Subject: English- Grammatical Structure

Topic (s):Comparative and Superlative Adjectives

Sub-topic: Comparative Adjectives
Time: 10:45 a.m.-12:00 p.m.
Materials: white board markers, picture cards, puzzle pieces, Comparative Adjectives concept
chart, family tree chart, activity sheet, crayons
References:
Ginn, S. B. (1998, September 12). World of Language Practice Book Grade 7 (World of
Language). Silver Burdett Ginn. Pg. 338-339.
Learn Easy English. (2020, October 14). COMPARATIVE & SUPERLATIVE
ADJECTIVES 🤔| English grammar | Learn the rules with examples. YouTube.
https://www.youtube.com/watch?v=VXoiOzQCqxg
Pearson, P. (1991, June 1). Dream Chasers Level 11 World of Reading 1991. Silver
Burdett Ginn Religion. Pg 32
Previous Knowledge: Students can use adjectives to describe a given picture.
Learning Outcomes: LA 4.14 Modify nouns and formulate sentences applying proper usage of
comparative and superlative forms of adjectives in original speech and writing.
Objectives: With the aid of a superlative adjective concept chart, students will be able to:
1. Explain when/how superlative adjectives are used
2. Modify nouns using superlative adjectives
3. Appreciate how superlative adjectives allow us to compare two things based on specific
traits
Concept: Comparative adjectives compare more than two nouns..
Example: Adam is the youngest.
Day 1
Introduction: Place a picture of a girl on the board. Allow students time to brainstorm and
choose words to describe her.
Example: Tall, short, fat, skinny, etc.
Record words on the board.
Development: Guided Discovery
 ● Place cards with the <, >, = to sign. Recall that we learnt and used these symbols in
maths. Ask students when we use them. Prompt them for responses such as to compare
two numbers, etc.
● Recall that in science we were learning about simple machines. Ask students how we
could compare two things in language such as the two levers, a hammer and a scissors.
Ask students what they could use to compare them for example: how big they are, how
heavy they are etc. Write their responses. Have students compare them.
● Have students form groups of 4 based on paleta sticks. On your signal students will
identify as many statements comparing the people in the classroom. Provide the
following examples:
- Taylor is taller than Johniyah.
- Brian is shorter than Harry.
- Ethan’s bag is bigger than Charles’s bag.
- Kryston’s water bottle is smaller than Melissa’s water bottle.
Students will be given 5 minutes to write. After the time is over each group will stand and share
their answers.

● Give students a hand out and allow them a minute or two to colour in the activity sheet.
Then have students practise reading the sentences in an I do, we do, you do format. Ask
students to identify the words from the sentences used to compare the nouns. Write them
on the board. Have students identify what all the words have in common (probe for the
explanation that they all end in -er).
● Place the concept chart and discuss comparative adjectives and the basic rules of forming
comparatives.
Write the words below on the board and have students assist in making them comparative
adjectives.
-soft - loud
-tall -happy
-slow -sweet
-young -few
-fast - old
 ● Give students a puzzle to complete to help them practise forming comparative adjectives.
Closure: Give each student a family tree to draw in family members. Place a list of adjectives on
the board. Example: old, young, tall, fat, happy, skinny. Students will be placed in pairs which
will be a sub-group of the larger group they are in already. They will be given 2 minutes each to
ask questions about the other person’s family members.
For example:
● Who is older, your sister or you?
● Is your aunt younger than your dad?
*Encourage students to ask questions in proper English.
Conclusion: Give groups pictures with paleta sticks and have them raise their sticks to show the
correct answer.
For example: Which is longer: a broom or a ruler?
- Students should raise a picture of the ruler.
Extended Activity: Students will write 10 sentences using comparative adjectives.

