Date: May 8-12, 2023

Subject: Language Arts

Grade: Five

Term: 3

Unit: 1

Focus Question: How do I read, find and share information about air pollution?

Attainment Target (s): To enable pupils to:

● Communicate with confidence and competent for different purposes and audiences, using
SJE and JC appropriately and creatively

 Recognize, value and make distinction between home language and SJE to
improve/acquire language and literacy competencies
 Explain and comment on speakers use of language, including use of SJE and JC,
and their use of vocabulary, grammar and other features
 Build vocabulary through various strategies
 Use a range of word recognition clues to identify new words
 Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events
 Use deduction and inference to interpret information and ideas and to predict
outcomes
 Research activities on issues and interest by generating ideas and exploring texts
using a range of strategies
 Write sentences which are grammatically accurate and correctly punctuated using
SJE and JC appropriately
 Develop approaches to the writing process to enable them to organize their ideas
into a coherent structure including, layout, sections and paragraph

Day 1

Word Recognition & Vocabulary Development

Topic: Signal Words- Antonyms

Specific Objectives/Learning Outcomes: Students will:

 consult reference materials to locate and clarify meaning of unfamiliar grade

level vocabulary
 Use knowledge of synonyms and antonyms to construct meaning

Skills: identify cue and signal words

Vocabulary: antonyms, synonyms

Materials/Resources: PowerPoint, YouTube video,

Content Summary:

An antonym is a word that has the opposite meaning of another word. For example, the word
small means of limited size, while big means of large size. Happy a feeling of gladness is the
opposite of sad, a feeling of sorrow. Nouns, adjectives and verbs can all have antonyms.
Antonyms help us to clarify what we mean when we speak, read, listen or write. Some signal
words such as not, but, unlike and yet can help you identify antonyms in spoken language or
written texts. We can also use context clues to help find antonyms in sentences.

Teaching and Learning Activities:

Engagement: Pupils and teacher will review synonyms through a “Find the Synonym” game.
Students will read sentences and tell the synonym of the word underlined.

Exploration: Watch a video to learn about antonyms at (92) Antonyms | Award Winning
Teaching Antonyms Video | What is an antonym? - YouTube

 Pupils will share what they learnt from the video and give examples as presented in the
video.
 Give other examples

Explanation: Pupils will view PowerPoint presentations and teacher and students will discuss
slides presented.

 Work as a class group to complete activity from workbook

Elaboration: Use the information presented from the video and through discussion to create a
song, poem or poster to tell what antonyms are. Include at least five (5) examples in your song

 share in class

Evaluation:

Tier 1- Complete activity from Language Arts Workbook

Tier 2 and 3- Complete activity from Language Arts Workbook

  Sum it up by playing a game of Find the Antonyms (see PowerPoint)

Extend: Complete liveworksheets

 https://images.app.goo.gl/5MhCErCV2LA2rZUC9
 https://www.liveworksheets.com/tl58996lu

Teacher’s Reflection

Key 1 2 3 4

Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students’ Participation

Effectiveness of Instructional materials

Objectives were met

Time Plan of Action

Late Start Reteach

Started on time Reinforce concepts

Ended Early Advance to next topic

Went Overtime

COMMENTS:
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Day 2

Comprehension- Reading for Meaning and Enjoyment

Topic: Fiction Text

Specific Objectives/Learning Outcomes: Students will:

 Compare and Contrast content and organization of texts

Skills: participate in discussion, compare and contrast text

Vocabulary: compare, contrast, Venn Diagram, similarities, differences, similarly, same, alike,
both, also, in the same way, but, differ, in contrast to, on the other hand, however, whereas,
different

Materials/Resources: PowerPoint Presentation, blank papers, video

Content Summary:

Compare and contrast means we are asked to identify differences and similarities between two or
more objects, events, characters, ideas and concepts. Comparing is an important reading strategy
that helps to develop critical thinking skills. (For example apples and oranges are both fruits) by
contrast (apples have a thin skin that we can eat but oranges have a thick skin that we cannot
eat).

A Venn diagram refers to a graphic organizer with two or three interlocking circles. It
is used in comparing and contrasting two or three characters by identifying their
differences and similarities.

Compare and Contrast Graphic Organizer.

Teaching and Learning Activities:

Engagement: In small/class groups students will discuss what they understand by the terms
“compare” and “contrast”.

 They will be given two different objects and tell how they would compare and contrast
between the given objects.

Example- round ball and round rock/ soft ball and hard ball

 Share information discussed in class.

Explanation: Pupils will listen to a YouTube video to learn about compare and contrast at (92)
Compare and Contrast | Reading Strategies | EasyTeaching - YouTube

 Pupils and teacher will discuss the information presented in the video. Identify the
graphic organizer used to compare and contrast in the video and tell some signal words
that can be used to compare and contrast ideas.
 Read the story on the slides (The Park and The Beach) and work as a class to complete a
Venn Diagram showing the differences and similarities between the park and the beach.
 Share completed Venn Diagrams in class and assess responses presented on a
PowerPoint. Discuss any differences.

Exploration: Create a Venn Diagram in your notebook, place the signal words correctly on the
Venn Diagram. Example- similarly, same, alike, both, also, in the same way, but, differ, in
contrast, on the other hand, however, whereas, different

Elaboration: Pupils will then complete a blank Venn diagram to compare and contrast between
“exhaust versus animal waste”

Use the information presented on the graphic organizer to write a paragraph to answer the
question “Would you rather use a plastic bag or a paper bag?”
  Note: Remember to use keywords in your story.

