Plan of work for week beginning January 9, 2017

Subject: Language Arts

Grades: Five and Six

Duration: 5 * 60 mins

Unit Title: Life Across climatic Zone

Focus Question: How do I receive and express information?

Attainment Targets: 1. Give and receive information

2. Read for meaning, fluency and for enjoyment

3. Know and use basic language skills and the convention of spoken and

written language.

4. Listen and speak with sensitivity to audience.

Skills: predicting, clarifying, subject verb agreement, using verbs

Key Concepts: tropical, location, trade, Ghana

Material: Primary Social Studies grade 6, GSAT Language Arts, First Aid in English, Atlas

Day 1

Objective: By the end of the lesson, students should be able to

1. Identify subjects in given sentences and complete with the correct verbs.

Procedures:

1. Student will be given a passage with information on, but before they start reading, the teacher
will ask them if they know the country Ghana. If they say yes they are going to tell what they
know about it.

2. Students will read the sub-heading on Ghana and make prediction what they will learn about
Ghana. Students will also locate Ghana on the map of the world.
3. Teacher will divide the class into two groups. In each group, students will assume role of
character in text then read dialogue section in the textbook.

4. Students will read the dialogue noting the singular verbs that are used for the subject eg. he,
she, it, or for nouns representing he, she, it.

5. Students will recall the concepts singular plural subject and verb, tell what they are and
how they are used.

6. Teacher will take a sentence from the dialogue and ask students to identify the subject and the
verb in the sentence.

7. Students will copy the sentence from the board and identify the subject and the verb and state
whether they are singular or plural.

8. Teacher will check students work and explain the use of using the correct subject/verb.

(a) singular subject- one singular verb ends with an S

(b) plural subject more than one plural verb has no S

9. Students will complete activity to match subject to verb and present their work to teacher

Assessment: Students will

Underline the subject of the sentence and state if it singular or plural

Eg 1. Potatoes take three weeks to grow.

Evaluation:

Day 2

Objective: By the end of the lesson students should be able to

1. List subjects in sentences with indefinite pronouns

Procedures:

1. Teacher will review the concept singular and plural and put a sentence on the board .eg. The
child cries for half hour after her mother left. Students will tell what the sentence mean then
complete an activity similar to what was done in the previous and underline the subject and circle
the verb in sentences.

2. Teacher and students will review the concept pronouns. Students will make a list of the
indefinite pronouns learnt. Teacher will explain to students that indefinite pronouns such as:
anyone, someone, no one, each, neither are all singular and others such as: both, few, several,
all, are plural and the rule are the same about subject and verb agreement done in the previous
class.

Assessment: Students will complete activity

1. All the boys (was were) present for the meeting

2. One on the books (is, are) mine.

Evaluation:

Day 3

Objective: By the end of the lesson students should be able to

1. Use simple present and past verbs

Procedures:

1. Students will revisit the dialogue that was read about Ghana on the first day. They will identify
the tense in the dialogue and share with their group members and then the entire class.

2. Teacher will listen to students explanation and she will ask students about the words (Present,

(Past and future tense)

3. Students will identify verbs in the future tense and write the verb in present tense to past
tense.

Assessment: Students will write ten sentences using present and past tense. Each subject should
be in agreement with the verb.

Evaluation:
 Days 4 & 5

Objective: By the end of the lesson students should be able to

1. Identify and use quotation marks correctly.

Procedures:

1. Students and teacher will read from the Social Studies textbook and identify the use of the
punctuation mark (quotation) in the passage about Ghana.

2. Teacher will place three sentence strips on the board and selects three students to come and put
the quotation mark where they should be and why.

3. Students will observe their neighbours work carefully.

4. Teacher monitors answers to check for correct answers and understanding.

5. Teacher will discuss the rules for using quotation marks and ask students to complete activity
in pairs.

Assessment: Students will correctly insert the quotation marks in given sentences.

Evaluation:
Subject: Science

Grade: Six

Duration: 3 * 60 mins

Unit Title: System

Focus Question: What does each system do for the plant?

Attainment Target: Understanding the important/role of various systems in living things.

