| Objectives | Students will be able to: (1) name types of clothes (shirt, pants, dress, shorts, skirt); (2) identify clothes for different occasions (school, play, church, sleep); (3) sort clothing pictures. |
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| Materials | Real clothing items or picture cards, sorting mats labelled “School”, “Play”, “Church”, “Sleep”. |
| Key vocabulary | shirt, pants, dress, skirt, uniform, occasion |
| Engage (starter) | (10 min) Bring a bag of mixed clothes. Pull out one item, ask: “When would you wear this? Where?” |
| Develop (main) | (35 min) 1. Discuss different occasions and what we wear. 2. Sort clothing cards into the correct mat. 3. Draw a picture of yourself in school uniform and another in play clothes. 4. Label each: “I wear this to ____.” 5. Class tally: who is wearing a shirt, pants, dress today? |
| Plenary (close) | (10 min) “Fashion Show” – children walk a pretend runway showing their drawing and saying “This is my school/play outfit.” |
| Assessment | Sorting accurate; drawing matches occasion. |
| Teacher notes | Respect cultural dress differences; include church/formal wear. |
| Objectives | Students will be able to: (1) name appropriate clothing for hot, cold, and rainy weather; (2) explain why we change clothes with weather; (3) dress a paper doll for the weather. |
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| Materials | Weather pictures (sun, rain, wind), doll and clothing pieces, glue. |
| Key vocabulary | weather, hot, cold, rainy, jacket, sweater, raincoat |
| Engage (starter) | (10 min) Look outside: “What’s the weather? What did you wear today? Why?” |
| Develop (main) | (35 min) 1. Show sunny/hot weather picture – what should we wear? (light clothes, hat). 2. Rainy – raincoat, boots. 3. Cold (rare in Jamaica but possible in hills) – sweater, long pants. 4. Doll activity: dress a paper doll for a rainy day and for a sunny day. 5. Discuss why it’s important: to stay comfortable and healthy. |
| Plenary (close) | (10 min) Weather check: teacher calls a weather, children mime dressing for it. |
| Assessment | Doll dressed appropriately for both weather types. |
| Teacher notes | Connect to health – staying dry and warm prevents colds. |
| Objectives | Students will be able to: (1) name materials (cotton, wool, rubber, leather); (2) match material to its source (plant, animal, man-made); (3) feel and describe different fabrics. |
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| Materials | Fabric swatches (cotton, wool, rubber boots, leather belt), magnifying glasses, matching cards. |
| Key vocabulary | cotton, wool, rubber, leather, fabric |
| Engage (starter) | (10 min) Pass around a soft cotton T-shirt. “This feels soft. What is it made of? Cotton comes from a plant!” |
| Develop (main) | (35 min) 1. Show cotton plant picture → thread → cloth. 2. Show wool (sheep), rubber (tree – for boots), leather (cow). 3. Let children feel swatches and describe (soft, smooth, rough). 4. Match material card to source card (cotton-plant, wool-sheep). 5. Draw a favourite outfit and write what it’s made of (with teacher help). |
| Plenary (close) | (10 min) Fabric guessing game in a bag – child feels and guesses material. |
| Assessment | Matching correct; drawing includes a material label. |
| Teacher notes | Focus on natural materials; keep it sensory. |
| Objectives | Students will be able to: (1) explain why we need to care for clothes; (2) demonstrate folding a shirt or socks; (3) list ways to keep clothes clean. |
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| Materials | Clean T-shirts, socks, laundry basket, detergent box (empty), chart paper. |
| Key vocabulary | care, fold, wash, dirty, clean |
| Engage (starter) | (10 min) Show a dirty, crumpled shirt vs a clean, folded one. “Which would you rather wear? Let’s learn to take care of clothes.” |
| Develop (main) | (35 min) 1. Brainstorm ways: washing, drying, folding, putting away, mending. 2. Demonstrate folding a T-shirt; children practise with their own (or a piece of fabric). 3. Make a “Clothes Care” chart with simple pictures: wash → dry → fold → put away. 4. Discuss who helps at home with laundry (thank them!). 5. Draw yourself helping with laundry. |
| Plenary (close) | (10 min) Folding race: who can fold a T-shirt neatly? Celebrate all. |
| Assessment | Shirt folded neatly; chart steps correct. |
| Teacher notes | Encourage children to help at home; life skill. |
| Objectives | Students will be able to: (1) recall types, materials, and care of clothes; (2) complete a sorting worksheet; (3) create a “Clothes Collage”. |
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| Materials | Magazine cut-outs, glue, large paper, worksheet. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick quiz: “Name something you wear when it rains. What is cotton made from?” |
| Develop (main) | (35 min) 1. Complete a worksheet: match weather to clothing, match material to source. 2. Make a clothes collage: cut and paste pictures of different outfits on a poster, label the occasion. 3. Present collage to a partner. 4. Class discussion: “What is your favourite outfit and why?” |
| Plenary (close) | (10 min) Collage gallery; children place a star sticker on their favourite collage. |
| Assessment | Worksheet accuracy; collage shows variety. |
| Teacher notes | Keep collages for classroom display. |