Evaluation:

Tier 1- Read the paragraph, list the signal words then use a Venn diagram to show comparisons.

Tier 2 and 3 Use the information presented on the Venn Diagram to complete a short paragraph.

*note- Tier 3 will be teacher directed

Extend: Read passage, Mangoes and Oranges and use the information within the passage to
complete the Venn Diagram.

Teacher’s Reflection

Key 1 2 3 4

Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students’ Participation

Effectiveness of Instructional materials

Objectives were met

Time Plan of Action

Late Start Reteach

Started on time Reinforce concepts

Ended Early Advance to next topic

Went Overtime

Day 3

Research and Study Skills

Topic: Elements of a Research ( examining and creating research plan)

Specific Objectives/Learning Outcomes: Students will:

 Use information obtained to design , produce and present completed research

projects
 be able to use information retrieved to develop an outline relating to the research
project.
 should be able recount the relevant steps in in planning and executing a research
project

Skills: examine research plan, comment on research plan, construct research plan

Vocabulary: brainstorming, research plan, note taking, citing sources, research project,
summarize, sources, bibliography plagiarism, primary and secondary sources, creativity.

Materials/Resources:
Content Summary:

Research is an essential part of the writing process. Research skills is the ability to search for
information about a topic, evaluate that information efficiently and share that findings in an
organized way.

Teaching and Learning Activities:

Engagement: Pupils will Watch a video to review what research is and the importance of doing
research at (92) What is research? - YouTube. Pupils and teacher will discuss information
presented in the video.

Explanation: Pupils will watch a second video to identify the different elements of a research
plan at (92) Research for Kids: How to Research a Topic in Elementary (updated) - YouTube.

 Teacher and pupils will discuss the different elements of a research plan.
 View a chart showing the different elements of the research plan and tell what happens at
each step. Copy chart in notebook.

 View an example of a research plan and discuss with teacher

Exploration: Students will work in small groups or pairs to complete a KWL chart to tell what
they know about the topic and what they want to know about the topic.

Elaboration: Choose one of the questions written under the “What Do I Want To Know” section
of the KWL chart as your research question. Fill out the research plan below.

Research Topic
Effects of Air Pollution on the
Environment

Research Questions

Data collection Instrument

Data Collection Sources

Research participants
  Complete a research on the question using two different sources.
 Summarize the information presented in each source and make notes of these.

Evaluation: Pupils will present their short research in class

Note: Students will be asked to save work done in class for upcoming Writing lesson

Teacher’s Reflection

Key 1 2 3 4

Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students’ Participation

Effectiveness of Instructional materials

Objectives were met

Time Plan of Action

Late Start Reteach

Started on time Reinforce concepts

Ended Early Advance to next topic

Went Overtime

Day 4

Grammar

Topic: Verb Tenses (Past, Present, Future)

Specific Objectives/Learning Outcomes: Students will:

 Use verb tenses correctly in a variety of written forms

Skills: identify verb tense, use verb tense correctly

Vocabulary: present, past, future, verbs, action word, state of being

Materials/Resources: sentence strips, workbook, PowerPoint, video

Content Summary:

Everyday we use verbs in written and spoken language . A verb is a word that defines action (an
action word) or a state of being. Verbs describe what the subject is doing . Along with nouns,
verbs are the main part of a sentence. A verb tense tells time that an action happens. A past tense
verb describes something that has already happened. A present tense verb describes something
that is currently happening. A future tense verb describes something that will happen tomorrow,
or later or next year.

The construction of regular past-tense verbs, at least, is pretty straightforward. It is generally

done by adding -d or -ed to the verb, and it doesn't change form based on the subject of the verb:
I asked, he agreed, you accepted —the verbs in these instances all look alike, ending in "-ed.

Teaching and Learning Activities:

Engagement: Listen to past, present and future tense song at (92) The Tenses Song (Past,
Present & Future) - YouTube.

 Students will be encouraged to share what they understand from the video and tell what
they identify when a word is changed from past, present and future.

Exploration: Two students will be selected to come to the front of the class. One student will be
given a strip with a sentence to read aloud. The other student will identify the verb in the
sentence read and translate it to the past tense. Repeat the sentence in the past tense. If that
student gets it wrong another child will be selected to try.

Explanation: Teacher and pupils will discuss what they notice when a verb is changed to the
past tense. Look at other examples and tell how they would change the words to the past.

 Do we always add -d/-ed when changing verbs to past? What is the past tense of the
words; go, make, fly, swim, drink, eat, etc
 Read information presented on slide on how to translate verbs to past and future. Teacher
will provide further explanation.
 Pupils will read sentences from slides. Identify the verb in each sentence and tell whether
it is past, present or future tense.

Elaboration: Work in your small groups. View a picture and write three sentences about the
picture using the different tenses.

Evaluation: Complete given pages from Language Arts Workbook

Tier 1- Use each of the given words to complete two sentence; one showing the present and the
other past

 Write a third sentence in your notebook to show the future tense of each word.

Tier 2- Rewrite the sentences in the opposite tense

Tier 3- Complete the table below.