Day 2
Introduction: Show students a hammer and have students describe it.
Example: small, brown, big, heavy, etc.
Record words on the board.
Development:
● Place the concept chart on the board.
● Discuss comparative adjectives with students.
● Have students play a comparative adjective relay race.
● Give students a worksheet to identify the comparative adjectives.
● Give students the words beautiful, happy, big, small and have students deduce the rules
for comparative adjectives.
● Play a comparative adjective bingo game.
● Have students practice writing sentences using comparative adjectives.
Closure: Students will draw a picture with two items to compare. Students will write sentences to
compare them using comparative adjectives.
Day 3
Introduction: Show students a hammer and have students describe it.
Example: small, brown, big, heavy, etc.
Record words on the board.
Development:
● Place the concept chart on the board.
● Discuss comparative adjectives with students.
● Have students play a comparative adjective relay race.
● Give students a worksheet to identify the comparative adjectives.
● Give students the words beautiful, happy, big, small and have students deduce the rules
for comparative adjectives.
● Play a comparative adjective bingo game.
● Have students practice writing sentences using comparative adjectives.
Closure: Students will draw a picture with two items to compare. Students will write sentences to
compare them using comparative adjectives.
Conclusion: Students will get a post-it to write something new they learnt.
Day 4
Introduction: Show students a hammer and have students describe it.
Example: small, brown, big, heavy, etc.
Record words on the board.
Development: Games and Gamification
● Place cards with the <, >, = to sign. Recall that we learnt and used these symbols in
math. Ask students when we use them. Prompt them for responses such as to compare
two numbers, etc.
● Recall that in science we were learning about simple machines. Ask students how we
could compare two things in language such as the two levers, a hammer and a stapler.
Ask students what they could use to compare them for example: how big they are, how
heavy they are etc. Write their responses. Have students compare them.

● Place the concept chart and discuss comparative adjectives and the basic rules of forming
comparatives.
 ● Write the following sentences on the board.
The blue bike is bigger than the black bike.
The Mestizo girl is older than the Garifuna girl.
Have students practice reading them in an I do, you do, we do format. Have students identify the
comparative adjectives.
● Puzzle Building- Place students in groups of threes. Give each group a puzzle to
complete. Students will be required to find the comparatives of the words given. The
first group to finish wins a sticker and bragging rights.
● I Spy Comparison Game:
1. I spy a map that is bigger than the Map of Belize but smaller than the Map
of the World.
2. I spy a picture on the weather chart that has a cloud that is darker than the
others.
3. I spy a day of the week that is longer than Thursday.
4. I spy a punctuation mark that expresses stronger emotions than a period or
full stop.
● Students will be given a worksheet to complete in groups of threes.
Closure: In pairs, students will be given a folder sheet and the prompt: Which is better: a hot dog
or a beef burger?
Use comparative adjectives to justify your opinion.
Example:
The burger is cheesier than the hot dog.
The burger is juicier than the hot dog.
*must have at least 4.
Conclusion: Students will play a pass the ball game. When the ball stops, students will change
the following words to comparative adjectives: tall, small, big, short, loud.
Extended Activity: Students will write 5 sentences using comparative adjectives.
Day 5
Introduction: Show students a hammer and have students describe it.
Example: small, brown, big, heavy, etc.
Record words on the board.
Development:
Have students form groups of 3’s. Give them pictures of 4 items.
Have students identify ways they can compare and contrast the items. Based on size, colour, etc.
Ask students to identify which is the smallest picture.
Which is the largest picture.
Ask students to identify the trend. Highlight the -est.
Place the concept chart on the board and discuss with students.
Have students watch a video on superlative adjectives.
Stop and ask questions. Have students provide examples.
Closure: Give students a worksheet and have them circle the superlative adjectives.
Conclusion: Students will play a pass the ball game. When the ball stops, students will change
the following words to superlative adjectives: tall, small, big, short, loud.
Extended Activity: Students will write 5 sentences using comparative adjectives.

Skills: Demonstrate effective communication skills, Analysing/Critical thinking skills

Attitudes: Participation in activities, Respect other’s responses
Date: November 28- December 22nd, 2022
Area of Study: Phonics/ Reading/ Spelling
Class Time: 9:10- 9:55 a.m.
Topics: Long O words continued
Previous Knowledge: Students are familiar with the Long O words.
Content/Concept:

A fact is an objective piece of information that can be proven true or false. Unlike facts, opinions
can't be verified.
Fact: The earth takes 24 hours to make a complete spin.
They can be supported by evidence as in persuasive writing,
but don't need to be. Anyone can have any opinion about anything because it doesn't need
to be based in reality.
Opinion: Blue is the best color.

O OE OA OW OE
No Nose Boat Bow Toe
Go Globe Toad Yellow Hoe
Old Note Coat Window Foe
Cold Cone Toast Throw Doe
Stone Soap
Rope Goat
Home
Objectives:
Day 1-3
With the aid of a long O concept chart, students will be able to:
- Analyze and Categorize words that have the same vowel sound/spelling patterns (oa, ow, o-e)
-Articulate words that belong to the long O word families
- Value how phonetic awareness can help them better improve their reading skills.
Day 4 &5
With the aid of a fact/fiction concept chart, students will be able to:
-Compare facts and opinion
-Read sight words
- Value how phonetic awareness can help them better improve their reading skills.
Teaching/Learning Strategies/Activities:
Day 1 & 2

⮚ Each group will be given 5 pre-primer word cards to sound out. Each group will stand
and read the cards to the class after a minute or two.

