| Objectives | Students will be able to: (1) explain that Earth spins (rotates); (2) demonstrate day and night with a globe and torch; (3) draw a diagram. |
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| Materials | Globe, torch, diagram worksheet. |
| Key vocabulary | rotate, axis, day, night, sun, Earth |
| Engage (starter) | (10 min) Shine torch on globe; spin it. “Look! One side is light (day), the other dark (night).” |
| Develop (main) | (35 min) 1. Explain: Earth rotates on its axis once in 24 hours. 2. Children take turns holding torch while partner spins globe. 3. Draw diagram showing sun, Earth (half lit, half dark). 4. Label. 5. Write a sentence: “Day and night are caused by ___.” |
| Plenary (close) | (10 min) Quick quiz: “What causes day and night?” |
| Assessment | Diagram correct; sentence accurate. |
| Teacher notes | Avoid overcomplicating with revolution yet. |
| Objectives | Students will be able to: (1) explain that light travels in straight lines; (2) observe how shadows form; (3) draw shadows at different times. |
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| Materials | Torch, opaque objects, outside shadow activity (chalk), shadow worksheet. |
| Key vocabulary | shadow, light, opaque, block, sun |
| Engage (starter) | (10 min) Go outside (or use torch) and look at shadows. “Why do you have a shadow?” |
| Develop (main) | (35 min) 1. Demonstrate: light hits object, blocked → shadow. 2. Children trace each other’s shadow with chalk (if outside). 3. Draw an object and its shadow, showing the sun’s direction. 4. Discuss shadow length during the day (short at noon). 5. Write an explanation. |
| Plenary (close) | (10 min) Shadow puppet show indoors. |
| Assessment | Drawing shows correct light source and shadow. |
| Teacher notes | Relate to outdoor play at different times. |
| Objectives | Students will be able to: (1) describe the moon as a natural satellite; (2) name phases (new, crescent, full); (3) create a moon phases spinner. |
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| Materials | Moon phases pictures, spinner template, brads. |
| Key vocabulary | moon, satellite, phase, new moon, full moon, crescent |
| Engage (starter) | (10 min) Ask: “Have you seen the moon? It changes shape! Let’s learn why.” |
| Develop (main) | (35 min) 1. Explain: moon orbits Earth, reflects sunlight. 2. Show main phases: new (can’t see), crescent, full. 3. Make a spinner: two circles, one with phases, one with cut‑out window. 4. Spin to see phases. 5. Write about your favourite moon phase. |
| Plenary (close) | (10 min) Moon phase rap: “New moon, crescent, full moon bright…” |
| Assessment | Spinner works; paragraph names and describes a phase. |
| Teacher notes | Observe the moon nightly as a project. |
| Objectives | Students will be able to: (1) name a thermometer, rain gauge, wind vane; (2) explain what each measures; (3) build a simple rain gauge. |
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| Materials | Thermometer, rain gauge materials (plastic bottle, ruler), wind vane pictures. |
| Key vocabulary | thermometer, temperature, rain gauge, precipitation, wind vane |
| Engage (starter) | (10 min) Show a thermometer. “What does this tell us? How hot or cold it is.” |
| Develop (main) | (35 min) 1. Discuss each instrument. 2. Make a rain gauge: cut bottle, invert top, mark mm. 3. Place outside. 4. Match instrument to measurement on a worksheet. 5. Record today’s temperature and rainfall prediction. |
| Plenary (close) | (10 min) Predict how much rain will fall by tomorrow. |
| Assessment | Rain gauge constructed; worksheet match correct. |
| Teacher notes | Collect data over a week. |
| Objectives | Students will be able to: (1) name the Caribbean food groups (staples, legumes & nuts, animal foods, fruits, vegetables, fats & oils); (2) plan a balanced meal; (3) create a healthy plate. |
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| Materials | Food pictures, paper plates, glue, food group chart. |
| Key vocabulary | staples, legumes, protein, fruit, vegetable, balanced |
| Engage (starter) | (10 min) Show a plate of rice, beans, chicken, and vegetables. “Is this a healthy meal? Let’s see!” |
| Develop (main) | (35 min) 1. Introduce the six food groups. 2. Sort pictures. 3. On a paper plate, draw/paste a balanced meal with at least one from three groups. 4. Label. 5. Explain why it’s balanced. |
| Plenary (close) | (10 min) Gallery walk; star stickers for best plate. |
| Assessment | Plate includes foods from at least three groups; explanation clear. |
| Teacher notes | Use the Caribbean food groups poster. |