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Concept of Cardinal Points  North, South, East and West Discuss finding one s way in strange, bushy areas. Have class sit down with right side to direction of rising sun. Introduce large sheet of paper with intersecting lines on floor. Tell them they will find out. Give name east to side of rising sun  label east on intersecting lines. Give other direction names  north, south and west explain and have children position names on diagram. Have children remove labels and practice replacing while repeating  The top is north, the bottom is south, the right is east and the left is west. Introduce a compass  discuss use  show face and explain directions  label blank diagram, have children perform the activity of removing and replacing labels and repeating  The top is north, etc. Use songs and games to give practice in identifying direction. Labeling individual diagrams Naming directions pointed out Playing games in which direction must be followed. 2. Mapping the classroom Label walls with directions north, south, east, west. Use large sheet of paper (news print) to represent classroom and different shapes of colored Bristol board to represent furniture and children  discuss positions  have children position shapes on sheet representing classroom with teacher s help. Glue onto sheet when satisfied  Individuals can help each other to glue on shapes representing their desks. (Use initials or names depending on size) Give: 1 Activities which include instructions to interpret directions and check responses. 2). Games which involve physical and mental responses. 3. Using cardinal points with respect to the position of the sun Practice identifying directions through games, songs, response to commands/instructions using classroom, playing field or diagrams. Practice sessions which involve play activities based on the cardinal points 4. Location of my community within the country of Belize once called British Honduras when it was ruled by Great Britain Find Belize on Globe  show flat map of Belize  Find community in which school is located  discuss area  identify any features present  discuss location of one from the other. Have children make oral sentences about the community and the location of different features. E.g. The sea is to the East. Blank map exercises to identify/insert location of community and features learned. Oral exercises which will involve the use of information assimilated 1.1 Recognize the globe as a model of the earth showing its contents of land and water and the lines which man has placed to help him locate places. 1.2 Recall the shape of the earth. 1.3 Apply the basic concept of cardinal points (north, south, east, west) to the classroom and playground. 1.4 Recognize the location of the community in which the school is located (in north, south, east, or west of the country). Practice to identify the location of features within the community based on the known positions of the sun in the morning and evening. Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 1. Shape and composition of the earth (land and water; imaginary lines on map representing earth) Introduce globe and discuss shape  examine globe  draw attention to top and bottom to reveal somewhat flattened areas (accept that it is round but flattened at top and bottom). Introduce sphere as name of shape. Discuss colors and shapes as outlined on globe  inform that it represents the earth  question to arrive at land and water, assist where necessary) draw attention to something else on globe and have children identify lines if not given. Discuss function of lines. Conclusion The globe represents the earth which is made up of land and water. The lines help people to find places. Question and answer sessions through games e.g. finishing game. Attaching labels to identify land and water Theme: Weather 1. Daily weather (weather chart) Pictures/drawings illustrating weather conditions  background chart with pockets for holding flash cards  flashcards showing days of the week and weather conditions. Discuss daily weather, have class select appropriate pictures and cards to illustrate conditions. Record temperature and any other relevant information decided upon. Discuss effects. Arrange weather illustrations for the day. Have individuals set up chart without teacher s guidance. Commend effort  discuss  let them make changes if necessary Theme: Rotation 1. Discuss daily movement of the earth  causing day and night. Discuss position of sun in the morning and late evening. Ask why the change, listen to answers, make comments and then suggest finding out. Introduce a top and let class observe what happens as it spins. Vocabulary  spin  turns very quickly. Introduce the globe in a large box or dark corner and flashlight to represent the sun. Either insert light through a hole in the box or hold light in box if large enough. Have children spin globe while teacher spots light for them to observe what happens. Discuss (Make sure they spin from west to east) Through discussion lead class to see that the earth spins always from the west to the east. Because the earth is round, the sun s light can only shine on half of the world at a time. The part that is turned towards the sun has day while that turned away has night. The sunlight spreads from east to west while the earth turns from west to east, that is why the sun rises in the east and sets in the west - because the west turns toward the east before it disappears away from the sunny side. Using the globe and a flashlight, guide children to set up and carry out demonstration to show that: a). the light spreads from east to west as the earth turns from west to east; b). because of (i) the sun rises in the east and sets in the west; (ii) the west turns towards the east before it disappears away from the sunny side. 2.1 Investigating daily weather and constructing a weather chart 2.2 Interpreting and selecting appropriate flashcards 3.1 Recognize and trace the lines which run from north to south and east to west on the globe and identify their function. 