Mathematics

Time/Duration: 1 hour 15 minutes each session

Learning Outcomes:

MA 3.32 Add and subtract positive and negative numbers to solve mental and real- world
problems.

Topics:
Adding a positive number with a negative number to solve real – life problems
Subtracting a positive number to a negative number to solve real – life problems

Spiritual Emphasis:
In math we learn to subtract and add negative and positive numbers. We must also learn that
in life, especially our Spiritual life, we must learn to keep what is good, positive, and walk
away from what is bad, negative.

Content:
References:
Path to Math Success
Heath Mathematics
McGraw-Hill Mathematics

Material:
Worksheets
Charts
Typing sheets
Markers, erasers, Bristol board strips
Materials for outdoors activities: cones, whistle, sticks,
Knowledge Skills:
Adding integers
Subtracting integers
Mental math
Use number lines where possible

Attitudes:
Value the knowledge provided for the concept of integers to help with making connections
with real life situations

Demonstrate a willingness to participate in learning activities within and outside of the

classroom setting

Assessments:
Group work

Creating a game that can be used and played to reinforce the concept of Adding and/or
integers

Extended Activity:
Use the internet to learn more about adding and subtracting integers

Teacher/Learning strategies

Day 1
Objectives:
Students will be able to:
- Review the concept of adding positive integers to negative integers
- Add 8 negative and positive integers using counters created for the purpose

Introduction:
Use a T-chart with examples and non-examples so that the students can observe both
examples and non-examples of integers
- Review and allow the students to discuss the use of integers in real life situations
Development
Creating counters using yellow and red color sheets
- Students use scissors to cut out a set of 25 counters for each.

With the counters, the students will then proceed to practice using the counters to add
negative integers to positive ones.
- Allow for ample practice with one-digit numbers

Working in pairs
- In pairs, they will join their counters and will proceed to add larger values, values in
the 10s
- Assist students as they observe how the addition with the tiles or counters is done.
- Provide ample practice for the students.

Engagement
- Students can work in larger groups, of up to 3 to add larger values.
- Provide practice and assistance to the groups.

Final activity
- Each group will be provided a set of 8 number problems to add
- Students will use the counters to add the integers to find their sum.

Conclusion
Allow for students to share what they learned and where they may need assistance.
If students can be requested to get 1 yellow color sheet and 1 red color sheet and make more
counters for themselves, this will help them to have their own sets when they work on their
own.

Day 2
Objectives:
Students will be able to:
- Add 8 integer number problems using integer tiles
- Work in groups to assist each other in adding integers using counters.

Introduction:
Where possible, place an addition of two integers under the chairs of half the class.
Place the sums of those additions under the chairs of the other half.
- The additions will be small values such as -3 + 4 = 1
- Students will be instructed about the problem and the first ones to get together with
the correct sum are rewarded.

Development
Working in groups ROUND ROBIN type game
Groups will be formed
Each group will sit together
Each group will be given 3 problems which they must find the sum

- Integers in the 10s place value

- Each group will use the counters to solve for the sum
 - After a couple of minutes, they will rotate to another section where they will solve for
the answers in that sections
- This they will do until all groups have been in all sections formed.

Once completed, each group will be given the opportunity to share their experience with the
activity.

Individual work
- Provide each child with their 8 sets of integers to add
- Students will be allowed to use their counters to solve for the answers

Conclusion
Hand over the completed activity

Day 3
Objectives:
Students will be able to:
- Use counters to demonstrate knowledge of how to subtract integers
- Use counters to subtract 8 different integers

Introduction:
Students will get to observe video from YouTube demonstrating how to subtract integers
using counters
- Students can use their counters to follow along with the video

Development
Practice
- Use the counters to practice subtraction of integers
- Allow the students to work in groups of 3
- Each group will be provided with their set of integers to subtract
o This can also be done differently, provide only 1 problem and share the
instructions, going from group to group, observing and assisting, using the
counters to demonstrate how the subtraction is done.
o The teacher can also call one member of each group to come together, that
member is then shown how to do the subtraction then he/she returns to the
group to demonstrate to the others how to do the subtraction
o That person is then rotated so that each child gets to at least teach the others
once.
- Allow the students to ask questions and to assist each other as they solve for the
difference for each integer subtracted.