Extend: Complete pages in workbook that were not done during evaluation

Teacher’s Reflection
Key 1 2 3 4

Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students’ Participation

Effectiveness of Instructional materials

Objectives were met

Time Plan of Action

Late Start Reteach

Started on time Reinforce concepts

Ended Early Advance to next topic

Went Overtime
Day 5

Topic: Writing Process

Specific Objectives/Learning Outcomes: Students will:

 Write cohesively with attention to organization, support and elaboration

 identify and explain the steps in the writing process

Skills: Review writing process, participate in discussion, apply writing process

Vocabulary: pre writing, audience, writing, revising, editing, presentation/ publishing,

purpose, audience

Materials/Resources: posters, videos, PowerPoint, internet connection, books, blank paper

Content Summary:

Writing is a process that involves at least four steps, prewriting, drafting , revising and editing. It
is a recursive process because while you are revising you may need to return to the prewriting
stage to further develop and expand your ideas.

Teaching and Learning Activities:

Engagement: Students will view a video to review the stages of the writing process. They will
discussed the video telling each stage and activities done at each.

Exploration: Groups will draw paper to choose among creating a poster, poem or song to tell
about the stages of the writing. Share activity done in class

Explanation: Pupils will view a video of the Hamburger Writing process at (92) Writing Basics
- Hamburger Paragraph - YouTube

 Explain the importance of ensuring that your paragraph is cohesive/organized, is

supported by facts and explains these facts.
 Use what was learned from the video and work as a class to come up with a topic
sentence/ introductory sentence for the research topic” The effects of air pollution on the
environment”.
  Observe two links that support my topic sentence and tell sentences to elaborate on these
points.Create a closing sentence
 Students will view these on a PowerPoint during the lesson.

 Note that the pre-writing and drafting stages in the writing process were done in Research
Class at the beginning of the week where students were asked to write a research question
based on the topic

Elaboration: (Revising)- Groups

Review topic and research question done in previous Research lesson, Effects of Air Pollution
on the Environment and write a topic sentence for your paragraph.

 Review what the sources (found in previous class) said in support of your topic, write
these down and write sentences to elaborate or explain the point made.

Evaluate: (Edit and reviewing) Teacher directed

 Review your poster and complete the next step in the writing process which is editing.
 Read your paragraph/s and check spelling, grammar, spelling, punctuation, sentences
structure.
 Make these corrections and rewrite the piece.

Presenting- Share the writing piece with teacher

Extend: Present paragraph written to class.

Teacher’s Reflection

Key 1 2 3 4

Unsatisfactory Satisfactory Good Excellent

Effectiveness of strategies

Students’ Participation

Effectiveness of Instructional materials

Objectives were met

Time Plan of Action

Late Start Reteach

Started on time Reinforce concepts

Ended Early Advance to next topic

Went Overtime

Subject: Mathematics
Grade 5
Strand: Number
Focus Question 1: How do I apply multiplication and division to larger numbers?
Duration: 5 days
Attainment Target Model patterns, expressions and numbers relationships using concrete
objects.

ICT Attainment Target

COMMUNICATION AND COLLABORATION - Students use technology to communicate
ideas and information, and work collaboratively to support individual needs and contribute to the
learning of others.

Prerequisite Knowledge: Check that students can:

● Define and use the terms dividend, quotient, divisor, remainder in sentences requiring
division.
● Divide numbers of up to five digits by numbers up two digits, with or without remainder.
● Divide so that zero is the quotient.
● Divide a 3, 4, or 5 digit number so that zero is a digit in the tens and/or hundreds place in
the quotient.
● Test for divisibility by 2, 3 or 4.
● Express, as a mixed number, the answer to a division problem with a remainder.
● identify and correct wrong answers in problems involving division.
● discover, memorize and recall all division facts up to at least .

General Objective: At the end of the week students should be able to:
● Divide a four digit number by a one, two or three digit number, including instances where
zero is a digit in the quotient.
● Solve problems requiring division, writing the answers in mixed form where necessary.
● Estimate the answers to division problems and judge the reasonableness of computed
answers.
● Apply the inverse relationship between multiplication and division.
● Use number patterns to explore multiplication facts and divisibility rules for multiples of
5, 8 and 9.
● Test for divisibility by 5, 8 or 9.

Day One

Objectives: At the end of the lesson students should be able:

● identify dividend, divisor and quotient.
● solve problems requiring division, writing the answers in mixed form where necessary.
Key Vocabulary: divide, division, dividend, divisor, quotient, remainder.
Resource Materials: computer, laptop, multimedia
Content
Division is splitting into equal parts or groups. It is the result of "fair sharing". Example: There
are 12 chocolates, and 3 friends want to share them, how do they divide the chocolates?

12 Chocolates 12 Chocolates Divided by 3

Answer: 12 divided by 3 is 4: they get 4 each.
Symbols
÷ /
We use the ÷ symbol, or sometimes the / symbol to mean divide:
12 ÷ 3 = 4
12 / 3 = 4
Let's use both symbols here so we get used to them. There are special names for each number in
a division:
Names: dividend ÷ divisor = quotient
● Example: in 12 ÷ 3 = 4:
● 12 is the dividend
● 3 is the divisor
● 4 is the quotient
But Sometimes It Does Not Work Perfectly!
Sometimes we cannot divide things up evenly ... there may be something left over.
Example: There are 7 bones to share with 2 pups.
But 7 cannot be divided exactly into 2 groups, so each pup gets 3 bones,
but there will be 1 left over:
We call that the Remainder.

