Author: Division of Education, Skills and Innovation

Age Group: 3-5 Theme/Topic: Changing My World, Changing me! Curriculum Area: Social Studies Name of Activity:    Please Do Not Change It! Previous Knowledge: Students are now being introduced to this topic, as they continue to learn about the world around them. Materials: computer, internet. Strands:    Effective Communication, Citizenship, LEARNING OUTCOMES Children will be given opportunities to: Cognitive Increase their understanding of how humans contribute to the negative changes of the earth and what they can do to decrease these types of changes through discussions.   Affective Gain an awareness of the various ways in which they can contribute to these changes in the earth.   Psychomotor Exercise responsible habits to not contribute to the negative changes that are taking place.   ACTIVITY/PROCEDURE Step 1. Begin by explaining to students that they will be discussing what role humans play in causing the naturalness of the earth to change. Step 2. Open-end questions can be asked to engage students e.g. how they think they can contribute or is contributing to the change happening. Step 3. Students will be shown a video on how they contribute to the change in the environment. https://www.youtube.com/watch?v=IKZMGBA_0Ik  this video will be stopped to ask questions on information given to keep the children engaged and fully benefit from the video.   ASSESSMENT: Students can be assessed on the discussion about how they contribute to the change in the environment. E.g. how irresponsible actions of humans can change the world.   FOLLOW UP/EXTENSION: Discuss how climate change and disease affect the clothes we wear.

Age Group: 3-5 Theme/Topic: Changing World Changing Me! Curriculum Area: Social studies, Mathematics & science Name of Activity:  Oh my, my world is changing! Previous Knowledge: Students are now being introduced to this topic as they begin to learn how the world is changing and how this affects them. Materials: tub or big bowl, potting soil, blocks to represent house, plastic trees, watering can, pipettes or droppers. Strands:    Wellness, Effective Communication, Citizenship LEARNING OUTCOMES Children will be given opportunities to: Cognitive Recall information along with their observation to answer any questions asked during activity.   Affective Discuss the demonstration to further assist them in better understanding the changes that are happening to the earth.   Psychomotor Assist in creating a demonstration of how flash flooding happens. ACTIVITY/PROCEDURE Explain to students that they will be discussing different ways the world is changing. Explain to students that our world is changing and that it happens so slowly that we hardly ever notice when this is happening. Let them know they are two types of changes that take place endogenic and exogenic. Endogenic; this happens when a mountain or hill, typically conical and having a crater or vent through which lava, rock fragments, hot vapor and gasses erupt, is called a volcano. Exogenic; winds carry dust, sand, leaves, from one place to another. Students will be shown these videos to assist them in giving information about how the earth is changing.    Students will assist in creating a model on flash flooding using soil and different amounts of water. They will make observations and answer any question asked.   ASSESSMENT: Students can be assessed on how well they recall information to answer questions asked.   FOLLOW UP/EXTENSION: Students will explore how humans contribute to these changes.

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Science and Discovery Name of Activity:  Can You Sense the Change in Me? Previous Knowledge: Children are familiar with their body parts Materials: Soap, toothbrush, water, powder, perfume, clothes, mirror, comb/brush, hair-grooming products (oil) Strands: Effective Communication, Intellectual Empowerment, Citizenship LEARNING OUTCOMES Children will be given opportunities to: Cognitive Use their problem-solving skills to discuss ways by which they may take responsibility for their personal hygiene and describe the sense organs that are used for seeing and smelling Affective Value their bodies and be willing to ensure that they maintain personal hygiene so that they do not offend others. Practice good social behaviours that would promote harmony. Psychomotor Practice how to keep personal hygiene intact ACTIVITY/PROCEDURE Step 1: Let children join in doing actions as the sing: This is the way I bathe my skin, bathe my skin, bathe my skin, this is the way I bathe my each and every day. This is the way I brush my teeth, brush my teeth, brush my teeth, this is the way I brush my teeth each and every day. (other body parts could be added: Hands, face, comb/brush my hair etc) Step 2: Ask children to discuss why we should bathe, brush our teeth and take care of our bodies? Step 3: Question children’s knowledge about the virus (Corona/COVID-19). Why were/or are schools close and children have to ‘go to school’ online? What change took place to cause this move? (Listen well to children’s responses, probe for more discussion as seems necessary) Step 4: Let children know that sickness and diseases can affect our bodies when we do not care for our bodies and surroundings appropriately. Corona is a virus that we could catch by talking to people who has the disease. The virus enters our bodies and makes us sick. All over the news they tell us to wash our hands, bathe our skin and not to talk to people very close into their faces. Also, we have to wash our clothes and our hair, even to our shoes! Step 4: Ask: If we do not bathe or brush our teeth, what do you think would happen? Step 5: Ask children: If we smell offensive, do think persons will be please to play and talk to us?  