diagnostic assessment 2020 - student booklet - grade 1

CONSOLIDATED CURRICULUMSOCIAL STUDIES

Guyana

MINISTRY OF EDUCATIONNATIONAL CENTRE FOR EDUCATIONAL RESOURCE DEVELOPMENT

3 Battery Road Kingston, Georgetown Guyana, South America | Tel: (592) 225 - 6723

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GRADE 5

GRADE FIVE SCHEME OF WORK SOCIAL STUDIES

WK TOPIC/ SUB- TOPIC

GENERAL OBJECTIVES

CONTENT ACTIVITIES RESOURCES EVALUATION STRATEGY

1 Politeness -Desirable behaviours

For pupils to develop an appreciation for desirable behaviours

Desirable behaviours can be demonstrated in many ways by:

- Showing respect to one another - Being kind to everyone - Being thankful

For better living we must:

- avoid stealing - avoid fights - avoid using abusive languages

-Naming some desirable behaviours he/she performs daily. -Dramatize desirable behaviours -Naming some behaviours that we should adhere to for a better living.

Social Studies For Our Children Book 5

Oral questioning and answering

2 Our Community -Administrative Regions

For pupils to develop an understanding of the Administrative Regions

Guyana is divided into ten (10) Administrative Regions. The Administrative Regions are: Region 1 – Barima - Waini Region 2 – Pomeroon - Supenaam Region 3 – Essequibo Islands - West Demerara. Region 4 – Demerara – Mahaica. Region 5 – Mahaica – Berbice. Region 6 – East Berbice – Corentyne. Region 7 – Cuyuni – Mazaruni. Region 8 - Potaro – Siparuni. Region 9 – Upper Takatu – Upper Essequibo. Region 10- Upper Demerara- Upper Berbice.

-Listing the ten (10) Administrative Regions. -Identifying the ten (10) Administrative Regions on a map.

Map of Guyana Guyana Our Country Our Home

Oral questioning and answering Puzzles

2 Our community -Concept of “Natural Regions”

For pupils to develop an awareness of the Natural Regions in

Natural Regions are areas which have similar features such as soil, build of land, plants or vegetation and climate.

-Naming the four (4) Natural Regions in Guyana.

Social Studies For Our Children Book 5 Map of Guyana




GENERAL OBJECTIVES


Guyana. Guyana is divided into four natural regions: a] The Low Coastal Plain. b] The Hilly Sand and Clay Region. c] The Forested Highland Region. d] The Interior Savannahs.

-Identifying the four (4) Natural Regions on a map of Guyana

2 Our Community -Natural Regions

For pupils to develop an understanding of the physical features of each natural region

The Low Coastal Plain is the strip of flat land stretching from Point Playa to Corentyne. It is below sea level and located near the Atlantic Ocean. This area is densely populated because many of the towns and villages are found there. There are types of soils found on the Coastal Plain namely pegasse, silty clay or mud and loam. These soils help to facilitate agriculture and natural vegetation. Thus, the area experiences both sunny and rainy weather, and flooding takes place during a heavy rainy period. Apart from that our main industries are located in this region. The Hilly Sand and Clay Region is found to the south of the Low Coastal Plain. It covers about one-quarter of Guyana and extends from the Pomeroon River inland to the Mazaruni, south to Apoteri and then eastward to the Corentyne. This region is very hilly. It has soils that consist mainly of red and white sand and clay. It is known for producing timber e.g., greenheart, mora, crabwood, wallaba and others. Agriculture is done there also. The main resources in this area are bauxite and timber. Two crops grown in this area are peanuts and

-Defining the term “natural region”. -Identifying the natural regions on a Map of Guyana. -Naming the Natural Regions. -Inserting the Natural Regions on a Map of Guyana. -Cutting out the different natural regions from a given map. -Researching additional information. -Describing the Natural Regions -Naming the main economic activities done in each Natural Region

Map of Guyana. Guyana Our Country Our Home Cardboard Cotton wool, peas, rice, sponge, spray paint Social Studies for Our Children Book 5

Map work Written and oral exercises Quiz



GENERAL OBJECTIVES


pineapples. This area is reasonably populated. The economic activities done in this area are bauxite mining, logging, stone quarrying and agricultural activities. The Highland Region is the largest natural region and it is forested. This region is mountainous and has many waterfalls. Heavy rainfalls are experienced in this region most times of the year. This region is famous for gold and diamond mining and balata bleeding. Most of our flora and fauna are found there. The population in this region is sparse due to the heavy rainfall, dense forest and limited flat surface suitable for living. The four mountain ranges in the Highland Region and the sources of our rivers begin in these mountains. Some of our indigenous people are living in scattered villages in this region. The Interior Savannahs has a stretch of tropical grassland with scattered trees. The savannahs of Guyana are divided into the north and south savannahs. The north savannah has rolling grasslands with clumps of trees in wet areas, while the south savannahs are mostly hilly. Cattle ranching, farming and balata bleeding are the economic activities done in this region. Population in this region is reasonable comprising of Amerindians and coast landers.