Procedure:
Engage:
● Student will play a game of Atoms
This game is called The Atom Game. Students go around the class. The teacher calls out
"Atom___" and a number. Whatever number is called, the students have to get into groups of
that number. For example, the teacher calls "Atom 6!" and students get into groups of 6. Those
left out of a group, are out.
● Students will share what they notice in the game played.
● Tell what operation could be derived from the game.(division)
Explore
● Students will be shown the following math question on the whiteboard: There are 108
Grade five (5) students in a school. The teacher divides them into four equal groups for art. How
many children are there in each group?
● Students will watch a YouTube video on how to divide https://www.youtube.com/watch?
v=KGMf314LUc0 .

Students will say what they understand from the video presentation.

Explain

● Students will be shown four word cards on the screen. They will sound and call each
word. The teacher will give clues as to what each word means then the students will match each
word.
● Students will read problems written on chalkboard (6 ÷ 3 = 2).
● Students will identify the dividend, divisor and quotient based on previous discussion
● Students will draw objects to help them solve division problems
6 ÷ 3= 2 ( how many groups of 3’s can you get from 6)
● The students will tell other ways or method they could use to show they are doing
division. They will discuss the symbols for division also.

Elaborate:
● Students will be guided to understand that there are other methods to sharing dividends
and that is through long division.
● They will look at the screen and learn the acronym.
● Students will discuss with the teacher how to move to each step and the appropriate
questions to be asked.
● Students will solve the following problems:
1. Mrs. Brown packed 80 apples into bags with five in each bag. How many bags did she
need?
2. For a concert, chairs were arranged in rows of 15. There were 360 chairs altogether. How
many rows of 15 were there?

Evaluate:
Students will solve the problems using long division.
a. A farmer has 270 orange trees in rows of five. How many rows of trees are there
altogether?
b. 32-seater buses were hired to take 768 athletes to the track. How many buses were
needed?
c. Nine venues were used for events. Each of the venues had parking spaces for 2,225 cars.
How many parking spaces were available?

Day Two
Objectives: At the end of the lesson students should be able:
● Identify keywords in written division problems
● Explain the steps involved in solving a division problem (long) as being DMSB
● Use one digit divisors to divide two/three digit dividend (with or without leaving a
remainder) – short and long division
● Solve worded problems using division
Key Vocabulary: divide, division, dividend, divisor, quotient, remainder.
Resource Materials: computer, laptop, multimedia
Content

Division – this is the opposite of multiplication. It is used to determine how many groups are
contained in a number.
PARTS OF A DIVISION PROBLEM:
1. Dividend: the number you are dividing
2. Divisor: the number you use to divide
3. Quotient: the answer to the division problem
4. Remainder: a number that remains outside of the groups.

Division Keywords include: quotient of, divide by, per, groups of, a, out of, ratio of, percent (÷
by 100)
PROPERTIES:
✔ A number divided by 1 gives the number
✔ a number divided by itself is 1,
✔ zero divided by a number is 0
✔ Division is repeated subtraction

SOLVING A DIVISION PROBLEM: STEPS- DMSB

1. Divide – divide the dividend by the divisor (write the quotient)
2. Multiply – multiply the quotient (from 1) write this product under the initial dividend
3. Subtract – subtract the product from the dividend. Record this
4. Bring down- bring down the next dividend. (REPEAT STEPS DMSB)

SKILLS:
● Identifying and describing parts of a division problem
● Working cooperatively in groups
● Solving division problems

MATERIALS/ RESOURCES:
● Youtube video
● Division cards – teacher made

Procedure:
Engage:
● Student focus will be shifted in the viewing of an interactive video presentation Division
for Kids
After watching the video, students will be asked guided questions related to the video. For
example:
● What was the video about?
● What are the steps of division
Explore
● Students will be guided to read mathematical problems on the white board. A
brainstorming session on how to solve this problem will follow.
Mrs. Levy gave James thirty-six cookies to share equally between him and his two brothers.
How many cookies will each boy receive?
● A guided class discussion will follow in which students will say which mathematical
operation is needed to solve the problem. Individuals will solve the problem. First identifying the
numbers involved in the problem then setting out the problem. Students will be given the
opportunity to discover that the DIVIDEND IS THE NUMBER BEING DIVIDED; students will
orally identify the dividend in the problem. Students will orally say what the DIVISOR is if the
digits are identified by the teacher. Students will be guided by the teacher to solve the problem
and orally identify or describe the QUOTIENT and the REMAINDER.

Explain
● Students will be guided to read information from their Mathematics Text as it relates to
division on page (based on school text) .

Elaborate:
● In a competitive form, students will solve the following questions in their books. Students
will share answers with class when they are finished.
● Benjamin wants to split a collection of crayons into groups of 14. Benjamin has518
crayons. How many groups will be created?
● Kathleen is inviting 58 friends to a party. She has 1160 cookies. How many cookies will
each friend get?

Evaluate:
Students will solve the problems using long division.
a. Carlos is inviting 97 friends to a party. He has 7372 cookies. How many cookies will
each friend get?

b. There are 97 students in the class and 8148 blocks. If the blocks are divided equally
among the students, how many does each student get?

c. Benjamin is inviting 79 friends to a party. He has 632 cookies. How many cookies will
each friend get?