4.1 Observe and describe the effect of the daily movement of the earth and the behaviour of the sun as earth turns from west to east 5.1 Relate things we use and things we do to produce something new as resources 5.2 Identify some examples of resources including people Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes Theme: Resources 1. Things we use and things we can do. Many things we use are called Resources. Let children name things that we do in order to live (possible answers eat, drink) write on blackboard under heading  Things we do. Ask them to tell how they get the things they eat, what do people have to do? (Work, grow them, rear them, make them). Help children see that everything involves work of some sort - things we do. Then we use things as we work e.g. we use soil and water to grow things (rice, beans, fruits, potatoes) and give animals and people to drink. Who tends the rice and beans as they grow? (Expected answer  farmers, workman, and people). Statement  people use other people to work, to produce things. Anything that people use to produce/make something else is called a resource. We can say that when we use the soil to grow things, or people to make things we are using resources. Let children suggest other examples of resources. Give guidance by suggesting clues e.g. things people grow for sale: plantains, oranges, rice, bananas, etc. Things they need for their plants to grow: water, soil, fertilizer. The jobs people do to produce things (services) manage hotel, cook, teach, tend the sick, sell in shops, manufacture (make) sugar, grind corn etc. These are all services (jobs) done by people using one or more things to make something new  so people are a resource too. Discuss what students state to bring out different kinds of resources. Let children repeat the word resource several times while teacher points to it on the blackboard emphasizing the two syllables re  source. Let children bring whatever relevant pictures they can collect from magazines, newspapers, posters, etc. (Teacher should provide some also) Let class glue them unto a piece of Bristol board or cardboard and copy the name resources for display. Teacher can also print name several times and just give each child to paste onto his or her display. 2. Examples of some resources are  soil, water, plants and food. Second Lesson: In second lesson, review the term  resource and have children give examples of different resources. Teacher can give pictures illustrating resources and their uses for children to identify the resource and in some cases, state what they are being used for. They should also explain whether the picture is showing a resource that is being produced (e.g. peppers being used to make pepper sauce for sale) or a worker e.g. a carpenter building or a man fishing. Teacher should lead children to see what is being asked by the questions directed to them. Group the resources (using pictures) into separate columns so that there will be the list on which to build the next lesson. List under natural and man-made If sufficient clippings can be obtained, let individuals do their own lists otherwise, let children work in groups to form one list for the group showing natural and man-made resources (under headings  Made by God, Made by man). 3. Some things we do are also resources, for example  when goods are produced or when services are performed. Third Lesson: Get children to identify the resources that are made naturally (by God)  use pictures and lists from second lesson (teacher will read the names from the list one by one and let children say whether made by God or by man. Tell them that those that are made by God are called Natural and those made by man (people) are described as man-made, write on blackboard let class repeat. Show scenes of a natural forest region with animals and one with very few trees and no animals; one with a sea area teaming with fish and one without any sign of life. Discuss the pictures; establish through discussion that the trees and the fishes etc. were made by god so they are natural. Ask about uses of the forest and wild animals and the sea and the many sea foods, establish their value to human beings. Examine the other pictures and have children talk about the natural and man-made resources and how they differ. Let children copy the names at the top of their lists (natural resources, man-made resources) Play a game in which children will select pictures in response to request for either natural or man-made resources.. 5.3 Discuss resources which are natural (made by God) and state why they should be protected, and recall examples of places that protect them 5.4 Identify some examples of natural resources 5.4 Understand what are resources, identify examples discuss natural resources, reasons why they should be conserved and some environments that are being protected Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 4. Natural resources  Conservation of the environment  examples of protected areas, Crooked Tree Wild Life Sanctuary, Guanacaste national park, Cockscomb Basin Wildlife Sanctuary. Tell a story of famine in Africa and discuss with class, Ask questions. Ask children to look at all the different resources in the pictures and tell what would happen if they were no longer available to us. Expected answer  we would starve like the people in the story. Tell them that in order to make sure that that does not happen to us, we have laws that guide us in ways to keep our plants and animals from disappearing. Tell them about Belize Audubon Society and other groups that manage different areas so that they can protect them. The areas are called  Protected Areas. Let them repeat name. Show pictures of the different areas  post them up, write name of each and put them under the big heading  Protected Areas Let children know what happens in each and let them practice calling the names. Question children about story and let them give answers to questions  set stage for the follow up part of the lesson. Ask children different questions about how they think we could protect our plants and animals. Show pictures of some problems experienced and discuss. Let children point to the different pictures posted and say what each shows and what is being protected. Let them repeat names and heading several times. 