So, let’s bathe, and brush our teeth, wash our hair, then wash our clothes, (have children pretend to do these activities). Step 6: Give clothes and let them pretend to get dressed and spray perfume on. Rub with lotion or body oil. Give them some powder to put on, but first have them smell the perfume, powder and the bath soap and let them say how these smell (here you could ask them what body part is used for smelling). Step 7: Ask: What do you use to see with? Now show them the mirror for them to see how they look, Awesome! ASSESSMENT: Place in front of children soap, water toothpaste, toothbrush, change of clothes, perfume, lotion, salt, book, pencils, crayons, hand sanitizer, bag or other safe household materials. Have children select from the list, the things that they need to keep their bodies clean

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Science and Discovery Name of Activity:  Watch Me Change to…   Previous Knowledge: Children are familiar with water, paints and colours Materials: Water, plastic cups, different food colouring or poster paints, play-doh Strands: Effective Communication, Intellectual Empowerment, Citizenship and Aesthetic Expression LEARNING OUTCOMES Children will be given opportunities to: Cognitive Use their scientific thinking by investigating colours in their environment to see how these changes to make new ones. They will predict and compare the colours Affective Show awareness of why colours are important. They will be willing to follow directions to complete experiments. Psychomotor Develop their muscle skills as they engage in squeezing, pouring and mixing colours ACTIVITY/PROCEDURE Step 1: Place empty plastic cups on the table, also paints and spoons. Step 2: Ask children to identify the items and say why we need colours Step 3: Tell children that colours are very important to us. Colours help with our feelings: How we think; colours can cause our actions to change. Some colours can be so bright that it hurt our eyes, or even makes us depressed and sick! Do you believe that? Hmmm, but when we use colours the right ways, then colours makes us happy and full of energy!We also need colours because they help us to communicate. Think of the traffic lights, what colours are they and what do they tell us to do?  The red means to______ “stop” and green means _______”go.” All over the world we need the Traffic lights! Does the traffic light change from one colour to the next? The light changes from Red, to Amber (yellow) then to Green. Step 4: Today you will change some colours to see what happens. Give children the three primary colour: Red, Yellow and Blue in three separate plastic cups (Play-doh could be used if there is no paint). Ask them to say what new colour they think will appear if they colours were to mix, blue and yellow? (This will help them to predict future outcome of the situation) Step 4: Allow children to gently pour some blue into the yellow and let them mix the colours together. Repeat same for yellow and red; red and blue Step 5: Discuss with children what they see happened to the colours     ASSESSMENT: Questioning children on the new change they see after mixing the colours

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Science and Discovery Name of Activity: Curious Kid, Find that Change in Nature: Scavenger Hunt   Previous Knowledge: Children are familiar with leaves and flowers Materials: A bunch of artificial flowers, leaves, plant, fruits or vegetables, internet(optional) Strands: Effective Communication, Intellectual Empowerment, Citizenship and Aesthetic Expression LEARNING OUTCOMES Children will be given opportunities to: Cognitive Investigate their immediate environment and discuss their findings from nature as to why leaves and flowers change in colour.   Affective Show care and respect for their environment. They will show appreciation Psychomotor Develop their fine muscle strength as well as hand-eye coordination as they engage in walking around their home to find green leaves and dry leaves; flowers that fell to the ground and pick fresh ones from the tree.   ACTIVITY/PROCEDURE Step 1: Show children a bunch of artificial flowers. Ask them to identify which is the flower and which are the leaves. Allow them to describe the flowers and the leaves as well.  Step 2: Ask:  Do trees, plants, and flowers stay the same all the time? How can plants grow? (Allow children to respond so as to develop their understanding and to further enhance their communication skills). Step 3: (In a story-like speaking tone say to the children) For plants to grow, they need sunlight, nutrients (have children repeat the underline words and briefly explain their meanings at their level) and water. The nutrients and water come from the soil. The sunlight is captured by the leaves. To capture the sunlight, the leaves use a chemical (right at this point is an opportunity to show children some household chemicals and tell them of the dangers of the chemicals if they eat or drink it or play with them. Make connection to the chemical that makes the leaves and the flowers fall to the ground) called chlorophyll, (repeat this word slowly for children to catch it chlo- ro- phyll) which is what makes leaves green (show children the green leaf). Chlorophyll turns sunlight into food, which the trees need to grow, through a process called photosynthesis. (repeat this word slowly for children to catch it photo-syn-thesis). In summer, plants do lots of photosynthesis, because they get lots of light and because it is warm. The food they make is sugar, which they use to grow new leaves, flowers and seeds. As the plants break down or use up the chlorophyll, the green colour disappears from their leaves. (show children a yellow and/or brown leaf). When the green colour leaves, other chemicals come, but we cannot see them because they are hiding in the leaves.  