Ms.

Aleisha Lewis - Infant 2

Class: Infant 2
Subject Science (Quiz)
Time: 12:30 – 1:15
Strand: Keeping Safe in our Environment
Topic: Eliminating Mosquito Breeding Sites

Subtopic: Mosquito Breeding Sites

Learning SC 1.7 Explain why it is important to get rid of places where mosquitos
Outcome: breed and how this can be done. W1-W2

By the end of the lesson, students will be able to:

Describe the typical breeding sites of mosquitoes.
Learning
Objectives: Demonstrate the proper method to eliminate a mosquito breeding site.
Express the importance of mosquito breeding site reduction in disease

Introduction:
“To Do”
Start the lesson by discussing the importance of taking a science quiz. Explain
that quiz help us understand what we have learned and how well we can solve
math problems.

Development:
Activity 1: Science Review
1. Begin with a quick review of basic Science concepts that will be on the
quiz.
Activity 2: Quiz-Taking Strategies
1. Discuss quiz-taking strategies with the class. Explain that these strategies
can help them do their best on the quiz.
2. Teach them the following strategies:
- Read the instructions carefully: Explain that they should always read the
instructions before starting a quiz to understand what is expected.
Students will be given Quiz paper to complete.
 Closure: After taking the quiz Students will give feedback on the quiz.

Assignment: Conclusion: Teacher will grade the quiz and give feedback.

Class: Infant 2
Subject Science (Double Period)
Time: 12:30 – 1:15
Strand: Keeping Safe in our Environment

Topic: Human-built and natural environments.

Subtopic: Human-built environments

Learning SC 1.8 Describe the components of human-built and natural environments.
Outcome:
By the end of the lesson, students will be able to:
1. Students will be able to define "human-built environments."
2. Students will identify common components of human-built environments.
3. Students will develop an appreciation for the role of human-built
Learning environments in their daily lives.
Objectives: _______________________________________________________________
1. Students will identify and describe components of their local human-built
environment.
2. Students will create a simple map of their local human-built environment.
3. Students will understand the importance of taking care of their environment.
Content: What’s a Built Environment? – Definition
Built environments are areas that are created for people, by people. They are
used for human activity. Built environments, like a large city or a small house,
can be of different sizes.
Built environments can include:
• homes
 • schools
• shopping centers
• factories
• towns
• roads
What’s a Natural Environment? – Definition
Natural environments are all living and non-living things that occur naturally
on Earth.
Natural environments can include:
• trees
• oceans
• seasons
• mountains
• rivers
• rainforests.

Introduction:
“To Do”
1. Begin the lesson by asking students, "What is an environment?" Write their
responses on the whiteboard.
2. Explain that today, they will learn about a specific type of environment
called "human-built environments."
3. Show pictures or illustrations of different human-built environments such as
cities, schools, houses, and parks. Ask students to describe what they see and
share their observations with the class.

Development:
Introduction to Human-Built Environments
4. Define "human-built environments" as places created by people for various
purposes, such as living, working, and playing.
5. Discuss the importance of human-built environments in our daily lives,
mentioning that we live in houses, go to school in buildings, and play in parks.
6. Engage students in a brief discussion about their favorite places within
human-built environments and why they like them.
Activity: Identifying Components
7. Distribute construction paper, scissors, and glue to each student.
8. Instruct students to create a collage or drawing of their favorite human-built
environment using the materials provided. They should include as many
components as possible, such as buildings, roads, trees, and people.
Group Discussion
10. Have students display their collages or drawings and briefly explain what
they included in their human-built environment.
11. Encourage the class to identify common components present in all the
examples. List these components on the chart paper.
Closure: Students will be asked 2 questions.
- Define "human-built environments."
- Identify common components of human-built environments.
2nd session
1. Begin by reviewing the previous session's key concepts, especially the
definition of human-built environments and common components.
Exploring the Local Human-Built Environment
2. Discuss with students the idea of their "local environment." Ask questions
like, "What places do you see every day when you go to school or come
home?" or "What buildings and structures are near your school or home?"
3. Distribute paper and pencils or clipboards if available.
4. take students outside and have them sketch what they see in their local
human-built environment.
Creating a Simple Map
6. Back in the classroom, have students use crayons or colored markers to
create a simple map of their local human-built environment based on their
sketches and observations.
 7. Encourage them to include key components like buildings, roads, trees, and
any other significant landmarks.
8. Discuss their maps as a class and have a few students share what they
included.

Assignment: Conclusion: Students will complete human built worksheet.