1. Who is a Tourist? What is Tourism? A tourist is anyone who takes a trip from his home area to any other part of his country or any other country for pleasure. Show tape or pictures of Belizeans traveling to Chetumal, Melchor, and the US etc. Tell children that they are all taking a short trip to another town or country (1 day, two days, a week or maybe a month or two). Ask if they have ever heard a name for such people  ask what they would call them. If prompting does not bring out what the teacher wants, tell them they are called tourists. Give reasons why based on content. Write word on blackboard and let them repeat several times. Tell them that the people in the pictures are all taking part in tourism so that is another word they will need to know  write on blackboard and have them repeat. Tourism is the name of the activity. Give oral exercises in which the word Tourist will be used to show understanding. Play acting to bring out the definition of  Tourist . Labeling of pictures. Use of word  Tourism in oral sentences to show understanding. 2. Tourism is the movement of people from where they normally live and work to other places for short periods of time. Continuing the use of tape/pictures, show a variety of tourism related scenes, discuss and lead class to see that: tourism involves movement from the place where people live to some other place. That place could be within the same country (give examples) within the same region (give examples), or to places far away (give examples). Use maps in each case 3. Tourism provides a number of services and activities that tourists need. Again using tapes or pictures show a variety of tourism related services and discuss to bring out the service/s being offered in the Tourism Industry. Write on blackboard and let children repeat the names. NB. Instead of pictures, field trips can be made where practical to study this topic. Teachers could also structure stories through which the three topics could be taught based on teacher s reading and questioning followed by discussion at appropriate points in the reading. Recognition of the different services offered to tourists through visible events in the country as well as through picture interpretation. Use of appropriate vocabulary in making oral sentences. Display information on services in short sentences which some children will be able to read. 6.1 Recognize a tourist as anyone who takes a relatively short trip from his/her home for pleasure and Tourism as the movement of people to places outside of where they normally live, for short periods of time 6.2 Identify some of the services and activities that tourism needs Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 1. My community and its surroundings. Review statements previously made about community through questioning and discussion (Inf 1). Have children record them in journals. Discuss surroundings using the children s first-hand knowledge  highland, lowland, rivers etc.  Record findings, use pictures/drawings to illustrate scenery. Make oral sentences about the community surroundings. Write sentences about surroundings with teacher. Discuss uses of the surroundings, products of the surroundings  features of the surroundings  record for further study. Oral question and answer sessions on (a) where the community is located in Belize; (b) the cardinal points of the community based on the location of the rising and setting sun. Oral description of the community and its surroundings whether land is high or low, whether there are streams/lagoons/ponds. True or false questions on the community and its surroundings. Write short individual sentences about the community and about the surroundings. Identify uses of the community surroundings, products and features. 2. Neighboring communities (Use of cardinal points to identify location/direction of one from the other) Map of Belize. Follow procedure used for previous topic  identify location discuss direction  discuss features  insert on blank map of Belize  record any written information, illustrate wherever possible using pictures and drawings. Insert and identify community on blank maps after identifying on Map of Belize. Answer questions about features. Attach labels of features to large community map. Theme: The earth 1.How it is made up highland, lowland. Waterways covering lowlands. Lines of latitude and longitude. Begin with physical map of Belize (sold by Cubola) identify highlands and lowlands after discussing legend  next identify water bodies again using legend (rivers, lagoons, creeks and Caribbean Sea). Transfer knowledge to map of the world. Identify highland and lowland Features on Map of the World applying interpretation of symbols. Conclusion  The earth is made up of land and water. Some of the lands are high and some are low. The highest lands are called mountains; lands that are not very high are called hills. Rivers, streams, lagoons, lakes, seas, and oceans are all bodies of water.. The lines help us to find places on the map. Identification of features based on legend (colour)  highlands, lowlands, rivers and lagoons. Also label Caribbean Sea. Identification of features named on map of the world. Recall how the earth is made up. Use understanding to attempt simple map reading 1.5 Apply the basic concept of the cardinal points to physical features and neighbouring communities on the map of Belize. 1.6 Identify the cardinal directions of the neighbouring features and communities. 1.7 Recognize the build of land  highland, lowland, water bodies covering lower lands by interpreting legend on map of Belize. 1.8 Apply knowledge of legend to map of the world, including knowledge of general direction. 1.9 Identify lines which run north to south and those which run east to west. Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 1. Weather patterns (daily) to arrive at Belize s two seasons and climate  wet and dry  advantages and disadvantages of wet and dry seasons. Using the information from daily weather chart, have children count number of dry days and wet days and chart when they occur. Discuss to arrive at the conclusion that Belize s weather is either wet or dry and wetness and dryness appear during special months  when something happens for a time only, that time is called a  season , so it can be said that Belize has two seasons  wet and dry. The wet season June to November. The dry season March to May. Advantages and disadvantages of wet and dry seasons  Discuss with class the good and bad things that they like or do not like about each season. Record decisions  teacher helps to tidy up sentences. Discuss cool season also, November to February or March. Making individual statements about Belize s weather and about Belize s climate (two seasons) Identifying from the records kept during the previous year the months that were dry and the months that were wet. If this is not available, obtain the information from the Weather Bureau. Recalling the months that were  hot and wet and those that were  hot and dry . Stating what they like about each season, why, or why not. 1. Day and night caused by the spinning of the earth once every 24 hours (Vocabulary  spin/rotate  rotation) Before lesson time, deal with vocabulary  Illustrate spinning using a top, another word for spin is rotate, the spinning could be called the rotation. Practice pronouncing and writing the word from blackboard. Introduce clock face and discuss time they begin school  show on clock  move hands to 6:00 o clock  and show how many times the hand has to go around for the earth to make a complete turn. Have children count the hours along with teacher to arrive at 24 hours. Discuss situation of earth with respect to the sun to determine time  day or night, morning or evening. Discuss with class what causes day and night. Use their answers to lead them to: Day and night are caused by the spinning (rotation) of the earth every 24 hours. Oral filling in of blanks to show understanding of rotate, spin, rotation and spinning. Oral responses to demonstrate correct pronunciation of words. Using games  night and day  morning and evening give opportunity for children to spin the globe, touch one section and say whether that section is experiencing night or day, morning or evening. 1. Types of Tourist - A domestic tourist is someone who lives in a country and travels to a place within his/her country. A regional tourist is any person who travels to a country other than the one in which he/she lives but is not far away. e.g. Belize to Chetumal. An international tourist is any person who travels to a country far away from his own country, e.g. New York to Belize or England to Belize. Tourist related services: Accommodations  e.g. hotels, guest houses, cabanas. Transportation  e.g. travel by buses, cars, airplanes, cruise ships. Food and drinks  e.g. restaurants, fast-food outlets. Deal with vocabulary a day before lesson domestic  in home country; regional  in the same general area e.g. Central America is a region in which Belize is situated. International - places that are all over the world. Accommodations  hired rooms. Transportation  means of traveling from place to place. Use story-telling with illustrations to introduce the words  discuss story to lead children to an understanding of the terms. Write meanings and display in classroom. Apply the meanings of words learned and use a map of the world to help children to understand the meaning more clearly. A  field trip would offer first hand experience where practical/possible. If field trip is not possible use pictures or tapes. Oral use of vocabulary in sentences. Identification of types of Tourist from pictorial scenes showing their home base and destination. Oral explanation of the meaning of the different types. Identification of tourist related services. Playacting  have individuals select a service he/she represents and relate what the service offers. Matching columns e.g. Accommodation - Guest house Food - drinks Transportation - Bus Discussing field trip experience to identify a. type of tourist; b. types of service observed. 2.3 Investigate Belize s daily weather and discuss to arrive at the conclusion of Belize s weather being wet or dry. 2.4 Form conclusions about good and bad aspects of the two seasons based on their own experiences. 3.2 Recall the function of the lines and identify the direction in which each set runs. 4.2 Apply observation of the spinning globe and the time counted to further understand the cause and time taken in the process of day and night 4.3 Learn two new words: rotate and rotation Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 1. Map Work- relationship between flat map and globe  contents of maps. Present the globe and a flat map for children to examine to find similarities and differences. Similarities  show land bodies, show water bodies, show lines. Differences  The globe shows the lines meeting at the top and bottom (poles) while the flat map shows them not meeting. The globe shows a smaller scale than the flat map (scale  measurement used). The globe shows the shape of the earth while the flat map does not. The globe may not have a legend  a legend tells what the symbols stand for. The main difference between the globe and the flat map is that the globe shows the earth as it really is shaped and the imaginary lines meet at the poles. The world contains the continents: North America, South America, Europe, Asia, Africa, Australia and Antarctica. Label on blank map. The oceans are: Artic Ocean, Atlantic Ocean, Pacific Ocean, Indian Ocean and Antarctic Ocean. A continent is a large mass of land containing several countries. An ocean is a large body of salt water surrounding the land of the globe. A sea is a part of the ocean Identification of similarities and differences. Recognition that the globe represents the shape of the earth and the way the lines are. Recognition of the legend on maps and its function. Use of legend to read simple map Identification of continents, oceans, and seas as a part of an ocean. Work with maps of Belize and World (physical, political and blank). Play  Identity Bingo to give practice in recognition. 