The most important of these are called carotenoids, which are what makes carrots orange. Depending on which chemicals are found in the leaf, they can turn different shades of yellow or orange or even red. These chemicals do not have any nutrients in them, so the plant does not bother to break them down, it leaves them in the leaves. Once all the chlorophyll comes out of the leaf, the leaf dies. As it dries out, the leaf, the leaf starts to look brown and becomes crispy and then it falls off the tree. In the spring, as the days get longer and the weather gets warmer, the tree uses the nutrients and food that it has stored in its roots to make new leaves, ready for the summer when it can do lots of photosynthesis again. Step 4: Have children follow along to sing a photosynthesis jingle here: https://youtu.be/8isr9nSDCK4 Tune: Jingle Bells Looking at the plants, and wonder how they grow And wonder why they get tall, such a mystery Well we’re gonna tell, the primary process What fun is making food, done by the plants themselves Yeah!   Pho pho pho pho pho pho, photosynthesis For the plants to make food using co2 Yeah! Pho pho pho pho pho pho, photosynthesis With water and sunlight also chlorophyll Pho pho pho pho pho pho, photosynthesis The products are glucose and some oxygen Yeah!   Pho pho pho pho pho pho, photosynthesis Important for every plant, it’s a fun process Important for every plant, it’s a fun process Important for every plant, it’s a fun process   Step 5: Children will be invited to walk outside their homes briefly to find green, yellow and brown leaves. They will pick fresh flowers and pick up ones falling to the ground ASSESSMENT: They will talk about the items they find and show which ones still have the chlorophyll in them. Children will leave the fresh picked flowers and leaves in a safe place and each day they will observe the change taking place with the leaves and flowers.

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Science and Discovery Name of Activity:  Eat Betta Nah! Previous Knowledge: Children are familiar with Snacking and Fruits and Vegetables Materials: Cut-outs of health and unhealthy foods from newspapers or magazine, glue, paper plate (this could be made from cardboard as well) Strands: Effective Communication, Intellectual Empowerment, Citizenship and Aesthetic Expression LEARNING OUTCOMES Children will be given opportunities to: Cognitive Develop awareness of body changes from food they eat. Their intellect will further emerge as they discuss what types of foods that change can their body from being healthy (good) to being unhealthy (bad) Affective Show responsibility for how they care for their bodies and show appreciation for essential workers like the doctor, nurses, farmers who care for their health and provide them with health foods Psychomotor Develop their fine muscles strength as well as hand-eye coordination as they engage in sticking healthy foods in a plate. Development of gross motor skill in exercising: Running on the spot; balance on one leg; do sets of 5 Jumping Jacks, bending. ACTIVITY/PROCEDURE Step 1: Begin by asking children: Why do we eat?  Allow children to respond so as to develop their t communication skills. Next, sing the fruit salad song to the tune of Feris Jacques: Pineapples, pineapples, banana, banana, oranges and mandarins, oranges and mandarins, fruit salad. Step 2: Place different kinds of food in front of children and ask them to select their favorite from what is on the table. Now ask them to say why they liked that particular food? Step 3: Tell children that food is important to their bodies. When we eat it causes our size to change? We no longer stay small. Foods help us to grow and become healthy. However, there are some foods that can make us sick. Step 4: Ask: What types of food you think makes us healthy and those that make us sick or our tooth to decay? Step 4: Who takes care of the sick? Show children pictures of the Dentist, Nurse and Doctor and have them identify each. (Have children pretend to be each as they ‘examine’ the patients: This could be children in the classroom or family members being used as patients) Step 5: Discuss with children that these helpers want them to stay healthy. Also ask them which fruit gives them fruits and vegetables to help their bodies to grow (farmer). Step 6: Let children know that eating healthy foods and exercising makes their body healthy. Get children active by letting them do some jumping; running on the spot; bending and Jumping Jacks. Step 7: Sing the fruit salad song to the tune of Feris Jacques: Car-a-rots, car-a-rots, broccoli, broccoli, Eat your pumpkin, eat your pumpkin, stay healthy, stay healthy  Step 8: Give children cut-out of both healthy and unhealthy foods from which they are to select the foods that will help their bodies to change in a good way (healthy) ASSESSMENT: Selecting health foods and stick them into their plates