Post Lesson Reflection

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DAY Three
Objectives At the end of the lesson students should be able:
● solve problems requiring division, writing the answers in mixed form where necessary.
● divide a four digit number by a one, two or three digit number, including instances where
zero is a digit in the quotient.
Key Vocabulary: dividend, divisor, quotient, division
Resource Materials: activity sheet, brain teaser
Content: see Day Two
Any number divided by 0 is 0. E.g. 3 ÷ 0 = 0
Any number divided 1 gives you back the same number. E.g. 3 ÷ 1 = 3
Any number divided by itself give you 1. E.g. 3 ÷ 3 = 1

Procedure:
Engage
Students will listen to a brain teaser and try to solve it.
A farmer has 17 sheep. All but 9 of them die. How many sheep are left?
Explore
● Teacher will allow students to recap the previous lesson by stating what was done and
giving examples to support their understanding.
● Students will be introduce to some division facts e.g.3 ÷ 1=3, 3 ÷ 3=1; 0 ÷ 3= 0
● Students will be shown a problem on the screen 15 ÷ 3 = ________. Another student will
draw 15 objects in his/her book to show equal groups of 3’s

Explain
● Given 20 counters in each group. They will be required to make groups of 6
● Be asked how many times does 6 goes into 20? Students will realize that 6 goes into 20
three times, with a remainder of 2.
● Teacher will show students the word ‘remainder” on the screen.
● Student will tell teacher what they observe
● Recite the acronym and state what operation the initial letter in each word represents.
● Observe the following on the screen 235 ÷ 2. They will attempt to solve and type their
answer in the chat (117 remainder 1)
● Teacher will demonstrate how to solve using two methods, the long division and box
method.
Elaborate
Students will work on their own and type the answer in the chat when they complete the
following activities.
● There are 3564 candies in Nathan's candy collection. If the candies are organized into 81
groups, how big is each group?
● There are 1739 candies in Mary's candy collection. If the candies are organized into 37
groups, how big is each group?

Evaluate
Students will complete the following:

o There are 42 students in the class and 294 Skittles. If the Skittles are divided equally
among the students, how many does each student get?

o Justin is inviting 45 friends to a party. He has 2475 cookies. How many cookies will each
friend get?

o Peter has 468 erasers stored in boxes. If there are 36 boxes, how many erasers must go in
each box?
Post Lesson Reflection
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Day Four :
Objectives: At the end of this lesson students should be able to:
o Calculate the quotient of at least three given 3-digit and 4-digit numbers correctly
Skills: Estimating, Calculating, Solving problems, Discussing, Reading, Listening
Materials: The New Integrated Approach Mathematics Workbook 4, page 30- 32, Song about
steps in division
Contents Outline:
Division is the mathematical operation used to separate or share sets into equal parts. It is the
opposite of multiplication. When you divide, you use the division sign (÷).

Activities:
Engage:
Students will be brainstorming about words related to division e.g. quotient, dividend, divisor,
remainder etc. Students will then sing a song outlining the step involved in division. From the
song students will be expected to have an understanding of how to do long division. Students
will list the steps to follow when dividing.

Explore:
Students will be selected to solve division problems. After which, teacher and the other students
will solve the problem step by step to see if he/she is correct. Example
● 4785 ÷ 5
● 1098 ÷4
Explain
Students will observe as teacher demonstrates the steps in doing long division. They will also be
encouraged to use the mnemonic below to remember steps.

Students will be reminded the concept of remainder by putting a number on the board that is not
totally divisible by the divisor. Students will tell what they think should happen, for example:

315
3 947
-9

4
-3
17
- 15
2 Ans. 315 remainder 2

Class teacher will explain to students that the remainder can be written in different ways. For
example:
1. Answer = 315 remainder 2 2. Answer = 315.667 3. Answer = 315 ⅔
Elaborate:
Students will volunteer to solve problems written on the chalkboard/whiteboard. Students will be
given the opportunity to state the word/clue in the problem which tells them the operation they
are to do.

Evaluate:
Students will
1. Identify the following from the calculation below: quotient, divisor, dividend and the
remainder
2. Solve the following questions:
o The food bill for 18 people came to $4500.00. How much does each person pay?
o A man has 2856 bottles to put in boxes. If he puts 14 in each box, how many boxes does
he need?

Students will also be given counters.

Post Lesson Reflection:

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Day Five
Revision of weeks activity will be done.

Subject: Science
Grade: 5
Term: 2
Unit: 1
Duration: 1 week
Topic: Carrying out a Fair Test
 Theme: Energy, Forces and Matter

Focus Question 1: What are machines and how do they help?

Prior Learning: Check that students:

 Know the effects of forces.

Attainment Target(s): To enable pupils to:

 Recognize the importance of energy to life processes, everyday life, and the relationship
between energy and matter.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good working relationships.

Benchmark(s):
 Understand how machines make work and life easier.
 Make predictions of what will happen based on scientific knowledge and understanding.
 Suggest and communicate how to test these predictions.
 Interpret data and decide whether results support predictions, and are sufficient to draw
conclusions.
 Display curiosity, objectivity and perseverance in their approach to activities.

Skills: Make inferences, collaborate, observe, carry out fair test, analyze, collect, display, create,
research, investigate, compare, predict outcomes
Resource Materials: Mission Science text and Workbook 5, YouTube videos, worksheets,
tablets, laptops, projectors, speakers, smart televisions, Force meter /Newton meter (if available),
samples of a simple machine, slides, whiteboard, internet connectivity
Key Vocabulary: simple machines, fair test, variable, investigation, observation, predict,
conclusion, compare, predict outcomes, results, compare, data, analyze, force meter, inclined
plane, load, gradient, Newton, experiment, steepness, mean/average.