GENERAL OBJECTIVES


3 Our Nation -Links between or among the Administrative Regions

For pupils to demonstrate an understanding of the links between the Administrative Regions.

Transportation is the carriage of persons and goods from one place to another. There are various forms/means of transportation -Land eg. roadways and railways. -Waterways eg. rivers and canals -Air eg. Using helicopter, aeroplane and sky van. Links: Region 3 & Region 4 via Georgetown/ Vreed- en -Hoop (boat)

-Defining the term transportation -Discussing how people travel from one place to another -Identifying the means of transportation of people living in regions -Collecting pictures of people in the Administrative Regions and means of transportation.


Portfolio

4 Our Nation -Communication links between Administrative Regions.

For pupils to become aware of the communication links between Administrative Regions

Communication is the transmitting of information. People communicate through written language, sign language, symbols and spoken language which are within the range of human vision and the sound of human voices.

Some means of communication that are used include: Signs –road signs, warning signs, sign language.

Signals –flags, lights, smoke signals.

Sound –speech, cries, bells, whistles, horns, telephones, radios, walkie-talkies.

Print –letters, newspapers, magazines, telegrams, telex messages, pictures, badges, illustrations.

-Discussing the meaning of the word communication. -Naming and discussing ways in which people communicate. -Identifying and discussing communication links between or among regions. -Discussing the importance of communication links. -Visits to radio and television stations. -Listening to a resource person

Social Studies For Our Children Book 4 Pictures. Newspapers Resource person

Group work. Paper and Pencil Test. .



GENERAL OBJECTIVES


4 Our Nation Celebration in Guyana - Fire Prevention Week

For pupils to develop an understanding of Fire Prevention Week.

Fire Prevention Week is usually celebrated in October every year.

-Discussing the significance of fire prevention week. -Identifying some causes of fire. -Viewing videos -Observing pictures -Listening to a resource person speak on fire.

Social Studies For Our Children Book 4 Resource person Videos Pictures

Oral questioning and answering.

5 Health and Safety -Harmful and Helpful drugs

For pupils to develop an awareness for harmful and helpful drugs.

Drugs can be classified as both harmful and helpful. Helpful drugs are medicines that come in different forms namely liquid, gases, pills, capsules creams or rubs. These are given with instructions on how to use them. These drugs may be injected, swallowed, inhaled or rubbed on the skin. These medicines may be used when you are sick to make you feel well because they kill the germs that cause you to be unwell. Overdosage of helpful drugs can harm your body and can cause death. So, everyone should use this type of drug as prescribed. Harmful drugs on the other hand are usually misused or abused. Many people use them to feel 'good'. Some harmful drugs are cocaine and ganja (marijuana). Using these drugs causes our bodies to change.

-Defining the terms harmful/helpful drugs. -Identifying and naming harmful/helpful drugs. -Listing the effects of using harmful drugs. -Collecting labels and containers and reading directions and labels on drugs. -Reading prescriptions. -Classifying pictures of drugs into harmful and helpful. -Listening to resource persons. -Role-playing scenes.

Resource person Social Studies For Our Children Book 5 Pamphlets scrapbooks

Summary writing Quiz Scrapbook Presentations



GENERAL OBJECTIVES


Effects of harmful drugs. The heart and brains work faster. There is a loss of appetite. The user feels stronger and bigger. The sense organs are affected. Some other harmful substances are: Coffee has caffeine which can cause addiction. Alcoholic beverages like beer and rum affect our senses. Tobacco has nicotine which can damage our lungs. It is also an addictive drug.

5 Our Nation Celebration in Guyana -Road Safety Week

For pupils to develop an understanding of road safety.

Road Safety Week reminds us of how to use the road. A rally is held for school patrols. Some activities done during this week are talks, exhibitions, radio programs and rallies. The school patrols help us to use the roads wisely. There is a theme for this week.

- Discussing the significance of road safety week -Viewing videos -Observing pictures - Listening to resource person -Making posters

Resource person Oral questioning and answering Group presentation

5 Our Nation Celebration in Guyana -Youman Nabi

For pupils to understand the significance of Youman Nabi

Youman Nabi is a Muslim holiday. It is celebrated when the Muslims during the period of October-November. These holidays are dependent upon the sighting of the moon.

