourhood 2. Protecting and

sustaining my neighbourhood

3. Goods offered in my

neighbourhood in the present and past

MY COMMUNITY 1. My neighbourhood • Interview people about the present and past

neighborhood. 2. Protecting and sustaining my neighbourhood • Resource personnel on topic:

protecting/sustaining my neighborhood. • Involve children in clean-up campaign around

school and neighborhood. 3. Goods offered in my neighbourhood • Visit places that offer goods.

MY COMMUNITY 1. My neighbourhood • Draw one item of goods of past and present in

their neighbourhood from information collected from interview.

2. Protecting and sustaining my neighbourhood • True/false statements on protecting and

sustaining my neighbourhood. • Use checklist to observe children’s participation,

cooperation, attendance, punctuality in clean-up campaign.

3. Goods offered in my neighbourhood in the

present and past • Classification of goods in the past and the present.

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SETS


4. Services offered in my neighbourhood in the present and past

5. Workers in my community now and over the past two years 6. Work place of community workers 7. Type of work done by community workers 8. My community (project)

4. Services offered in my neighbourhood • Picture discussion on services offered in the

neighborhood. 5. Workers in my community now and over the

past two years • Picture discussion or resource personnel on

community workers over the past two years. 6. Work place of community workers • Visit to work places and picture display of past work

places. 7. Type of work done by community workers • Role play and pantomime types of work done by

community workers 8. Project-My Community • Make a picture booklet of different important places

in my community.

4. Services offered in my neighbourhood in the present and past • Matching people and services they provide in the

past and present. 5. Workers in my community now and over the past

two years • Classify pictures and items about community

workers in the past and present. 6. Work place of community workers • Written test using fill in the blank on work places in

the community. 7. Type of work done by community workers • Checklist to determine how well they portray

community workers. 8. My community (project) ♦ Checklist to grade assigned project.




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MY COMMUNITY ♦ My neighbourhood – CP2e, CP2f, M4a, EL4c ♦ Protecting and sustaining my neighbourhood –WT3b, SP2b,

ST8c, H1d, H2a, SP2a ♦ Goods offered in my neighbourhood in the present and

past-SP2e, CP2f, WT3b, M3b, H1d ♦ Services offered in my neighbourhood in the present and

past-CP2a, CP2h, WT3b, H1a ♦ Workers in my community now and over the past two

years-CP2a, CP2f, CP2h, CP2j, SL2c ♦ Work place of community workers-CP2a, CP2j, SP2a, EL4c ♦ Type of work done by community workers-CP2a, CP2h,

CP2j, WT3b, SL2c ♦ My community (project)-CP2a, CP2g, CP2f, CP2j

MY COMMUNITY 1. My neighbourhood • Videos and pictures about the neighbourhood (T/S) • Tapir Bk. 1 (T) • Caribbean Social Studies Bk. 2 (T/S) 2. Protecting and sustaining my neighbourhood • Resource personnel-health inspector or worker (nurse) (T/S) • Garbage can, rake 3. Goods offered in my neighbourhood in the present and past • Caribbean Social Studies Bk. 2 (T/S) • Sample of goods (T/S) 4. Services offered in my neighbourhood in the present and past • Caribbean Social Studies Bk. 2 (T/S) • Pictures showing services 5. Workers in my community now and over the past two years • Caribbean Social Studies Bk. 2 (T/S) • Pictures showing services 6. Work place of community workers • Resource personnel and pictures of past work places (T/S) 7. Type of work done by community workers • Costumes of community workers (S) 8. My community (project) ♦ Pictures of the community (S)



UNIT/THEME: Interdependence within the Community


CROSS-CURRICULAR OUTCOMES Pupils should: SP2a SP2e SP2f CP2f


SETS


INTERDEPENDENCE WITHIN THE COMMUNITY 1. Community workers 2. Physical features in

their community 3. Local industries in

the community 4. Natural resources of

the community

INTERDEPENDENCE WITHIN THE COMMUNITY 1. Community workers • Display pictures of community workers. • Dramatize roles of different community workers. 2. Physical features in their community • Nature walk to observe physical features of the

community. • Discuss physical features of the community. 3. Local industries in the community • Educational tour to local industries • Project (group) 4. Natural resources of the community • Nature walk to observe natural resources in their

community • Oral report by group/individual

INTERDEPENDENCE WITHIN THE COMMUNITY 1. Community workers • Observation on the dramatization of the roles of

different community workers • Written test on community workers 2. Physical features in their community • Observation of physical features • Constructive response questions 3. Local industries in the community • Checklist based on local industries visited • Observation of group project on local industries 4. Natural resources of the community • Testing (written), matching, true/false, fill in the

blanks

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UNIT/THEME: Interdependence within the Community

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT INTERDEPENDENCE WITHIN THE COMMUNITY 1. Community workers-EL3f, EL4c, WT1b, SP2a, CP2f 2. Physical features in their community-ST8b, SS2c, SS2b 3. Local industries in the community-EL4c, SL2b, SL2c, SP2e,

CP2f 4. Natural resources of the community-SS2c, ST8a, ST8b

INTERDEPENDENCE WITHIN THE COMMUNITY 1. Community workers • Pictures of community workers • Community workers in the community 2. Physical features in their community • Physical features in the community • TAPIR (book) 3. Local industries in the community • Local industries in the community 4. Natural resources of the community • TAPIR (book) • The community



UNIT/THEME: Need for Rules

AREA OF STUDY OUTCOMES Pupils should: SS3a – Understand how their rights as children are protected SS3b – Understand the need for rules (e.g. at home, school, community



SETS


NEED FOR RULES 1. Need for rules at

school 2. Need for rules at

home 3. Rules in our

community

NEED FOR RULES 1. Need for rules at school • Play game in groups without rules • Make rules for game • Discuss why rules are needed at school 2. Need for rules at home • Role play a home scene with rules • Name some rules 3. Rules in our community • Name some community rules (no throwing trash on

streets) • Talk by resource person in the community (mayor,

chairman)

NEED FOR RULES 1. Need for rules at school • Observe children while cleaning their surroundings 2. Need for rules at home • Record behaviour patterns to see if they observe

rules (home visit) 3. Rules in our community • Observe children while cleaning their surroundings

(neighbourhood check)

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SETS


4. Respect for law and authority

5. Traffic rules 6. Safety and protection 7. Respect for flag 8. Respect for anthem

4. Respect for law and authority • Read a story that portrays respect for law and

authority • Role play a scenario showing respect for people in

authority 5. Traffic rules • Demonstrate how we are protected by the use of

traffic signs, lights • Draw traffic signs 6. Safety and protection 7. Respect for flag • Draw and colour the parts that make up the flag 8. Respect for anthem • Recite words of anthem • Discuss meaning of anthem • Observation of children singing the anthem

4. Respect for law and authority • Test-true or false • Peer evaluation 5. Traffic rules • Policeman • Charts with traffic signs • Picture chart depicting traffic signs, safety rules 6. Safety and protection 7. Respect for flag • The national flag • Atlas of Belize 8. Respect for anthem ♦ cassette/tape recorder