Specific Objectives: At the end of the lessons students will be able to:
1. Carry out fair tests through investigations.
2. Predict outcomes of investigations on simple machines.
3. Analyze and compare data from investigations on simple machines.
4. Collect and display data from investigations on simple machines.
Content:
What is a Fair Test?
In a fair test, two or more things are compared. In order for a test to be fair or scientifically
sound, only one thing (this is called a variable) is changed. A fair test begins with a question.
Persons conducting a fair test usually plan, carry out, take measurements, record results and
write a conclusion.

A fair test is a test which controls all but one variable when attempting to answer a scientific
question. Only changing one variable allows the person conducting the test to know that no other
variable has affected the results of the test.

To ensure that y+our experiment is a fair test, you must change only one factor at a time while
keeping all other conditions the same.

Scientists call the changing factors in an experiment variable.

A variable is any factor, trait, or condition that can exist in differing amounts or types. An
experiment usually has three kinds of variables: independent, dependent, and controlled.

In a good experiment, the scientist must be able to measure the values for each variable.

An inclined plane can be used to move an object or load from a lower surface to a higher
surface. It is a flat sloping surface with one end higher than the other. Less energy is needed to
move a load up an inclined plane than if the load were lifted straight up.

The steepness of an inclined plane can be described as the gradient. Gradient is a measure of
how steep a slope or a line is. The inclined plane will make work easier, but the greater the
gradient the more effort will be needed to move the load.

Force is measured in Newtons (N). A force meter (Newton Meter) is used to measure force.

The "mean" is the "average"; Add all the numbers and then divide by the number of addends.

Day 1
Objectives: By the end of the lesson students should be able:
1. Carry out fair tests through investigations.
2. Predict outcomes of investigations on simple machines.

Teaching/Learning Activities:

Engage:

With the use of a video students will be introduced to the concept of a fair test.
https://youtu.be/r8SBQcZq_JY
Students will then be asked to define what a fair test is based on the video watched and to
identify key concepts mentioned. Example: variables

Explore:

Students will be guided in carrying out a simple experiment using a ramp (simple machine). See
the instructions attached. The students will be asked to make predictions about what they think
will happen in the experiment. ( Students will be asked to take these suggested items from home
roll-on ball, marbles, tennis ball ect.)

The students will be asked to independently identify the control, independent and dependent
variables based on the video used in the engagement phase. They will explain what they did to
ensure that it was a fair test. They should record their results and the conclusion made based on
the investigation.

Explain:

The teacher will clarify and explain concepts - variables - independent, dependent and
control).
The students will be asked the following questions based on the activity they just did.

1. What were the things that were the same in your design?
2. What was the one thing that was different about the design of the ‘Fair Test’?
3. Were you able to make a prediction (say what you think would happen) before actually
carrying out the investigation?
4. How did you choose to record your information/data?

Elaborate:

The students will be given two scenarios to make predictions:

Scenario 1

Your mother asked your sister to make some coconut juice to put in the rice and peas for
your Sunday dinner. Your mother likes using the grater but your sister prefers using a
blender. Which of the devices will make the task easier?

Teacher will demonstrate planning and designing a fair test to investigate which machine is
easier to use to prepare the coconut juice. In making the plan, make sure you answer the
following questions:
1. What is the aim of your test?
2. What should you change?/What should be different?
3. What should be the same?
 4. What should you record?
5. How will you record your data?
6. Which required more work?

Scenario 2

Predict whether or not a juice box truck with wheels will carry a load easier than one
without wheels. Plan, design and execute an investigation to test your prediction.
Record results in a variety of ways, then discuss, make inferences, and draw conclusions.
Compare predictions to conclusions. Share findings with the class.

Evaluate:
Indicate with a tick (✓) whether you Agree or Disagree with the following statements:
Statements Agree Disagree

When conducting a fair test only one thing must be different.

In the investigation above, the only thing that was different was the
choice of machines.

In the investigation above the machine that you predicted to be the

better one is the grater because it does not use electricity.

additional resources

Live worksheets:

https://www.liveworksheets.com/yi1197401ov

https://www.liveworksheets.com/nt1023165rk

https://quizizz.com/admin/quiz/5eb88116943211001c1c1f59/fair-test

https://quizizz.com/admin/quiz/5ed7b972a7fd00001bc26bb9

Teacher Reflection:

Key: 1- unsatisfactory 2- satisfactory 3- Good 4-

excellent

Effectiveness of strategies
Students’ participation
Effectiveness of instructional
materials
Objectives were met
Employed the use of
interactive various
instructional materials
including ICT tools
Students, not teacher were the
“main players” (students-
centered).
Content was linked to
authentic situations (real-
life).
Based on work output by
students, it was clear that
concept is grasped.

Plan of Action
 Re-teach
 Reinforce Concept (homework)

COMMENTS:

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Day 2:

Specific Objectives: At the end of the lesson, students should be able to:
1. Analyze and compare data from investigations on simple machines
2. Collect and display data from investigations on simple machines

Teaching and Learning Activities

Engage:

The teacher will show the students a picture of two different gradients with a man trying to
move a load uphill. They will say what was observed and make comparisons between the two.
For example: the gradient of the hill at the bottom is steeper than the hill at the top, therefore,
more effort is needed to move the load.