Youman Nabi is also known as Mawlid al-Nabi, is the celebration of the birth and death anniversary of the Prophet Mohammad. Muslims prepare sweetmeats such as metai, vermicelli and gulab jamoon; and share them with their friends and family.

-Observing videos of Youman Nabi Celebration. -Viewing pictures. -Making a portfolio. -Listening to a resource person -Role-playing scenes for the holiday. -Drawing scenes to depict the holiday.

Videos Pictures Cardboards Resource person Pencils Books Crayons Paste

Oral questioning and answering Quiz Portfolio Paper and Pencil Test



GENERAL OBJECTIVES


5 Our Nation Celebration in Guyana -World Food Day

For pupils to be aware of the celebrations and observances. For pupils to know what activities are associated with celebrations and observances.

World Food Day is celebrated every year around the world on October 16. Some activities to observe this day are – food sale, exhibition, slogans

-Naming/identifying and/or collecting pictures associated with celebrations/observances. -Compiling pictures of celebrations/observances in a scrapbook. -Sharing views and ideas known about these celebrations.

Pictures of foods around the world

Artwork

5 Health and Safety -Safety practices to be observed when using the road.

For pupils to become knowledgeable of the safety practices to be observed when using the road. For pupils to become aware of the Traffic/ Road Safety Signs.

Some safety practices that must be observed when using the road are: - Walk on the right-hand side of the road

to face the upcoming traffic. - Do not walk more than two abreast. - Walk in the corner. - Ride on the left-hand side of the road. - We must ride bicycles with bells. - Use sidewalks, pavement and pedestrian

crossings. To help us use the road safely, there are signs along the streets or markings on the road. There are all warning signs. Some road safety signs are:

(a) (b)

-Identifying road safety signs and their meaning. -Discussing traffic rules. -Identifying and discussing some road safety rules. -Discussing the consequences of disobeying rules/laws when traveling on land. -Drawing some road safety signs. -Making a scrapbook on road safety signs. -Making temples of road safety signs. -Saying the kerb drill. -Drawing traffic signs and write their meanings.

Social Studies for Our Children Book 4 The Kerb Drill Pictures of road safety signs.

Paper and Pencil Test Scrapbook Presentations Answering questions



GENERAL OBJECTIVES


(c) (d)

The meaning for each sign is as follows:

(a) A Pedestrian Crossing (b) The Traffic Lights- control traffic (c) School nearby-Drive carefully (d) Dangerous bend

5 Health and Safety -Safety practices to be observed when using the waterways.

For pupils to become knowledgeable of the safety practices to be observed when using the waterways.

Some safety practices when using the waterways are: - Sit evenly in the boat. - Do not move around in the boat. - Be very careful when boarding the boat. - Wait on the captain’s instructions.

-Identifying some safety practices to be observed when using the waterways. -Drawing pictures of water transportation. -Compiling a scrapbook. - Discussing safety rules when traveling by water.


Answering questions Scrapbook

5 Health and Safety -Safety practices to be observed when traveling by air.

For pupils to become knowledgeable of the safety practices to be observed when travelling by air.

Some safety practices when using the airways are: - At loading and taking off time, all

passengers must fasten their seatbelts - Observe the no-smoking sign. - Wait on the air hostess’s instructions.

-Identifying some safety practices to be observed when using the air. -Discussing safety rules when traveling by air.


Home assignment



GENERAL OBJECTIVES


6 Our Community -Leaders in the community

For pupils to develop an appreciation for leaders in the community

Leaders are people who are responsible for the governing or administering of the affairs of the community.

Leaders guide the members of the community to work together for the development of the community. To ensure the smooth functioning of these communities there must be leaders.

1. Leaders in the community make decisions and give guidance to people. 2. Leaders can be placed into different categories. E.g. (a) Political e.g. President, Prime Minister (b) Religious e.g. Pandit, Priest, Rabbi (c) Social e.g. leader of clubs and other social organizations (d) Trade Union or Labour Leaders. (e) City, Town and Village leaders Some qualities of a leader are honesty and willingness to work.

-Observing Learning video on leaders in a community. -Defining the terms leader and community. -Naming leaders in the community and Guyana. -Discussing how people become leaders. -Identifying qualities of a good leader. -Categorizing leaders e.g., religious leaders, political leaders, etc. - Discussing ways of showing respect for leaders.

Social Studies For Our Children Book 5 Pictures of leaders Resource Personnel

Group work Quiz Compile a Portfolio

6 Our Community -Resources found in each Natural Region

For pupils to develop an understanding of the resources found in each Natural Region.

Resources are living and non-living materials which are valuable and useful to a country and its people. Some resources are natural e.g., air, sunlight, land, forest, plants, animals, water and minerals. The most important resource to any country is its people. Resources in our natural regions are: Low Coastal Plain – rice, sugar, coconut, cattle, oil

-Defining terms like resource, natural, region. -Identifying natural regions on a map. -Listing resources found in each natural region. -Discussing the importance of the resources to the development of the region. -Inserting resources on an outlined Map of Guyana.

