| Objectives | Students will be able to: (1) name common places in a community (church, shop, market, school, police station); (2) identify what people do there; (3) build a community map with blocks or drawings. |
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| Materials | Blocks or Lego, pictures of community places, large paper for floor map, toy vehicles. |
| Key vocabulary | community, church, shop, market, police, fire station |
| Engage (starter) | (10 min) Show a large picture of a town. Play “I spy a place where we buy food.” Children guess. |
| Develop (main) | (35 min) 1. Discuss what a community is (where we live, work, play). 2. List places children know in their own community. 3. Use blocks to build a simple community on a large paper map, adding labelled stick flags. 4. Role-play: assign children as shopkeeper, pastor, police, customer; act out visits. 5. Draw a favourite community place and write a sentence: “This is the ____. People ____ here.” |
| Plenary (close) | (10 min) Gallery walk of the block community. Each group describes their place. |
| Assessment | Drawing and sentence correctly identify place and activity. |
| Teacher notes | If possible, plan a short community walk next week. |
| Objectives | Students will be able to: (1) name at least three community helpers (firefighter, nurse, teacher, farmer); (2) match helper to tool; (3) explain how a helper helps us. |
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| Materials | Helper puppets or cut-outs, tool matching cards, dress-up hats, “Thank you” card paper. |
| Key vocabulary | helper, firefighter, nurse, farmer, tool, uniform |
| Engage (starter) | (10 min) Wear a firefighter hat and hold a hose (prop). Children guess who I am and what I do. |
| Develop (main) | (35 min) 1. Discuss each helper and their tool: nurse – thermometer, farmer – hoe. 2. Match helper card to tool card on the floor. 3. Act out a helper’s job while class guesses. 4. Draw a community helper and write a sentence: “A ____ helps us by ____.” 5. Make a “Thank you, helper” card for a real community helper. |
| Plenary (close) | (10 min) Share cards and say why we appreciate that helper. |
| Assessment | Matching correct; drawing includes helper and a sentence. |
| Teacher notes | Invite a community helper (parent) to speak to the class if possible. |
| Objectives | Students will be able to: (1) name different vehicles; (2) sort vehicles by land, water, air; (3) draw a favourite vehicle and say how it moves. |
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| Materials | Toy vehicles, three large sorting hoops labelled “Land”, “Water”, “Air”, pictures of vehicles. |
| Key vocabulary | transport, land, water, air, bus, boat, plane |
| Engage (starter) | (10 min) Sound game: play sounds of a car horn, boat horn, aeroplane. Children identify and move like each vehicle. |
| Develop (main) | (35 min) 1. Brainstorm vehicles and sort real toys into hoops. 2. Discuss why we need transport – to move people and goods. 3. Class graph: “How did you come to school today?” (walk, car, bus). 4. Draw a favourite vehicle and write a simple sentence: “This is a ____. It goes on ____.” 5. Pair share: describe your vehicle and where it travels. |
| Plenary (close) | (10 min) Sing “The Wheels on the Bus” and “Row, Row, Row Your Boat”. |
| Assessment | Correct sorting; drawing includes vehicle and travel medium. |
| Teacher notes | Connect to safety: always wear seatbelt, hold hand in parking lot. |
| Objectives | Students will be able to: (1) name parts of a plant (roots, stem, leaves, flower); (2) explain that plants give us food and oxygen; (3) plant a seed. |
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| Materials | Real plant or large diagram, seed, soil, cup, water, plant part labels. |
| Key vocabulary | plant, roots, stem, leaves, flower, seed |
| Engage (starter) | (10 min) Bring a potted plant. Ask: What is this? Where does it grow? Let’s name its parts. |
| Develop (main) | (35 min) 1. Using diagram, teach parts and functions: roots drink water, leaves make food. 2. Sing “Parts of a Plant” song (to tune of “Head, Shoulders”). 3. Each child plants a bean seed in a cup, waters it. 4. Draw the planted seed and label “seed”, “soil”, “water”. 5. Discuss what plants give us (fruits, vegetables, shade, clean air). |
| Plenary (close) | (10 min) Plant care chant: “Water, sun, and love – our plant will grow!” Place cups on windowsill. |
| Assessment | Drawing includes seed and labels; child can name at least 2 plant parts. |
| Teacher notes | Observe plant growth over the next weeks – link to living things. |
| Objectives | Students will be able to: (1) name common domestic and wild animals; (2) sort animals by where they live (farm, house, jungle); (3) draw and label a favourite animal. |
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| Materials | Animal pictures, sorting mat with columns “Farm”, “Home”, “Wild”, animal sounds audio. |
| Key vocabulary | animal, domestic, wild, farm, pet |
| Engage (starter) | (10 min) Play animal sounds; children guess the animal and act it out. |
| Develop (main) | (35 min) 1. Discuss pets at home vs farm animals vs wild animals in Jamaica (like the Jamaican iguana, crocodile). 2. Sort pictures into categories. 3. Draw a favourite animal and write its name. 4. Discuss how we care for pets (feed, water, shelter). 5. Role-play feeding a pet or milking a cow. |
| Plenary (close) | (10 min) Animal parade: children walk around showing drawings and making the animal sound. |
| Assessment | Sorting correct; drawing and labelling of animal. |
| Teacher notes | Extension: mention that some wild animals are protected – we don’t harm them. |