Explore:

Students will use the following picture as a guide to respond to the following scenario:

Mr. Black the farmer has a herd of goats he wants to sell at the market. He wants to get
them in a truck. He started to lift them one by one to put them in the truck. His son saw
him and laughed at him then said, “Daddy, why don’t you use a machine?”

Which simple machine would be most appropriate to get the animals in the truck? Why?

Explain:

The students will be asked to identify which of the given machines will make the work easier
and to justify their responses.
Scenario Name of simple Diagram of How does it make
Which would be easier? machine simple machine work easier?

Using a screw or a nail to hammer

into a piece of wood.

Using a ramp or lifting the load from

a truck.

Using a pulley to hoist a flag or

climbing up a ladder to raise the
flag.
Elaborate:

The students will watch the following video https://www.youtube.com/watch?

v=qh04TnKODXE and use it to complete the table below.

Test 1 Test 2 Test 3 Mean Average

Force without a ramp (N)

Force with ramp (N)

They will also observe the teacher conducting the same experiment without a ramp and then
record the measurements. The students can then make comparisons between the force needed
to move the paper with and without the use of a ramp.

OR

Use a ramp and force meter to record measurements of forces lifting a set of books, then
record. See page 77, activity 2 in Mission Science Workbook 5.

Evaluate:

Students will respond to the given prompt:

Write a story about Mr John’s Garage where the tools (screw, ramp, lever, pulley) came alive
to solve the problem of which one is more important to Mr John is removing and replacing the
tire from his car.

Live worksheets:

https://www.liveworksheets.com/ea1273525fd

video https://www.youtube.com/watch?v=ByLXZCP4ixc

Teachers Reflection

Key: 1- unsatisfactory 2- satisfactory 3- Good 4-

excellent

Effectiveness of strategies
Students’ participation
Effectiveness of instructional
materials
Objectives were met
Employed the use of
interactive various
instructional materials
including ICT tools
Students, not teacher were the
“main players” (students-
centered).
Content was linked to
authentic situations (real-life).
Based on work output by
students, it was clear that
concept is grasped.

COMMENTS:

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Subject: Social Studies

Grade: 5
Focus Question: What are the elements of weather and how does rainfall occur?
Attainment Target: Understand the processes and forces that have influenced the
physical and built environment.
Theme: The physical environment and its impact on human activities.
Topic: Explain how each type of rainfall occurs
Prior Learning: Define weather - Defining weather and identifying the weather
patterns
Key Concepts/ vocabulary: rainfall, currents, moisture, trade winds, water
vapour, condenses, precipitation, convectional rainfall, relief rainfall,
Key skills: demonstrating concepts, observing pictures to gather information,
making comparisons, sequencing events
Material/Resources: Jamaica Primary Social Studies for the National Standards
Curriculum Textbook and Workbook, YouTube video, Google slide presentations.

Day 1
Topic: The Water Cycle
Specific Objectives:
At the end of the lesson, students should be able to:
1. Define and use correctly the concepts: precipitation, water cycle
2. Explain the role of the water cycle.

Day 1
Content Summary:

The water cycle, precipitation and the two different types of rainfall
and precipitation.

The water cycle is the process by which the water, in whatever form, goes from
place to place, ocean to cloud to rainwater to river and back again through a cycle
of rising air currents, precipitation, runoff and a few other processes.
What is the water cycle?
Like all circular items, the water cycle has no true beginning and no end, though
the water changes state from liquid to solid-as ice and snow, for example – and as
vapour.

Precipitation is any kind of water that falls: rain, snow, sleet, hail, fog and mist. All
rain happens because warm air is cooled. However, there are different types of
rainfall depending on how the air is cooled.

The water cycle has many effects: it regulates the temperature of the
surroundings. It changes weather and creates rain. It helps in conversion of
rocks to soil. It circulates important minerals through the spheres.

Two types of rainfall are:

. Relief rainfall
. Convectional rainfall
Teaching Learning Activities

Engage:

Students will watch YouTube video, https://youtu.be/Oq8iCsV4woE then be

engaged in a discussion using the prompt questions below.

Prompt Questions
1. What is a cycle?
2. Why does it rain?
3. Where does water come from?
4. Where does the water go after it rains or when drying our clothes?
5. How does water go up?

Explore:
Engage in a brief discussion about the water cycle and how it operates
then use the diagrams below to relate it to the water cycle.
Write the state of the water under each drawing (gas, liquid, solid, cooling,
freezing, melting).
Which stage of the water cycle would each depict?
(evaporation,condensation,precipitation)

1. When a gas changes to a liquid, it goes through a process known as

________________.

2. The process in which a liquid changes into gas is called _________.

3. The process where water droplets fall to the ground after cooling is
called _____________.
Explain

Students in small groups will choose a suitable rhythm of their choice to play in the
background while they role play the water cycle based on what they learnt in the
exploratory stage
OR

analyze a diagram of the water cycle. They will be guided by the questions below.
Using the water cycle diagram, answer the questions below.

OR

1. Explain what is happening at the arrows

2. What is evaporation?
3. What would be the source of heat in nature?
4. What is condensation?
5. What is precipitation?
6. What causes evaporation to occur?
7. Explain the water cycle and the role it plays.

Elaborate:
Group 1
Your little sister wants to know where the water comes from to fill the puddles when it rains and
why the water disappears after a while. Explain this to your sister. Be sure to explain all the
stages of the cycle.

Group 2
Write in their journals, sentences reflecting the correct meaning of these terms: precipitation,
water cycle, water vapour, condensation, evaporation.