Guyana Our Country Our Home Map of Guyana Pictures

Map work Written and oral Exercises Scrapbook



GENERAL OBJECTIVES


Hilly Sand and Clay Region – bauxite, timber. Forested Highland Region – gold, diamond, waterfalls, flora, fauna, and other minerals. Interior Savannahs – cattle, balata Benefits of our resources. Resources provide us with: - Food so that we can eat well and live

healthy lives. - Jobs so that people can earn money to

provide for their needs. - Lands so that people can build homes,

schools, hospitals and other important places.

- Water so that people can cook and maintain cleanliness.

- Mineral and food for export so as to bring in foreign exchange to use to develop Guyana.

-Making a scrapbook on the resources found in each Natural Region

7 Our Nation -The Importance of resources in community development

For pupils to develop an understanding of the importance of resources in community development

Developments in the community. The importance of resources. Many natural resources are essential for human survival, while others are used for satisfying humans’ desires. Nature helps to maintain the environmental balance and satisfy the needs to the fullest.

-Discussing the importance of resources to community development. -Discussing how resources can affect a community -Identifying natural resources -Making a collage on natural resources

Social Studies For Our Children Book 5 Videos Pictures

Collage



GENERAL OBJECTIVES


A wide range of industrial materials and biological materials from plant and animal, directly or indirectly are used in production and in the manufacturing of medicine. Resources are important for the development of any country. For example, to generate energy, one needs fossil fuels; and for industrial development, we require mineral resources. They play a vital role in the economic development of the country by enriching agriculture, trade, imports and exports, etc.

-Collecting pictures. Viewing videos -Observing pictures -

7 Our Community -Guyana’s Immediate Continental Neighbours.

For pupils to develop an understanding of Guyana’s Continental Neighbours.

Guyana is located on the northern mainland of the continent of South America. Guyana is the only English-speaking country in South America. There are thirteen countries on the continent of South America. Guyana shares international borders with three of these countries that are called her Immediate Continental Neighbours.

Guyana's Continental Neighbours are countries that share immediate boundaries.

Guyana’s immediate continental neighbours are Venezuela, Brazil and Suriname.

Suriname is located to the east and is separated from Guyana by the Corentyne River.

Venezuela to the North -West is separated by

-Shading Guyana’s Immediate Continental Neighbours. -Discussing Guyana’s Immediate Continental Neighbours -Identifying Guyana’s Immediate Continental Neighbours on the Map of South America.

Map of South America. Guyana Our Country Our Home Social Studies Forr Our Children Book 5

Quiz Map shading /labelling



GENERAL OBJECTIVES


the Amacura and Wenamu Rivers.

Brazil to the south and south-west by the Ireng and Takatu Rivers.

7 Our Community -Guyana’s other Continental Neighbours

For pupils to develop an understanding of Guyana’s other Continental Neighbours

These neighbours are known as continental or South American neighbours because they are located on the continent of South America.

The official language of most of these countries is Spanish.

. -Locating and naming other Continental Neighbours. -Researching information about these Neighbours -Presenting findings

Map of South America Chart Guyana Our Country Our Home

Map work Completing chart Making scrapbook Answering questions

7 Our Community -Guyana’s other CARICOM Neighbours-

For pupils to develop an understanding of Guyana’s CARICOM Neighbours-

Guyana CARICOM Neighbours are: - Trinidad and Tobago - Grenada - Barbados

-Naming Guyana’s CARICOM Neighbours -Identifying Guyana’s CARICOM Neighbours on a map.

Social Studies For Our Children Book 5 Map of Guyana


8 The Family -Places where the early ethnic groups settled

For pupils to develop an understanding of where the early families settled after arriving in Guyana.

Guyana has six ethnic groups. After slavery and indentureship, the ethnic groups remained in Guyana. They bought villages and settled in different parts of Guyana.

Some places where the ethnic groups settled are: Amerindians – Interior areas such as Kamarang, Lethem, Mabaruma, Cuyuni. Europeans – Along the Essequibo River Africans – villages along the coastland such as Buxton, Ithaca, Queenstown on the Essequibo Coast. Portuguese – Port Mourant

-Reviewing the information on the ethnic groups. -Viewing pictures -Viewing videos -Visiting areas where the ethnic groups settled. -Naming places where the ethnic groups settled. -Using maps to locate places where the ethnic groups settled. -Compiling a portfolio

Map of Guyana Field trip

Quiz Written assessment Portfolio



GENERAL OBJECTIVES


East Indians – Villages along the Coastland such as Bush Lot, Lusignan. Chinese – Windsor Forest

9 The Family Places where the early ethnic groups came from

For pupils to develop an appreciation of the early families.