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT NEED FOR RULES 1. Need for rules at school-WT1a 2. Need for rules at home-WT1a 3. Rules in our community-H2a, EL4e 4. Respect for law and authority-SP2b 5. Traffic rules-ST8c, WT3b 6. Safety and protection-H1e 7. Respect for flag-SP2b 8. Respect for anthem-SP2b

NEED FOR RULES 1. Need for rules at school • Young Living, Nanalee Clayton • Costumes • Family Social Issues 2. Need for rules at home • Charts with rules • Stoppers, marbles, cards 3. Rules in our community • Mayor, village chairman, Alcalde • Community, HBJ 4. Respect for law and authority • Toy policemen • Costumes 5. Traffic rules • Peer evaluation-children will use checklist • Testing-one word answers 6. Safety and protection 7. Respect for flag • Observation of children while handling flag 8. Respect for anthem ♦ Observation of children while singing national anthem


AREA OF STUDY: SOCIAL STUDIES INFANT II UNIT/THEME: Culture (Of Ethnic Groups Within the Classroom)

AREA OF STUDY OUTCOMES Pupils should: SS5a – understand the customs and traditions which their family follows SS5b – the use of their first language as a vehicle for communication



SETS


CULTURE (OF ETHNIC GROUPS WITHIN THE CLASSROOM) 1. Brief history of four

main ethnic groups 2. Occupation of ethnic

groups 3. Contribution of ethnic

groups

CULTURE (OF ETHNIC GROUPS WITHIN THE CLASSROOM) 1. Brief history of four main ethnic groups • Resource personnel talk about history of ethnic

groups • Questioning and discussion 2. Occupation of ethnic groups • Brainstorm occupation of ethnic groups, discussion,

description, categorize, role play the different occupations

3. Contribution of ethnic groups • Teacher/student discussion with pictures • Identification of occupation • Classificatin of workers in the community

CULTURE (OF ETHNIC GROUPS WITHIN THE CLASSROOM) 1. Brief history of four main ethnic groups • Observation of interaction • Oral questioning on talk given by resource

personnel 2. Occupation of ethnic groups • Checklist – make a booklet about occupation OR • Oral testing – matching pictures with names 3. Contribution of ethnic groups • Oral questioning about contribution

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CONTENT ORGANIZED



4. Food of ethnic groups 5. Types of clothing of

ethnic groups 6. Implements of ethnic

groups (food/work)

4. Food of ethnic groups • List and describe foods with which children are

familiar from the different ethnic groups • Have children list ingredients of their favorite ethnic

meal 5. Types of clothing of ethnic groups • Display, identify, describe and classify different

types of clothing from ethnic groups 6. Implements of ethnic groups (food/work) • Oral or written test- categorize implements into work

and food using the names • Drawing and labeling of implements in journals • Matching names of implements to pictures of

implements

4. Food of ethnic groups • Oral questioning or written test • Crossword puzzle using questions/statements

unscramble words 5. Types of clothing of ethnic groups • Checklist-draw and label different clothing in

journals • Written test-true or false 6. Implements of ethnic groups (food/work) • Oral or written test – categorize implements into

work and food using the names • Drawing and labeling of implements in journals • Matching names of implements to pictures of

implements



LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

CULTURE (OF ETHNIC GROUPS WITHIN THE CLASSROOM) 1. Brief history of four main ethnic groups – EL2c, SS1b, SL1b, CP2a 2. Occupation of ethnic groups – ST8a, SS1b, WT3a, WT3b 3. Contribution of ethnic groups – ST8a, SS1b 4. Food of ethnic groups – CP2a, CP2b, H4b, EA1d 5. Types of clothing of ethnic groups – EA1d, EL1c, H4b, CP2a 6. Implements of ethnic groups (food/work) – ST5a, H4b, EA1d

CULTURE (OF ETHNIC GROUPS WITHIN THE CLASSROOM) 1. Brief history of four main ethnic groups • Resource personnel – senior citizens • Garifuna History • Tesol reader age 7-9 • Languages and cultures • Tape recorder/cassettes • Videos • History of Belize 2. Occupation of ethnic groups • Resource personnel (member of ethnic groups) • pictures • History of Belize • Pictures • Tesol reader 3. Contribution of ethnic groups • Resource personnel (senior citizens) • Pictures • History of Belize



LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

4. Food of ethnic groups • Realia • From My Heart to the Fire Hearth • Resource personnel (from ethnic groups) • History of Belize 5. Types of clothing of ethnic groups • Real imkplements, artifacts • Pictures • History of Belize 6. Implements of ethnic groups (food/work) • Real clothing • Student (model) • Pictures • History of Belize



UNIT/THEME: Languages, Music, Dance (Of Four Main Ethnic Groups)


SETS


LANGUAGES, MUSIC, DANCE, (OF FOUR MAIN ETHNIC GROUPS) 1. Languages of ethnic

groups within the classroom

2. Simple

sentences/phrases in their ethnic languages

3. Musical instruments,

dance, songs

LANGUAGES, MUSIC, DANCE, (OF FOUR MAIN ETHNIC GROUPS) 1. Languages of ethnic groups within the

classroom • Identify and translate names of simple objects in

ethnic languages • Draw and write names of simple objects in ethnic

languages. 2. Simple sentences/phrases in their ethnic

languages • Practice pronunciation of simple words and

sentences in ethnic languages • Match simple words and sentences with

pictures/standard English 3. Musical instruments, dance, songs • Display of musical instruments • Draw and label names of musical instruments

(journals) • Sing using musical instruments

LANGUAGES, MUSIC, DANCE, (OF FOUR MAIN ETHNIC GROUPS) 1. Languages of ethnic groups within the

classroom • Checklist – drawing and writing names of some

simple objects in journals Or • oral testing – matching objects to their names in

ethnic groups 2. Simple sentences/phrases in their ethnic

languages • Oral testing • Game – say familiar phrase in English, translate into

ethnic language OR • Written test-match simple words and phrases in

ethnic language to pictures 3. Musical instruments, dance, songs


AREA OF STUDY OUTCOMES Pupils should: SS5a – understand the customs and traditions which their family follows SS5b – the use of their first language as a vehicle for communication



UNIT/THEME: Languages, Music, Dance (Of Four Main Ethnic Groups)`


SETS


3. 4. Dancing using musical

instruments 5. Journals based on

ethnic group 6. Open day, cultural

presentation and exhibition

4. Dancing using musical instrument • teach children a dance and have them move t the

beat of the musical instruments/songs 5. Journals based on ethnic group • Sharing of journals compiled from Unit Ithrough Unit

II 6. Open day about ethnic groups in the classroom • Display of food, clothing, musical instruments, words

in ethnic languages and their translation, journals, implements and demonstration of dances from respective ethnic groups