Conclusion
In their groups, provide them with 8 integer problems to find the difference.
Day 4
Objectives:
Students will be able to:
- Use counters to subtract 8 different integers
- Using the adding and subtracting integer skills, they will be able to solve an integer
maze

Introduction:
Similar to the day before, place a subtraction of integers under the students’ chairs
- Students solve for the answer for their number problem.
- Provide assistance to the students who may need the assistance.
Development
Working in groups ROUND ROBIN game
- Each group works with 3 sets of subtraction of integers
- Each group is given a certain amount of time to complete the problems before moving
on the next set.
- This will be carried out until all the groups have completed all the subtraction

Students share the answers collected on the way.

Integer maze

Provide a copy for each child to complete the activity

Conclusion
Students return the completed maze at the end of the session.
 Science

Time/Duration: 90 minutes each session

Learning Outcomes:
SC 3.17 Differentiate between and list the components of a Terrestrial and an Aquatic
ecosystem such as the Barrier reef and Tropical rain forest.

Topics:
What is a terrestrial ecosystem
What is an aquatic ecosystem
Differences between both terrestrial and aquatic ecosystems
Examples for terrestrial and aquatic ecosystems

Spiritual Emphasis:
All living and non-living things were created by God and they each serve a purpose.

Content:

What is a Terrestrial Ecosystem?

The type of ecosystems which are predominantly found on land are called the terrestrial
ecosystems.

types Of Terrestrial Ecosystems

There are different types of terrestrial ecosystems, which are widely distributed around the
geological zones. They include:

Forest 

These types of ecosystems include both temperate deciduous forest, plantation forests and
tropical rain forests. They serve as a natural habitat for a vast range of living species and also
comprise the highest species diversity. 

Grasslands

Grasslands are the most dominant type of vegetation and these types of environments occur
naturally in several parts of the world. These types of terrestrial ecosystems serve as a home for
a wide diversity of animal species, such as elephants, giraffes, hyenas, jackrabbits, lions, rhinos,
warthogs and zebras. Other types of grasslands include|:

1. Tropical Grasslands
2. Temperate Grasslands

Tundra 

Tundra denotes polar regions, which are characterized by harsh environmental conditions similar
to deserts and is usually windswept, snow-covered and treeless. Compared to deserts, this type
of ecosystem is completely filled with frozen soil throughout the year and in summer, the snow
melts and shallow ponds are produced. This gives rise to lichens and a few plants with small and
colorful flowers.

The Desert is a barren region of the landscape, which has extremely high or low temperatures
and has scarce vegetation. Depending on the climate and temperature, deserts can be classified
into hot deserts and cold deserts. There are many lives that are well-adapted to life in the desert.
Animals include – Camels, foxes, hyenas, jackals, scorpions, a few varieties of snakes and
lizards. The common plants are acacia, cactus and date palms.

Sahara is an example of a hot desert, which is categorized by high temperatures associated with
little rainfall and complicated life for both plants and animals.

Ladakh is an example of a cold desert, which is found on the eastern side of Jammu and
Kashmir near the Great Himalayas.

Components of Ecosystem
There are two main components of an ecosystem which are in
constant communication with each other.  They are the biotic
components and the abiotic components.

Biotic Components of Ecosystem

The living components of an ecosystem are called the biotic
components. Some of these factors include plants, animals, as well
as fungi and bacteria. These biotic components can be further
classified, based on the energy requirement source. Producers,
consumers, and decomposers are the three broad categories of biotic
components.

