Integrated Learning Unit

UNIT ONE: Week ONE

Theme: My Country: The Past

Theme Rationale:
Historical events have led to Trinidad and Tobago becoming a multi-cultural nation. Knowing and
understanding the past allows students to fully appreciate the diversity of our land and people. This
appreciation promotes nation-building and helps to develop in children a sense of national pride. In
this unit, students will explore different aspects of Amerindian life and present their growing
understanding in a variety of ways. Eventually, their work can be made into a school display which
other students can visit.

Theoretical Underpinning:
A mixed approach encompassing views from various instructional, learning, communication and
motivational theories will be drawn upon in the creation and delivery of each lesson. By the use of
student involvement and exploration with various activities, the Constructivist Theory will be drawn
upon where knowledge would be constructed, understanding would be local and the building of
useful knowledge structures would be achieved by effortful and purposeful activity. The Universal
Design for Learning (UDL) will also be considered for the development of all lessons in the unit.
Instructional goals, methods, materials, and assessments will not be a single, one-size-fits-all
solution but rather flexible approaches that can be customized and adjusted for individual needs.
Additionally, the Information Processing Theory which talks about the sensory registers and
attention span, will be drawn upon. Set inductions for lessons will be exciting and interesting in
order to capture the attention of students. Reinforcement through the use of multiple examples will
be also employed. Cooperative Learning will also be put into practice for whole class discussions
and paired activity. In an attempt to provide motivation for learning, students will be meaningfully
engaged throughout, and by the use of mixed ability pairs they will be given the opportunity to solve
problems. In this way they will be given the confidence to be able to complete the task as opposed to
having to do it independently.

Class Information:

Level: Standard 1
No of Students: 5
No of Girls: 4 No of Boys: 1
Exceptionalities: There are 2 girls who display ADHD characteristics
Tiers: The class will be tiered (levels 1-3) according to their interests, readiness, learning styles

Previous Knowledge: List all that applies to the different lessons

Subjects: List all that are included in the unit

List of Lessons Objectives Activities Assessment

Teaching Resources
Strategies
1. English Students will be Class Power Worksheet
Language able to: Discussion Point
Arts. Work (Students
Define the five (Teacher will read a
sheet
Elements of a elements of a will show a story. Think
story. story: PowerPoint Pencil about who
characters, and engage Note the story is
setting, plot, in book mostly
conflict, and discussion Laptop about, and
theme. with Internet where the
students to story mostly
Select the explain the takes place
characters, elements of and answer
setting, plot, a story) questions.
conflict, and
theme in a Problem
passage. based
learning
Solve problems
by choosing (Teacher
people or will read a
personified short story
animals and about the
objects that past people
carry out the and have
action in stories. students
identify the
story
elements.)

(Students
will match
the story
elements to
the
appropriate
response.)
 Think-
pair-share
(In pairs
students
will share
their
answers
and justify
their
responses.)

2. English Students will be Class Power Worksheet

Language able to: Discussion Point
Arts Work (Students
Define what is a (Teacher will look at
sheet
Nouns noun. will show a pictures the
PowerPoint Pencil past people
Identify nouns in and engage Note and their
given sentences. in book culture and
discussion Laptop write the
List the with Internet noun words
difference students to in the correct
between a explain category:
common noun what are person,
and a proper nouns) place,
noun. animal, or
Cooperati thing.)
ve
learning
(Students
will go in
pairs and
state the
characters
of different
types of
nouns.)

Problem
based
learning
(Students
will choose
the nouns
in given
sentences
 about the
past people
and state
whether it
is a
common or
proper
noun.)

3. Students will be Class Power Worksheet

Mathematics able to: Discussion Point
(Teacher Work (Students
Place Value Identify the tens will show a will be
sheet
place and the PowerPoint required to
ones place in a and engage Pencil fill in the
number. in Note blanks with
discussion book the correct
Describe a specified with Laptop tens and
number in various students to Internet ones for the
ways using language explain Manipul given
associated with tens and atives numbers.)
place value. ones place (base
value.) ten
Demonstrate using material
various manipulatives s, place
that a given numeral Guided value
consists of a certain practice mats)
number of ‘tens’ and (Teacher
‘ones. will help
students to
correctly
identify the
place value
of given
numbers
and justify
their
answer.)