2. Map of Belize  map work to locate districts, mountains, lands, rivers and lagoons, towns and villages (recognition). Introduce political map of Belize. Trace outline of respective districts with pointer  pronounce names. Introduce outline maps showing district boundaries  have class insert the names of the districts. Have children identify district by name  apply knowledge of cardinal points to location of districts. Allow opportunities for children to assimilate knowledge through regular practice on outline maps or by responding to questions. Examine legend for symbols signifying  (a). Cities/town; (b). villages. First identify the chief towns. Discuss functions and location. Give practice in identifying location. Repeat the exercise on the villages. Choose a pattern then apply to each district identifying the larger villages first. Have children associate village with some sort of activity to help them remember. Discuss difference between town and village. Introduce physical map  have class examine legend to identify symbols/colors for mountains, hills, lowlands, rivers and lagoons. Discuss each form/feature to arrive at an understanding of what each is. Identify on individual physical map and label. Blank map insertions labelling of district and direction given. Recognition of individual district shape from cutouts (game activity as well as seat work) Map reading through interpretation of legend. Application of the concept of legend by creating their own to explain maps on which they have made insertions. Identifying the difference between: (a). any two population centers e.g. town and small village town and city; (b). any two physical features; (c). any two water features. 1.10 Study the globe and the flat map of the world to identify similarities. 1.11 Use map of Belize to identify the physical features of Belize and the cities, towns and villages by interpreting the legend. 2.5 Use pictures to identify weather patterns and natural vegetation in different temperature zones given on map 2.6 Discuss climatic variations based on temperature and rainfall 2.7 Conclude that weather pattern over the world vary widely very hot and very cold, very wet and very dry Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 1. Description of physical features of Belize Observe physical features on map of Belize and describe in logical order. (These include highlands, lowlands, hills, karst, country, rivers, lagoons and marshlands. See resource guide for more information) Regular practice work would enhance assimilation. Oral map reading based on use of symbols, follow up with individual, practical identification of features on class map, followed by individual responses on individual maps in answer to teacher s questions. 2. Activities in area and surroundings, example agriculture, sources of water In groups, research the activities that are carried out in the areas. Teacher should identify topic areas for individual group selection to ensure equitable distribution of work load. Groups should record findings and report to class using appropriate illustrations. Display in classroom Short trips to examine sites and record findings. Short class reports to share findings. Preparation of illustrated reports for classroom displays. 3. Other sources of water Research any other source of water other than the physical regions reported on e.g. the desalination project for Ambergris Caye, the dams, wells etc. Report, discuss and display. Make available different books containing information on topic. Introduce class to the concept of research. They can read simple articles, ask questions, contact resource people, ask parents to take them to observe etc. Bottom line is they should do the work themselves. Schools within the environment of the sea should use the MBRS project in connection with this topic  work through selected exercises and play specially prepared games. 4. Resources in the area Discuss what the term resource includes. From the discussion have class identify the resources in the area  use pictures, stories, products to help class to identify all the available resources. Depending on the popularity of the area, have class research it through articles, talks, posters, newspaper clippings, resource person/s, observation. Record findings in booklet and report with illustrations wherever possible. Discuss uses, quality, and quantity  impact on the area. Schools away from the sea and mangrove regions will have to make some adjustment. A trip to the nearest suitable area might suffice Produce research reports collated after reading different articles, listening to speakers, etc. Responses (oral/written) to questions on quality, quantity and impact of individual resources on the area. 2.5 Use pictures to identify weather patterns and natural vegetation in different temperature zones given on map 2.6 Discuss climatic variations based on temperature and rainfall 2.7 Conclude that weather pattern over the world vary widely very hot and very cold, very wet and very dry Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 5. Water cycle explained simply Use either a tape illustrating the water cycle or pictures/drawings in series to illustrate the water cycle. Before introducing any of the above, have class discuss experiences with water settled on the ground, the state of the atmosphere before heavy rain (dark clouds). The disappearances of steam while a kettle is boiling, etc. Draw on these background experiences to discuss steps in the water cycle  have class copy their own illustrations in note book. Story writing on the water cycle. Illustrating the cycle through drawings/pictures and attached notes/explanations Application of knowledge of the water cycle responding to related questions. Games which include a medley of topic answers for success. 6. Conservation of Land and Water Introduce word  conserve and have children suggest meaning; if no correct answer is given, have class look it up. Lead class to find the noun (conservation) from the verb conserve. Discuss uses of land and how land can be lost to the uses named. Discuss what could be done to conserve land for individual uses  list on black board. Discuss reasons why the land should be treated properly to prevent loss  record on blackboard. Have class copy in notebooks. Assign creative writing exercise on resources  stories, poems, short skit. Repeat procedure for water. Use of vocabulary in sentences to show understanding. Actions/speech which reflect individual attitude towards conservation Creative writing exercises on different aspects of the topic. Identification of: (a). ways in which water can become polluted; (b). uses of water (std 1 should be guided to see uses outside of home use); (c). ways in which water can be conserved. Impromptu skits on resources. 