Skills: making references, communication, drawing conclusion, participating

Vocabulary: root, system, root system, shoot system, stem, trunk, tree, herb, shrub

Content Summary: A plant has two organ systems: 1) the shoot system, and 2) the root
system. The shoot system is above ground and includes the organs such as leaves, buds, stems,
flowers (if the plant has any), and fruits (if the plant has any). The root system includes those
parts of the plant below ground, such as the roots and tubers.

There are two main types of root systems : Fibrous root system and the Tap root system.

The first root produced from a seed is called the radicle. In many dicotyledonous plants this root
greatly enlarges to become the most prominent root of the plant and is known as a tap root. Many
smaller branch roots may grow from the tap root. In monocotyledonous plants, the radicle is
short lived and is replaced by numerous roots of more or less equal size. These roots are
adventitious which means they can grow from plant organs other than roots e.g. stems.
 Days 1 & 2

Objectives: By the end of the lesson students should be able to

1. State in atleast one sentence what is meant by a system.

2. Identify and describe in sentences the parts of the shoot system of plants.

3. List the function of the shoot system and the root system.

4. Draw and label the different root systems.

5. Classify plants under three headings.

Procedures:

1. Teacher will take students on a field trip outside to have a close look at the different plants
around. Each group will make a list of the plants on the school compound and write
differences/difference among the plants. Teacher will then stimulate discussion with students
about information garnered about the different plants seen.

2. Students will return to class and read information on pages 138 and 139 for their textbook
about the types of plants and classify plants as trees, shrubs or herbs.

3. Teacher will issue a sheet of paper with two paragraphs about system in plants. Each group
will read atleast two sentences from the paragraph to the class and explain what they understand.

Teacher will ask students questions such as:

a. What is a System?

b. How much system does a plant has? Why?

c. What are they?

d. How important is system to living things?

4. Teacher will give students clue to tell the name of the systems in the plant and give each group
a diagram of the root system and shoot system.

5. Students will identify the types of root and the differences in the roots and explain the function
of the root system. They will also identify the different parts of the shoot system and read
information from text about the m. Teacher will stimulate discussion about information read.
6. A Student from each group will go outside to get a plant that represents each type of root. They
will share with class and everyone will try to identify the type of root system and also identify
parts of the shoot system.

Assessment: Students will

1. State in atleast one sentence what is meant by a system.

2. Identify and describe in sentences the parts of the shoot system of plants.

3. List the function of the shoot system and the root system.

4. Draw and label the different root systems.

5. Classify plants under three headings.

Evaluation:

Day 3

Objectives: By the end of the lesson students should be able to:

1. Identify and name atleast three parts of the shoot system and list the function of each part.

2. Draw and label the shoot system.

3. Write an article to the students at their school telling them how important the leaves, stems and
trunks are to the growth and development of plants.

Procedures:

1. Teacher will display a live green plant and ask students to identify the parts of the plant.

2. Students will identify the branches, stems, leaves, and flowers, (shoot system). Teacher will
have another student point out the parts that were identified and those that were not. Eg. trunk.

3. After identifying the parts of a green plant, have the students will give the order
the plant will grow starting with the seeds.

4. Teacher will display posters with pictures of each part of the green plant and ask each student
to give the function of each part.

5. Students will discuss the functions of each part of the green plant: root a) take in water
from the soil b) take in minerals c) store excess food d) transport water and food
to other parts of the plant and e) hold or anchor the plant in the soil( done in previous class).

Stems a) support the plant b) expose the leave to sunlight c) transport food
and water to other parts of the plant and d) sometimes, photosynthesis (food) is
made in the stem.

Leaves a) take in carbon dioxide b) release oxygen (the exchange of

gases.....taking carbon dioxide into the leaves and releasing oxygen out of the
leaf...... is referred to as respiration) c) chlorophyll d) photosynthesis and e)
take in energy from the sun.
flower a) sexual reproduction.

Assessment: Students will answer the following questions

1. name atleast three parts of the shoot system and list the function of each part.

2. Draw and label the shoot system.

3. Write an article to the students at their school telling them how important the leaves, stems and
trunks are to the growth and development of plants.

Evaluation:

Homework: Students will work in groups

1. get small plant and place it in a transparent container with water

2. measure the water every day at the same time for a week

3. report to the class, plot graph and function of the root system

Students will report on the changes in the progress of the plant, size of the root system using
graph . Tell how it gets water for each part of the plant and how the process takes place.