 Producers are the plants in the ecosystem, which can

generate their own energy requirement through
photosynthesis, in the presence of sunlight and chlorophyll.
All other living beings are dependent on plants for their
energy requirement of food as well as oxygen.
 Consumers include herbivores, carnivores, and omnivores.
The herbivores are the living organisms that feed on plants.
Carnivores eat other living organisms. Omnivores are
animals that can eat both plant and animal tissue.
  Decomposers are the fungi and bacteria, which are the
saprophytes. They feed on the decaying organic matter and
convert this matter into nitrogen and carbon dioxide. The
saprophytes play a vital role in recycling the nutrients so
that the producers i.e. plants can use them once again.

Components of Aquatic Ecosystems:

 Abiotic Components

o Light: Solar radiation provides the energy that keeps the system running.
The amount of dissolved or suspended particles in water, as well as the
number of plankton, all influence light penetration. An aquatic
environment can be classified into euphotic (eu=true, photic=light),
mesophotic, and aphotic zones based on the extent of light penetration.
In the euphotic zone, plants and animals have plenty of light. In the
aphotic region, there is no light

o Inorganic substances: These are carbon, water, phosphorus, nitrogen,

calcium, and other elements like sulphur depending on the location of the
ecosystem. The inorganic substances like carbon dioxide and oxygen are
dissolved in water. Both plants and animals rely on water for food and gas
exchange. Phosphorus, nitrogen, sulphur, and other salts of inorganic
nature are present in the bottom bed and within living organisms as
reserves. A very small percentage of these salts can be dissolved

 Organic compounds: Amino acids, humic acids, as well as the broken down products of
dead animals and plants, are some of the natural organic compounds of the aquatic
environment. They are partially dissolved and partially suspended in water

 Biotic Components


o Producers or autotrophs: These synthesize food for all the heterotrophs of the
aquatic ecosystem. We can classify them into two segments:

o Floating microorganisms and plants: These are called phytoplankton

(“Phyto”- plants, “plankton” –floating). They are microscopic organisms.
Sometimes, they are so abundant in the water body that they make it look
green in color; e.g., Spirogyra, Ultrix, Cladophora, Diatoms, Volvox

o Rooted plants: From the periphery to the deeper layers, these are
organized in concentric zones. With increasing water depths, three
distinct zones of aquatic plants can be seen in the following order:

o Zone of emergent vegetation: e.g., Typha, Bulrushes and

Sagittaria

o Zone of rooted vegetation with floating leaves. e.g., Nymphaea

o Zone of submergent vegetation: For example, the pond weeds

such as Hydrilla, Rupia, musk grass etc

o Consumers/Heterotrophs: Consumers are those organisms that derive

their nutrients either directly or indirectly from the autotrophs i.e the
producers, for e.g., Tadpole, snails, sunfish, bass etc. These animals can
be classified into the following groups:

o Unattached creatures that live at the air-water interface, such as

floating plants, are known as Neuston. For example, Beetles and
back-swimmers

o Periphyton are organisms that cling to the stems and leaves of

rooted plants or substances that emerge above the mud’s
surface, such as sessile algae and their associated group of
animals

o Zooplanktons are floating animals. For example, Cyclops, Cypris.

o Nektons are creatures that have the ability to float and navigate at
will. For example, Fish

o Benthic species are those that live at the bottom of the ocean,
e.g., Molluscs, mites, beetle, and some crustaceans

o Decomposers: They are distributed throughout the entire aquatic

ecosystem but  live at the water body’s bed. These are bacteria and fungi,
 e.g., Rhizopus, Penicillium, Curvularia,  that feed on the dead and
decomposing lives

References:
https://byjus.com/biology/terrestrial-ecosystem/
https://education.nationalgeographic.org/resource/resource-library-terrestrial-ecosystem
https://slideplayer.com/slide/6632301/
https://www.toppr.com/guides/biology/ecosystem/components-of-ecosystem/
https://unacademy.com/content/upsc/study-material/environment/aquatic-ecosystem-and-its-
components/

Material:
Worksheets
Bottles (glass would work far much better)
Earth, dirt, water from pond, with plants, mud
Charts
Pictures
Projector
Laptop
Speakers

Knowledge Skills:
Defining terms
Explaining
Experimenting

Attitudes:
Appreciate learning about ecosystems
Participate in the class activities

Assessments:
Write a paragraph based on a week’s observation of a glass jar containing either a terrarium
or an aquatic terrarium

Extended Activity:
Use the internet to learn more about how these terrariums work to support life.