The early families (ethnic groups) are: - Amerindians - Europeans - Africans - Portuguese - Chinese - East Indians

The Amerindians were the first people to come to the Americas and the West Indies. They came from the continent of Asia. They walked across the Bering Strait (Ice Bridge). Due to the cold weather, they migrated to the north in search of food and warmth. Because they walked a lot, they were called nomads. They came during the Ice Age. The Europeans came to the West Indies and Guyana from the continent of Europe. Some countries the Europeans came from are Spain, Holland, France and the United Kingdom. The Europeans who colonized Guyana were the Dutch, French and British. They came in search of the city of Gold called El Dorado, and to search for new lands. The Africans came to the West Indies and Guyana from the continent of Africa. Many were brought from the West Coast of Africa.

-Identifying the ethnic groups using pictures. -Naming and identifying countries/continents from which the ethnic groups came. -Locating countries/ continents on the Map of the World -Identifying reasons why each ethnic group came -Creating portfolio on ethnic groups -Defining terms - slave, explorer, and route. -Listening to the story of the Golden City of El Dorado.

Social Studies For Our Children Book 5 Pictures, clippings of each ethnic group CD Player Television

Practical Work Quiz Written work



GENERAL OBJECTIVES


Some states they came from are the Congo, Cameron, Mali, Gambia and Guinea. The route by which the slaves were brought was called the Middle Passage.

The Portuguese came from the North Atlantic Island of Madeira.

The East Indians came to British Guiana from the continent Asia. Some states they came from are Calcutta in the Bengal Presidency Region of British India. The first batch arrived in British Guiana on the 5th May. 1838.

The Chinese arrived in British Guiana between 1853 and 1879 on 39 vessels bound from Hong Kong to fill the labour shortage on the sugar plantations.

9 Our Nation Celebrations in Guyana -Eid-ul-Fitr -Eid-ul -Adha

For pupils to develop an understanding of Eid-ul-Fitr and Eid-ul -Adha.

Eid-ul –Fitr is celebrated at the end of the month of Ramadan. Eid-ul-Fitr is not a national holiday in Guyana, Eid – ul –Adah is an observance of the Muslim community. This is a festival of sacrifice. Muslims believe that Abraham, the Prophet, was told by Allah to sacrifice his only son Ishmael as a proof of his love for Allah, i.e. God.

-Discussing the activities done for the national holidays -Participating in activities done to celebrate these holidays -Listening to the resource person. -Viewing videos and pictures

Videos Pictures Resource person




GENERAL OBJECTIVES


10 Our Nation -Guyana as a colony

For pupils to develop an understanding for Guyana as a colony.

The term “independent” means freedom from outside control.

-A colony is a country that is governed or ruled by a parent country.

Guyana was a colony before it became an independent country.

Before Guyana's independence, our nation was known as British Guiana because it was governed by Great Britain.

-Discussing Guyana as a colony. -Discussing what is a colony -Listing the stages of Guyana’s political development

Pictures Written test Oral questioning and answering

11 Our Nation -Stages in Guyana’s Political Development

For pupils to develop an awareness of the stages in Guyana’s Political Development

The stages of development

Colony ruled by British → internal self-government → Independent Nation → Republican Status under the British Constitution, then a Republican Status under the people’s New Constitution when we had our first Executive President

Leaders who led to Guyana’s independence were L.F.S. Burnham, Peter D’Aguiar and Cheddi Jagan.

-Discussing the stages of development -Defining the term “colony” -Identifying some leaders who led to Guyana’s Independence


Oral questioning and answering.

11 Our Nation Armistice Day/ Remembrance Day

For pupils to understand the significance of Remembrance/ Armistice Day.

Armistice/ Veterans Day/ Remembrance Day/Poppy Day/Memorial Day is observed every year on November 11. It reminds us of the soldiers who died in World War 1 and 2. The Poppy is worn to remember this event and a wreath laying ceremony is done around the Cenotaph.

-Viewing a video on Remembrance Day. -Observing pictures. -Discussing videos. -Making poppies.

Video Pictures Paper Paste




GENERAL OBJECTIVES


12 The Ethnic Group -Places where the Amerindians and Europeans came from and settled

For pupils to develop an appreciation for the ethnic groups that came to Guyana

The Amerindians came from Mongolia and the Europeans came from England. The Amerindians settled in forests and savannahs such as Aishalton, Yupukari, Apoteri and Maburuma. The Europeans settled on the Essequibo River, Stabroek, Supenaam, Uitvlugt and Pouderoyen.