Each group will designate its own corner in the class to keep the plant.

Evaluation:
Subject: Mathematics

Grade: Six

Duration: 5 * 60 mins

Unit Title: Statistics

Focus Question: In what ways can I represent and interpret information?

Attainment Target: Explore complex problem by gathering statistic from real-world situation

Skills: collecting information, reading graph, interpreting graph, displaying information

Key Vocabulary: mean, mode, median, range

Materials: GSAT Mathematics, Primary Mathematics

Content Summary:

Median - To find the medium list all the numbers in correct

Mean - To find the mean
add all the numbers together
then divide the answer by the
amount of numbers. Another
name for mean is average.
order, being sure to include any doubles. Then find the middle
number. If there is an odd amount of numbers - the medium is
the middle number. If there is an even amount the medium is
found by adding the middle two numbers together and dividing
by 2. The resulting number is the medium.

Mode - after listing all numbers in order, the mode is that Range - is the distance
between the lowest and highest
number which appears the most times. There can be more
number. It is found by
than one mode provided they are listed the same amount of
subtracting the lowest from the
times.
highest.

Day 1

Objective: At the end of the lesson students should be able to

1. Calculate the mean of given set of numbers.

2. Use mean and average interchangeably since they are synonyms.

Procedures:

1. Students will review the definitions of mean with teacher and other classmates. They will use
prior knowledge from previous grade to help them.
 2. Teacher will go around the classroom and have everyone in the class give their
birthday. For example, if the person's birthday was August 23, the teacher would write 23 on the
board. Have every student in the class give their birth date and write them horizontally on
the board.

3. Students will learn more about the mean which is also commonly known as the average. To
find the mean, we will add up all the birth dates and divide by the total number of birth dates.
Teacher will demonstrate how to do this on the board.

4. Students will complete an activity individually to find the mean using bottle covers.

5. Students and teacher will do another example. During the first marking period, Paul math test
scores were 90, 92, 93, 88, 95, 88, 97, 87, and 98. What was the mean test score?

Assessment:

Students will complete activity from Primary Mathematics for Jamaica grade 6 pages 96 section
A and C

Eg. 1. Find the mean for the following sets of number 89, 95, 99, 90, 79, 99

2. The Jameson family drove through 7 states on their summer vacation. Gasoline prices varied
from state to state. What is the mean for gasoline price? $1.79, $1.61, $1.96, $2.09, $1.84, $1,
75, $2.11.

Evaluation:

Days 2 & 3

Objective: At the end of the lesson students should be able to

1. Arrange a group of numbers in order of size then find the median of that set.

Procedures:

1. Teacher will ask students what the median of a set of number is. (A median is the middle
number in a set of data). To find this, we cross off a number from each end until we are in the
exact middle of the data and in order for them to find the median they have to arrange the
numbers from smallest to largest or largest to smallest.

2. Teacher will give students a Sudoku activity table to identify the middle number (median) and
make a list of all the digits.
3. Students will complete Sudoku activity table by arranging each number in a square from the
smallest to largest and identify the middle number (median) and make a list of all the digits.

4.Students will complete activity individually and share with the class

Eg.The salaries of 8 employees who work for a small company are listed below. What is the
median salary? $40,000, $29,000, $35,500, $31,000, $43,000, $30,000, $27,000

5. Teacher will explain to students how to find the median when we have two numbers in
the middle. (We add the two numbers in the middle then divide by 2).

6. Teacher and students will do several examples together then they will do 5 in pairs and
then individually.

Assessment: Students will

1. Arrange a group of numbers in order of size then find the median of that set.

Evaluation:

Days 4 & 5

Objectives: Students should be able to

1. Find the mode of a given set of numbers

2. Find the range of a given set of numbers

Procedures:

1. Teacher will introduce lesson by telling this story to the class.

The residents of Malcolm Heights need your help! Mr Shettlesworth, a scientist, has invented a
weather machine. Now he's in control of the weather for the entire region and has subjected the
residents of Malcolm Heights to so many different temperatures that they don't know what
season it is. One day it's snowing; the next day it's over 100 degrees! The plants are dying, and
people are getting sick. Take a look at the temperatures in the past week. 0 10 50 50
62 90 106

2. Teacher will explain that the first step to help the residents of Malcolm Heights solve this
problem is to sort the temperatures from least to greatest.
3. Students will solve this problem by sorting the temperatures from least to greatest. 0 10
50 50 62 90 106

4. Teacher will ask questions such as:

a. What is the highest temperature this week? (106)

b. What is the lowest? (0)

c. What is the middle temperature in the set of temperatures ordered from least to greatest?

d. What is the temperature that occurs most frequently?

e. What is the difference between the highest temperature and the lowest temperature?

