| Objectives | Identify natural and made sources of water and classify fresh and salt water. |
|---|---|
| Materials | Water-source pictures, map |
| Key vocabulary | source, fresh water, salt water, river, spring, reservoir |
| Engage (starter) | "Where does all the water on our island come from?" |
| Develop (main) | Interactive: trace water from rain, rivers, springs, and the sea to our homes; sort fresh and salt water; tap-to-reveal each source across the Caribbean. |
| Plenary (close) | Name a natural source of fresh water. |
| Assessment | Classifies water sources. |
| Teacher notes | Use Caribbean rivers, springs, and the sea. |
| Objectives | Describe water as a solid, liquid, and gas. |
|---|---|
| Materials | Ice, water, warm surface, kettle picture |
| Key vocabulary | solid, liquid, gas, ice, water vapour, evaporate |
| Engage (starter) | "Where does a wet chalkboard go as it dries?" |
| Develop (main) | Interactive: observe ice (solid), water (liquid), and a wet surface drying into invisible water vapour (gas); tap-to-reveal the three states. |
| Plenary (close) | Name the three states of water. |
| Assessment | Describes states of water. |
| Teacher notes | Gently previews gas, treated fully in Term 2. |
| Objectives | Explain the water cycle using key terms. |
|---|---|
| Materials | Water-cycle diagram, cup with cling film |
| Key vocabulary | evaporation, condensation, precipitation, collection, cycle |
| Engage (starter) | "How does water from the sea end up as rain?" |
| Develop (main) | Interactive: model a mini water cycle in a covered cup in the sun; label evaporation, condensation, and precipitation; tap-to-reveal each stage. |
| Plenary (close) | What is it called when water vapour turns back to liquid? |
| Assessment | Explains the water cycle. |
| Teacher notes | Deepens the Week 1 water-cycle lesson. |
| Objectives | Describe water uses, conservation, and how water is cleaned. |
|---|---|
| Materials | Filter demo (sand, gravel, cloth), water |
| Key vocabulary | conserve, waste, filter, clean, safe |
| Engage (starter) | "How can dirty water be made clean again?" |
| Develop (main) | Interactive: build a simple sand-and-gravel filter to clear muddy water; list water uses and ways to conserve; tap-to-reveal cleaning steps. |
| Plenary (close) | Name one way to save water. |
| Assessment | Describes uses and cleaning. |
| Teacher notes | Observe only; do not drink filtered samples. |
| Objectives | Consolidate water sources, states, cycle, and conservation. |
|---|---|
| Materials | Water-cycle cards, review stations |
| Key vocabulary | review, water |
| Engage (starter) | "Water expert challenge!" |
| Develop (main) | Interactive: order the water cycle and sort water uses and sources at review stations. |
| Plenary (close) | Describe the water cycle in your own words. |
| Assessment | Station accuracy. |
| Teacher notes | Reinforce water as precious. |