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Science and Discovery Name of Activity: Water Filter Here We Go! Previous Knowledge: Children are familiar with water Materials: Stones, sand, charcoal, two containers with lid, water, Coca-Cola bottle, piece of newspaper, Strands: Effective Communication, Intellectual Empowerment, and Citizenship LEARNING OUTCOMES Children will be given opportunities to: Cognitive Develop their intellect and critical thinking skills by discussing and observing how water changes from unclean to clean through filtration. Affective Show positive attitude and appreciation for WASA Workers by listening to what they do to make our water pure and safe for household use. Show interest during the activity as they participate in the activity. Respond to questions Psychomotor Develop their fine muscles strength as they experiment in making a simple water filter. They will further develop hand-eye coordination as they engage in this activity. ACTIVITY/PROCEDURE Step 1: Have two containers of water. Begin by placing some colouring in one of the containers to make it appear dirty. Ask children to tell what they are observing. Continue discussion by asking children to tell what they know about water. Step 2: Show children the water pollution video located here https://youtu.be/MEb7nnMLcaA Step 3: Tell children that water is the most important resource of life and without no living thing may survive. Have children list all the things they need water for (Drinking, bathing, brushing teeth, flushing toilet, washing clothes and dishes etc) Step 4: Ask children to say the name of the agency in Trinidad and Tobago that is responsible for making their water clean for them to drink, bathe, brush their teeth etc. Tell children about WASA: WASA means: Water and Sewage Authority. The workers at WASA are responsible for ensuring that we all have clean and safe water to use in our homes, schools where you’re your mom and dad to use at work. Without WASA there will be no company or agency to keep our water safe.  (children’s language and intellect will develop as they begin to use new words: Agency, company, responsible…). Show children this video here https://youtu.be/8isr9nSDCK4 then discuss how WASA purifies our water to make it safe by filtering it Step 4: Have children repeat the letter sound for W water. Step 5: Ask children what they think of the ‘dirty’ water in the container? Step 6: Give children materials to experiment in making a simple water filter to purify the water. Cut the bottom off of the Coca-Cola bottle. Grind charcoal to powder, place in this order in the bottle: Ground charcoal, sand and stone. Put a hole in the center of the containers that are the size of the bottle. Glue the two containers together then place the bottle into them. Next fill the containers with water and observe. (See video demonstration here https://youtu.be/pc0-TtkJScc) ASSESSMENT: Observation and questioning: Where does water come from? Who is responsible for purifying our water system? How can we make our water clean and safe to use? What is the name for cleaning water?

Age Group: 4 + students Theme/Topic: Changing My World, Changing Me Curriculum Area: Mathematics Name of Activity:   Follow My Pattern Previous Knowledge: The students can know and can state the formation of the numbers 0 to 10. Materials: Youtube videos; computer/tablet/phone; number cards; plasticine; worksheet # 5; worksheets # 6 Strands:    Intellectual Empowerment, Wellness LEARNING OUTCOMES Children will be given opportunities to: Cognitive:  discover patterns and understand the patterns of numbers change according to the number; and trace/ follow the pattern of the numbers 0 to 9.   Affective:  participate in learning activity by listening activity, making comments, responding to questions appropriately and following instructions on the various patterns of the numbers 0 to 9.   Psychomotor:   develop gross and fine motor skills and hand-eye coordination by using plasticine to change from one pattern of a number to pattern of another number.   PREPARATION BEFORE LESSON The teacher will get the one video from on youtube and put them on pause for awaiting the beginning of the lessons –  https://www.youtube.com/watch?v=9ir_l7qTiZ4 The teacher will organize the plasticine by taking them out of the plastics and place on the table for each student to obtain one.   The teacher will prepare worksheet with the numbers 0 to 4 to be traced and written by students (for example, please look at diagram labelled worksheet #5). The teacher will prepare worksheet with the numbers 5 to 9 to be traced and written by students at home (for example, please look at diagram labelled worksheet #6).     ACTIVITY/PROCEDURE The teacher will show the students a Youtube video on the rhyme “1,2,3,4,5 once I caught a fish alive”. She will tell the students to sing along. The teacher will ask the students if numbers have patterns. She will engage the students in a short discussion on numbers and their patterns.  She will explain the patterns of numbers as the number formations, how they are written. The teacher will give each students a plasticine and instruct them to make the pattern of the numbers as she holds up the number cards. The teacher will demonstrate, as she shows the number cards, how to change the patterns from one number to another using a plasticine. The teacher will engage the students in saying the rhyme again “1, 2, 3. 4. 5 once I caught a fish alive”.     ASSESSMENT:  The teacher will give the students a worksheet and pencils to trace and write the formation/ pattern of the numbers 0 to 4.   FOLLOW UP/EXTENSION:  Homework – the teacher will give students another worksheet with the number 5 to 9 to trace and write the formation/pattern. Worksheets WORKSHEET 5 WORKSHEET 6