• Checklist-draw and label names of musical instruments in journals OR

• Oral testing-match musical instrument to names and classify to ethnic groups

• Observe?? Singing of songs***** 4. Dancing using musical instruments • Checklist or peer evaluation • Demonstration of dances and classification of

different dances 5. Journals based on ethnic group • Checklist • Presentation of journals • Oral questions and interviews 6. Open day about ethnic groups in the classroom • Checklist • Observe open day • Oral questions and interview



UNIT/THEME: Languages, Music, Dance (Of Four Main Ethnic Groups)

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT DANCE, (OF FOUR MAIN ETHNIC GROUPS) 1. Languages of ethnic groups within the classroom – EL3g, EL4g 2. Simple sentences/phrases in their ethnic languages – EL1b, EL3d, EL4a, SL1a, SL2a, SL2b 3. Musical instruments, dance, songs – EL3a, H4b, SL1a, SL1c, CP2a, CP2d, CP2c, SP2a, EA1a, EA1g, EA1f, EA1 4. Dancing using musical instruments – EL2e, EL3h, H4a, H4b, SL1c, CP2e, SP2a, EA1b, EA1g, EA1f, EA1c 5. Journals based on ethnic group – EL3e, CP2a, CP2e, SP2a 6. Open day, cultural presentation and exhibition – EL4c, EL4d, CP2a, CP2e, SP2a

DANCE, (OF FOUR MAIN ETHNIC GROUPS) Languages of ethnic groups within the classroom • People’s Garifuna Dictionary • Children as resource personnel • Spanish/English Dictionary Simple sentences/phrases in their ethnic languages • Students • People’s Garifuna Dictionary • East Indian Folk Culture • Tape recorder Musical instruments, dance, songs • Musical instruments • Garifuna Hstory, Languages and Culture • East Idian Folk Culture • Hand outs with songs • Tape recorder Dancing using musical instruments • Checklist or peer evaluation • Demonstration of dances and classification of different dances



UNIT/THEME: Languages, Music, Dance (Of Four Main Ethnic Groups)LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

Journals based on ethnic group • Children’s journals • Students Open day, cultural presentation and exhibition • Relia – food, clothing, musical instruments, implements • Students will demonstrate dances



UNIT/THEME: Rights of the Child

AREA OF STUDY OUTCOMES Pupils should: SS3a – Understand how their rights as children are protected SS3b – Understand the need for rules (.g. at home, school, community



SETS


RIGHTS OF THE CHILD 1. My rights at home 2. My rights at school 3. Ways in which rights

are abused

RIGHTS OF THE CHILD 1. My rights at home • Simple story telling on their rights at home • Draw pictures depicting their rights 2. My rights at school • Talk by principal on school rights (in group) • Make posters on school rights (in group) 3. Ways in which rights are abused • Discussion using pictures of when rights are abused • Write a poem expressing how they feel when rights

are abused

RIGHTS OF THE CHILD 1. My rights at home • Multiple choice using pictures (selecting pictures

showing rights at home) • Questionnaire for self assessment • Oral questions-interviews 2. My rights at school • Questionnaire about their rights at school • Observation using a checklist 3. Ways in which rights are abused • Checklist using statements (read each statement

and decide whether it is abuse or not) • Peer evaluation • Self assessment

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SETS


4. Ways in which children’s rights are protected

5. People in community

that protect children’s rights

6. Organizations that

protect children’s rights 7. Ways we can be helpful

to others

4. Ways in which children’s rights are protected • Story telling showing protection of rights • Video tape of rights being protected • Discussion on how their rights are protected and

why 5. People in community that protect children’s

rights • Talk by resource personnel • Write simple sentences about their rights 6. Organizations that protect children’s rights • Talk by personnel about how they protect rights • Give name of people/organizations where help is

provided • Visit organizations mentioned 7. Ways we can be helpful to others • Discussion on how we help others

4. Ways in which children’s rights are protected • Interview-teacher prepares questions on protection

of rights • Checklist • Observation 5. People in community that protect children’s

rights • Interview • Checklist • Observation 6. Organizations that protect children’s rights • Test-fill in the blanks • Oral questions • Observations 7. Talk by resource personnel (to talk about rights) ♦ Self assessment




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT RIGHTS OF THE CHILD 1. My rights at home-SP2b 2. My rights at school-SP2b 3. Ways in which rights are abused 4. Ways in which children’s rights are protected-WT3b 5. People in community that protect children’s rights-WT1a 6. Organizations that protect children’s rights-WT3b 7. Ways we can be helpful to others-WT3a

RIGHTS OF THE CHILD 1. My rights at home • Pencils, crayons, markers 2. My rights at school • Principal-resource person • Poster paper • Pencils, crayons, markers 3. Ways in which rights are abused • Pictures 4. Ways in which children’s rights are protected • Video tapes 5. People in community that protect children’s rights • Resource personnel-NCFC 6. Organizations that protect children’s rights • Human Rights Fundamental Freedom • Convention on Rights of the Child 7. Ways we can be helpful to others • Social development officer • Play telephone




AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather and climate patterns and how these affect their lives and the lives of people in their community SS2b – Some ways in which their community adapts to national landscape features

CROSS-CURRICULAR OUTCOMES Pupils should: CP1a CP2e CP1b CP2f CP1c CP2h CP2a CP2j CP2c CP2k CP2d


SETS


LAND AND WATER 1. Natural landscapes

in the district 2. Making use of the

natural resources in the district

3. Importance of land

and water

LAND AND WATER 1. Natural landscapes in the district • Make a list of natural landscapes found in the district • Use clay or other material to make models of

landscapes found in the district 2. Making use of the natural resources in the

district • Invite personnel from different communities to

demonstrate and display crafts made from local materials

3. Importance of land and water • Discuss the importance of land and water • Identify plants and animals according to habitat

LAND AND WATER 1. Natural landscapes in the district • Testing for knowledge • Art projects 2. Making use of the natural resources in the

district • Draft and make models of crafts 3. Importance of land and water • Oral/individual presentations • Classify plants and animals according to habitat

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SETS


4. Occupations 5. Transportation 6. Water borne diseases

4, Occupations • Brainstorm occupations on land and water • Role play occupations in the community 5. Transportation • Draw/make models of means of transportation on

land and water • Collect pictures of means of transportation 6. Water borne diseases • Discriminate between safe and unsafe water • Invite health workers to explain how to prevent and

treat water borne diseases

4. Occupations • Role play • make a list 5. Transportation • Categorize transportation used on land and water • Scrapbook with pictures 6. Water borne diseases • Yes/no questionnaires




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT LAND AND WATER 1. Natural landscapes in the district-CP2h, CP2a, CP2e, Cp2d,

Cp2f, CP1a, ST7a 2. Making use of the natural resources in the district-CP2h,

CP2e, CP2d, ST5a, ST7a, EL3e, CP1a, CP2f, Cp2j, CP2k, WT3c

3. Importance of land and water-CP2h, CP2e, CP2d, CP1c,

CP1b, CP2f, CP2j, CP1a, ST8c, EL1f 4. Occupations-CP2h, CP2e, CP2f, CP2j, CP1a, CP1b, EL2e,