⮚ Students will read the sight words from the flip chart in choral.

⮚ Read the story the goat and the soap to students. Have students identify similarities in the
story such as many of the words make the o sound. Discuss that the topic is the long o
sound.

⮚ Give students a copy of the story to read and have students practice reading the story in
an I do, we do, you do format.

⮚ Place word cards on the board. Read through each card with students and have them pay
special attention to the letters that make the long o sound.

⮚ Have students identify those words in an I do, we do, you do format.

⮚ Student will practice reading the word cards.

⮚ Students will complete a worksheet to classify the given words that have the oa, o_e and
ow words and pictures.

⮚ Solve puzzles using long O words.

⮚ Unscramble long O words.

⮚ Build long O words using letter cards.

Day 3
⮚ Review the spelling of long O words
⮚ Associate picture with the long O word sounds
⮚ Unscramble long O words.
⮚ Complete test on long O spelling words
Day 4 & 5
⮚ Students will read the sight words from the flip chart in choral.

⮚ Have students brainstorm the following. Choose an animal and tell one thing you about it.
For example: Dogs bark. Then tell one thing you think about it. Dogs are the best pets.
Record students’ responses on the board.
⮚ Have students watch a video on facts and opinions.
⮚ After the video ask students how can you tell a fact from an opinion? Give them a
moment to brainstorm. Discuss with students that facts can be checked. Refer to science
class and conducting experiments. Also discuss that an opinion is the opposite of fact.
That it is not a proven fact and it is what a person thinks.
⮚ Refer to the list of student’s responses and deduce what were facts and what were
opinions and have students justify why.
⮚ Place the following examples on the board.
 Cats are much smarter than dogs.
 Guide dogs for the blind are trained in Corozal.
 All dogs are friendlier than cats.
⮚ Have students orally identify which are facts and which are opinions and why.
⮚ Have students complete a facts/opinion Venn diagram.
Assessment Strategies/Activities:
Test, oral response, worksheet
Reference Materials/Instructional Aids:
word cards, concept chart, projector
References: Newport, J., Gamboa, L., Griffith, B., & Beet, G. (2020). My B-Z Phonics. Ministry
of Education, Youth, Sports and Culture, Belize.
Pearson, P. (1991, June 1). Dream Chasers Level 11 World of Reading 1991. Silver Burdett Ginn
Religion.
Foresman, S. (2013). Reading Street. Pearson.
Ginn, S. B. (1998, September 12). World of Language Practice Book Grade 7 (World of
Language). Silver Burdett Ginn.
Date: November 29, 2022
Area of Study: Health Education
Class Time: 2:00-2:45 p.m.
Learning Outcome: HE 4.21 Investigate and analyze the impacts of alcohol and tobacco use on
physical development, brain development and the health of both the person consuming them and
those who live in the same household.
Topics: Tobacco and its Impact on the Brain and Physical Development
Previous Knowledge: Students may have an idea of what a cigarette is and how it may be
harmful to health.
Content/Concept: Tobacco is a plant grown for its leaves, which are dried and fermented before
being put in tobacco products.
People can smoke, chew, or sniff tobacco. 
Tobacco contains nicotine, an ingredient that can lead to addiction, which is why so many people
who use tobacco find it difficult to quit.
Apart from nicotine, there are many potentially harmful chemicals found in tobacco or created
by burning it.
Smoking tobacco also has negative effects on your brain. It increases blood pressure, breathing
and heart rate.
Tobacco smoking can lead to lung cancer, chronic bronchitis, and emphysema.
It increases the risk of heart disease, which can lead to stroke or heart attack.
Smoking has also been linked to other cancers, leukemia, cataracts, Type 2 Diabetes, and
pneumonia.
People who smoke are at a higher risk of developing mouth cancer (oral), gum problems, losing
teeth, decay on the roots of teeth, and complications after tooth removal and gum and oral
surgery.
How does smoking affect physical development?
Smoking affects many aspects of your body, including your physical endurance. If you smoke,
less oxygen gets to your heart, lungs and muscles.

This reduces your physical fitness.

It can also cause inflammation in your bones and joints that may contribute to other conditions
like osteoporosis.