Age Group: 3+ students Theme/Topic: Changing World, Changing Me Curriculum Area: Mathematics Name of Activity: My Size Can Change Previous Knowledge: The students can identify the comparison of small and big. Materials: Youtube videos; computer/tablet/phone; 3 balloons; 3 pencils; 3 pieces of paper; hand-held bubble machine; worksheet #4; crayons. Strands:    Intellectual Empowerment, Wellness LEARNING OUTCOMES Children will be given opportunities to: Cognitive:  observe and identify several objects in which the sizes can change from small-smaller-smallest or big-bigger-biggest (bubbles, balloons, pencils, paper).   Affective:  participate in learning activity by listening activity, following instructions to change the shapes, making comments, responding to questions under the concept and also enjoying the activity.   Psychomotor:   develop gross and fine motor skills and hand-eye coordination by pointing, holding and colouring objects in the category of small-smaller-smallest and big-bigger-biggest. PREPARATION BEFORE LESSON The teacher will get the two videos from on Youtube and put them on pause for awaiting the beginning of the lessons –  https://www.youtube.com/watch?v=rylE-TTdsII The teacher will cut out 3 different sizes of paper and write the words big, bigger, biggest on one side. The teacher will prepare a hand-held bubble machine. She will gather 3 pencils in the size of small-smaller-smallest.  She will also gather 3 balloons and blow them up into 3 different sizes. The teacher will prepare another follow up worksheet with a drawing of 3 balloons with the words small-smaller-smallest written below and the words big-bigger-biggest written above the balloons as shown in the diagram labelled as worksheet # 4.     ACTIVITY/PROCEDURE The teacher will engage the students in singing the song “Baby Shark” along with doing the hand movement to show the representation of the baby shark, the mommy shark, and daddy shark. The teacher will hold up two pieces of paper and ask the students which is the smaller one and which one is the bigger one. She will add a third piece of paper and ask the students which is the biggest and smallest piece of paper.  She will explain and show the comparisons of small-smaller-smallest and big-bigger-biggest. The teacher will show the students an interactive Youtube video on big-bigger-biggest. The teacher will put the three pencils on the table and tell the students to identify the big, bigger, biggest and small, smaller, smallest as she points to each one. She will hold up the 3 balloons and ask the students to identify big, bigger, biggest and small, smaller, smallest. The teacher will tell the students to her which bubble is big, bigger and biggest and which is small, smaller, smallest as she blows them one by one. The teacher will blow many bubbles and tell the students to pop them.   ASSESSMENT:  The teacher will give the students a worksheet with the drawings of three balloons of different sizes and instruct them to colour the small balloon green, the smaller balloon orange and the smallest balloon red.   FOLLOW UP/EXTENSION:  Homework – the teacher will encourage the parents to engage the students in the home to identify the size of objects by stating if they are small, smaller or smallest. Worksheets WORKSHEET 4

Age Group: 3 + students Theme/Topic: Changing World, Changing Me Curriculum Area:     Mathematics Name of Activity:    Medication Time Previous Knowledge: Some of the students know and remember what it is like to take medication. Materials: Youtube videos; computer/tablet/phone; box of Panadol medication; sanitary cups; mug of juice; a student. Strands:    Intellectual Empowerment, Wellness.   LEARNING OUTCOMES Children will be given opportunities to: Cognitive:  understand how measurements such as volumes and liquid quantity works and how measurements change.   Affective:  participate in learning activity by listening activity, following instructions to change the shapes, making comments, responding to questions appropriately and enjoying the activity.   Psychomotor:   develop gross and fine motor skills and hand-eye coordination by pouring, holding, and drinking to illustrate how some liquid measurement works based on how big or small the person is. PREPARATION BEFORE LESSON The teacher will get the two videos from on Youtube and put them on pause for awaiting the beginning of the lessons –  https://www.youtube.com/watch?v=zF3JSnEq7tU The teacher will make a mug of red juice so the students can pour a certain amount into their sanitary cups to measure among their peer’s cups.   