Group 3
Use the words below to label the water cycle.
condensation, collection, precipitation, evaporation
Evaluate

Students will complete the live worksheet by clicking on the link below:

https://www.liveworksheets.com/pf1495582ht
https://www.liveworksheets.com/xt1048847fc

OR

Explain each stage of the water cycle.

Label the diagram below. Write each stage of
the water cycle in the box provided.

Teacher’s Evaluation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________________
______________________________________________________________________________
______________________________

Day 2
Topic: Two types of rainfall
General Objective
Gather information from a variety of sources and use it to write a simple
explanation of how the two types of rainfall occur.

Content Summary
Rain is formed when air rises and so there are two main ways of making air
rise:
1. By going over a mountain (relief rain)
2. By rising through the atmosphere to be heated by the sun
(convectional rain).
Two types of rainfall are relief, and convectional rainfall. The causes of relief
rainfall and convectional rainfall can be examined and a clear distinction of how
each can occur.
Relief rainfall
Relief rainfall occurs when air has been blown over the sea and is then forced up
over an area of high land. This causes the air to cool and the moisture in the air
condenses and rain falls.

Convectional rainfall
Convectional rainfall occurs mostly in the tropics where it is hot. When air is hot it
rises and cools and condenses, forming rain. If the air is hot enough, it rises very
quickly and can cause thunderstorms.

Key skills:
 Defining terms, gathering information, classifying, making comparisons
between different types of rainfall

Key Concepts/Vocabulary:
 precipitation, water cycle, relief, frontal rainfall, convectional rainfall,
warm, moist, weathering, climate, condenses, runoffs

Material/Resources:
 Jamaica Primary Social Studies, Youtube videos, Google Slide, worksheet,

Objectives: Students should be able to:

 Develop working definitions for and use correctly the following concepts/
terms/concepts: relief rainfall and convectional rainfall.
 Develop a clear understanding of the water cycle
 List the two main types of rainfalls
 Describe each type of rainfall
 Create a picture illustration of the two main types of rainfalls.
Teaching Learning Activities
Engage:

Students will:
 Click on the link below to play the Quizzizz in the form of a competition
between two teams at
https://quizizz.com/admin/quiz/603477be3f5656001b1c397e/water-cycle

Explore:

Students will:
In groups with background rhythm of choice research
online/offline and gather information on the different types of
rainfalls.
Do a presentation of the information obtained. They will use pictures
to enhance their presentation.
Recall the meaning of the terms relief and convection using questioning
techniques.

 From previous lessons, what do you recall the words relief and
convection to mean?
 In which subject area/s did you learn about these words?
 Do you think these terms can be related to rainfall? How?

Students will examine pictures of relief and convectional rainfall on page 125
in the Jamaica Primary Social Studies. Students will be engaged in a brief
discussion about what they understand from the pictures.
OR

Explain:
Students will:

 Examine scenarios regarding the two types of rainfall.

You may be outside on a picnic on a hot summer's day. You are enjoying
yourself and you are soaking in the rays of sunshine. Suddenly, the sky gets
 darker and a dark, grey cumulus cloud is coming your way. Without warning, the
heavens open and it begins to rain, with an almost thunderous feel. Convectional
rain occurs frequently on hot days usually giving cumulus clouds and thunderous
showers.

View a series of short sentences explaining the occurrence of each type of

rainfall.
How it rains.
1. The sun heats up the air.
2. Warm air rises.
3. As the air rises, it cools.
4. The water vapour held in the air condenses back into water. If the air rises
far enough, the water vapour might turn into ice crystals.
5. If enough condensation occurs, a cloud will form, which is made up of
billions and billions of little drops of water.
6. Eventually the water held in the air becomes too heavy to be held up by
rising currents of air and it falls to the ground as rain, or snow, if it is really
cold.
7. The sun heats up the air.
8. Warm air rises.

Elaborate:

Jason lives in the interior (hilly area) of Portland and Maria lives in
Kingston. They were sharing their experiences with the type of rainfall at
different times of the year.
Describe the type of rainfall Maria would experience in June as against
Jason in February.
OR

Write a description for each type of rainfall in each of the boxes provided.

Colour in the diagrams to show which part is made of warm air and which is
made of cold air.
EVALUATE
Students will:
Do an activity from Social Studies Workbook 5 pages 59 and 60.

https://drive.google.com/file/d/1bNldhC5UfE6ENH6R_NYezFgbhyXcMr7f/view?
usp=sharing

OR
Click on the link below to complete the activity.
https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/6165079/ca2befa1-0406-
4998-a799-6aec3a017de1/image?
width=500&height=500&version=1422206330835

Assignment

In their Journals, students will write a letter to their grade 5 coordinator telling
him/her about what they have learnt from the lesson in online class about
rainfall.

Teacher Evaluation:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________________
______________________________________________________________________________
______________________________

Additional information
Relief rainfall occurs in areas where land increases in height.
This type of rainfall is common in places with mountains and sea.
Relief rainfall is formed when the air cools as it rises over relief features in the
landscape such as hills or mountains. These are the stages:
Stage 1.
Warm wet air is forced to rise over high land.
Stage 2.
As the air rises it cools and condenses. Clouds form and precipitation occurs.
Stage 3.
The drier air descends.
Stage 4.
As the air descends it warms meaning it can carry water moisture, so there is
little rain on this side of the mountain. This area is known as a rain shadow.