Objectives: Through revision activities, students will be able to:

● Define tobacco
 ● Explore, discuss and explain some facts about tobacco
Introduction
Students will view and name a picture of a cigarette. They will be asked to share what the
cigarette is made from. If they do not know, class will unscramble the letters or play hang man to
uncover the word “tobacco.”
Teaching/Learning Strategies/Activities:
● Students will be given a KWL chart to complete on tobacco. They will complete the first
two sections, what they know and what they would like to know.
● Students will view a short video which explains what tobacco is, the different forms and
ways that people use it and the harmful chemicals which it can produce.
● Students will then complete the final section of the KWL chart by sharing what they have
learnt about tobacco.
● Students will read some facts about tobacco from a chart.
● For homework, one group of students will investigate the harmful effects of tobacco on
the brain, another group will research the effects on physical health and the last group
will research the effects on oral health.
Assessment Strategies/Activities:
KWL chart, research assignment
Reference Materials/Instructional Aids
https://nida.nih.gov/publications/drugfacts/cigarettes-other-tobacco-products,
https://www.youtube.com/watch?v=Ng-vGgtCHyM
https://www.youtube.com/watch?v=Y18Vz51Nkos

Date: November 28- December 2nd, 2022

Subject: Maths
Topic: Square Numbers
Sub-topic: Square Numbers
Time: 8:10-9:10 a.m. (60 minutes)
Materials: Square Numbers Concept Chart, playdough, bristol board, puzzle, markers, paleta
sticks
References:
Foresman, S. (2003, August 1). Scott Foresman Mathematics: Grade 5: Homework
Workbook; Reteaching, Practice (Workbook). Scott Foresman.
BYJU (2021, March 22). General Data Protection Regulation(GDPR) Guidelines
BYJU’S. BYJUS. https://byjus.com/maths/perfect-squares/
Lesson Plans: Square Numbers (Middle, Mathematics). (n.d.). Teachers.Net.
https://teachers.net/lessonplans/posts/3187.html
Previous Knowledge: Students can expand exponents.
Content Standard: MA1.34 Explore and apply square numbers to real-life situations.
Objectives: With the aid of the Bases concept chart, students will be able to:
● Illustrate square numbers using graphical representation
● Explain square numbers using models
● Appreciate how mathematics is applicable to our everyday life.
Concepts:
A square number is the result when a number has been multiplied by itself.
For example, 25 is a square number because it's 5 lots of 5, or 5 x 5.
Skills: Analytical Thinking, Interpretation of Mathematical Information
Attitudes:
Appreciate the value of numerical knowledge.
Demonstrate interest in identifying the value of numbers using different number systems.
Linkages: Belizean Studies- Culture, Grammar- Prepositions
Day 1
Introduction: Place cups with exponent labels in the front of the class. Give students token cards
and have them place the appropriate amount of tokens in the container. Example: six to the 3rd
power is 6 x 6 x 6.
Guided Discovery
Development:
● Have students form groups of fours. Ask students to take out playdough and form balls
to represent 2 groups of 2’s. Have them count it out. Have them repeat 3 groups of 3….
Until 5 groups of 5.
● Give each group a ziplock bag with 55 markers. Have students form 1 group of 1, 2
groups of 2’s. Have them count it out. Have them repeat 3 groups of 3…. Until 5 groups
of 5. Have them identify what shape they all make. Probe for the word square. Use this
 opportunity to have students recall prepositions. Have them use prepositions to order the
markers such as place the second row of threes under the first one.
● Place the concept chart on the board. Discuss square patterns with students.
Conclusion: Have students colour the appropriate number of squares and have them create a
pyramid to showcase 1 squared, 2 squared, etc. by sticking the squared appropriately on a given
bristol board.
Extended Activity: Give students paleta sticks in their groups. Identify square numbers and
have students raise the appropriate answer. For example: 2 squared is = 4
Day 2
Introduction: Write the following on the board 4 to the 2nd power, 6 to the 3rd power, 8 to the
3rd power. Have 2 sets of volunteers go to solve each. The first person from each set to finish
wins a sticker.
Guided Discovery
Development:
● Do a number number count to have students form 3 groups. Give each group a ziplock
bag with 55 markers. Have students form 1 group of 1, 2 groups of 2’s. Have them count
it out. Have them repeat 3 groups of 3…. Until 5 groups of 5. Have them identify what
shape they all make. Probe for the word square. As they are building, they discuss the
Mayan culture and how the shape resembles Mayan Ruins.
● Have students build a 9 piece puzzle in their groups.
● Have students return to their normal seating arrangements.
● Place the concept chart on the board. Discuss square patterns with students.
● Have students match numbers to their number squares.
● Have students play an I spy game. (Link to comparative adjectives)
Example:I spy with my little eye, a square number that is smaller than 5 rows of 5 but
greater than 3 rows of 3.
Closure: In groups of 4 students will create a flipbook with the diagram representation of the
square numbers of 2, 3 and 4. Students may use counters to assist in remembering how much 2
rows of 2 are etc.
Conclusion: Students will play pass the ball when the ball stops students will be given a number
square to represent. For example: 2 squared.
Day 3
Introduction: Write the following on the board 4 to the 2nd power, 6 to the 3rd power, 8 to the
3rd power. Have 2 sets of volunteers go to solve each. The first person from each set to finish
wins a sticker.
Test Day
Development:
Review the Exponents concept chart and have students review examples.
Review Square Numbers concept chart and have students model 2*2, 3*3, 4*4, 5*5.
Closure: Give students a test sheet and have students complete the test.
Students who finish early will select a worksheet from the learning center.
Conclusion:Students will play pass the ball when the ball stops students will be given a number
square to represent. For example: 2 squared.
Day 4 &5
Objectives: With the aid of a Protractor students will be able to:
● Explain the use of a protractor.
● Demonstrate common angles easily found with a projector.
● Appreciate how mathematics is applicable to our everyday life.
Concepts:
A protractor is a semicircular geometry tool divided into 180 equal parts, each measuring 1°. It is
used for drawing angles of known measures and finding angles of unknown measures and is
usually made of transparent plastic, glass, steel, or wood.