ACTIVITY/PROCEDURE The teacher will come into the classroom pretending to be sick and ask the students what they think is wrong with her and what she needs to get better. The teacher will ask the students if any of them ever got sick and what did their parents do to get them better. The teacher will take out a bottle of Panadol and ask them what it is. She will tell them it is medication to make her feel better and she opens the box and takes out the medication and the cup. The teacher will look puzzled and sad as she tells the students she doesn’t know how much to take. She will tell them she needs to measure it to know how much to take.  She will explain the small cup in the box is used to measure the amount and, on the box will say how much people at various ages should take.  The teacher will pour a small amount of the medication into the cup and ask the students if they think the measurement in the cup can change. The teacher will call up a student and show that for a small child a small amount of the medication is needed but for a big person, like herself, a lot more of the medication is needed then she pours more into the cup. The teacher will show students a short video of finding capacity on a computer/tablet/phone which explains how to measure how much liquid capacity is in three differently shaped mugs, this also shows how measurement can change. The teacher will take out cups and a mug of red juice and give each child a chance to pour juice into their cups. The teacher will tell the students to put all the cups of juice on the table next to each other and then call the students to come and look at all the cups to see if all the juice is at the same level in the cups. She will emphasize that measurements can change. The teacher will tell the students to take their glass of juice and drink it. ASSESSMENT:  The teacher will ask the students questions about measuring like: What is used to measure liquid like water or juice? Can you change measurements? What can you do to change measurements?   FOLLOW UP/EXTENSION:  Another lesson on measurements – the teacher will conduct another lesson on liquid measurements. Measuring at Home – the teacher will encourage parents to help students understand the concept by measuring as much liquid as possible when at home.  

Age Group: 4 + students Theme/Topic:        Changing  My World, Changing Me Curriculum Area:     Mathematics Name of Activity:    Change Me Up Previous Knowledge: The students know and can identify the numbers from 0 to 10 and their values. Materials: Youtube videos; computer/tablet/phone; sanitary plate; fruit (apple or melon) or pasta; cutout black dots; cutout dices; number cards; worksheet #3. Strands:    Intellectual Empowerment, Wellness. LEARNING OUTCOMES Children will be given opportunities to: Cognitive:  observe how numbers change as they increase by one using fruits or food and Bristol board dices.   Affective:  participate in learning activity by listening activity, following instructions to change the shapes, making comments, responding to questions appropriately and enjoying the activity.   Psychomotor:   develop gross and fine motor skills and hand-eye coordination by matching number cards to their value, and showing numbers change when they increase by one or add one.  Complete the worksheet by sticking the accurate number of black circles after the equal sign. PREPARATION BEFORE LESSON The teacher will get the one video from Youtube and put them on pause for awaiting the beginning of the lessons  –  https://www.youtube.com/watch?v=RKaxRYJ5AMY&pbjreload=10   The teacher will get a fruit (an apple or watermelon), cut it into small square-like pieces for students to hold and place them into a bowl. If no fruit is available, then the shell or swirl pastel can be used instead. The teacher will cut out the Bristol board to look like dices measuring 5 inches The teacher will cut out small black circles from black construction paper to fit on the Bristol board dices measuring 1 inch.   The teacher will take 11 of the Bristol board dices and stick 1 to 10 black dots on them (for example, first Bristol board dice have zero black dots, the second Bristol board dice have 1 black dot, the third Bristol board dice have 2 black dots until the last one have 10 black dots). The teacher will cut out several equal signs and plus signs from the Bristol boards. The teacher will place all the resources on a table close by. The teacher will prepare worksheet with a drawing of the dices, the plus sign and the equal sign as shown in the diagram labelled as worksheet # 3.   ACTIVITY/PROCEDURE The teacher will engage the students in watching and singing along to the song “This old man he played one” on the computer/ tablet/ phone. The teacher will place a sanitary plate in front of each student and ask them how many pieces of fruit or pastel they have in their plates. As they say none or zero the teacher will show them the number card with the numeral 0 and the dice with zero black dots. The teacher will ask the students if they think numbers can change. She will explain now that we have no fruit or pastel in our plates and our number is zero but watch how it changes when we take one piece of the fruit or pastel and put it into their plates as she passes the bowl around.  She will ask the students how many pieces of fruit or pastel are in their plates now.  As they say one, she will change the dice with zero dots to a Bristol board dice with one black dot and the number card 1.  She will explain by adding or increasing by one the numbers change. The teacher will repeat this until she reaches the number 10.   ASSESSMENT:  The teacher will give each student 3 Bristol board dice, black dots, a cutout equal sign and plus sign.  The teacher will explain what the equal sign is for.  She will show them how to place them on the table then give each child a set of black dots.  She will instruct them to put the value of the number card she holds up on the first dice using the black dots, and the value of the second card she holds up on the second dice then count up all the black dots on both the first and second dice and put the total amount on the third dice after the equal sign.   FOLLOW UP/EXTENSION:  Homework – the teacher will give the students a worksheet with dice to add together, count the dots and write the number after the equal sign. Worksheets WORKSHEET 3