Problem
based
learning
(Students
will solve
place value
 word
problems
using the
past people
names)

4. Reading Power
Point
Work
sheet
Pencil
Note
book
Laptop
Internet

5. Social Students will be able Classroom Power Worksheet

Studies to: Discussion Point
(Teacher Work (Students
The indigenous Explore a local will use a may present
sheet
people historical site or PowerPoint the
museum to develop a to take Pencil information
better understanding students on Note they learnt in
of the life of the a virtual book the form of a
indigenous people of tour to Laptop graphic
Trinidad and Tobago Clever Internet organizer on
Woods Map a large sheet
Create an Park so Pictures of Bristol
e-book/scrapbook on that they board or on
historical facts about learn about individual
the indigenous people the first worksheets.)
people who
Develop an populated
appreciation for their our country
country’s history by many years
express themselves ago.)
orally and in writing
Cooperati
ve
Learning
(Students
will go into
groups and
complete a
KWL chart
 about the
first
people)

Inquiry
based
leaning
(Students
will be
appointed
and given
an aspect
of the
indigenous
people
lifestyle.
They will
then read a
short
passage
about their
given topic
and share it
with their
classmates)
6. Social Students will be Classroom Power Worksheet
Studies able to: Discussion Point
Work (Amerindian
Place Names, Discuss the (Teacher artefact.
sheet
Food and contributions of will show They draw,
Artefacts the indigenous to students a Pencil colour and
our National PowerPoint Note label the
Heritage - food, about the book artefact.)
artefacts, place indigenous Laptop
names. people’s Internet
food, Map
State the place artefacts, Pictures
names of place
Amerindian names.)
origin on map of
Trinidad and Problem
Tobago. based
Learning
Describe the (Teacher
artefacts in their displays a
own words large map
 according to of Trinidad
shape, size, and
texture. Tobago
and
students
find and
list the
places
named by
the
indigenous
people.)

Cooperati
ve
learning
(Students
go in pairs
and each
pair are
given word
cards and
asked to
label the
food types.
Students
then name
the foods
orally.)
7. Social Studies Students will be able Class Power Writing
Discussion Point activity
The huts in which to: (Teacher Work
the Amerindians will show (Students
sheet
lived. Evaluate the students a will use the
PowerPoint Pencil writing
usefulness of
and video Note process to
objects/structures book
bout the create
huts in Laptop simple
Construct an which the Internet paragraphs
Amerindian hut using Amerindia Pictures about
ns lived.) Amerindian
available materials
houses.)
Inquiry
Describe an based
Amerindian hut with learning
respect to colour, (Students
 brainstorm
shape, and texture. vocabulary
associated
with
texture,
colour and
shapes.
These
words are
added to
the word
wall)

Cooperati
ve
Learning
(Students
will go in
pairs and
construct
models of
huts in
which the
Amerindia
ns once
lived.

8. Science Students will be able Class Power Worksheet

to: Discussion Point
Simple (Teacher Work Students will
machines Identify different will show complete a
sheet
items that are levers. students a worksheet
PowerPoint Pencil based on the
State the different and video Note classes of
classes of levers. about the book lever.
simple Laptop
Construct any lever machines) Internet
that falls in the three Pictures
classes. Problem
based
learning
(Students
will
identify the
items
(levers)
 that the
indigenous
people
used.)

Guided
practice
(Teacher
will help
students to
construct a
lever)
9. Science Students will be Classroom Power Worksheet
able: Discussion Point
Vertebrates and (Teacher Work (Students
Invertebrates Define a will show a will
sheet
vertebrate and an PowerPoint complete a
invertebrate. and video Pencil worksheet
and engage Note where they
Identify an animal as a in book name the
vertebrate or discussion Laptop animals
invertebrate. about Internet shown and
vertebrates Pictures state
Describe and whether it is
characteristics of invertebrat a vertebrate
vertebrates and es) or an
invertebrates. invertebrate.
Cooperati )
ve
Learning
(In pairs
students
will list the
features of
vertebrates
and
invertebrat
es.

Problem
Based
Learning.
(State
whether an
animal is a
vertebrate
 or an
invertebrat
e).
10. Students will be Classroom Power In class
Agricultural able to: Discussion Point Activity
Science (Teacher Work
Identify plants will use a Create a
sheet
Plants used by which were used PowerPoint semantic
our ancestors by our ancestors to discuss Pencil map
with Note showing the
Categorize plants students book uses of
used by our the plants Laptop plants by our
ancestors used by our Internet ancestors
ancestors.) Pictures
Discuss the uses
of the plants by Problem
our ancestors Based
Learning
(Students
will
explain the
uses of the
plants used
by our
ancestors.)

(Students
will select
and
categorize
plants the
plants used
by our
ancestors.)
 UNIT ONE: Week Two

Theme: My Country: The Past

Theme Rationale:
Historical events have led to Trinidad and Tobago becoming a multi-cultural nation. Knowing and
understanding the past allows students to fully appreciate the diversity of our land and people. This
appreciation promotes nation-building and helps to develop in children a sense of national pride. In
this unit, students will explore different aspects of Amerindian life and present their growing
understanding in a variety of ways. Eventually, their work can be made into a school display which
other students can visit.

Theoretical Underpinning:
A mixed approach encompassing views from various instructional, learning, communication and
motivational theories will be drawn upon in the creation and delivery of each lesson. By the use of
student involvement and exploration with various activities, the Constructivist Theory will be drawn
upon where knowledge would be constructed, understanding would be local and the building of
useful knowledge structures would be achieved by effortful and purposeful activity. The Universal
Design for Learning (UDL) will also be considered for the development of all lessons in the unit.
Instructional goals, methods, materials, and assessments will not be a single, one-size-fits-all
solution but rather flexible approaches that can be customized and adjusted for individual needs.
Additionally, the Information Processing Theory which talks about the sensory registers and
attention span, will be drawn upon. Set inductions for lessons will be exciting and interesting in
order to capture the attention of students. Reinforcement through the use of multiple examples will
be also employed. Cooperative Learning will also be put into practice for whole class discussions
and paired activity. In an attempt to provide motivation for learning, students will be meaningfully
engaged throughout, and by the use of mixed ability pairs they will be given the opportunity to solve
problems. In this way they will be given the confidence to be able to complete the task as opposed to
having to do it independently.

Class Information:

Level: Standard 1
No of Students: 5
No of Girls: 4 No of Boys: 1
Exceptionalities: There are 2 girls who display ADHD characteristics
Tiers: The class will be tiered (levels 1-3) according to their interests, readiness, learning styles

Previous Knowledge: List all that applies to the different lessons

Subjects: List all that are included in the unit

List of Lessons Objectives Activities Assessment

Teaching Resources
Strategies
1. English Describe Class Power Fill in the
Language pictures using Discussion Point blanks with
Arts. the past tense of Work the past
the “verb to be”. (Teacher tense of the
sheet
Past Tense of the will engage verb to be.
verb Identify the in Pencil
past tense of the discussion Note
“verb to be” with book
without errors students Laptop
using their based on Internet
cognition. the)

Create simple Problem

sentences using based
the past tense of learning
the verb “to be”.
(Teacher
will read a
short story
and
identify
the)

(Students
will match
the story
elements to
the
appropriate
response)

Think-
pair-share
(In pairs
students
will share
their
answers
and justify
their
 responses)

2. English Students will be Class Power Students will

Language able to: Discussion Point choose an
Arts Work adjective to
Define an Video complete a
sheet
Adjectives adjective. list of
Cooperativ Pencil sentences.
Identify e learning Note
adjectives in book
sentences. Problem Laptop
based Internet
List adjectives to learning Pictures
describe
appropriate
scenarios.
3. English  Students Class Power Students will
Language will be Discussion Point choose an
Arts able to Work pronoun to
state the Video complete a
sheet
Pronoun definition list of
of a Cooperativ Pencil sentences.
pronoun. e learning Note
 Students book
will be Problem Laptop
able to based Internet
recognize learning Pictures
pronouns
and
distinguis
h them
from other
parts of
speech.
 Students
will be
able to
distinguis
h between
singular,
plural,
subject,
and object
pronouns.
 Students
will be
 able to use
the correct
form of
pronouns
in
sentences.

4. English Define what is a Class Power Students will

Language verb Discussion Point be required
Arts Work to c
Identify verbs Guided circle the
sheet
Verbs practice verbs.
Demonstrate an Pencil
understanding of Problem Note
verbs based book
learning Laptop
Internet

5. Class Power Students will

Mathematics Recognize and Discussion Point be required
name different Work to draw a
Shapes shapes Guided line between
sheet
practice a shape and
Identify shapes they Pencil its name.
see in their classroom Problem Note
and surroundings based book
learning Laptop
Sort shapes into Internet
categories based on
their attributes

6.  Define Class Power

Mathematics standard units Discussion Point Students will be
of given a
Work
measurement. Guided worksheet to test
sheet the level of
 Demonstrate practice
an Pencil knowledge and
understanding Problem Note understanding
that based book that they have in
measurement learning Laptop identifying
can be Internet appropriate units
quantified of measure when
using standard measuring
units objects of
(kilometres, varying length
 metres and
centimetres).

Understand the
relationship between
units of measure (km
and m; m and cm)
7. Science define 'wind energy' Classroom Power construct
Discussion Point models of
explain some of Work traditional
the common uses Problem devices that
sheet
of wind energy based use wind.
Learning Pencil
explain that windmills Note model paper
have been used for Inquiry book windmill.
grinding in some based Laptop (http://
industries in the past leaning Internet www.shivac
Map harity.com/
Pictures windmills.ht
ml)

coconut leaf
flute
(http://www.
ehow.com/h
ow_8713374
_make-leaf-
flute.html.)

8. Social identify the Classroom Power Worksheets

Studies different groups Discussion Point Role play
of people who Work
The People arrived in Problem
sheet
who Came Trinidad and based
Tobago from re- Learning Pencil
discovery to Note
1900s Inquiry book
based Laptop
identify major leaning Internet
changes brought Map
about by different Pictures
events and groups
of people who
arrived in the
early days in
Trinidad and
 Tobago

express their
ideas/feelings/opi
nions about the
changes that took
place in their
country in the
early days
9. Social Studies Students will be able Class Power Create a
to: Discussion Point model of the
Work artefact they
 identify some Video
sheet
chose.
artefacts used by the
Inquiry Pencil
settlers during the
early days in Trinidad based Note
& Tobago learning book
Laptop
 recreate some Internet
artefacts Map
representative of the Pictures
early days Worksh
eet
availabl
 demonstrate a e/discar
ded
greater understanding
material
of properties of two- s for
dimensional and three- making
models
dimensional shapes
10. Visual Arts  Describe Power Use the coil or
multiple 2- Point pinch
dimensional Work method to
and 3- produce and
sheet
dimensional decorate 2-
shapes Pencil 3 clay pots
 Identify basic Note that represent
shapes as they book artefacts
occur in nature Laptop
Internet
Gain awareness of our Map
nation’s past. Pictures
Material
 s of
varying
 textures
includin
g
assorted
paper,
paper
clips,
ribbons,
yarn,
beans,
peas,
leaves,
sticks,
glue
scissors

UNIT ONE: Week Three

Theme: My Country: The Past

Theme Rationale:
Historical events have led to Trinidad and Tobago becoming a multi-cultural nation. Knowing and
understanding the past allows students to fully appreciate the diversity of our land and people. This
appreciation promotes nation-building and helps to develop in children a sense of national pride. In
this unit, students will explore different aspects of Amerindian life and present their growing
understanding in a variety of ways. Eventually, their work can be made into a school display which
other students can visit.

Theoretical Underpinning:
A mixed approach encompassing views from various instructional, learning, communication and
motivational theories will be drawn upon in the creation and delivery of each lesson. By the use of
student involvement and exploration with various activities, the Constructivist Theory will be drawn
upon where knowledge would be constructed, understanding would be local and the building of
useful knowledge structures would be achieved by effortful and purposeful activity. The Universal
Design for Learning (UDL) will also be considered for the development of all lessons in the unit.
Instructional goals, methods, materials, and assessments will not be a single, one-size-fits-all
solution but rather flexible approaches that can be customized and adjusted for individual needs.
Additionally, the Information Processing Theory which talks about the sensory registers and
attention span, will be drawn upon. Set inductions for lessons will be exciting and interesting in
order to capture the attention of students. Reinforcement through the use of multiple examples will
be also employed. Cooperative Learning will also be put into practice for whole class discussions
and paired activity. In an attempt to provide motivation for learning, students will be meaningfully
engaged throughout, and by the use of mixed ability pairs they will be given the opportunity to solve
problems. In this way they will be given the confidence to be able to complete the task as opposed to
having to do it independently.

Class Information:

Level: Standard 1
No of Students: 5
No of Girls: 4 No of Boys: 1
Exceptionalities: There are 2 girls who display ADHD characteristics
Tiers: The class will be tiered (levels 1-3) according to their interests, readiness, learning styles

Previous Knowledge: List all that applies to the different lessons

Subjects: List all that are included in the unit

List of Lessons Objectives Activities Assessment

Teaching Resources
Strategies
1. English Students will Class Power Oral
Language understand the Discussion Point questioning
Arts. concept of a Work
main idea in (Teacher
sheet
Past Tense of the
 verb nonfiction text. will engage Pencil
in Note
• Students will discussion book
be able to follow with
Laptop
a set of steps to students
identify the main based on Internet
idea in an the)
article.
Problem
based
Students will be learning
able to identify
and state the (Teacher
main idea of will read a
informational short story
text. and
identify
the)

(Students
will match
the story
elements to
the
appropriate
response)

Think-
pair-share
(In pairs
students
will share
their
answers
and justify
their
responses)

2. English Students will be Class Power Examine

Language able to: Discussion Point each
Arts Work student’s
Define a simile. Video simile
sheet
Simile drawing.
Identify similes in Cooperativ Pencil Give
sentences. • e learning Note students a
Create simple book list of ten
 similes to Problem Laptop sentences,
describe based Internet some with
themselves and learning Pictures similes and
others. some
without.
Have
students read
each
sentence and
circle all of
the similes.
3. identify the tens Class Power addition
Mathematics and ones in two- Discussion Point worksheets,
digit numbers2. Work students
Addition Video add two 2-
sheet
add two-digit digit
numbers Cooperativ Pencil numbers in
e learning Note columns
solve problems book
involving Problem Laptop
addition based Internet
learning Pictures
4. identify the tens Class Power Students will
Mathematics and ones in two- Discussion Point be required
digit numbers2. Work to
Subtraction Guided circle the
sheet
subtract two-digit practice verbs.
numbers Pencil
Problem Note
solve problems based book
involving learning Laptop
subtraction Internet

5. 1. Discover how Class Power worksheets

Mathematics to use objects Discussion Point focus
Measurement Work on measurin
and Guided g lengths in
nonstandard sheet
practice terms of
units to Pencil other
Problem Note objects (e.g.
measure.
based book the pencil is
2. Measure learning Laptop 6 quarters
distance using Internet long
a nonstandard
 unit—a step.
3. Make
conclusions
about why it’s
important to
use objects of
the same size
and shape
when
measuring.

6. Social make comparisons Class Power Students

Studies between the way of Discussion Point write an
life in the past and Work expository
present-day Guided piece based
sheet
Trinidad and Tobago practice on their
 provide evidence of Pencil learning
Spanish influence in Problem Note
Trinidad and Tobago based book
 engage in healthy learning Laptop
competition Internet

7. Social identify the Classroom Power oral

Studies different groups Discussion Point questions
of people arrived Work
in Trinidad and Problem
sheet
Tobago following based
re-discovery  Learning Pencil
state the major Note
reason for the Inquiry book
arrival of based Laptop
different groups leaning Internet
of people to Map
Trinidad and Pictures
 Tobago  make a
link between the
arrival of
different groups
of people and the
multi-ethnic
make-up of
Trinidad and
Tobago
8. Science Classroom Power Worksheets
Discussion Point Role play
Work
Problem
sheet
based
Learning Pencil
Note
Inquiry book
based Laptop
leaning Internet
Map
Pictures
9. Science Students will be able Class Power
to: Discussion Point
Work
Video
sheet
Inquiry Pencil
based Note
learning book
Laptop
Internet
Map
Pictures
Worksh
eet
availabl
e/discar
ded
material
s for
making
models
10. Visual Arts