DIPLOMA IN EDUCATION PROGRAMME

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

Subject Social Studies

LESSON PLAN
TEACHER: Sati S. Sahadeo-Bhola
SCHOOL: Saraswati Girls Hindu College
DATE: 26/2/2021 (but due to guidance lectures it was done on 10/3/2021
FORM: 4 No. in class: 28 TIME: 35 mins
Planning for the lesson
UNIT: Government

TOPIC: Types of Government

CONCEPT: (see concept map attached to the end of the lesson plan)

CURRICULUM INTEGRATION AREAS

English Language Arts oral communication, written expression

H.F.L.E. (Valuing the opinions of others; Working cooperatively together to achieve goals)

P.O.B role of government

PLANNING STRATEGIES FOR:

Inclusiveness: PowerPoint with large fonts for those who have visual issues
Literacy improvement: Development of oral communication. Contains teaching of specific

jargons and the use of jargons in the class exercise.

Technology Integration: Use of videos to stimulate discussions and explanations. To further

evaluate student learning and discussion through short videos, assess students on word search,

padlet and google forms.

PRE-KNOWLEDGE

- Students understand the government assist in the running of the country from news and media

reporting.

- Students would have done elections and the electoral process in lower forms.

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

Objectives of the lesson Classification of objectives Domain

1.Differentiate among the different types Analyzing Cognitive

of government
2. Explain characteristics of a democracy Understanding Cognitive

3. Appreciate the importance of Valuing Affective

democracy to a country

SET INDUCTION: 1 to 1.5 minutes

Perpetual Set – Teacher will be enthusiastic and welcoming. Students watch a YouTube video
(https://youtu.be/Q6OEqJ6Dqwc) and the teacher asks who can tell me what a government is?

SECTION 1- Time allotted: 13 mins

Differentiate among the types of government: democratic, dictatorship, autocratic, oligarchy.

METHOD
Teaching Strategy Student Activity Resources
 Direct Questioning Students will, brainstorm and
Teacher will ask the following questions make notes on worksheet - Laptop
from the you tube video Students will respond when called - Internet
Who can tell me the type of governments upon to screen share responses - Teacher
shown in the video? from their worksheet made
Imagine you are living with a dictator as Students will give their views on notes/video
leader how would you feel? the form of the government they - Worksheets
Do you think you can get a job or move up prefer and why - Google
the social strata freely under a system of slides
oligarchy? - Google meet
Which form of government you would
prefer?

SECTIONAL REVIEW and feedback: Time allotted: 2.5 mins

Word search https://thewordsearch.com/puzzle/2094799/government/

SECTION 2- Time allotted: 12 mins

Explain democracy

METHOD

Teaching strategy Student Activity Resources

Scenario Students will analyze and Worksheets

Teacher will show students a video clip answer the questions based on Padlet

https://youtu.be/8Eu6G5YrBt4 the video https://padlet.com/sat

The teacher continues with the video and stop at Participate in the discussions isahadeobhola/e9k7u

various interval to probe further discussions. Complete the worksheet 3sngkizbuoi

What are the benefits you enjoy in a

democracy? REVIEW and feedback: Time allotted: 3mins

SECTIONAL
Online quiz
CLOSURE/FINAL EVALUATION – Time allotted: 3 mins

FOLLOW-UP ACTIVITIES/LESSON:

Types of government systems used in the Commonwealth Caribbean

TUTOR’S COMMENTS

Concept map

Table of Specification
Instructional Type and Level Strategy Formative/ Mark Allocated

Objectives of Domain Summative

Assessment

1.Differentiate Cognitive Domain Selective Summative 4 marks

among the
(Analysing) Response: Assessment
different types of
Short answer
government
response

2. Explain Cognitive Domain Selective Summative 4 marks

characteristics of
(Understanding) Response: Assessment
a democracy
Short answer
response

3. Appreciate the Affective Domain Oral response Formative N/A

importance of through
(Valuing) Assessment
democracy to a questioning
Group
country
presentation
 DIPLOMA IN EDUCATION PROGRAMME
SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

Subject Social Studies

LESSON PLAN

TEACHER: Sati S. Sahadeo-Bhola

SCHOOL: Saraswati Girls Hindu College

DATE: 24/2/2021 (but due to guidance lectures it was done on 8/3/2021

FORM: 4 No. in class: 28 TIME: 35 mins

Planning for the lesson

UNIT: School Based Assessment

TOPIC: Method of Investigation

CONCEPT: (see concept map attached to the end of the lesson plan)

CURRICULUM INTEGRATION AREAS

English Language Arts oral communication, written expression

H.F.L.E. (Valuing the opinions of others; Working cooperatively together to achieve goals)

P.O.B ethical issues, contracts and consequences

PLANNING STRATEGIES FOR:

Inclusiveness: PowerPoint with large fonts for those who have visual issues and voice recording
for the auditory listener.