How To Measure an Angle Using a Protractor?

Step 1: Place the center point of the protractor over the angle’s vertex.
Step 2: Adjust the protractor (without shifting the center from the vertex) so that one arm of
the angle is along the baseline of the protractor.

Step 3: Look at the scale where the baseline arm points to 0 degrees.

Step 4: Read the measure of the angle where the other arm crosses the scale.
A protractor in math is a very useful tool for measuring angles of different shapes, such as
triangles, squares, hexagons, and others.

Skills: Analytical Thinking, Interpretation of Mathematical Information

Attitudes: Appreciate the value of numerical knowledge, Demonstrate interest in identifying
angles
Linkages: Science & Technology- Simple Machines, Grammar- Comparative Adjectives

Introduction: Give students cards to match square numbers to their pictorial representation.
Guided Discovery.
Development:
● Place the concept chart on the board.
● Have students take out their protractor and prove the facts on the chart.
● Have the students draw a reverse t-chart and demonstrate how to read angles on the
protractor. Have students note that both sides measure 90 degrees.
● Have students draw a line on one side of the t-chart and teach students how to find the
measurement of the angle.
● Have students draw and complete six angles.
Closure: Give students 2 angles to find and move around to ensure students have done so
accurately. Provide feedback as necessary.
Conclusion: Have students write something new they learned on post-it.
Subject: Physical Education
Date: December 2, 2022
Topic: Body Skills and Fitness
Sub-topic: Weight Transfer and Balance
Time: 2:00-2:45 p.m.
Duration: 45 minutes
Material: PE Gears, water bottle, rag
References:
Warmup & Stretching. (n.d.). Retrieved November 28, 2022, from
https://www.darebee.com/warmup-and-stretching.html
undefined [FitnessBlender]. (2012, October 30). Easy Warm Up Cardio Workout - Fitness
Blender Warm Up Workout. YouTube. Retrieved October 9, 2022, from
https://www.youtube.com/watch?v=R0mMyV5OtcM
Learning Outcome: 1.23 Execute a variety of stretches for flexibility that involves the arms,
legs, neck and lower back
Objectives: After warmups students will be able to:
● Demonstrate stretching skills
● Incorporate flexibility skills to participate in group activities
● Value the importance of physical ability

Concepts: Stretching keeps the muscles flexible, strong, and healthy, and we need that
flexibility to maintain a range of motion in the joints. Without it, the muscles shorten and
become tight. Then, when you call on the muscles for activity, they are weak and unable to
extend all the way.
 Skills: Follow directions, Taking turns, Demonstrate flexibility stretches

Attitudes:

• Cooperate with peers

• Active participation
• Team player
Linkages: Health Ed. (Health and fitness), Math ( Angles)

Introduction: Warmups: jog on spot for several minutes, multiple bent knee sit-ups, half squats
and
push-ups, stretches for flexibility that involve the arms, legs, neck and lower back (all
stationary).
Development:
Demonstrate the Standing Hamstring Stretch-
Stand tall with your feet hip-width apart, knees slightly bent, arms by your sides.
Guide students to practice.