WT3b 5. Transportation-CP2h, CP2a, CP2e, CP2c, CP2f, CP2j, CP1a,

CP1b, CP1c, EL1f, EL2e, M4b, WT3b 6. Water borne diseases-CP2h, CP2a, CP2e, CP2d, CP2f, CP2j,

CP1a, CP1b, CP1c, EL1f, EL1g, EL3e, ST8c

LAND AND WATER 1. Natural landscapes in the district • A Geography of Belize • Caribbean Social Studies • Clay, paper 2. Making use of the natural resources in the district • craftsmen • local materials • Toucan/Tapir 3. Importance of land and water • A Geography of Belize • Finding Out Bk. 2 4. Occupations • Atlas of Belize • Paper, pencil, crayons 5. Transportation • Atlas of Belize 6. Water borne diseases • health personnel • Sanitation-A Way of Life-HECOPAB


AREA OF STUDY: SOCIAL STUDIES STANDARD I


AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather and climate patterns and how these affect their lives and the lives of people in their community. SS2b – Some ways in which their community adapts to national landscape features

CROSS-CURRICULAR OUTCOMES Pupils should: CP2h CP2f CP2a CP2j CP2e CP1a CP2c CP1b CP2d CP1c


SETS


WEATHER AND CLIMATE 1. Wet and dry seasons 2. Advantages and

disadvantages of wet and dry conditions

3. Transportation

WEATHER AND CLIMATE 1. Wet and dry seasons • Make a time line showing the main seasons in

Belize • Discuss the characteristics of wet and dry 2. Advantages and disadvantages of wet and dry

conditions • Invite resource personnel to share how farmers are

affected by weather conditions • Field trip/nature walk to a farm after a flood or

drought 3. Transportation ♦ Brainstorm means of transportation during wet and

dry seasons

WEATHER AND CLIMATE 1. Wet and dry seasons • Simple graph construction showing time line • Group discussion/presentation 2. Advantages and disadvantages of wet and dry

conditions • Question and answer sessions 3. Transportation • Classify types of transportation used in wet and dry

seasons

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LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT WEATHER AND CLIMATE 1. Wet and dry seasons-CP2h, CP2a, CP2e, CP2c, CP2d, CP2f,

CP2j, CP1a, CP1b, CP1c, EL1g, EL1d, M4b, M5a, M5b, ST8b 2. Advantages and disadvantages of wet and dry conditions-CP2h,

CP2a, CP2e, CP2c, CP2d, CP2f, CP2j, CP1a, CP1b, CP1c, EL1f, EL1g, EL1d, M4b, M5a, M5b, ST7a, ST8b

3. Transportation-CP2h, CP2a, CP2e, CP2c, CP2f, CP2j, CP1a,

CP1b, CP1c, EL1f, EL1g, EL1d, EL2e, EL1e, M4b, M5a, WT3b

WEATHER AND CLIMATE 1. Wet and dry seasons • A Geography of Belize • Paper, crayon, pencil 2. Advantages and disadvantages of wet and dry conditions • Resource personnel-farmer • Pencil, paper 3. Transportation • Picture • Magazine • Teacher





CROSS-CURRICULAR OUTCOMES Pupils should: CP2a SP4a CP2d SP2b CP2f CP2e CP2g CP2j CP2h


SETS


MYSELF AND MY FAMILY 1. Changes through

physical growth from infancy to adulthood

2. Changes through

mental and physical growth

3. My family within the

community

MYSELF AND MY FAMILY 1. Changes through physical growth from infancy

to adulthood • Picture discussion of a baby, childhood,

adolescence, adulthood. or • Observe their physical features • View 15 minutes video on child development. 2. Changes through mental and physical growth • Puzzle (50-60 pieces) • Read short story and dramatize scenario 3. My family within the community • Draw a picture showing how any one family member

contributes to the community (job, worship, farmer, fisherman, etc.).

• Peer/group presentation of drawing.

MYSELF AND MY FAMILY 1. Changes through growth from infancy to

adulthood • Match pictures or drawings with words 2. Changes through mental and physical growth • Use a checklist to observe children’s ability to work

in team 3. My family within the community • Teacher/student interview

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SETS


4. Changes within the community

5. Family tree 6. Project-My family and I

within the community (picture booklet)

4. Changes within the community • Discuss any of the four pictures: funeral, wedding,

new family member, (baby, child, adult) extended family, migration, adoption, etc.

• Share experiences related to the changes within their family.

5. Family tree ♦ Insert pictures or drawings of grandparents on

given family tree. 6. Project-My family and I within the community

(picture booklet) ♦ Collect pictures of families, community activities,

changes within the family and of themselves.

4. Changes within the community • Make list of changes 5. Family tree • Position of picture or drawing of grandparents on the

family tree 6. Project-My family and I within the community

(picture booklet) - sequence of pictures in booklet




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MYSELF AND MY FAMILY 1. Changes through physical growth from infancy to adulthood-CP2a,

CP2d, CP2f, CP2g, CP2h, SL2c, SL2b, H1a 2. Changes through mental and physical growth-CP2d, CP2h,

SP2b, ST8c 3. My family within the community-CP2e, CP2h, CP2j, EL4c,

SP2a, SL2c, SL2b, H2a 4. Changes within the community-CP2d, CP2h, CP2j, ST8a 5. Family tree-CP2a, CP2h, CP2j, SL2c, SL2b 6. Project-My family and I within the community (picture

booklet)-CP2f, CP2h, M5a

MYSELF AND MY FAMILY 1. Changes through physical growth from infancy to adulthood • Pictures of child development (T/S) • Video cassette (T/S) • Lucky Dip (T) 2. Changes through mental and physical growth • Mirror (S) • Puzzle (T/S) • Short story-teacher made (T) 3. My family within the community • Caribbean Social Studies Bk. 1 (T/S) • Belize Primary Social Studies Bk. 1 (T/S) 4. Changes within the community • Caribbean Social Studies Bk. 1 (T/S) • Belize Primary Social Studies Bk. 1 (T/S) 5. Family tree • Caribbean Social Studies Bk. 1 (T/S) • Chart (T)/ 6. Project-My family and I within the community (picture booklet) ♦ Pictures (S)



UNIT/THEME: Types of Families and their Basic Needs


CROSS-CURRICULAR OUTCOMES Pupils should: SP2a CP2e CP2f CP2k


SETS


TYPES OF FAMILIES AND THEIR BASIC NEEDS 1. Extended, nuclear

and single parent 2. Changes within the

family 3. Provision of basic

needs for family

TYPES OF FAMILIES AND THEIR BASIC NEEDS 1. Extended, nuclear and single parent • Discuss and compare pictures depicting different

families. • Draw pictures of family types and explain in writing

(group work). 2. Changes within the family • Discuss changes in families. • Individual sharing experiences (self expression). 3. Provision of basic needs for family • Viewing videos, audio visuals, projectors, etc.. • Presentation by resource personnel (a community

worker).