-Discussing the places the Amerindians and Europeans came from. -Discussing the places the Amerindians and Europeans settled. -Locating the places on the Map of Guyana -Identifying places where the early families were sent. -Making a scrapbook

Guyana Our Country Our Home Social Studies For Our Children Book 5

Scrapbook Written test

12 The Ethnic Group - Contributions made by the Amerindians and Europeans

For pupils to develop an appreciation for the ethnic groups that came to Guyana

The contributions made by the Amerindians are: They have named most of our rivers eg. Cuyuni, Mazaruni Many of the waterfalls were named by the Amerindians. The contributions made by the Europeans are: Places: Stabroek, Beterverwagting, Soesdyke.

-Discussing the contributions made by the Amerindians and Europeans



13 The Ethnic Group -Places where the Africans and the East Indians came from and settled

For pupils to develop an appreciation for the ethnic groups that came to Guyana.

The Africans came from West Africa. The East Indians came from India.

-Discussing the places where the East Indians settled and came from. -Discussing the places where the Africans settled and came from. -Identifying places where the early families were sent. -Making a scrapbook





GENERAL OBJECTIVES


13 The Ethnic Group - Contributions made by the Africans and the East Indians

For pupils to develop an appreciation for the ethnic groups that came

to Guyana.

The contributions made by the Africans are: Food: metagee, cook up rice Dress: Dashikis, wraps Jewellery: arm band, bead earrings The contributions made by the East Indians are: Food: dhal and rice, curry, methai Dress: Sari, kurta, dhoti, shalwar Jewellery: nose ring, bangles.

-Discussing the contributions made by the Africans and the East Indians -Viewing pictures -Making a scrapbook



14 The Ethnic Group -Places where the Portuguese and Chinese came from and settled


The Portuguese came from Madeira and the Chinese came from China.

-Discussing the places where the Portuguese settled and came from. -Discussing the places where the Chinese settled and came from. - Identifying places where the early families were sent. -Making a scrapbook

Guyana Our Country Our Home Social Studies for Our Children Book 5


14 The Ethnic Group - Contributions made by the Portuguese and Chinese


The contributions made by the Portuguese are: Places: Port Mourant Liliandaal Music: Rajas, Braggs Food: pancakes, beef stew

Discussing the contributions made by the Africans and the East Indians -Viewing pictures -Making a scrapbook

Guyana Our Country Our Home


15 Weather and Climate -Difference between weather and climate

For pupils to know the difference between weather and climate

The day-to-day conditions of the atmosphere at a place with respect to elements like humidity, temperature, wind, rainfall, etc. is called the weather of that place.

-Differentiating between weather and climate. -Drawing pictures to show weather conditions -Collecting pictures to

Pictures

Poster Oral questioning and answering



GENERAL OBJECTIVES


Weather can be cloudy, sunny, rainy, stormy or clear. Weather is over a short period of time. Climate- long-term patterns over a period of time of an area. The average over many years. Climate changes very slowly.

differentiate weather and climate. -Making a poster on weather and climate.

15 The Weather -Effects of the weather conditions on the Population in each of the Natural Regions

For pupils to develop an understanding of the weather conditions present in each of the natural regions.

The Low Coastal Plain Due to the exposure to the sun's heat, people who live on the Coastal Plain are usually hot, coastal experience hotness. This hotness is reduced by the use of fans or air conditioning. However, this can lead to higher electricity bills. The weather also influences the type of clothes people wear on the Coastal Plain, people wear loose clothing which is made mostly from cotton. People enjoy the cooling breezes of the North-East Trade Winds all year round. The Hilly Sand and Clay Region In the Hilly Sand and Clay Region due to constant rainfall, flooding is caused, rapid growth of vegetation and pollution of rivers among other things. Due to this people's movements are restricted. There is also a rise in diseases such as malaria when this happens. People are also at risk of being poisoned because the water becomes polluted from the mining of bauxite. People in this region wear minimum clothes during the day because the place is usually hot. Movements of people and goods are restricted due to floods and the rapid growth of vegetation.

-Discussing the effects of the weather conditions in each of the Natural Region. -Pasting pictures to show the varying weather conditions. -Making a poster to demonstrate the weather conditions in each of the Natural Region. -Collecting pictures or newspaper clippings to make a scrapbook. -Viewing videos

Social Studies For Our Children Book 4 Social Studies For Our Children Book 5 Pictures Videos

Scrapbook Poster Quiz



GENERAL OBJECTIVES


Overflow of rivers can destroy houses and infrastructure. The Forested Highland Region Travelling is difficult because of the lack of roads etc. The cost of foodstuff is expensive. People wear minimum clothes because the place is usually hot. The Interior Savannahs - People's movements are restricted because of disasters such as floods, forest fires. People also wear minimum clothing.