7. Transportation and communication in the area Introduce the words transportation and communication  ask for meanings  if not given have class refer to their dictionaries. Discuss meanings - ask for examples of each  have class identify what is present in the area. Discuss merits of the different types. Have children play  act. Choose one type of transportation or communication and discuss the impact of the system in the area on development of the area. Exercises which allow for the use of the vocabulary. Oral/written exercises on transportation and communication available in area. Critical assessment of systems in area compared with others. Assessment of the impact of the system of transportation and communication on the area - orally/written. 8. Rocks and soil types in the area (experiment with weight, porosity and texture) Teacher should first acquaint herself/himself with the location of different types of soil in the area. Assign some pairs (2 or 3 depending on class size) to dig soil from each area and examine it to decide on texture, color, porosity, weight. Use the same amount of water to test for porosity with each sample. Have each pair record its findings then let all pairs using the same soil sample get together to compare Testing soil to ascertain type and describing and evaluating test results. Description of characteristics of different types of rocks/soils. Matching of rocks and soil types with descriptions. Creative writing on rocks and soils in their area. Sensitivity to rocks and soil types and their practical uses through gardening discussions and other methods of beautifying the environment. 3.3 Observe that the east  west lines are the same distance apart, while the north  south lines meet at the poles. 3.4 Associate names with lines: North  south are called lines of longitude, east-west are called lines of latitude. 4.4 Use vocabulary acquired and activity observed to define rotation as the spinning of the earth on its axis once every 24 hours causing day and night Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes 9. Natural disasters  hurricanes, floods. Use tape or pictures to illustrate what happens during a flood. Discuss what is likely to happen to people, animals, plants and property during a flood. Discuss how floods come about. Get children to make sentences about floods. If children have experienced this, let them tell of their experiences. Treat hurricanes in the same way using tapes and pictures. Discuss the effects of the most recent hurricane to hit the area or the country. Emphasize the dangers to life and property including transportation and communication problems. Write stories about one of the disasters or draw and label drawings to illustrate story. Use map of the world to show area where hurricanes might be formed and the path they travel to reach Belize. Explain formation and movement simply. Making sentences to show understanding of the causes and nature of floods. Draw individual illustrations to depict some aspect of a hurricane. Make sentences about a hurricane. Weather patterns and climate Use pictures to help children recognize that there are different types of weather patterns and climatic conditions. Use map of the world and associate different climatic scenes with different parts of the world. Location influences temperature. Climatic Conditions range from very hot and wet, very hot and dry to very cold and dry. Use Belize as base to introduce this topic. Discuss Belize s climate which is subtropical (hot but not extremely hot and wet as there is adequate rainfall although there is usually a long, dry season) The hot temperature and sufficient rainfall give rise to thick rain forest (show pictures/tapes in regions away from forest; use primary sources wherever possible) Show scenes from other regions if possible to help children to understand that Belize s climate is not among the hottest. Show location on world map. Do the same with hot  dry deserts and cold desert regions. Discuss location and changing conditions. Do individual drawings to illustrate their notes. Write sentences about the conditions. Label world map to show location of climate type, hot and wet, very hot, very hot and dry, cold, freezing etc. Answering questions to show that they understand that weather and climatic conditions are not the same all over the world. Using pictures to associate different parts of the world with different types of climatic conditions. (matching pictures with regions). Write sentences which express understanding of the fact that climates differ in different locations. 1. Rotation is the spinning of the earth on its axis, once every 24 hours, causing day and night. Building on the vocabulary introduced in infant 2, and after a review of the demonstration on the time taken, assist children to form a response to the question  What is rotation? Give class clues like; another word for rotation, time taken, and result. Teacher should tidy up words to arrive at definition. Rotation is the spinning of the earth once every 24 hours, causing day and Night (record in notebook) Use of word  rotation orally and in written assignment. Understanding of the word in given instruction Recall and explanation of definition. 