Rest for two minutes and explain Lunge with a spinal twist.
Start by standing with your feet together.
Take a big step forward with your left foot, so that you are in a staggered stance.
Bend your left knee and drop into a lunge, keeping your right leg straight behind you with your
toes on the ground, so you feel a stretch at the front of your right thigh.
Place your right hand on the floor and twist your upper body to the left as you extend your left
arm toward the ceiling. Hold for 30 seconds to 2 minutes. Repeat on the other side.
Closure:
● Have students complete a relay race. The first person does a standing hamstring, then
hops on two legs to the second person. The second person does a lunge then hops on one
leg to the third person. The third person does a standing hamstring, then scissors walks to
the fourth person. The fourth person frog jumps to the finish line.
● Discuss why stretching is important.
Conclusion: Guide students in cool down exercises. Be sure that safety is a priority for
stretching. For example, avoid bouncing as they stretch. jog on spot for several minutes, multiple
bent knee sit-ups, half squats and push-ups, stretches for flexibility that involve the arms, legs,
neck and lower back (all stationary).
Extended activity: Students will watch a video on stretches on google classroom.

Subject: Belizean Studies

Day 1&2
Topic: African and Maya History
Subtopic: The Mestizo
Time: 1:10-2:00 p.m.
Materials: Mestizo food, KWL charts, post-its, Mestizo Food Concept Chart
References:
Prior, A. (2011). Primary Social Studies: Our Culture Standard 3 Student’s Book. In Middle
Division Standard 3. MacMillian Education. MacMillian Publishers Limited. Pg.9
Brown-Lopez, P. (Ed.). (2020). Living Together Standard 3 Book: A Belizean Social Studies
Series for Primary Schools (1st ed.). Cubola Books. Pg. 15
Previous Knowledge: Students can identify the names of various Mestizo beliefs.
Learning Outcomes: BS 1.15 Conduct research and design a chart comparing the similarities and
differences in food, clothing, music, dance, games and technology between the Maya and
another ethnic groups
Objectives: With the aid of a Mestizo Belief concept chart, students will be able to:
• Discuss the main components of Mestizo food
• Identify at least two names of Mestizo food
• Respect differences in the various cultures in Belize
Concepts:
Food of the Mestizos
The Mestizo food is a mixture of Spanish, Mexican and Maya. Their foods include relleno,
escabeche, chirmole, empanadas and tamales came from the Mexican; while corn tortillas were
handed down by the Maya.

Skills: Communication skill

Ability to respond and give feedback
Attitudes: able to communicate among themselves and present tasks in proper spoken English.
Linkages: Religion- All Souls Day prayer, Science- Simple Machines, English -Prepositions
Introduction: Tell students that since they have been learning about prepositions in English, we
are going to solve some riddles using them.
● Put candles on a table. On top of it, place pictures of the deceased. You can place
flowers and decorations in front of the table. What Mestizo tradition am I speaking
about? _____________
● Who appears as a woman beside the river edge with very long hair weeping for the loss
of her children which she herself drowned? ___________________
● Who is a spirit who stays inside the forest and takes humans' thumbs because he doesn’t
have one?
Development: Guided Discovery
Ask students questions about the various beliefs of the Mestizo culture.
Give students a post-it and have them identify what they know about Mestizo food.
Give them a second post to identify what they want to know. Have volunteers read outloud.
Collect and stick on the KWL chart. Have students visit display tables with different Mestizo
food. Have students form groups and discuss some similarities and differences they notice about
the food presented.
Place the concept chart on the board. Discuss the origin of the Mestizo culture and the Mayan
and Spanish influence on their food.
Closure: Each group will be given a food item to discuss. For example: Tacos.
Students will explain to the class what it is made of and whether the food has more of a Mayan
or Spanish influence.
Conclusion:
Students will be given a Give students a post-it and have them identify what they learnt about
Mayan food.
Extended Activity: Students will write notes from google classroom.
Day 4 & 5
Subject: Belizean Studies
Topic: African and Maya History
Subtopic: Structures in Mayan Cities
Time: 1:10-2:00 p.m.
Materials: concept chart, glue, scissors,construction paper, pictures, matching cards, typing
sheets
References:
Prior, A. (2011). Primary Social Studies: Our Culture Standard 3 Student’s Book. In Middle
Division Standard 3. MacMillian Education. MacMillian Publishers Limited. Pg.9
Brown-Lopez, P. (Ed.). (2020). Living Together Standard 3 Book: A Belizean Social Studies
Series for Primary Schools (1st ed.). Cubola Books. Pg. 15
Previous Knowledge: Students can identify the different Mestizo beliefs.
Learning Outcomes: BS1.16 Describe and illustrate some of the structures typically found in
ancient Maya cities such as pyramids, cenotes, temples, palaces and ball courts.
Objectives: With the aid of a Structures in Mayan Cities chart, students will be able to:
● Illustrate structures typically found in ancient Maya cities
● Explain the purpose of structures typically found in ancient Maya cities
● Respect differences in the various cultures in Belize
Concepts:
1. What structures do we find in Maya cities?
Structures typically found in ancient Maya cities such as pyramids, cenotes, temples, palaces and
ball courts.
2. What is a pyramid?
The Maya pyramids are structures built in the jungles of Central America by the Maya
civilization between 200 and 900 AD. Unlike the straight sides of the more commonly known
Egyptian pyramids, the sides of Maya pyramids are stepped–sometimes for the purpose of
allowing people to walk to the top.
 3. What is a cenote?
A cenote is a natural pit, or sinkhole, resulting from the collapse of limestone bedrock that
exposes groundwater.