Literacy improvement: Development of oral communication. Contains teaching of specific

jargons and the use of jargons in the class exercise.

Technology Integration: Use of a teacher made biteable.com video as set induction. Use

Power-Point explanation to create the video via zoom to evaluate student learning and discussion

through pictures, assess students on google forms.

 INSTRUCTIONAL STRATEGIES TO BE USED AND THEIR RATIONALE:

 Direct instruction has its roots in behaviourism. It is a teacher-directed teaching method

where the teacher presents the information online or in front the class. Explicit, guided

instructions is given to the students by the teacher. The teacher also give cues and prompts to

stimulate discussions (Ertmer and Newby, 2013). Effective questioning and case study

analysis will be used to relate real life experiences where students will be able to critically

think and participate in the discussion that follows.

 Questioning allows teachers to understand what the learners know, identify gaps in their

knowledge and understanding. The teacher can scaffold the students’ development by

bridging the gap of what they currently know and their learning goals entails Hall (2019).

PRE-KNOWLEDGE

- Students have seen investigators at work in movies or would have been in the presence of

research being done.

- Students would have done various research projects within their form level for previous

assessments.

Students have finished Task 1 and 2 of their SBA and have a working understanding of what is

required.

OBJECTIVES:
At the end of this lesson, students will be able to:
 Objectives of the lesson Classification of objectives Domain

1. Identify the method of investigation for Knowledge Cognitive

their SBA
2. Explain their use of the method chosen Analysing Cognitive

3. Be convinced of the value of the Valuing Affective

method of investigation in gathering data

SET INDUCTION: 1 to 1.5 minutes https://youtu.be/WqNYJeC9Sfg

Perpetual Set – Teacher will be enthusiastic and welcoming. Students watch the video and the
teacher asks Investigation can be carried out in three (3) ways who can tell me how:
questionnaires, interviews, observations or a combination of both

SECTION 1- Time allotted: 5 mins

Investigation assists in gathering information on a problem.
Investigation provides “real-life” data

METHOD

Teaching Strategy Student Activity Resources

Direct Questioning Students will look at video,
Teacher will ask the following brainstorm and make notes on - Laptop
questions from the teacher made worksheet - Internet
video: Students will respond when - Teacher made
What provides you with “real called notes/video
life” data? - Worksheets
How can you obtain this data or - Google slides
information? - Google chat/meet

SECTIONAL REVIEW and feedback: Time allotted: 2 mins

Students will be called upon to share responses from their worksheet

SECTION 2- Time allotted: 15 mins

Advantages and disadvantages of each method

Teaching Strategy Student Activity Resources

Case Study Analysis Students will read, analyze and - Laptop

Teacher will give students three (3) case answer the questions based on - Internet

studies to work in groups? the case studies - Teacher made

The teacher continues with the video as she Participate in the discussions notes/video

pause at various intervals to explain the - Worksheets

advantages and disadvantages of each

methods of investigation

SECTIONAL REVIEW and feedback: Time allotted: 2mins

Students will be called upon to share responses from worksheet

CLOSURE/FINAL EVALUATION – Time allotted: 3 mins

Based on the information found in the case studies above:
1) Identify a method of investigation you will use for your research; and JUSTIFY your reasons
for choosing that method
2) Why do you think it is important to use methods to get information?
FOLLOW-UP ACTIVITIES/LESSON:

Creating the Data Collection Instrument

TUTOR’S COMMENTS
Concept map for School Based Assessment (SBA)
 Task 1: Statement of The
Problem

Task 2: Reason For Selecting

the Area of Research

Task 3: Method of
Investigation

Task 4: Instrument used to

Collect Data

Task 5: Procedures for Data

Collection

Task 6: Presentation of Data

Task 7: Analysis and

Interpretation of Data

Task 8: Statements of
Findings

Task 9: Recommendations
and Implementation Strategy

Appendix 1 Data Sheet

TABLE OF SPECIFICATION

Objective Teacher made Test

Identify a method of Identify a method you will use in your SBA; and JUSTIFY your reasons for
investigation for their choosing that method
SBA (Knowledge,
Cognitive) (1 mark)

Justify their use of method

(Analysis, Cognitive)

Be convinced of the Why do you think it is important to use methods to get information?
value of the method of
investigation in gathering
data (Valuing, Affective)