Age Group: 4 + students Theme/Topic: Changing World, Changing Me Curriculum Area: Mathematics and Creative Arts Name of Activity:    Shape Me Out Previous Knowledge: The students can identify various shapes such as circle, square, rectangle, oval, triangle, pentagon, hexagon. Materials: Youtube videos; computer/tablet/phone; small box/plastic bag; 3’ cutout shapes – hexagon, oval, squares; shredded paper/ stripes of paper; worksheet #1; worksheet #2; glue; rubber band; plasticine; craft sticks. Strands:    Intellectual Empowerment, Wellness, Aesthetic Expression LEARNING OUTCOMES Children will be given opportunities to: Cognitive:  observe and visualize how shapes can change to make other shapes by taking certain actions.   Affective:  participate in learning activity by listening activity, following instructions to change the shapes, making comments, responding to questions appropriately and enjoying the activity.   Psychomotor:   develop gross and fine motor skills and hand-eye coordination by using their fingers and hands to pull rubber bands, to stretch rubber bands, to roll plasticine, to pick up craft sticks and push them into the plasticine to see how shapes change from one to another. PREPARATION BEFORE LESSON The teacher will get the two videos from on youtube and put them on pause for awaiting the beginning of the lessons  –  https://www.youtube.com/watch?v=sc1Z6X6YphU   https://www.youtube.com/watch?v=VdzzE20zQC8 The teacher will use Bristol board and cut out 5 inches shapes –  circles, triangle, square, heart, rectangle, hexagon. The teacher will get a small box with many small shredded paper or stripes of paper and put the objects (a small ball, a book, a phone, and more items) into a box and mix them up. The teacher will take out various colours of plasticine from the pack and place them on the table. The teacher will cut several craft sticks into three pieces each and place them on the table next to the plasticine. The teacher will prepare worksheet with a drawing of a truck divided into small shapes as squares, hexagons and ovals from Bristol board or construction paper to fit into the shapes on the drawing to make the truck (for example, please look at diagram labelled worksheet #1). The teacher will prepare another follow up worksheet with a drawing of flowers to play the “roll and over” game as shown in the diagram labelled as worksheet # 2). ACTIVITY/PROCEDURE The teacher will show the students two videos of a shape song.  She will ask the students what shapes they saw in the videos. The teacher will tell the students that she has a nice guessing game for them to play. The teacher will explain to the students about the guessing game – their eyes must remain closed and they put their hand into the box and put out an object, feel it and tell what shape it has.  This is done until all the objects in the box is finished – just about four or five objects. The teacher will hold up the Bristol board circle and ask the students if they think this shape can change. The teacher will hold up a rubber band and ask the students what it is.  She will then place a rubber band on the table in front of each student.   ASSESSMENT:  The teacher will give the students a worksheet with the drawing of a truck, small shapes (hexagons, squares, ovals) and glue.  She will instruct them to make the truck using the diagram of the truck and the shapes they are given.   FOLLOW UP/EXTENSION:  Roll and over game – this game is very similar to the worksheet assessment given however in this game a dice is rolled and the number the dice shows the student will cover a part on the worksheet with that number. Change Me Up – this is another lesson activity where students will learn about how numbers change as they increase by one. Drawing Art – students can follow videos on YouTube on how to use shapes to make complete drawings of objects. Worksheets WORKSHEET 1 WORKSHEET 2

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Language and Literacy Name of Activity: My, My, What a Big World Previous Knowledge: Children are familiar now with the word ‘landforms’ Materials: Internet or pre-recorded video; Television or projector, computer key-board; small pieces of chipped paper; peas, cut-out of the word ‘river’ large letter r Strands: Effective Communication, Intellectual Empowerment, and Citizenship LEARNING OUTCOMES Children will be given opportunities to: Cognitive Develop their language and literacy skills through the use of new vocabulary about landforms. They will develop also active listening skills. Affective Show concern and/or appreciation for their world Psychomotor Assemble words/ names of landform (river) to see that reading is from left to right (this is for 4+ children). Make an outline of the letter r for river (this is for the 