Teacher/Learning strategies

Day 1
Objectives:
Students will be able to:
- Give definition for the term terrestrial ecosystems
- List the components of a terrestrial ecosystem.
- Work in groups to create a drawn description of a terrestrial ecosystem with all its
components
Introduction:
Observe videos of terrestrial ecosystems
- Discuss in class

Development

Discuss
- What all can be found within a terrestrial ecosystem?
- Talk about the components of an ecosystem
- Observe pictures of examples of terrestrial ecosystems

Group activity
- Students get into groups of 3s
- Each group will create an image/picture of an example of a terrestrial ecosystem
- Each group will ensure to have in their drawing the components of a terrestrial
ecosystem.
- Students will set to work, with the teacher being there to assist with ideas and
feedback.

Conclusion
Discuss as a class, and observe the drawings created by the class.

Home work: bring for next class

- Each child will bring a glass jar with its lid
- Half of the class will fill their glass jar with dirt and plants and seal it tight
- The other half of the class will bring their glass jars with water from a water body,
such as a puddle, a creek; ensure to also collect mud or sediment from the waterbody.

Day 2
Objectives:
Students will be able to:
Make a list of the components related to aquatic ecosystems
- List at least 3 types of aquatic ecosystems and their components
- Draw a cross section of an aquatic ecosystem, including its components.

Introduction:
Observe videos of aquatic ecosystems
- Share in class discussion what they thought to be the most interesting part for them

Development
- Make a list of the components of an aquatic ecosystem
- Compare them to a terrestrial ecosystem and find out if they have any commonalities

Create terrariums and aquatic terrariums with the jars brought to class
- Display the completed terrarium

Students are placed in groups; it can be the same group as the day before
- Each group uses the knowledge of aquatic ecosystems to draw a cross section of one.
- Ensure to draw examples of each component
Conclusion
Students will display their completed work.
 Health Education

Time/Duration: 45 minutes

Learning Outcomes:
HE 3.33 Outline and discuss some challenges associated with the physical, emotional,
cognitive, and social changes during the teenage years.
Topics:
Adolescent relationships

Spiritual Emphasis:
As we grow, we change. In like manner, as we grow in our spiritual life, we observe changes
that connect us more to God.

Content:
Puberty is the time when all your major organs and body systems mature. At the end of
puberty, you are sexually and reproductively mature. The growth and development that
occurs during puberty is prompted by changes in the levels of certain hormones in your body.
Hormonal changes begin in the mid-primary school years, but puberty properly starts at
around ten years for girls and eleven years for boys. Everyone is different – you may begin
puberty earlier or later.

The physical changes that happen for girls around puberty include:
• Body shape – Your hips will widen, and your body will get curvier.
• Height – You will grow taller.
• Acne – You may develop acne, most commonly on the face, neck, shoulders, upper back,
and chest. Hormonal changes during puberty cause acne in teens.
• Breast growth and tenderness – The first stage of breast growth is called 'budding.' The
breasts may tender during this time. This is normal but speak with your doctor if it worries
you.
• Hair growth – Hair will grow around the pubic area and under your arms, and hair on your
legs and arms will darken.
• Vaginal discharge – You may get a clear or whitish discharge from your vagina. This is a
normal, natural self-cleaning process.

• Periods – Your menstrual periods will start. Periods are part of a monthly cycle where the
uterus lining thickens as the body prepares for pregnancy. Once a month, the lining
is shed over a few days if a pregnancy has not happened.