15 Our Nation Celebrations in Guyana -Christmas Day and St. Stephen’s Day New Year’s Day

For pupils to develop an appreciation for national holidays.

Christmas Day is observed on 25th December every year. Christmas commemorates the birth of Jesus Christ. It is a religious holiday observed by Christians. This period is characterized by merry-making, carol singing, eating and drinking. There are other activities such as masquerades, lighting of the Christmas trees, sending of Christmas cards and giving of gifts. Everyone enjoys Christmas regardless of his/her religion. St. Stephen’s Day is celebrated on the 26th December every year. New Year’s Day is celebrated on January 1st every year. People usually welcome a new year by the lighting fireworks

-Singing Christmas carols. -Viewing Christmas celebration videos. -Listening to the Christmas story.

Social Studies For Our Children Book 2 Maze Story Book Videos: Christmas

Word Search Puzzle Portfolio Drama



GENERAL OBJECTIVES


16 Weather and Climate

-The effects of Natural Disasters in the Caribbean

For pupils to develop an understanding of the effects of Natural

Disasters in the Caribbean

Our world is alive. Every now and then the winds blow very strong. The oceans and seas become rough. Rains may fall heavily for days and even parts of the earth may move.

When these events take place where people live, they can cause deaths and destruction. These events are called Natural Disasters.

-Explaining what Natural Disasters are. -Viewing pictures of Natural Disasters -Viewing videos

Videos Pictures

Oral questioning and answering Written test

16 Our Nation Celebrations in Guyana -Independence Day

For pupils to develop an appreciation for Independence Day

Our country gained independence and became a Nation on the 26th of May, 1966.

On May 26th, 1966, Guyana gained its Independence from Britain. This holiday is marked by a Flag Raising Ceremony. The week during which the anniversary of the falls is dedicated to the youths of the country and is termed Youth Week.

Attention is placed mostly on the young people in every community. This week gives them an opportunity to part in activities, which will help to develop them and the communities in which they live.

-Discussing Independence -Discussing activities done -Compiling a scrapbook on Independence celebrations -Looking at videos -Viewing pictures on Independence Day

Social Studies For Our Children Book 4 Pictures Videos

Scrapbook Presentation

17 The Weather -The Climatic Zones and People within these zones

For pupils to become knowledgeable of climatic zones.

A climatic zone is an area of the earth where all the countries located there enjoy the same/similar climate or climatic conditions.

Earth has three main climatic zones—tropical, temperate, and polar.

These zones can be further divided into smaller zones, each with its typical climate.

A region’s climate, together with its physical characteristics, determines its plant and animal life.

-Identifying and naming the climatic zones. -Stating the location of the zones. -Discussing the people of each climatic zone. -Identifying activities in these zones. -Listening to a resource person speak.

Social Studies for Our Children Bk 6

Group work Paper and Pencil Test Quiz Compile a Portfolio Home assignment Make a scrapbook Answering questions



GENERAL OBJECTIVES


In the hot and humid tropics, it's important to wear clothing that is light in both weight and color.

Tropical people rely on their surroundings for food, shelter, and medicines.

The extreme Arctic climate makes the region a forbidding place to travel and a challenging place to live. Even so, people have found ways to explore and live in the Arctic.

18 Our Nation -Commonwealth Day

For pupils to develop an appreciation for National Events

Commonwealth Day is observed on the second Monday in March. This day is not a holiday. The day is celebrated with activities planned by each member country. The head of the Commonwealth is the Queen of England who will address The Commonwealth Nation on that day. There are 54 Commonwealth countries.

Some activities engage in to celebrate this day are stamp collection.

-Listening to a resource person speak about Commonwealth -Discussing Commonwealth and its activities. -Pasting pictures of stamps used for some Commonwealth countries in a scrapbook. -Viewing videos

Social Studies for our Children Book 1 Resource person Videos Pictures Paste scrapbook crayons

Portfolio Research Quiz

18 The weather Effects of climate on people’s life

For pupils to develop an understanding of the effects of climate on people's lives in the Rupununi Savannah.

The Rupununi Savannah has two seasons- a dry and wet season. During the rainy season, people do a lot of planting. Some of the crops grown are corn, yams, sweet potato, beans and tobacco. During the wet season, the water in the creeks and rivers begins to rise. During floods, the cattle is watched carefully for diseases which they can get during the wet

-Discussing the effects of climate on people's lives in the Rupununi Savannah -Viewing videos -Observing pictures -conducting a research


Research Portfolio



GENERAL OBJECTIVES


season. To help prevent this, they are led to higher grounds.