TYPES OF FAMILIES AND THEIR BASIC NEEDS 1. Extended, nuclear and single parent • Portfolios of family types. • Interpreting pictured information as checklist. 2. Changes within the family • Observation and checklist. • Portfolios and records of work (children’s collecting

family pictures e.g. wedding, birth, etc.). 3. Provision of basic needs for family • Oral testing (interview and expression). or • Constructive response questions.

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SETS


4. Roles of family members

5. Needs and wants of

the family 6. Importance of

relating to each other

4. Roles of family members • Observation of roles of family members. • Self expression: individuals sharing experience. • Dramatization of roles of family members. 5. Needs and wants of the family • Brainstorm needs and wants. • Differentiate between needs and wants. 6. Importance of relating to each other • Discussion using pictures to show and tell the

importance of relating to each other. • Dramatization of ways in which people relate to

each other .

4. Roles of family members • Self assessment using checklist. • Oral questions and interviews. 5. Needs and wants of the family • Written test (needs and wants). • Questionnaire for self assessment. 6. Importance of relating to each other • Observation • Audio tape: tape and file children’s oral work




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT TYPES OF FAMILIES AND THEIR BASIC NEEDS 1. Extended, nuclear and single parent-EL4e, SL2b, SL2c,

ST8c, EL3h, WT1b, SS3b, CP2e, SP2a 2. Changes within the family-EL4c, EL4e, ST8b, ST8c, EL3h,

SS3b 3. Provision of basic needs for family-SS3a, EL3h, WT1b,

CP2k 4. Roles of family members-SP2a, CP2e, EL3h, WT1b, SS5a 5. Needs and wants of the family-SS3a, EL3h, Wt1b, CP2k 6. Importance of relating to each other-EL4c, EL3h, CP2f,

CP2k

TYPES OF FAMILIES AND THEIR BASIC NEEDS 1. Extended, nuclear and single parent • Pictures of types of families • The community • Caribbean Social Studies Bk. 1, 2 2. Changes within the family • Pictures of families • Local newspapers • Journals • Understanding Families-F. King 3. Provision of basic needs for family • Audio visuals: videos, projectors, etc. • Resource personnel • Understanding Families-F. King 4. Roles of family members • Families in the community • Children • Understanding Families-F. King • Belize Primary Social Studies TAPIR 5. Needs and wants of the family • Understanding Families-F. King • Families in the community • Pictures depicting needs of families • Video tapes 6. Importance of relating to each other • Belize Primary Social Studies TAPIR • The community ♦ Video tapes, pictures showing communication



UNIT/THEME: My Community and its Resources


CROSS-CURRICULAR OUTCOMES Pupils should: CP1a CP2e CP1c CP2f CP2a CP2g CP2h CP2j


SETS


MY COMMUNITY 1. Recreational places

now and in the past 2. Goods offered within

the community presently from those in the past

MY COMMUNITY 1. Recreational places now and in the past • Teacher-made story or skit about socializing in the

community now and in the past. • List recreational places within their community now

and in the past. and/or • Participate in clean-up campaign and meet people

within the community. 2. Goods offered within the community presently from

those in the past • Presentation by resource personnel on goods

offered within the community presently from those in the past.

• List goods offered within the community presently from those in the past.

MY COMMUNITY 1. Recreational places now and in the past • Answer questions from story or skit. • Make list of recreational places. • Checklist for attendance, participation, punctuality,

etc. 2. Goods offered within the community presently

from those in the past • Answer questions about presentation. • List of goods offered past and present. • Oral questions and interviews.

`





SETS


3. How services are different within the community from those in the past

4. Present and past

community workers and their roles

5. Work places of other

community workers 6. Field trip, model of

community, or project (picture chart)


• Presentation by resource personnel on how services are different within the community from those in the past.

4. Present and past community workers and their

roles • Picture discussion of various past and present. • Community workers about their appearance and

their roles. • Pantomime two community workers (one present,

one past). 5. Work places of other community workers • Visit work places of some community workers of the

past and present. • Make presentation in the form of a letter, card, song,

shield, etc. 6. Field trip, model of community, project • Project: field trip to recreational places, work places

of community workers or places that offer goods and services

or • Model of community showing recreational places,

places that offer goods and services and work places of community workers

or ♦ Project-picture booklet about the community.


• Answer questions. 4. Present and past community workers and their

roles • Match community workers with their roles. 5. Work places of other community workers • Oral and written sentences (at least 5) about places

visited. 6. Field trip, model of community, or project

(picture chart) • Oral report and answer questions • Checklist to determine recreational places, places

that offer goods and services and work places of community workers




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT MY COMMUNITY ♦ Recreational places now and in the past-CP1a, CP1c, CP2h,

EL4c, EL4e, SP2a, ST8b, ST8c, H1d, H2a ♦ Goods offered within the community presently from those

in the past-CP2e, CP2f, CP2g, CP2h, EL4c, EL4e, M3b, M4a, ST8b

♦ How services are different within the community from

those in the past-CP2a, CP2e, CP2f, CP2h, CP2j, EL4c, EL4e, WT3b, ST8b

♦ Present and past community workers and their roles-CP2a,

CP2f, CP2h, EL4c, EL4e, ST8b ♦ Work places of other community workers-CP2h, CP2f, EL4c ♦ Field trip, model of community, or project (picture chart)-

CP2e, CP2h, CP2j, EL4c, M5a

MY COMMUNITY 1. Recreational places now and in the past • Teacher made story or skit (T) • Flash cards (T) • Garden tools (S) • Pictures (T) 2. Goods offered within the community presently from those in

the past • Understanding Communities 2nd Edition (T) • Costumes (S) 3. How services are different within the community from those in

the past • Understanding Communities 2nd Edition (T) • Costumes (S) • Police station, BTL office, post office, health center (T/S) 4. Present and past community workers and their roles • Understanding Communities 2nd Edition (T) • Caribbean Social Studies Bk. 2 (T/S) 5. Work places of other community workers • Caribbean Social Studies Bk. 2 (T/S) • Understanding Communities 2nd Edition (T) 6. Field trip, model of community, or project (picture chart) • Caribbean Social Studies Bk. 2 (T/S) • Match boxes, card board, crayons, glue, scissors (S) • Visit places within the community-police station, health center, etc.

(T/S) ♦ Pictures (S)





CROSS-CURRICULAR OUTCOMES Pupils should: CP2e CP2f SP2a CP2k


SETS


MY COMMUNITY AND ITS RESOURCES 1. Importance/role of

community workers 2. Interdependence of

community workers 3. Local/available

resources

MY COMMUNITY AND ITS RESOURCES 1. Importance/role of community workers • Presentation by resource personnel. • Role play on roles of community workers. 2. Interdependence of community workers • Web chart depicting interdependency. • Discussion on interdependency. 3. Local/available resources • Brainstorm local available resources. • Research (small groups) working on different

resources to compile booklet.