The physical changes that happen for boys around puberty include:
• Height and muscle growth – You will get taller and more robust and grow muscle.
• Acne – You may develop acne, most commonly on the face, neck, shoulders, upper back,
and chest.
• Voice changes – Your voice will get deeper.
• Hair growth – Body hair grows around the pubic area, legs, arms, and face. It starts fine and
then gets thicker and darker.
• Genital growth – Your testicles and penis will get bigger. It is usual for one testicle to be
bigger than the other. Some boys worry about their penis size, but sexual function, including
the ability to have sex and father children, does not depend on penis size.
• Wet dreams – You may have wet dreams where you ejaculate in your sleep. This is a
normal part of growing up.

As puberty advances, boys and girls experience many emotional changes; for many, it is a
time of choosing different ways of engaging with family, friends, and teachers. Emotional
changes sometimes occur before the physical changes of puberty.

You may find that you are:

• experiencing a greater sense of self
• starting to have a sexual interest in other people
• experiencing changes in mood, energy, and sleep patterns.

Emotional challenges that may emerge include:

• coping with a changing body and feeling self-conscious about looks
• feeling frustrated when you cannot achieve what you want and getting angry.

References:
Grade 4 Puberty Changes. (n.d.). https://teachingsexualhealth.ca/app/uploads/sites/4/Gr4-
LP1-Puberty-Changes-ENGLISH-FINAL.pdf

Physical and Emotional changes for Girls and Boys around Puberty – Family Kickstart
Georgia. (n.d.).
https://www.fksg.org/physical-and-emotional-changes-for-girls-and-boys-around-puberty/

Material:
Shop paper
Markers
Charts

Knowledge Skills:
Discussion of meaningful knowledge of human changes during teenage years
Roleplaying
Critical thinking

Attitudes:
Appreciate the knowledge of physical, emotional, cognitive, and social changes during the
teenage years.
Value the process of communication in real-life situations and everyday experiences.
Show respect to group members.

Assessments:
Poster creation on: Pictorial representation of physical, cognitive, social, and emotional
changes in adolescence.

Extended Activity: use the internet to observe how changes affect their state of mind
 Teacher/Learning strategies

Day 1
Objectives:
Students will be able to:
- brainstorm to identify what are the social and cognitive changes experienced because of
puberty.
Introduction:
Ask the question: what is puberty?
Observe a video for kids that depicts and defines the term in language they can understand.

Development
Footprints Activity:
- It allows students to visualize each person as an individual and accept that differences
between individuals are expected.
- Ask students to choose a piece of colored paper
- Ask students to trace an outline of their shoe on the paper. This step can be completed
independently or with a partner.
- Have students cut out their footprints?
- Have students use large printing to write the word “Me” on their footprint.
- Please encourage students to write words that describe themselves in small text on the
rest of the space on the footprint. Encourage them to use words that represent all
aspects of themselves, not just their appearance.
- Provide a place in the classroom for each student to display the finished footprint.
- Ask students to consider these questions but not answer them out loud:
- Do you ever wonder if you look as good as or better than someone else?
- Do you compare your grades to someone else in the class?
- Do you compare what you have to what someone else has?
- Do you ever look at a picture of someone and compare yourself to that person?
- Ask the students to notice how they felt when considering these questions. Share that
scientists think we compare ourselves to others when we cannot evaluate ourselves,
our opinions, or our abilities.
- Brainstorming social and cognitive changes of Adolescence/ Puberty:
- Group students in pairs
- Let students brainstorm the social and cognitive changes of puberty
- In groups, have students match specific changes under each of these two categories
- Ask students to write down 2-3 examples of each type of change they may go through
during puberty-- social and cognitive
- Allow them to share their findings with the larger group.
- Have students define social change and cognitive change
- Allow them to use their dictionary
Conclusion
Students share some opinions during this time. Opinions on the lesson.

Let students interview a supportive adult to discover when they struggled with
comparing themselves to others and how they coped with the situation.

Day 2
Objectives:
Students will be able to:
 - Role play some of the changes experience as they go through puberty
- Demonstrate a good knowledge of the changes young people go through while in
puberty and how they can cope with it.