5. Teacher will explain to students that the number that occurs most frequently is the mode and
the range is the difference between the greatest and least number.

6. Teacher will continue the story. Mr Shettlesworth hears the complaints of the residents, and for
the next 10 days he tries to adjust his temperatures to the average spring temperature in the
region. (45, 48, 51, 53, 55, 57, 62, 63, 69, 101)

7. Students will work in pair to find the range of the temperature in Malcolm Heights and then
show work to teacher.

Assessment: Students will

1. Find the mode and range of a given set of numbers eg. 23, 45, 23, 74, 36, 23, 40, 84, 74

Evaluation

Subject: Social studies

Grade: Six

Duration: 3 * 60 mins

Unit Title: Climatic Zones

Focus Question: What are the Climatic Zones of the world?

Attainment Targets: 1. Appreciate the importance of Social Studies concepts in organizing

knowledge and experiences.

2. Develop locational and descriptive skills relating to physical environment.

Key vocabulary: Climatic Zones, tropical, polar, temperate, climate, maritime, tropic of cancer,
tropic of Capricorn, Arctic Circle, Antarctic Circle

Skills: identifying lines of latitude, defining concepts, categorizing, sharing information

Materials: Globe, Atlases, crayons, pencils, blank sheets, Map of the World, Carlong Primary
Social Studies bk.6, Integrated GSAT Social Studies, students

Content: Climate is how hot or cold it is in a certain place over a long period of time. It differs
from weather in that weather is a measure of how hot or cold it is over a short period of time.

Climate is affected by several factors:

Latitude - How far a place is from the equator. The nearer a location is to the equator, the
hotter it will tend to be and vice versa.

Altitude - How high a place is above sea level. Places high above sea level are cooler
than those near sea level.

Oceans - Ocean waters don't change temperature as quickly as land areas do. Thus land
near oceans is warmer in winter and cooler in summers.

Climates can vary not only in temperature but in how much precipitation the place receives.
Precipitation is the amount of water in the form of rain, snow, sleet,etc. that falls from the sky.
An area with little precipitation has a dry or arid climate.
There are three basic climate zones.

Tropical climate zone. This is an area that falls between the Tropic of Cancer and Tropic
of Capricorn. This area has hot climates all year long.

Temperate Climate Zone - These areas are between the Tropic of Cancer and the Arctic
Circle and between the Tropic of Capricorn and the Antarctic Circle. The climate in these
areas is warm in the summer and cold in the winter.

Polar Climate Zone - These areas are at either pole below the Antarctic Circle and above
the Arctic Circle. The winters are very cold and the summers cool to cold.

Day 1

Objectives: Students should be able to

1. List and explain the main factors which determine the climate of a place.

2. Explain in one paragraph how latitude affects temperature of a place.

Procedures:

1. Teacher will introduce lesson by having five students reading a scenario about Global
Warming and the effect it has on the climate of a place.

2. Students will explain what they understand from the little scenario. Teacher will stimulate
discussion.

3. Teacher will use a KWL chart to remind students what they already know(K) about weather,
climate, climatic zones and seasons, help them focus on what they want to know (W) about the
climatic zones of the world, then at the end they will summarize what they have just learnt(L)
about climate and the factors affecting it.