MY COMMUNITY AND ITS RESOURCES 1. Importance/role of community workers • Oral testing (questioning) • Checklist of community workers Or • Camera: capture children’s active and interactive

performance 2. Interdependence of community workers • Observation • Checklist of community workers 3. Local/available resources • Observation • Portfolios of local/available resources

``





SETS


4. Location of local industries

5. Processing and

marketing products 6. Preservation and

conservation of local resources

7. Recycling waste

products

4. Location of local industries • Mapping of location 5. Processing and marketing products • Field trip • Discussion 6. Preservation and conservation of local

resources • Local resources • View resources • Presentation/resource personnel 7. Recycling waste products • Practical activities (art work) • Create their own poems/songs on recycling

4. Location of local industries • Questionnaires of location of local industries • Oral report of data collected 5. Processing and marketing products • Questionnaire (group assessment) • Observation 6. Preservation and conservation of local

resources • Checklist of expectations • Audio tape and camera (local resources) 7. Recycling waste products ♦ observation of group project



UNIT/THEME: My Community and its ResourcesLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

MY COMMUNITY AND ITS RESOURCES ♦ Importance/role of community workers-EL4c, SL2c, ST8c ♦ Interdependence of community workers-EL4e, SL2c, CP2f,

CP2e, SP2a ♦ Local/available resources-EL4c, ST8c, SS2a, WT1b ♦ Location of industries-CP2k, CP2f ♦ Processing and marketing products-EL4c, SL2b, SL2c,

WT1b, SS2a, SS2c ♦ Preservation and conservation of local resources-SS2c,

SS2b, SS2a, ST8b, EL3h, EL4c ♦ Recycling waste products-EL4c, ST8b

MY COMMUNITY AND ITS RESOURCES 1. Importance/role of community worker • Resource personnel e.g. police 2. Interdependence of community workers • The community • Resource personnel e.g. nurse • Pictures of community workers 3. Local/available resources • The community • Pictures of resources • Collection of resources 4. Location of local industries • maps of Belize • maps of the community • the community 5. Processing and marketing products • Caribbean Social Studies Bk. 3 • A collection of production 6. Preservation and conservation of local resources • Resource personnel (conservation unit, Min. of natural resources) • Video cassettes-Audubon Society • Posters-Audubon Society/community 7. Recycling waste products • Waste products (consumables) e.g. old newspaper, plastic bottles,

plates, spoons, cups, etc. • Posters of recycling practices



UNIT/THEME: Culture

AREA OF STUDY OUTCOMES Pupils should: SS5a – The customs and traditions which their family follows SS5b – The use of their first language as a vehicle for communication



SETS


CULTURE 1. Brief history of four

main ethnic groups in Belize

2. Customs and traditions

of four main ethnic groups in Belize

3. Location of ethnic

groups in Belize

CULTURE 1. Brief history of four main ethnic groups in

Belize • Observation and comparing of ethnic groups in

Belize. • Discussion and storytelling of brief history of ethnic

groups. • Research customs/traditions of ethnic groups in

Belize. 2. Customs and traditions of four main ethnic

groups in Belize • Presentations and report on customs/traditions of

ethnic groups in Belize. • Compare similarities and differences between ethnic

groups in Belize. 3. Location of ethnic groups in Belize • Identify and mark locations of ethnic groups in

Belize on map. • Create, read, interpret, graph and answer questions

from graph.

CULTURE 1. Brief history of four main ethnic groups in

Belize • Checklist-observing individuals’ participation in

groups or • Oral questions based on observation and

comparison of brief history of ethnic groups 2. Customs and traditions of four main ethnic

groups in Belize • Portfolios-research on customs/traditions of ethnic

groups • Peer evaluation-groups of children comparing

differences and similarities 3. Location of ethnic groups in Belize • Observation-markings of locations of ethnic groups

on map of Belize • Oral and written test on graphed information

`



UNIT/THEME: CultureCONTENT ORGANIZED



4. Types of homes of different ethnic groups, past and present

5. Words and simple

sentences in child’s first language

6. Translate words from

first language into standard English

7. Religion and beliefs of

four main ethnic groups in Belize

8. Clothing, food,

implements of ethnic groups in Belize

4. Types of homes of different ethnic groups past and present

• Oral discussion of different types of homes in the past and present.

• Create models of homes past and present. • Classify homes past and present. 5. Words and simple sentences in child’s first

language • Pronunciation of simple everyday words and

phrases in ethnic language e.g. house, pencil, good morning, book.

6. Translate words from first language into

standard English • Translate numbers, everyday words, phrases from

ethnic language to standard English. 7. Religion and beliefs of four main ethnic groups

in Belize • Audio visual presentation and discussion on religion

and beliefs of ethnic groups. • Talk about beliefs and religion of ethnic groups

followed by question and answer session. 8. Clothing, food, implements of ethnic groups in

Belize • Display of different clothing, food and implements of

ethnic groups. • Demonstrate use of implements. • Classification of food and implements of ethnic

groups.

4. Types of homes of different ethnic groups past and present

• Observation or interview on models of homes past and present

5. Words and simple sentences in child’s first

language • Checklist pronouncing words in ethnic language 6. Translate words from first language into

standard English • Oral or written test-translating ethnic language into

standard English 7. Religion and beliefs of four main ethnic groups

in Belize • Questionnaire on religion and beliefs of ethnic

groups 8. Clothing, food, implements of ethnic groups in

Belize • Checklist or oral questions and interviews-use to

check appropriateness of food, clothing and implements of ethnic groups.



UNIT/THEME: CultureCONTENT ORGANIZED



9. Occupation and contribution of ethnic groups in Belize

10. Music, songs and

dance of ethnic groups in Belize

11. Writing and recording of

short poems in first languages

12. Reciting poems in first

languages 13. Presentation of journals

on previous lessons 14. Open Day-Cultural

presentation, exhibition


• Discuss and list the occupation of ethnic groups. • Role play the occupation of ethnic groups . • Classify contributions of ethnic groups under

appropriate columns. 10. Music, songs and dance of ethnic groups in

Belize • Listening and observation of music, songs and

dance of ethnic groups. • Explanation, demonstration and imitation of songs

and dance of ethnic groups. 11. Writing and recording of short poems in first

languages • Composition of short poems in first language in

groups. • Reading of short poems in first language in groups. 12. Reciting poems in first languages • Recitation of poems in first language in groups. • Singing songs in groups in first language. 13. Presentation of journals on previous lessons • Presentation, display of journals on previous

lessons. • Oral comments on journals. 14. Open Day-cultural presentation, exhibition • Presentation of children’s work done in unit

including songs, dance, music, journals, pictographs, etc.


• Written test or oral questioning on contribution of ethnic groups.