Introduction:
Observe a video presentation to help the students gain knowledge on the cognitive and social
changes young people go through

Development
During class, ask the students to discuss the following question:
- What did you learn about handling complex social and cognitive changes?
- Ask the type to share their thoughts on the following questions.
- Is comparing yourself to other people healthy or unhealthy? Why?
- What makes people feel good about themselves?
- What can people do to feel better about themselves?
- What can people do to help others feel better about themselves?
Coping with Changes Role Play:
Students explore different ways to cope with social and cognitive adolescent puberty changes
Divide the class into groups of two.
Give each group a set of Role Play Characters cards.
Have each student take one of the cards and fill it out.
Give students time to fill in their cards with the information required.
Have them list at least two items for each part
Remind the group that they are playing a character, so they don’t need to use personal
information.
Ask the group to make up a skit that tells the story of these three friends and the puberty
changes they are experiencing.
During the performance, they each must mention at least 3 of the things they wrote on their
card.
Circulate the room to listen to the conversations.
Have each group present their skit to the class

Conclusion
As a class, debrief using the following discussion questions:
What are some ways to cope with feeling different from your friends?
What role do cognitive and social changes play in puberty?
How can students make managing puberty easier for each other?
Do you do these things? Why or why not?
 Physical Education

Time/Duration: 45 minutes
Learning Outcomes:
PE 2.31 Control a passed football with the chest, legs or side of the foot and immediately
pass it to a partner.
Topics:
Chest Control
Legs/Side of the Foot Control
Grab
Dive
The Boot
Spiritual Emphasis:
In similar manner, we try to stop a ball from entering the goal, we must do all we can to stop
ourselves from doing evil things. Knowing also that we are not alone, that if we call on God,
he is merciful enough to help us.
Content:
Chest, Leg/Side of Foot Pass Control
1. Spread your feet out about the width of your
shoulders for balance
2. Lean back slightly, arms out to your sides; keep
your shoulders straight on to the ball, not turned.
3. Have ball hit the center of your chest right below
your clavicle bone and have it land towards your
dominant foot
4. If the ball is coming slow you have to pop it up
and forward some, if it is coming fast you need to
cushion it in more. Think of receiving a pass with
your feet. If the ball is coming slow at you, you
need to push it forward. If the pass is coming fast,
then you need to cushion it in more to set up your
great first touch. The same applies for chesting a
ball.
5. Your chest trap should set the ball up a foot or
two ahead of you. Don't let it just drop right under
your body because then you are not setting yourself
up well for a pass or shot on your second touch.

Grab - The Goalkeeper can grab or snatch the ball if

it comes near. They often do it if the ball is not
evaluated and not very fast. ...

Dive - The diving technique is recommended for

high shooting fast balls. ...
The boot - If an unguarded ball comes towards the
goalkeeper, or a ball at a very low speed.
References:
Physical Education book for Teaching Children

Material:
Whistle
Ball
Cones

Knowledge Skills:
Stop a ball with hands as a goalkeeper
Collaborate with team members
Able to make good decisions

Attitudes:
Respect each other
Value teamwork

Assessments:
Assess students’ participation

Use rubric to assess each student’s performance.

Extended Activity:
Use internet to observe how a goalkeeper stops a ball
Play football with family members

Teacher/Learning strategies

Day 1
Objectives:
Students will be able to:
- Attempt to stop a ball from going inside a goal by stopping the ball with their hands
- Move fast to kick a ball out of the goal area as it approaches.

Introduction:
Discuss what can be done as a goalkeeper who may need to stop a ball from entering the goal
area

Development

Warm ups

Goalkeepers
- Students play the role of a goalkeeper and through practice, observe and demonstrate
knowledge on how to stop a ball from entering the goal area.
- Students are each given an opportunity to stop the ball as it gets closer
- Students observe that as a goalkeeper, they are allowed to hold the ball with their
hands.
Conclusion
Discuss and share what other ideas they as goalkeepers can use so that the ball will not enter
tier goal area.