3-year-olds only) ACTIVITY/PROCEDURE Step 1: Show children a globe or picture of the world. Ask them to identify the object or picture. Let them know that it is a globe that shows all the places r countries of the world they live in. Step 2: find on the globe their own country: Trinidad and Tobago. Step 3: Let them know that Trinidad and Tobago have landforms such as rivers and sea. Step 4: Ask: Have you ever seen a river? A river is a body of water that has land on both sides and it is narrow. River water is not salty like the sea(beach) water. River water is fresh (have children repeat this word). Step 5:  Trinidad and Tobago have rivers. In Tobago there are: Courland River, Castara River, Coffee River and Bloody Bay River (Have children repeat the names of these rivers and show them pictures of each either on projector/ internet).  Step 6: We have been saying ‘river’ for a while now. What letter is for ‘river’? Have children show the letter r either on their alphabet chart or on the computer keyboard. Sing: Can you make the letter sounds, we can show you how? What letter shall we learn? Let’s find out now. Let’s learn about the letter Rr This is the capital R, this is the lowercase r, Now you know that the letter looks like, let’s make the letter Rr sound r-r-r-r-r-r-r-r letter Rr! (find the letter r song here: https://youtu.be/gUSJeivdEH8) Step 4: Can you think of anything else you know with letter r sound? Write children’s responses as this would help them to develop their pre-reading skills and too, they will see spoken words in print form. Step 5: Now set up a ‘river’ by placing a large letter r on the ground and play a game with children ‘In the River, on the bank’. Every time children jump in the river; they must say the sound and name of the letter. Step 6: Have the word r-i-v-e-r cut out like this on cards for the children. They are to look at the teacher’s word river and mimic it with the letters on the card. Step 7:  Give older children the word to assemble. Smaller children are to get the letter r printed on a sheet of paper for them to outline. ASSESSMENT: Children will assemble the word river and they will point to all the ‘r’s they see in the word river. They will be asked to repeat the initial sound. Younger children will say the name and sound of the letter as they make an outline of the letter with small pieces of paper/peas.

Age Group:   3 & 4-year-old. Theme/Topic: Changing My World, Changing Me! Curriculum Area: Language and Literacy Name of Activity: Name that Landform Previous Knowledge: Children are familiar with water and land, but will now learn of the word ‘landform’ Materials: Alphabet chart, phone/Tablet; computer keyboard; cut green paper (cut very small to resemble grass), clear plastic bag (this is to represent the water), flour-doh mixed with brown food colouring to make it look like mud; or brown playdoh and glue Strands: Effective Communication, Intellectual Empowerment, and Citizenship LEARNING OUTCOMES Children will be given opportunities to: Cognitive Discover what landforms are and develop their vocabulary (lake, lagoon) and phonetic skills. Also, they will learn how to discuss similar and differences using their critical thinking skills. Affective Show willingness to learn the new concept by participating in the lesson and respond to questions appropriately in the activity, and make choices. Psychomotor Demonstrate their understanding by colouring or making a lake/lagoon.   ACTIVITY/PROCEDURE Step 1: Show children pictures of a lake and a lagoon and ask them to identify each. Step 2: Show children a short video clip here https://youtu.be/mw9YIFoDzww then discuss what they have seen. Step 3: What beginning sound do you hear when you say the word ‘landform’? Step 4: Sing: Do you know your letter sounds, we can show you how? What letter shall we learn? Let’s find out now. Let’s learn about the letter l This is the capital L, this is the lowercase l, Now you know that the letter looks like, let’s make the letter l sound l-l-l-l-l-l-l-l letter Ll! (find the l song here: https://youtu.be/qEXMoeYe47c) Step 4: Today you will learn about landforms that has the letter l. Can you think of a landform with the letter l? Step 5: Show children again the pictures of the lake and lagoon that was shown to them at the beginning and now have them try to tell about the pictures in their own words. Step 6: Explain to them what a lagoon and what is a lake. Have them talk about the similarities and differences of the two.Lagoon A lagoon is a shallow body of water that is located alongside a coast. LakeA lake is a large body of water surrounded by land on all sides. Really huge lakes are often called seas. Step 7: Do you know where in Tobago we could find a lagoon? Tobago has a lagoon in Bon Accord? You could take a Crown Point bus or taxi that will take you to  the Bon Accord Lagoon In Trinidad there are lakes: La Brea lake and the Pitch Lake. (Here children could) be shown videos of the lakes and lagoon in their own country) Step 8:  Go on a virtual trip to these places with children. Step 9: Give children materials: Green paper, clear plastic bag, flour-dough; or brown playdough and glue. Have them choose which of the two landforms they prefer to make. Then have them make the landform with the letter l. ASSESSMENT: Say the sound for lagoon and lake. Also, they would be asked to point/touch the letter l on the alphabet chart or on the phone or computer keyboard.