| Objectives | Students will be able to: (1) name climate change effects (sea-level rise, stronger hurricanes, coral bleaching); (2) explain how they affect Caribbean SIDS; (3) create an awareness infographic. |
|---|---|
| Materials | Climate change data/graphs, pictures of effects, infographic template. |
| Key vocabulary | climate change, SIDS, sea-level rise, coral bleaching, mitigate |
| Engage (starter) | (10 min) Show a picture of a bleached coral reef. Ask: Why is it white? This is climate change in action. |
| Develop (main) | (35 min) 1. Define climate change and its causes (global warming). 2. Discuss effects: stronger hurricanes, rising sea level (threatens coastal towns), coral bleaching (tourism and fish loss). 3. Explain SIDS – Small Island Developing States, particularly vulnerable. 4. Create an infographic: problem, effect, what we can do. 5. Share with a partner. |
| Plenary (close) | (10 min) Infographic gallery; one call to action from each. |
| Assessment | Infographic includes at least two effects and a mitigation action. |
| Teacher notes | Empowerment: focus on solutions, not just fear. |
| Objectives | Students will be able to: (1) define sustainable development; (2) give examples of sustainable practices; (3) design a sustainable community project. |
|---|---|
| Materials | Case studies (solar energy, eco-tourism), poster paper, markers. |
| Key vocabulary | sustainable, development, renewable, eco-tourism, conservation |
| Engage (starter) | (10 min) Show a video/picture of a solar farm in Jamaica. How is this different from burning oil? |
| Develop (main) | (35 min) 1. Define sustainable development: meeting our needs without harming future generations. 2. Examples: solar energy, rainwater harvesting, eco-tourism, recycling. 3. Group challenge: design a “Sustainable Island” – a small community with renewable energy, organic farming, waste reduction. 4. Draw map/layout and list features. 5. Present to class. |
| Plenary (close) | (10 min) “Shark Tank” style pitch: convince classmates to invest in your sustainable island. |
| Assessment | Project includes at least 3 sustainable features and explanation. |
| Teacher notes | Connect to SDGs (Sustainable Development Goals) if age-appropriate. |
| Objectives | Students will be able to: (1) define UNESCO World Heritage; (2) name Caribbean sites (Blue & John Crow Mountains, Brimstone Hill, etc.); (3) create a brochure for one site. |
|---|---|
| Materials | UNESCO site list for Caribbean, pictures, brochure template. |
| Key vocabulary | UNESCO, heritage site, preservation, outstanding universal value |
| Engage (starter) | (10 min) Show a UNESCO logo. What does it mean? It’s a special award for places important to the whole world. |
| Develop (main) | (35 min) 1. Explain UNESCO designates sites of cultural or natural significance. 2. Caribbean examples: Blue & John Crow Mountains (Jamaica), Brimstone Hill (St. Kitts), Historic Bridgetown (Barbados). 3. Choose one site, research: where, why designated, what to see. 4. Make a tri-fold brochure: pictures, map, “Visit this heritage site!”. 5. Share with partner. |
| Plenary (close) | (10 min) Passport stamp: children “visit” each other’s sites, get a stamp. |
| Assessment | Brochure includes key facts and persuasive elements. |
| Teacher notes | Pride in Caribbean heritage; consider a virtual tour. |
| Objectives | Students will be able to: (1) synthesise the month’s geography, trade, environment topics; (2) create a project (poster, model, or digital presentation); (3) present to the class. |
|---|---|
| Materials | Project supplies, rubric, access to computers if available. |
| Key vocabulary | review all |
| Engage (starter) | (10 min) Introduce the project: choose a theme (e.g., “Protecting Our Caribbean Sea”, “Jamaica’s Place in the World”). |
| Develop (main) | (35 min) 1. Students work on their chosen project: research, write, create. 2. Teacher conferences with individuals on progress. 3. Practise presentation. 4. Peer feedback session: present draft to partner, get improvement ideas. 5. Finalise. |
| Plenary (close) | (10 min) Set up for tomorrow’s fair. |
| Assessment | Project in progress; presentation draft ready. |
| Teacher notes | Give at least 2 class periods for this if possible; this plan assumes a start. |
| Objectives | Students will be able to: (1) confidently present their project; (2) answer questions from visitors; (3) reflect on the month’s learning. |
|---|---|
| Materials | All projects, invitation to other class/parents, evaluation forms. |
| Key vocabulary | present, reflect |
| Engage (starter) | (10 min) Set up fair with projects on desks. |
| Develop (main) | (35 min) 1. Half class presents while other half visits and evaluates, then swap. 2. Use “I like, I wonder” feedback form. 3. Teacher assesses using rubric. 4. Complete self-assessment. 5. Write a final reflection: “The most important thing I learned this month was...” |
| Plenary (close) | (10 min) Award “Best Project” in categories. Class circle: share reflections. |
| Assessment | Presentation rubric; reflection shows insight. |
| Teacher notes | Celebrate hard work; take photos for school newsletter. |