| Objectives | Students will be able to: (1) distinguish weather from climate; (2) record daily weather for a week; (3) describe Jamaica’s overall climate. |
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| Materials | Weather chart, thermometer, rain gauge from Term 1 (if still), climate graphs. |
| Key vocabulary | weather, climate, tropical, marine |
| Engage (starter) | (10 min) “What’s the weather today? Is it the same as last week? Weather changes, but climate is the pattern.” |
| Develop (main) | (35 min) 1. Review definitions. 2. Look at a climate graph for Kingston – note temperature and rainfall through year. 3. Start a 5-day weather journal (continue at home). 4. Discuss: Jamaica has a tropical marine climate – warm all year, sea breeze. 5. Draw a picture of a sunny Jamaican beach and a rainy day in the mountains. |
| Plenary (close) | (10 min) Share pictures; commit to journal. |
| Assessment | Journal started correctly; pictures reflect understanding. |
| Teacher notes | Compare with a cold climate country. |
| Objectives | Students will be able to: (1) explain why rainfall varies across Jamaica; (2) identify wet and dry areas; (3) read a rainfall map. |
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| Materials | Rainfall map of Jamaica, coloured pencils, data table. |
| Key vocabulary | rainfall, precipitation, windward, leeward, rain shadow |
| Engage (starter) | (10 min) Show two pictures: lush Portland and dry St. Elizabeth. “Why is one so green and the other so brown?” |
| Develop (main) | (35 min) 1. Teach: NE trade winds bring moisture; hit mountains (windward) causing rain; other side (leeward) is dry – rain shadow. 2. Colour a rainfall map: dark blue (high) to light blue (low). 3. Identify which parish is wettest (Portland) and driest (St. Elizabeth). 4. Write an explanation paragraph. 5. Pair teach: explain rain shadow to a partner. |
| Plenary (close) | (10 min) Quick diagram on board: wind hitting mountain, rain on one side. |
| Assessment | Map coloured correctly; paragraph uses terms windward/leeward. |
| Teacher notes | Use a fan and wet cloth demo from previous grade if needed. |
| Objectives | Students will be able to: (1) explain how hurricanes form; (2) name recent hurricanes that affected Jamaica; (3) identify hurricane season and precautions. |
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| Materials | Hurricane tracking map, pictures of hurricane damage, safety checklist. |
| Key vocabulary | hurricane, eye, storm surge, category, warning |
| Engage (starter) | (10 min) Show a satellite image of a hurricane. “What is this monster storm? Has Jamaica ever been hit?” |
| Develop (main) | (35 min) 1. Simple formation: warm ocean water, spin, eye. 2. Hurricane season: June to November. 3. Track a historical hurricane path on map. 4. Discuss safety: listen to news, have kit, evacuate if told. 5. Make a hurricane preparedness poster. |
| Plenary (close) | (10 min) Share posters; review checklist. |
| Assessment | Poster includes at least three safety tips. |
| Teacher notes | ODPEM website has resources. |
| Objectives | Students will be able to: (1) list items for an emergency kit; (2) explain why we need to prepare; (3) create a family emergency plan. |
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| Materials | Emergency kit sample (batteries, water, canned food), plan template. |
| Key vocabulary | emergency kit, plan, prepare, warning, safety |
| Engage (starter) | (10 min) Show an empty bag. “If a hurricane was coming, what would you put in here? Let’s build a kit.” |
| Develop (main) | (35 min) 1. Discuss essentials: water, non-perishable food, flashlight, radio, first aid. 2. Show real items. 3. In pairs, draw and label an emergency kit. 4. Discuss where to go (safe room). 5. Fill in a family plan template: meeting place, emergency numbers. |
| Plenary (close) | (10 min) Take plan home to discuss with family. |
| Assessment | Kit drawing includes at least 5 items; plan completed. |
| Teacher notes | Empower, don’t scare – preparation is key. |
| Objectives | Students will be able to: (1) complete a climate quiz; (2) create a weather report video; (3) reflect on Jamaica’s climate. |
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| Materials | Quiz, recording device (phone/tablet) if possible, props. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Flash card review: key terms. |
| Develop (main) | (35 min) 1. Quiz. 2. In groups, write and rehearse a TV weather report for Jamaica (include temperatures, rainfall, hurricane watch). 3. Record if possible. 4. Watch back and discuss. 5. Write a reflection: “How does Jamaica’s climate affect our lives?” |
| Plenary (close) | (10 min) Show best reports to class. |
| Assessment | Quiz score; weather report includes key terms. |
| Teacher notes | Fun and engaging. |