4. Students will observe a chart with the factors affecting the climate of a place and then read the
information on it.

5. Teacher will stimulate a discussion and try to elicit from students their understanding of the
different factors.

Assessment: Students will

1. List and explain the main factors which determine the climate of a place.

2. Explain in one paragraph how latitude affects temperature of a place.

Evaluation:

Day 2

Objectives: By the end of the lesson students should be able to

1. Name the three climatic zones.
2. Name the main climatic types in each climatic zone.
3. List the characteristics of the main climatic types in each climatic zone.
Procedures:
1. Students will explain what they understand by the concept climatic zones. Teacher will have
discussion about the concept.
2. Students will use their atlases to locate the main lines of latitude and tell which borders the
three different climatic zones.
3. Teacher will review with students that places near the equator get more sunlight and heat than
places that is further away from it. Students will conclude that the latitude of a place determines
the amount of sunlight and heat it gets. The farther away from the equator the place is, the colder
it gets.
4. Students will draw a spherical diagram to represent the world and shade in the places that
would get a lot of heat and little heat. They will discuss with teacher that these places are in
different climatic zones.
5. Students will view chart to ascertain the name of the main climatic types in each climatic zone
and their characteristics followed by brief discussions.
Assessment: Students will
1. Name the three climatic zones.
2. Name the main climatic types in each climatic zone.
3. List the characteristics of the main climatic types in each climatic zone.
Evaluation:

Day 3
Objectives: Students should be able to
1. Give the name of at least three countries in each climatic zone.
2. Describe (orally) seasonal changes in ach climatic zone.
3. Explain the relationship between seasonal changes and tourism in the Tropical Zone.
Procedures:
1. Teacher will introduce lesson by revising lesson taught previous day about climatic zones.
Students will share orally what they have learnt about the climatic zones then use their atlases to
locate three countries in each of the zone.
2. Students will read pages 128 and 129 of the Carlong Social Studies bk.6 to get information on
climate and the seasons. This will be followed by a discussion to confirm students
understanding.
3. A discussion about seasonal changes and tourism in the Tropical zone will be stimulated by
teacher so that she can elicit from students what they know about the topic.
Assessment: Students will
1. Give the name of at least three countries in each climatic zone.
2. Describe (orally) seasonal changes in ach climatic zone.
3. Explain the relationship between seasonal changes and tourism in the Tropical Zone.
Evaluation:
\

Subject: Drama
Grade: Six
Duration: 1 * 60 mins
Term: Two Unit: One
Unit Title: Drama and Culture
Focus Question: How aware am I of culture?
Attainment Targets: 1. Show insight into and empathy for human cultural differences through
the use of a range of dramatic concepts.
2. Invent and develop convincing roles in a specific situation.
3. Re-act specific key moments in drama.
Skills: listening, singing, analyzing issues, creating, interpreting, appreciating, transferring,
dramatizing.
Materials: Students, songs
Key vocabulary: culture
Objective: Students should be able to
1. Critique the cultural issues in a song.
2. Dramatize the song to bring out cultural issues.
Procedures:
1. Students will listen to a song taught by the teacher.
2. Teacher will sing the song two times and then the students will join in.
3. Teacher elicits from students to see what they remember about culture, then have discussion
and critique on the cultural issues in the song.
4. Teacher will question students to garner information about some of the items used in the song
that depicts culture. Eg. Shells used to make chains, coconut used for brush etc.
5. Students and teacher will have further discussion about all the items used and any additional
item that they know that could be used.
Assessment: Students will
1. Critique the cultural issues in a song.
2. Dramatize the song to bring out cultural issues

Evaluation:
Subject: Physical Education

Grade: Six

Duration: 1 * 60 mins

Term: Two Unit: One

Unit Title: Movement skills, strategies, techniques for track and field activities.

Focus Question: How can I further refine my skills in running, jumping and throwing?

Attainment Target: 1. Extend and apply the techniques and rules for running, jumping and
throwing.

Skills: warming up, cooling down, completing station, jogging.

Material: students, track

Key Vocabulary: flexibility, speed, coordination and components.

Objective: By the end of the lesson students should be able to

1. Do high knee lifts and run in a lane beside a classmate.

Procedures:

1. Students and teacher will perform warm up activities before class.

2. Students will engage in guided and self-motivated fitness exercise before skill training.

3. Teacher will demonstrate high knees lift to students and how to run in a lane.

4. Students will use activities such as jumping ov4. Students will use activities such as jumping
over obstacles, running with knee lifts, butt kicking and running in a lane to sum up what they
have learnt.

5. Students and teacher will do cool down activities.

Assessment: Students will

1. Do high knee lifts and run in a lane beside a classmate.

Evaluation:
Subject: Visual Arts

Grade: Six

Duration: 1 * 60 mins

Term: Two Unit: One

Unit Title: Words, Image and messages.