5.6 Recognize different human skills as resources and identify Some 5.7 Study the functions of selected protected areas through pictures-recall names and functions 6.3 Discuss scenarios and identify different reasons why tourists travel- learn about other cultures recreation, sporting, ad venture, shopping, vacation, experience, better climatic Conditions Content Standard #2 Weather and Climate: Identify some climate types and explain climate related information. Describe how latitudinal location, landmass location, elevation, position of mountain ranges and the prevailing wind system combine to influence climatic conditions. Describe Conditions Content Standard # 3 Latitude and Longitude Demonstrate knowledge of the identity and functions of the parallel lines of latitude, the meridian lines of longitude and the relationship between latitudinal range and climate and among longitudinal range, time and climate. Interpret location and solve location problems using grid references. Themes: The Earth, Weather, Rotation Content Standard #4 Rotation Define, describe and illustrate rotation and revolution and explain their effect on the earth. Explain the theory of Tectonic Plate Movement and identify examples of world regions where the meeting of plates has created changes in the build of surrounding environment and or either earthquake or volcanic movement Content Standard #5 Resources Recognize useful things and actions as resources. Identify and classify resources in their natural regions, assess their role in the social, economic and political development of the country and explain conservation and preservation efforts. Identify and describe trade arrangement in dealing with resources. THEME: Resources, Examples of resources Content Standard #6 Tourism Demonstrate knowledge of tourism as an industry. Identify and locate the various resources that Belize has to offer to enhance the industry. Explain the impact (including negative) of tourism on the environment and people of Belize. (social, economical, political, aesthetic/environmental) THEMES: Resources, Tourism Content Standard #1 The Earth A. Develop a mental picture of the distribution of landmasses and water bodies. Recall earth s shape, internal composition and external build and demonstrate understanding of their influence on specific changes. Identify and explain its land and water and the living things which inhabit them. and Landforms and Location B. The acquisition and application of knowledge and skills to: visualize, explore and describe regions, interpret geographic data, make predictions and generally solve problems specific to land forms and location. Content Standard #2 Weather and Climate: Identify some climate types and explain climate related information. Describe how latitudinal location, landmass location, elevation, position of mountain ranges and the prevailing wind system combine to influence climatic conditions. Describe conditions THEMES: Landforms and Location, The Earth Content Standard # 3 Latitude and Longitude Demonstrate knowledge of the identity and functions of the parallel lines of latitude, the meridian lines of longitude and the relationship between latitudinal range and climate and among longitudinal range, time and climate. Interpret location and solve location problems using grid references. Content Standard #4 Rotation Define, describe and illustrate rotation and revolution and explain their effect on the earth. Explain the theory of Tectonic Plate Movement and identify examples of world regions where the meeting of plates has created changes in the build of surrounding environment and or either earthquake or volcanic movement. THEME: Weather and Climate, Rotation Content Standard #1 The Earth A. Develop a mental picture of the distribution of landmasses and water bodies. Recall earth s shape, internal composition and external build and demonstrate understanding of their influence on specific changes. Identify and explain its land and water and the living things which inhabit them. and Landforms and Location B. The acquisition and application of knowledge and skills to: visualize, explore and describe regions, interpret geographic data, make predictions and generally solve problems specific to land forms and location. THEME: Landforms and Location Content Standard #2 Weather and Climate: Identify some climate types and explain climate related information. Describe how latitudinal location, landmass location, elevation, position of mountain ranges and the prevailing wind system combine to influence climatic conditions. Describe conditions THEME: The Earth Content Standard # 3 Latitude and Longitude Demonstrate knowledge of the identity and functions of the parallel lines of latitude, the meridian lines of longitude and the relationship between latitudinal range and climate and among longitudinal range, time and climate. Interpret location and solve location problems using grid references. Content Standard #4 Rotation Define, describe and illustrate rotation and revolution and explain their effect on the earth. Explain the theory of Tectonic Plate Movement and identify examples of world regions where the meeting of plates has created changes in the build of surrounding environment and or either earthquake or volcanic movement. THEME: Resources Content Standard #5 Resources Recognize useful things and actions as resources. Identify and classify resources in their natural regions, assess their role in the social, economic and political development of the country and explain conservation and preservation efforts. Identify and describe trade arrangement in dealing with resources. Content Standard #6 Tourism Demonstrate knowledge of tourism as an industry. Identify and locate the various resources that Belize has to offer to enhance the industry. Explain the impact (including negative) of tourism on the environment and people of Belize. (social, economical, political, aesthetic/environmental) THEME: Resources, Weather, Rotation # # Content Standard # 1 The Earth A. Develop a mental picture of the distribution of landmasses and water bodies. Recall earth s shape, internal composition and external build and demonstrate understanding of their influence on specific changes. Identify and explain its land and water and the living things which inhabit them. and Landforms and Location B. The acquisition and application of knowledge and skills to: visualize, explore and describe regions, interpret geographic data, make predictions and generally solve problems specific to land forms and location. THEME: Landforms and Location WORLD - INFANT 1 WORLD INFANT 11 WORLD STANDARD 1 Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes Theme: Myself and My family Content 1. My name, age and sex 1. Discuss and identify likes and dislikes of food, clothing, things to do, places to go etc. 2. Identify their names, ages and sexes. 