10. Music, songs and dance of ethnic groups in

Belize • Observation/checklist-movements in dance and

songs; audio tapes-music and songs identification 11. Writing and recording of short poems in first

languages • Grading checklist-presentation 12. Reciting poems in first languages • Checklist-peer evaluation-recitation of poems and

songs 13. Presentation of journals on previous lessons • Portfolios, oral questions, interviews, journals on

previous lessons 14. Open Day-cultural presentation, exhibition • Observation, oral questions and interviews • Checklist of presentation of work done in lessons 1-

13



UNIT/THEME: Culture

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT 1. CULTURE 2. Brief history of four main groups in Belize-M5a, M5b, EL2c, EL3e,

EL3f 3. Customs and traditions of four main ethnic groups in Belize-SS1b,

SS2c 4. Location of ethnic groups in Belize-EA1d, EA1e, EA2e 5. Types of homes of different ethnic groups past and present-EL4c,

EL4e, CP2f, M5b, SP2a 6. Words and simple sentences in child’s first language-EL3a, EL3d,

EL3h, EL4a, WT2a 7. Translate words from first language into standard English-EL1b,

EL3d, EL4a, SL1a, SL1b, SL2d, CP2b 8. Religion and beliefs of four main ethnic groups (and others) in

Belize-M5a, M5b, EL3f, SS1b, SS1a, CP2f, SP2b

CULTURE 1. Brief history of four main ethnic groups in Belize • Garifuna History, Languages and cultures • History of Belize • Caribbean Social Studies • Senior citizens-different ethnic groups • East Indian Folk Culture 2. Customs and traditions of four main ethnic groups in Belize • Garifuna History, Languages and Culture • History of Belize • Caribbean Social Studies • Basic Reading 4th Year Storybook • Readings in Belizean History 3. Location of ethnic groups in Belize • Map of Belize • Atlas of Belize • Video tapes • Materials from environment 4. Types of homes of different ethnic groups past and present • Cinema box • Video tapes • Charts, posters, crayons • Materials from environment



UNIT/THEME: Culture

LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT 9. Clothing, food, implements of ethnic groups in Belize-M4a, M5a,

M5b, EL1c, EL4e, ST5a, SS1a, SS1b, CP2f, EA1d, EA1e, EA2e 10. Occupation and contribution of ethnic groups in Belize-EL3e, EL3f,

EL4d, EL4e, SS1b, SS1a, WT3a, WT3c, CP2f, SP2a 11. Music, songs and dance of ethnic dance of ethnic groups in Belize-

H4a, H4b, SL1a, SL1c, CP2e, EA1c, EA1a, EA1b, EA1g, EA1f, SS1b

12. Writing and recording of short poems in first languages-EA1b,

EL3d, EL3g, EL4e, SL1a, SL1b, SL2d 13. Reciting poems in first languages-EL3g, SP2a, EA1a, EA1b 14. Presentation of journals on previous lessons-M5a, M5b, EL3f,

EL3g, EL4d, EL4e, CP2f, EA1d, EA1e 15. Open Day-cultural presentation, exhibition-incorporate all linkages

from lesson 1-13

5. Words and simple sentences in child’s ethnic language - Garifuna Dictionary - Spanish/English Dictionary - East Indian Folk Culture - Tape recorder - Linguist from each ethnic group 6. Translate words from ethnic language into standard English • Garifuna Dictionary • Spanish/English Dictionary • Tape recorder • BINGO game with words 7. Religion and beliefs of four main ethnic groups (and others) in

Belize • Cultural High Priest • History of Belize • Junior History • East Indian Folk Culture 8. Clothing, food, implements of ethnic groups in Belize • Artifacts, musical instruments, implements • Realia-clothing, food • Learning centers • Video tapes • Culturally oriented personnel 9. Occupation and contribution of ethnic groups in Belize • Basic Reading 4th year Storybook 2 • Caribbean Social Studies Belize 4 • Garifuna History Language and Culture • East Indian Folk Culture



UNIT/THEME: CultureLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

10. Music, songs and dance of ethnic groups in Belize • Tape recorder • Musical instruments • Video tapes • Materials from environment • Sounds of Music-Mario Gonzalez 11. Writing and recording of short poems in first languages • Walagante-Marcellla Lewis • Caricatures of Belizean Folklore • Tape recorder • East Indian Folk Culture 12. Reciting poems in first languages • Walagante-Marcella Lewis • Caricatures of Belizean Folklore • Tape recorder • East Indian Culture 13. Presentation of journals on previous lessons • Children’s journals • Student 14. Open Day-cultural presentation, exhibition • Cultural clothing • Artifacts, musical instruments • Implements, puppets • Students, tape recorder • Video tapes, cinema box • Charts, posters



UNIT/THEME: Rights of a Child

AREA OF STUDY OUTCOMES Pupils should: SS3a – Understand how their rights as children are protected



SETS


RIGHTS 1. Knowing your rights 2. Ways in which rights

are abused 3. Limitation of rights and

penalties for abuse of their rights

RIGHTS 1. Knowing your rights • Vote for their rights • Listen to personnel talk on rights • Role play telling and correcting others about rights 2. Ways in which rights are abused • Simple story telling • Share real life experiences • Draw and interpret pictures on rights 3. Limitation of rights and penalties for abuse of

their rights • Oral discussion on limitation of rights and penalties • Dramatize a scene on rights and penalties

RIGHTS 1. Knowing your rights • State their rights through questionnaire • Oral questioning by teacher (asking questions

based on rights) • Interview children on what their rights are • Self assessment 2. Ways in which rights are abused • Oral questioning based on story on the rights of a

child • Peer evaluation-sharing real life experiences • Observation-drawing and interpreting pictures • Audio tape and files on how rights are abused 3. Limitation of rights and penalties for abuse of their

rights • Questionnaire for self assessment on limitation of

rights and penalties • Checklist of limitation on rights

`



UNIT/THEME: Rights of a Child


SETS


4. field trips (to correction centres)

5. Ways through which

one can protect him/herself

6. Positive outcomes

abiding by these rights

4. Field trips (to correction centres) • Visit a correction centre • Presentation (booklets) 5. Ways through which one can protect his/her self • List members of the community that can assist when

rights have been abused • Draw pictures of helper 6. Positive outcomes abiding by these rights • Discussion on rights • Role play (depicting positive outcomes) • Poetry on positive outcomes

4. Field trips (to correction centres) • Observe places of interest (correction centre) • Checklist based on places of interest • Questionnaire on correction centre • Grading report method (booklet) 5. Ways through which one can protect his/her self • Questionnaire in which one can protect his/her self

(yes/no) • Checklist on members of community who assist

when rights are abused • Record of work (includes drawing of pictures of

helpers) 6. Positive outcomes abiding by these rights • Audio tape-tape and file on outcome and results of

abiding by these rights • Camera to capture children’s active performance

when reciting poem • Peer evaluation/role play on positive outcome



UNIT/THEME: Rights of a ChildLINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT

RIGHTS 1. Knowing your rights-EL4c 2. Ways in which rights are abused-EL4g 3. Field trips-EL4d 4. Presentation of what they acquire on the field trip-EL1e,

EL3f 5. Ways through which one can protect his/her self-SP2b 6. Positive outcomes abiding by these rights-ST8c