Skills: Communication skill

Ability to respond and give feedback
Attitudes:communicate among themselves, present tasks in proper spoken English
Linkages: Science- Simple Machines, Math- square numbers.
Introduction: Tell students that since they have been learning about prepositions in English, we
are going to solve some riddles using them.
● Put candles on a table. On top of it, place pictures of the deceased. You can place
flowers and decorations in front of the table. What Mestizo tradition am I speaking
about? _____________
● Who appears as a woman beside the river edge with very long hair weeping for the loss
of her children which she herself drowned? ___________________
 ● Who is a spirit who stays inside the forest and takes humans' thumbs because he doesn’t
have one?
Development: Guided Discovery
● Have students take out pictures from yesterday's homework. Students will be placed in
groups of four and given a construction paper. Students will make a collage.
● Place a concept chart on the board and discuss with students.
● Have students match the words pyramids and cenote to its definition and picture.
● Have a step by step drawing of a simple Mayan Temple design with students.
Closure: Place examples of simple drawings of Mayan Temples on the board and have students
illustrate on a typing sheet.
Conclusion: Play a pass the ball activity and have students share something they learned.
Extended Activity: Students will write notes from google classroom.

Date: November 28- December 2nd, 2022

Area of Study: Religion
Class Time: 9:55-10:30 a.m.
Topics: We Profess Our Faith in the Creed, We Believe in One God
Previous Knowledge: Students are familiar with the apostles creed said when we pray the
Rosary.
Content/Concept: We Profess Our Faith in the Creed
When we say what we as Catholics believe about God, we profess our faith. We call what we say
a profession of faith. To profess our faith is to say publicly what we believe. We profess our faith
in words, but we also profess our faith by our actions.
When the church was beginning, people who wanted to become Christians made a public
profession of faith to show that they truly believed in Jesus and in all the things his church
taught. The words that they said are called a creed.
Creed comes from the Latin word credo that means I believe. Over the years, the church has
composed several creeds that contain our catholic beliefs. One is the Apostles ’ Creed. It
contains what the apostles taught.
One special time we recite the Apostles ’ Creed is at the beginning of the Rosary.
We pray another creed at Sunday Mass. It is called the Nicene Creed. It contains the same main
truths taught in the Apostles ’ Creed.
In the creed, we state that we believe in God and in the main truths God has revealed:
The father is God, the Son is God, the Holy Spirit is God and God’s son Jesus, founded the
church.
When we pray the creed, we name the truths God has revealed and that the church teaches. We
call these great truths mysteries.
We Believe in One God
God is a mystery to us. God is so great we can never understand him. But we can look at what
God does and find out about God.
We believe God made all of creation. God made the universe and the planets and the stars. He
made all the creatures, plants, and rocks on earth. His most special creation was the human
family. God made us in his own image. He made us because he loves each one of us.
When God made the universe, he was happy with his creation. So everything we see tells us
something about him.
Although we can learn much about God from creation, there is a better way to know what God is
like, to learn about Jesus, who is God and who taught us about the Father.
Objectives: Through class activities, students will be able to:
● Explain what it means to profess our faith
● Identify the main truths that members of the Catholic Church believe
 ● Identify the Apostles’ Creed as a means to express faith
● Describe God as three Persons in one and as our good Creator
● Describe how we can learn about God from his creation
Teaching/Learning Strategies/Activities:
Day 1 & 2
● Students will be shown 4 puzzle pieces which fit together to form a whole.
● Students will be asked to share their strategy when putting together a puzzle.
● They will be told that the easiest way is to begin with the key pieces and then once these
are in place, it’s easy to build out from them.
● Teacher will share with students that the main truths God has revealed to us are like
puzzles, we start with them and then build out to get a more complete picture of God’s
great goodness and love. However, we can never know everything about God. He will
always be a Holy Mystery to us.
● Students will read the four main truths from the puzzle displayed.
● Share with students, that they will learn a prayer that tells God we believe these truths.
● Read the Apostles’ Creed together and discuss the reason for its name.
● Share with students the profession of faith and the Nicene Creed.
● Students will read the mystery of our faith and class discussion will follow on the mystery
of the Trinity.
● Students will be invited to profess their faith by saying the Nicene Creed.
Day 4
● Praying of the Rosary.
Day 3 & 5
● The previous lesson will be reviewed using questioning.
● Teacher will introduce the church’s teaching on the mystery of the Trinity.
● Students will listen to a story which shows that we learn about people from their actions.
● Students will read the passage, “God Our Creator is Good”.
● Students will be guided to think of different people with different attributes to realize that
since God made them, these attributes are a reflection him.
● Students will be asked to brainstorm and share another way in which we can learn about
God.
● Discuss learning about Jesus as a way to become more connected with God.
● Students will be given paper to make a card showing a picture of creation that reminds
them of the goodness of God.
Assessment Strategies/Activities:
Oral response
Reference Materials/Instructional Aids:
Christ Our Life Teacher’s Guide Chapter 6