18 Our Nation Celebrations in Guyana -Republic Day/ Mashramani Day

For pupils to develop an appreciation for celebrations in Guyana.

Mashramani is an Amerindian word that means celebrations after hard work. It is celebrated on 23rd February and is observed by all Guyanese. After we became an independent country, we gained a Republican Status four (4) years after on the 23rd February 1970. Some activities done for Mash are calypso and steel pan competitions, Children's Costume Competitions, Floats and Costume Parades and Masquerade Band Bompetitions. Many buildings are decorated for this occasion. A flag-raising ceremony is held on the night of February 23rd and the President addresses the nation.

-Discussing the significance of Mash Day/ Republic Day -Listing activities that are done to celebrate this occasion. -Making posters

Guyana Our Country Our Home Pictures Newspaper clippings Poems and stories

Paper and Pencil Test Quiz Research.

18 Our Nation -CARICOM Day

For pupils to develop an appreciation for CARICOM Day.

CARICOM Day (Caribbean Day)

This festival is observed on July 4 every year. This day marks the anniversary of the formation of CARICOM.

Guyana observes the day with a national holiday on the first Monday in July.

The Caribbean Community (CARICOM) comprises 15 Member States

CARICOM Day celebrates the signing of the Treaty of Chaguaramas on 4 July 1973.

-Examining a calendar. -Listing events. -Discussing events. -Dramatizing events. -Researching information and collecting pictures.

Calendar Pictures

Written Work Oral Presentation Compiling Portfolio

http://caricom.org/

http://caricom.org/



GENERAL OBJECTIVES


18 Our Nation United Nations Day

For pupils to develop an appreciation for United Nations Organization (UNO)

United Nations Day is observed every year on August 24. United Nations Organization (UNO) is a group of 195 nations formed in 1945 The main functions of the United Nations Organization (UNO) are: - To assist in the development of poorer countries -To provide workable solutions in an effort to solve disputes among nations. -To work towards and maintain world peace and security the night of February 23rd and the President addresses the nation.

-Stating when United Nations Day is celebrated. -Discussing the main functions of the UNO

Guyana Our Country Our Home


18 Our Nation Phagwah Good Friday/ Easter

For pupils to develop an appreciation for religious holidays.

Phagwah is a Hindu festival that celebrates good over evil. It is celebrated in Guyana just after the full moon is seen in March. Some activities done for Phagwah are:

- chowtal singing\ - burning of the holi - sprinkling powder and squirting

abeer. It is a merry-making festival. Phagwah also symbolizes the beginning of spring. Good Friday is a religious holiday observed by Christians. Jesus Christ was crucified and put on a cross to die for our sins. Easter is the

-Discussing the significance of these religious holidays -Listing activities that are planned to celebrate these religious holidays -Participating in school activities planned to mark these religious holidays -Making a poster -Listening to resource persons speak -Making craft

Social Studies for Our Children Book 5 Pictures Resource persons

Individual Assignment Quiz Research. Presentation Drama portfolio



GENERAL OBJECTIVES


time Christians celebrate the resurrection of Jesus Christ.

Good Friday is usually observed at the end of Lent.

Easter is a Christian joyous festival celebrating the resurrection of Jesus Christ. It is observed the Sunday after Good Friday.

18 Our Nation Celebrations in Guyana -Labour Day -Emancipation Day -Enmore Martyrs Day

For pupils to develop an understanding of National Events

Labour Day is observed on May 1st every year. This special day is observed for all workers who unite in solidarity under their trade unions.

On this day, workers remember Hubert Nathaniel Critchlow who was the Father of Trade Unionism in Guyana. Labour Day parades usually end with a rally at the National Park where union leaders use the opportunity to press for better working conditions.

They also call for a closer relationship between employers and employees, better health standards and living wages

The head of state also addresses the nation.

Enmore Martyrs’ Day is celebrated in June every year to commemorate the anniversary of the death of 5 sugar workers at Enmore, East Coast Demerara.

-Identifying the events celebrated. -Discussing the significance of these national events. -Participating in activities to mark these celebrations.

Resource person




GENERAL OBJECTIVES


Emancipation Day is usually celebrated on August 1 every year in Guyana. Emancipation Day is observed in many former European colonies in the Caribbean and areas of the United States on various dates to commemorate the emancipation of enslaved people of African descent. It is also observed in other areas regarding the abolition of slavery or other forms of involuntary servitude.

19 Annual Examination

20 Annual Examination

https://en.wikipedia.org/wiki/Emancipation

https://en.wikipedia.org/wiki/African_slave_trade#Abolition

https://en.wikipedia.org/wiki/Serfdom

https://en.wikipedia.org/wiki/Involuntary_servitude

diagnostic assessment 2020 - student booklet - grade 1

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