Week Starting March 29, 2021

Subject: Social Studies

Theme: The physical Environment and its Impact on Human Activities
Focus Question: How do I locate things on the map and what are the main physical
features of Jamaica?
Topic: The Physical Environment

Duration: 60 Minutes
Attainment Targets:
 Understand the processes and forces that have influenced the physical and
build environment.

Specific Objectives: At the end of the lesson students should be able to:
 List at least 3 ways that weather impact the environment.
 Students will be able to explain relationships between weather events and
corresponding effects.

What are the effects of weather events? In this integrated social Studies and language
arts lesson, students will explore causes and multiple effect in the context of learning
about various weather events and natural disasters

Engage

Invite students to describe a detail related to a weather event that happens in their
region. Ask them to identify the effects. (Ex: When it rains, students need to wear
raincoats or bring an umbrella. People need to drive slower because it's harder to see
through the windshield.) Tell the students that sometimes there is not just one effect
from a single cause. Tell the students that they will be reading and finding multiple
effects that come from a single cause.
Pre-teach the terms "cause," "effect," and "weather" and provide an everyday example
before applying the terms "cause" and "effect" to weather.

Explore

Briefly review the terms cause and effect, reminding students that a cause is the
reason something happens and the effect is the outcome or what happens as a result of
the cause. Explain that sometimes there is not only one effect for a particular cause.
There can be multiple effects. Tell the students that certain weather events can cause
four main effects: effects on people, effects on future weather, effects on land, and
effects on property. Using the Lightning Excerpt (or another text of choice),
demonstrate the process of creating a flowchart that represents the ideas of the effects
of lightning.
Expand
Provide a familiar, everyday cause that has multiple effects. Teacher will have a
discussion with the students on causes and effect of some of the destruction that they
have identified during the introduction of the lesson.

Explain
https://www.youtube.com/watch?v=udRNUBHbE0o
Students will watch the video from the link above and they will give the cause
and effects of flooding

Evaluate
Provide a few sentence starters Students can use in their quick write. For example:
"My weather event is ____."
"The cause of the event is ____."
"One effect is ____." "Another effect is ____."

They will complete this for 2 weather conditions

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Week Starting March 29, 2021
Subject: Social Studies
Theme: The physical Environment and its Impact on Human Activities
Focus Question: How do I locate things on the map and what are the main physical
features of Jamaica?
Topic: The Physical Environment

Duration: 60 Minutes
Attainment Targets:
 Understand the processes and forces that have influenced the physical and
build environment.

Specific Objectives: At the end of the lesson students should be able to:
 Tell about how the sun affects humans and the environment
 Give at least two example of how the sun has has affected them.

Engage
https://www.youtube.com/watch?v=sk4vSOtmWBA
Students will watch the video above and then join in the discussion on how
people react to the effects of the sun

Explore
Students will be asked to tell what they know of the sun and will recount what they
did during a very sunny day. During this discussion, the teacher will write the
responses of the students. They will be asked why did they choose to do what
theydid? Students will be asked to tell what they think would happen if they didn’t do
what they did.

Expand/Explain
Students will be asked to tell what long term actions do people make to protect them
from the rays of the sun. The teacher will guide the discussion so that the students
would have understood that people have decided to design their houses so that it is
cooler and they buy clothes that are appropriate for the temperature of the region they
live.
Evaluate
Students will tell by writing a story or by drawing a picture showing the steps that
they must take as the to protect themselves from the high temperature of he sun.