Focus Question: How can I use letters and words to create visual and verbal expression?

Attainment Target: 1. Learn that computer graphics can be used to enhance preparation and
presentation.

2. Learn the words can be used to create a variety of visuals and verbal image.

Skills: Observing, analyzing and designing, creating and refining and manipulating.

Key Vocabulary: graphics, image, visuals

Materials: lettering samples, paper, pencil, crayons, markers, computer and ruler.

Objectives: Students should be able to

1. Use letter/ word creatively to predict personality

Procedures:

1. Teacher and students will look at some international letter and codes. Eg. , ,

2. Students will observe and discuss display of the lettering styles.

3. Teacher will then demonstrate four quick methods of lettering that produce strong visual
images in various styles.

4. Students will have discussion with teacher about different styles.

Assessment: Students will use letter/ word creatively to predict personality

Evaluation:

Subject: Health and Family Life Education

Grade: Six

Duration: 1 * 60 mins

Theme: Self and Interpersonal Relationships

Topic: Relationship strengthening the bond (myself and others)

Life Skills: Social- Communication, interpersonal

Cognitive-creative thinking

Coping- Self management, self awareness

Content: We are all connected. Everything I do affects other people in my family, community
and country. I must value my family and friends. It is important to tell the persons in my web
how important they are to me. However, there are certain issues that hinder good relationships
among us. They are: culture, values, religion, prejudices and socio-economic status. But I know I
can make it work, you can make it work, and we can make it work! All we need to have is
respect, trust, empathy, good communication because they are essential to a good family
relationship.

Strategy: role play, discussion, song

Materials: students, song No man is an Island

Objectives: By the end of the lesson students should be able to

1. Define biological family and school family.

2. Tell at least two ways in which persons are related and identify the connection between
themselves and members of their family.

3. Demonstrate healthy family relationships

Procedures:
1. A group of students will do a role play depicting ways in which family members socialize with
each other (both negatively and positively).

2. Teacher will stimulate discussion about the role play and students will suggest things the
family can do to have a healthy relationship.

3. Teacher and students will sing the song No man is an island followed by a discussion that
we all need other persons help, support, love, suggestion etc.

4. In groups, students will suggest activities that their families do to ensure that they stay close
together.

5. Students will say the poem that is written in the content.

Assessment: Students will

1. Define biological family and school family.

2. Tell at least two ways in which persons are related and identify the connection between
themselves and members of their family.

3. Demonstrate healthy family relationships

Evaluation:

Subject: Religious Education

Grade: Six

Duration: 1 * 60 mins

Unit: One Term: One

Unit Title: Religious practices connected with important stages in life.

Focus Question: What are some of the beliefs and practices connected with infancy in the
different religious groups?

Skills: Gathering and sharing information

Materials: pictures, students, Religious Education text for grade six

Vocabulary: circumcision, naming ceremony, Infant Baptism, Baby Dedication, infancy

Content Summary: Infancy is the early stage of growth or development. It is the stage of being,
wherein a person has not yet reached the age of legal maturity. Infancy is considered, the period
from the moment of birth to about two years old. At this stage the child begins to use words to
make sentences. Infants are loved and cared for by their parents, family members, relatives and
friends. They learn to adopt to their environment easily. Therefore, they should grow up in a safe
and healthy environment as best as possible. In the four major world religions, infants are seen as
a wonderful gift from God. Some infants are given names at birth, while others are given names
at a naming ceremony. The four major religions are governed by some fundamental beliefs and
practices concerning infancy. Three of these practices are circumcision, naming ceremony and
infant baptism or baby dedication.

Objective: After discussion students should be able to

1. Explain in two sentence what infancy is.

2. List the fundamental beliefs and practices concerning infancy.

Procedures:

1. Teacher will introduce lesson by giving each group a passage to read about Infancy.

2. Teacher will stimulate discussion about what was read in the passage.

3. Students will share with classmates what they understood from what they read. Teacher will
ask students questions to enhance discussion.

Assessment: Students will

1. Explain in two sentences what infancy is.

2. List the fundamental beliefs and practices concerning infancy.

Evaluation: