| Objectives | Students will be able to: (1) define living and non‑living; (2) sort objects; (3) draw a living and a non‑living thing. |
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| Materials | Real objects (plant, rock, toy), sorting hoops, drawing paper. |
| Key vocabulary | living, non‑living, grow, breathe, move |
| Engage (starter) | (10 min) Hold up a plant and a stone. “Which one is alive? How do you know?” |
| Develop (main) | (35 min) 1. Explain: living things grow, need food and water, breathe. 2. Sort a collection of objects. 3. Children go on a mini‑hunt around the class to find one living and one non‑living thing. 4. Draw them and label. 5. Share findings. |
| Plenary (close) | (10 min) Quick check: teacher points, children shout “living” or “non‑living”. |
| Assessment | Sorting correct; drawing includes both types labelled. |
| Teacher notes | Use this as a basis for plants and animals. |
| Objectives | Students will be able to: (1) name roots, stem, leaves, flower; (2) draw and label a plant; (3) explain what each part does simply. |
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| Materials | Real potted plant, diagram, drawing paper, crayons. |
| Key vocabulary | roots, stem, leaves, flower, plant |
| Engage (starter) | (10 min) Show the plant. “Let’s name its parts – where does it drink water?” |
| Develop (main) | (35 min) 1. Point to roots, stem, leaves, flower; children repeat. 2. Simple functions: roots drink water, stem holds up, leaves make food. 3. Draw and label a plant. 4. Song: “Roots, stem, leaves, flower” to tune of “Head, Shoulders”. 5. Pair check: point and name. |
| Plenary (close) | (10 min) Plant part rap: “Roots down, stem up, leaves out, flower!” |
| Assessment | Drawing includes all four parts labelled. |
| Teacher notes | Plant a seed to observe growth. |
| Objectives | Students will be able to: (1) list what plants need (water, light, air, soil); (2) conduct a simple experiment with two plants (one no water); (3) draw predictions. |
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| Materials | Two small potted plants, water, observation sheet. |
| Key vocabulary | water, sunlight, air, soil, need |
| Engage (starter) | (10 min) “What do you need to grow? Plants need things too!” |
| Develop (main) | (35 min) 1. Brainstorm: water, sun, air, soil. 2. Set up experiment: label Plant A (water + sun), Plant B (no water). 3. Children draw the plants and predict what will happen. 4. Write a simple sentence: “Plants need ___ to grow.” 5. Discuss why we shouldn’t overwater. |
| Plenary (close) | (10 min) Check predictions; observe over next days. |
| Assessment | Prediction drawing and sentence correct. |
| Teacher notes | Follow up next week to see results. |
| Objectives | Students will be able to: (1) name common Jamaican animals; (2) classify as pet, farm, or wild; (3) draw a favourite animal. |
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| Materials | Animal pictures, sorting mats labelled “Pet”, “Farm”, “Wild”, drawing paper. |
| Key vocabulary | pet, farm, wild, animal, habitat |
| Engage (starter) | (10 min) Show a picture of a goat. “Is this a pet or farm animal? Let’s sort animals today.” |
| Develop (main) | (35 min) 1. Discuss pets (dog, cat, bird), farm (cow, goat, chicken), wild (iguana, Jamaican parrot). 2. Sort pictures. 3. Draw a favourite animal and write “This is a ___.” 4. Share with class. |
| Plenary (close) | (10 min) Animal sound guessing game. |
| Assessment | Sorting correct; drawing labelled. |
| Teacher notes | Emphasise care for all animals. |
| Objectives | Students will be able to: (1) match baby animals to their mothers; (2) name the baby (chick, puppy, kitten, kid); (3) draw a mother and baby. |
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| Materials | Matching cards (hen‑chick, dog‑puppy, cat‑kitten, goat‑kid), drawing paper. |
| Key vocabulary | baby, mother, chick, puppy, kitten, kid |
| Engage (starter) | (10 min) Show a hen and a chick. “This is the mother, and this is her baby – a chick.” |
| Develop (main) | (35 min) 1. Introduce each pair; children repeat. 2. Matching game: find the baby for each mother. 3. Draw a mother animal with her baby. 4. Label them. 5. Pair share: “A baby dog is called a ___.” |
| Plenary (close) | (10 min) Quick quiz: teacher shows mother, children call baby name. |
| Assessment | Matching accurate; drawing includes correct labels. |
| Teacher notes | Connect to living things grow and change. |