| Objectives | Students will be able to: (1) define pollution; (2) name types (air, water, land, noise); (3) conduct a water pollution experiment. |
|---|---|
| Materials | Water samples (clean, with oil, with detergent), filter paper, funnels, microscopes (if available). |
| Key vocabulary | pollution, contaminant, biodegradable, non‑biodegradable, runoff |
| Engage (starter) | (10 min) Show pictures of polluted Kingston Harbour. “What causes this? Pollution.” |
| Develop (main) | (35 min) 1. Discuss types and sources. 2. Experiment: filter dirty water; observe differences; discuss that some pollution can’t be filtered (dissolved chemicals). 3. Draw a pollution flow diagram. 4. Write a letter to a newspaper about reducing pollution. 5. Share. |
| Plenary (close) | (10 min) Read letters; class discussion on solutions. |
| Assessment | Experiment notes; letter persuasive and factual. |
| Teacher notes | Link to personal responsibility. |
| Objectives | Students will be able to: (1) explain the greenhouse effect; (2) list causes and effects; (3) create a personal action plan. |
|---|---|
| Materials | Greenhouse effect diagram, carbon footprint calculator (simplified), action plan template. |
| Key vocabulary | greenhouse effect, carbon dioxide, methane, global warming, sea‑level rise |
| Engage (starter) | (10 min) Show a graph of global temperatures rising. “Why is the Earth getting warmer?” |
| Develop (main) | (35 min) 1. Greenhouse effect: gases trap heat. 2. Causes: burning fossil fuels, deforestation. 3. Effects: ice melt, sea‑level rise, stronger hurricanes. 4. Calculate a simple carbon footprint. 5. Write a personal action plan: “I will reduce my carbon footprint by ___.” |
| Plenary (close) | (10 min) Share plans; class pledge. |
| Assessment | Diagram labelled; action plan specific. |
| Teacher notes | Empower with achievable actions. |
| Objectives | Students will be able to: (1) define renewable and non‑renewable; (2) give examples; (3) debate which is best for Jamaica. |
|---|---|
| Materials | Energy source cards, pros/cons chart, debate prep. |
| Key vocabulary | renewable, non‑renewable, solar, wind, hydro, fossil fuel, nuclear |
| Engage (starter) | (10 min) “Where does our electricity come from? Oil, wind, sun? Let’s compare.” |
| Develop (main) | (35 min) 1. List sources: non‑renewable (oil, coal, natural gas), renewable (solar, wind, hydro, geothermal). 2. Pros and cons of each. 3. Debate: “Jamaica should rely 100% on renewable energy by 2050.” 4. Groups prepare arguments. 5. Debate. |
| Plenary (close) | (10 min) Vote on debate; discuss feasibility. |
| Assessment | Chart complete; debate points evidence‑based. |
| Teacher notes | Link to Jamaica’s energy policy. |
| Objectives | Students will be able to: (1) explain how hurricanes and earthquakes form; (2) describe safety measures; (3) create an emergency plan. |
|---|---|
| Materials | Hurricane tracking map, earthquake simulation (shake table), ODPEM guidelines. |
| Key vocabulary | hurricane, eye, storm surge, earthquake, tectonic plate, epicentre, Richter scale |
| Engage (starter) | (10 min) Show a satellite image of a hurricane. “Jamaica is in the hurricane belt. How do we stay safe?” |
| Develop (main) | (35 min) 1. Hurricane formation, categories. 2. Earthquakes: plates move, energy released. 3. Simulate earthquake with a shake table (or video). 4. Students create a family emergency plan and kit list. 5. Share plans. |
| Plenary (close) | (10 min) Quiz: safety steps for a hurricane warning. |
| Assessment | Plan includes meeting place, kit items, and contact. |
| Teacher notes | Reinforce not to panic. |
| Objectives | Students will be able to: (1) review term’s learning; (2) present a project solving an environmental problem; (3) celebrate. |
|---|---|
| Materials | Project boards, materials, certificates. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Set up expo. |
| Develop (main) | (35 min) 1. Students present projects (pollution filter, renewable energy model, disaster‑resistant building, etc.). 2. Peer feedback. 3. Write reflection: “My project helps Jamaica by ___.” 4. Award “Green Innovator” badges. 5. Class photo. |
| Plenary (close) | (10 min) Closing remarks. |
| Assessment | Project innovation and presentation; reflection. |
| Teacher notes | Empowerment and future focus. |