3. Discuss  What makes me feel good or bad etc. 4. Discuss more personal data: e.g. age and sex. 1. Group children according to their first names. Using powder paint let them put their handprints on shop paper and teacher puts their first name letter underneath. Individuals will do the same on smaller sheets. Hang these on the wall so that individual children will distinguish their own handprint from among others. 2.My height and weight 1. Make height chart on the wall and have children measure each other (under supervision) and use a body scale to weigh themselves 1. Use height and weight measurements let; children recognize each figure (number) involved. 2. Display and share similarities and differences. Use these to make sentences (orally by children), teacher writes their sentences. 3. My family 1. Discuss the meaning of  Family . Whole class discussion on members of the family, and the importance of families and their roles. 2. Explain God s love for us and our families& & the air we breathe in, the sunshine, the rain, etc. our health are all from God and his love. 3. Discuss our love for ourselves and our families and God. 1. Allow children to name the members of their family (living in the same house with them). 2. Identify what roles different family members play, including themselves. 3. Sing choruses which reinforce love of family e.g. It s love that makes the world go round, etc My family and My home Content Myself as part of the family 1. Whole class discussion on the importance of each person in the family. 2. Discuss and decide what makes the home important. 3. Talk about the part of the home that they love the best 4. Talk about the people in the home they love the best. 1. Recognize themselves as part of the family by drawing the family and distinguishing themselves in the picture Myself as part of the class 1. Discuss the importance of being a part of the class. 2. Explain the notion of the class being the family at school 1. Recognize themselves as an important part of the class 2. Show (by behavior and actions) that they love being a part of the class Myself as a part of my neighbourhood 1. Discuss the meaning of the words neighbour and neighbourhood. 2. Whole class discussion on the importance of being a part of my neighbourhood. 3. Decisions on what they can do to be accepted as part of their neighbourhood. 4. Discuss their neighbourhood at school 1. Show neighbourliness to one another in class and to other children in the school 2. Draw pictures of their neighbourhood 3. Show the position of their house in the neighbourhood 4. Describe how they show their families, neighbours and God that they love them. 1.1 Tell their personal data: name, age, sex, height 1.2 Explain the importance of their family to them 1.3 Identify themselves as part of the family, the class and their neighbourhood 1.4 Appreciate that rules at home help us to be safe, to have good manners and so be respectful 1.5 Tell about themselves and their home and family and the rules which govern their homes Content Standard #1 Recall elements of self and family identity, and identify the interdependency, rules and values that hold family members together as a family THEME: Myself and My family, My Family and My home Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes Rules Content Rules at home help us to be safe 1. Discuss the importance of rules in the home, at school, in the classroom, in the community. 2. Discuss and conclude that in the community/nation, rules are called laws. 1. Act out (role play) a child who a). Obeys rules/laws; b). disobeys rules or laws 2. Show how obeying rules/laws helps us to be safe; or how disobeying rules/laws makes us unsafe 3. Rules at home help us to be respectful 1. Discuss the meaning of the words  respect and  respectful. 2. Give examples (orally) of attitudes which show respect to others and for self 1. Show respect to teachers, classmates and other students. 2. Dramatize how rules/laws help us to be safe, to have good manners, to be respectful. 3. Compile booklets with drawings and/or pictures to: 1). Represent each person in the family and their roles in the family. 2). Their neighbourhood and neighbours activities depicting obeying rules/disobeying rules/laws. 1.4 Appreciate that rules at home help us to be safe, to have good manners and so be respectful 1.5 Tell about themselves and their home and family and the rules which govern their homes Content Standard #1 Recall elements of self and family identity, and identify the interdependency, rules and values that hold family members together as a family THEME: Rules Content organized into Manageable Sets Suggested Teaching Learning Strategies Suggested Strategies/Activities for Assessment Learning Outcomes Theme: Myself and My family Content My personal growth 1. Whole class discussion on clothes and shoes which they have outgrown 2. Compare height and weight of children 3. Explain that each person grows at his or her own pace 1. Check sizes of shoes worn currently and compare to the pair) worn last year. 2. Make a height chart on the wall and have children measure each other and record their findings (with supervision) 3. Use a body scale to get children s weight. Let them record their findings My personal data 1. Whole class discussion on the importance of personal data, e.g. date of birth, address, telephone/cell number(s), school address and name of school 2. Compile a chart on children s personal data 1. (i) Children will require from parents and get them (parents) to send birth dates, addresses and telephone/cell number(s) to school. (ii) Children compile this information in booklet (with teacher s help). Family members 1. Discuss parents names, grandparents names, aunts, uncles and cousins names. 2. Discuss in detail the meaning of the word  family 1. Continue in booklet showing members of the nuclear and extended families. 2. Children will give (explaining in their own words) the meaning of the word family Responsibilities of family members 1. Whole class discussion on the roles and responsibilities of family members 1. Continue in booklets showing the nuclear family and the roles and responsibility of each member. 2. Role play on fa