| Objectives | Students will be able to: (1) define “needs” as things we must have to live; (2) give examples of needs (food, water, shelter, clothing, love); (3) sort pictures into needs and wants. |
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| Materials | Picture cards (food, water, house, clothes, toys, sweets), two sorting hoops, drawing paper. |
| Key vocabulary | needs, wants, food, water, shelter, clothing |
| Engage (starter) | (10 min) Show a toy and a piece of bread. Ask: “Which one do you need to live? Which one is just nice to have?” Introduce “needs” and “wants”. |
| Develop (main) | (35 min) 1. Brainstorm things we cannot live without – teacher lists on board. 2. Display picture cards, children name each and decide if it’s a need or a want. 3. Sort pictures into two hoops labelled “Needs” and “Wants”. 4. Draw a picture of a need and a want, write labels. 5. Share with a partner and explain choice. |
| Plenary (close) | (10 min) Class chant: “Need, need, I need to live! Want, want, I can give!” Quick quiz with thumbs up (need) or down (want). |
| Assessment | Sorting correct; drawing includes one need and one want correctly labelled. |
| Teacher notes | Emphasise that love and care are also needs, not just physical items. |
| Objectives | Students will be able to: (1) explain why we need food; (2) name healthy foods from the Caribbean; (3) draw a healthy meal. |
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| Materials | Real or plastic fruits/vegetables, “Healthy Plate” chart, paper plates, crayons. |
| Key vocabulary | energy, healthy, grow, fruit, vegetable, protein |
| Engage (starter) | (10 min) Ask: “Why do we eat breakfast before school?” Children share; teacher explains food gives us energy to play and learn. |
| Develop (main) | (35 min) 1. Show healthy foods: yam, banana, callaloo, fish, chicken. 2. Discuss that food helps us grow, stay strong, and have energy. 3. Show the “Healthy Plate” – half fruits/vegetables, quarter staples, quarter protein. 4. On a paper plate, draw a healthy Jamaican meal and colour it. 5. Share plate with a partner, saying why it’s healthy. |
| Plenary (close) | (10 min) “Healthy Plate Parade” – children walk around showing their plates. Teacher gives a healthy sticker. |
| Assessment | Plate includes at least three food groups; child can name one benefit of eating. |
| Teacher notes | Introduce the idea of “sometimes foods” (sweets) later. |
| Objectives | Students will be able to: (1) state that all living things need water; (2) list ways we use water (drinking, washing, cooking); (3) demonstrate water conservation at the tap. |
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| Materials | Glass of water, pictures of uses (drinking, bathing, watering plants), two potted plants (one watered, one dry). |
| Key vocabulary | water, drink, wash, conserve, thirsty |
| Engage (starter) | (10 min) Show two plants: one green, one wilted. Ask: “What’s different? Why is the green one healthy?” Introduce water as a need. |
| Develop (main) | (35 min) 1. Brainstorm all the ways we use water – make a class list. 2. Discuss what would happen without water (thirsty, dirty, sick). 3. Demonstrate how to use water carefully: turn off tap while soaping hands. 4. Draw a picture of yourself using water wisely. 5. Practise a water-saving chant: “Turn it off, don’t let it drop!” |
| Plenary (close) | (10 min) Each child takes the “Water Saver Pledge” and signs a class poster. |
| Assessment | Drawing shows a water-saving action; can explain why water is important. |
| Teacher notes | Link to health – drinking enough water each day. |
| Objectives | Students will be able to: (1) explain that a home is a shelter; (2) name different types of houses in the community; (3) draw their home. |
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| Materials | Pictures of houses (concrete, board, apartment, hut), drawing paper, crayons. |
| Key vocabulary | shelter, house, apartment, roof, walls, protect |
| Engage (starter) | (10 min) Show pictures of a cave, a tent, a house. Ask: “What do all these give us? A safe place to live – shelter.” |
| Develop (main) | (35 min) 1. Discuss why we need a home: protection from sun, rain, animals. 2. Show local house types, children identify their own. 3. Draw your house and write (or trace) “My home keeps me safe.” 4. Pair share: describe your home. 5. Talk about people who do not have homes – kindness and helping. |
| Plenary (close) | (10 min) Gallery walk of house drawings. Children say one thing they like about their home. |
| Assessment | Drawing is recognisable; child can say why a home is needed. |
| Teacher notes | Be sensitive to varying housing situations; focus on “home” as where we are loved. |
| Objectives | Students will be able to: (1) give reasons for wearing clothes (protection, warmth, modesty, identity); (2) name different types of clothing; (3) dress a paper doll appropriately. |
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| Materials | Clothing items (real or cut-outs), paper dolls, clothing shapes, glue, crayons. |
| Key vocabulary | clothes, protect, warm, uniform, occasion |
| Engage (starter) | (10 min) Hold up a raincoat and a T-shirt. Ask: “When would I wear each? Why don’t I just wear nothing?” (giggles) – introduce reasons. |
| Develop (main) | (35 min) 1. Discuss four reasons: protection (sun, thorns), warmth, modesty, identification (school uniform). 2. Sort real clothes into piles (school, play, church, bed). 3. Paper doll activity: dress a doll for a sunny day at school, then for bed. 4. Draw a picture of yourself in your favourite outfit and write a sentence: “I wear this when I ____.” |
| Plenary (close) | (10 min) Doll fashion show: children show dressed dolls and explain choice. |
| Assessment | Doll dressed correctly for scenario; sentence matches. |
| Teacher notes | Mention that some clothes are special for celebrations (e.g., church, weddings). |