RIGHTS 1. Knowing your rights • Talk on rights - NCFC • Paper, pencils • Costume closet • Young Living by Nanalee Clayton, p. 33 2. Ways in which rights are abused • Cinema box • Pencil, paper, crayon • Video 3. Limitation of rights and penalties for abuse of their rights • Picture chart, picture • Cassette (song on rights of the child) by D Revelation Band • Human Rights and Fundamental Freedom p. 81-82 4. Field trips (to correction centres) • Bus driver • Policemen, social development officer • Hand out • Paper, pencil, crayon, scissors, stapler, pictures 5. Ways through which one can protect his/her self • Resource personnel (parent, teacher, principal, community

member) • Pictures, pencil, crayons, paper • Parent Teachers Association (people) • Convention of the Rights of the Child, adopted by the General

Assembly of UN on 20th Nov., 1989 6. Positive outcomes abiding by these rights • Convention of the Rights of the Child, adopted by the General

Assembly of UN on 20th Nov., 1989 • Costume closet • Poem-“My Rights” from Voices of Belize




AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather & climate patterns and how these affect their lives and the lives of people in their community SS2b – Some ways in which their community adapts to national landscape features SS2c – How the land and water are used to provide for the physical needs of people in the community

CROSS-CURRICULAR OUTCOMES Pupils should: CP2a CP2j CP2d CP1a CP2e CP1b CP2f CP1c CP2k


SETS


LAND AND WATER 1. Uses of land and

water 2. Natural landscape in

the districts 3. Making use of

natural resources in the districts

LAND AND WATER 1. Uses of land and water • Explore uses of land and water in various ways

(sports, prediction, habitat) 2. Natural landscape in the districts • Draw/label map showing natural landscapes. • Make models of physical landscapes in the district. Or • Educational tour to natural landscape. 3. Making use of natural resources in the districts • Visit craft centre in the district and interview

craftsmen. • Make journals about findings or create and display

mobiles.

LAND AND WATER 1. Uses of land and water • Make scrapbook/journal 2. Natural landscape in the districts • Songs, poetry on land and environment e.g. “This

Land is My Land” • Presentation and explanation of models • Questionnaires 3. Making use of natural resources in the districts • Visit craft centers • Interviews • Open day

`





SETS


4. Land and water

conservation 5. Tourist attractions 6. Rocks and soils

4. Land and water conservation • Nature walk to observe the effects of erosion. • Experiment to show land and water conservation. • Invite resource personnel to share effects of

pollution on land and water. 5. Tourist attractions • Discuss how land and water promote tourism. • Locate tourist sites on a map of the district. 6. Rocks and soils • Experiment with different types of soil. • Collect and display different types of rocks.

4. Land and water conservation • Build models and experiment to show land and

water conservation • Question and answer 5. Tourist attractions • Research projects • Label tourist sites on a map of Belize 6. Rocks and soils • Differentiate types of soil • Classify rocks according to size, weight and texture




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT LAND AND WATER 1. Uses of land and water-CP2a, CP2e, EL2e 2. Natural landscape in the districts-CP2a, CP2d, EL4c 3. Making use of natural resources in the districts-CP2a,

CP2e, CP2k, ST8c, ST5a, WT3c 4. Land and water conservation-CP2a, CP1a, CP1b, CP1c,

EL1g, M4b, ST8c 5. Tourist attractions-CP2f, EL3e, WT3b, WT3c 6. Rocks and soils-CP2j, EL3e

LAND AND WATER 1. Uses of land and water • Geography of Belize • Caribbean Social Studies • Pamphlets • Resource personnel 2. Natural landscape in the districts • Map and atlas of Belize • Clay, Styrofoam • The Sounds of Music (Mario Gonzalez) 3. Making use of the natural resources in the districts • Craftsmen and women • Crayons, markers • Local materials 4. Land and water conservation • Sanitation-A Way of Life • Post-cards • Pamphlets-UNICEF • Resource personnel-WASA • Thermometer 5. Tourist attraction • Postcards • Maps of Belize • Pictures • Caribbean Social Studies 6. Rocks and soils • Rocks • Soils • Caribbean Social Studies




AREA OF STUDY OUTCOMES Pupils should: SS2a – Weather & climate patterns and how these affect their lives and the lives of people in their community. SS2b – Some ways in which their community adapts to national landscape features. SS2c – How the land and water are used to provide for the physical needs of people in their community.

CROSS-CURRICULAR OUTCOMES Pupils should: CP1a CP2d CP1b CP2e CP1c CP2f CP2a CP2h CP2b CP2j


SETS


WEATHER AND CLIMATE 1. Natural Disaster e.g.

hurricane, flood 2. Agriculture 3. Transportation and

communication

WEATHER AND CLIMATE 1. Natural Disaster e.g. hurricane, flood • Listen to resource personnel relate their

experiences about natural disasters and observe natural disasters on video and describe the effects.

or • Role play hurricane preparedness. 2. Agriculture • Discuss in groups how weather affects agriculture. • Invite farmer to explain how weather influences

agricultural activities throughout the year. 3. Transportation and communication • Brainstorm how weather and climate affect

transportation and communication. • Draw or build means of transportation in the district.

WEATHER AND CLIMATE 1. Natural Disaster e.g. hurricane, flood • Tracking chart (trace hurricane path) • Role play hurricane preparedness 2. Agriculture • Experiment to show plant growth • True or false question and answer 3. Transportation and communication • Draw/build means of transportation

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SETS


4. The water cycle 5. Temperature

4. The water cycle • Conduct experiment to show evaporation and

condensation and record findings. • Illustrate water cycle. 5. Temperature • Observe and predict weather conditions. • Listen and report weather forecast using puppetry or

cinema box. or • Record temp. on daily basis and build models of

weather instruments.

4. The water cycle • Observe experiment and record finding • Illustrate water cycle 5. Temperature • Role play weatherman • Build weather instruments • Experiment with boiling/freezing points of water




LINKAGES/CONNECTIONS RECOMMENDED RESOURCES: TEACHER/STUDENT WEATHER AND CLIMATE 1. Natural Disaster e.g. hurricane, flood-ST8b, CP2h, CP2a, CP2e,

CP2j, CP1a, CP1b, CP1c, EL1g, EL2e, M4b, M5a, M5b 2. Agriculture-CP2h, CP2e, CP2d, CP2j, CP1a, CP1b, CP1c, EL3e,

M5b, ST7a, ST8a, ST8b, WT3c

3. Transportation and communication-CP2h, CP2e, CP2a, CP2c, CP2f, CP2j, EL1f, M4b, WT3b

4. The water cycle-CP2h, CP2a, CP2j 5. Temperature-CP2h, CP2e, CP2c, CP2f, CP2j, EL1f, M4b, M5a,

M5b, ST8b

WEATHER AND CLIMATE 1. Natural Disaster e.g. hurricane, flood • Geography of Belize • Resource personnel • Video tape, radio 2. Agriculture • Geography of Belize • Resource personnel-farmer 3. Transportation and communication • Atlas of Belize • Magazines • Scissors, crayons, markers 4. The water cycle • Geography of Belize • Finding Out • H.B.A. Science Bk. 3 5. Temperature • Thermometer • Cinema box/puppets • Wood • Pencils, straws, paper