Class Time: 2:00-2:45 p.m.

Topics: Simple Machine
Previous Knowledge: Students can identify simple machines in their school and home
environment.
Content/Concept:
Simple machines make it easier for us to do work and to complete tasks with less effort.
Lever - a bar that turns around a fixed point (the fulcrum)
Wheel and axle – a circular rotating wheel that rotates around a shaft (axle)
Pulley – a grooved wheel that spins on a fixed axis that has a rope that moves over the wheel.
Inclined plane - tilted flat surface used to move objects upward
Wedge - two inclined planes back to back, used to move objects apart
Screw-inclined plane wound around a post used to lift things.
Examples of Simple Machines:
Lever: nail clipper, shovel, nutcracker, seesaw, crowbar, elbow, tweezers, bottle opener
Wheel and Axle: doorknob, pencil sharpener, bike, office chairs, carts, and toy cars.
Pulley: curtain rod, tow truck, mini-blind, flagpole, crane
Inclined Plane: slide, stairs, ramp, escalator, slope
Screw: lid of a jar, faucet, bulb
Wedge: scissors, screw, a knife

Objectives: Through class activities, students will be able to:

• investigate to discover how simple machines can help us do work.
• Explore different simple machines to see how they work.
• Decide which simple machine to use to help solve our problem.
Teaching/Learning Strategies/Activities:
Day 1-3
5E Method Engage Students discover that wheels help to move objects.
Engage: Provide a scenario that allows students to think. Example: Have you ever been
shopping in the grocery store? How do you get all your groceries to the cashier? “How does a
shopping cart make it easier to get your groceries to the cash register?” Continue prompting.
Inform the students that they will experiment to see how wheels and other “simple machines”
make moving things easier.
Explore: Students experiment on how to move objects from one side of the room to another.
Discuss how they will do it and solve the problem. Example: one by using their body (they can
carry them or push them across the floor), and then again with the help of a tool that has wheels.
Explain: Students share what they discovered. Example: prompt them with the following:
“Which way was easier? Why?” Reinforcement by repetition, have the students explain the
concept of wheel and axle, that simple machines have few or no moving parts and they make
work easier by changing the direction of a force or the amount of force needed to do something.
Elaborate: Discuss the other simple machines.
Evaluate: Students can use a paper quiz, or the exit ticket questions or any of their choice.
Inquiry Method: Conduct different experiments to compare the amount of effort (force) needed
to apply to given objects with and without the help of a simple machine. (Simple machines make
work easier.) • They have few or no moving parts • They work by changing the direction of a
force or the amount of force needed to do something. • Examples: Discover that wheels help to
move
Experiment with moving several textbooks from one side of the classroom in two different ways;
one by using their body (they can carry them or push them across the floor), and then again with
the help of a tool that has wheels. If available, they can choose from a variety of tools that have
wheels and compare their effectiveness. Other examples: • lever (can also lift objects): A big
stick used to help move a set of books/rocks fixed as a seesaw • pulley: carry gallons of water
upstairs; try using a pulley and pull up the gallons • incline plane: push a wheelbarrow up the
step; test pushing it over an inclined plane • wedge: split paper with hands; use a scissor to cut
the paper • screw: removing a cork from a bottle using different things

Assessment Strategies/Activities:
Oral response
Reference Materials/Instructional Aids:
Concept Chart
https://www.softschools.com/examples/simple_machines/class_one_lever_examples/511