SANTA ROSA GOVERNMENT PRIMARY SCHOOL

SCHEME OF WOR
TERM 1
STANDARD 2 MS ALLYSA ROJAS
Santa Rosa Government Primary School
SCHEME OF WORK Academic Year: 2023- 2024 Standard 2: Term ONE

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

1 Revision of concepts and topics explored in Term 1.

WEEK 2

UNIT ONE: Physical Features of Trinidad and Tobago-Natural and Artificial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Explain what is meant by the term - Stand Alone Dramatize good environmental Laptop, internet, pictures, magazines
Good Good Environmental Practices. practices.
Environmental  Give at least two examples of Good List three good environmental
Practices Environmental Practices in growing practices they observed when
plants. growing plants.
 Value the importance of Good
Environmental Practices in
agriculture.

Mathematics  Name solid and plane shapes used to Physical LP1- My Country- Land Worksheets, teacher generated See PCR Toolkit pages 15 & 16 #1-4
create compound shapes (pictorial Features questions.
Geometry Exploring Mathematics Standard Two
representation). ….Man-made
 Solve problems using solids and
plane shapes.

Number:  Count sequentially within 1000

LP 1 Housing and See PCR Toolkit pages 53-54 #7-9
 Determine whether two sides of a Uses Of Land-
Residential and Industrial Land Use
given number sentence are equal or
not equal using manipulatives, Industrial
drawings and counting.
 Count forward (count on) and
backwards (count back) by ones
within 1000 from any given number.

Social –Studies  Describe basic landforms in T & T Physical LP2 Natural Landforms Games See PCR Toolkit pages 18 & 19, #1-8
Landforms (e.g.) mountains, ranges, hills, Features Oral questioning
valleys, plains, peninsulas, swamps, ….Man-made Art & Craft
rivers.
Teacher observations
  Locate main landforms on a map of
T & T.
 Create 2D and 3 D models of
landforms.
Draw or colour the national
Celebrations:  State the significance of flag of Trinidad and Tobago
Independence Day.
Independence  Identify the activities which are
Day associated with Independence Day.
General Science  Identify different soil samples. - Stand Alone Conduct experiment Curriculum Guides pages 109 & 110
Soils  Investigate the movement of water Observations
through various soil types. Group checklist
 Set up and conduct experiments.
 Read water volumes.
 Draw and label specific
representations.

V.C.C.E.  Consider the impact of students’ - Stand Alone Make a list of the do’s and See PCR Toolkit pages 309- 310, #7-9
Behaviours behaviour on others during don’ts that should be observed
during activities recreational activities. when enjoying themselves
during recreational activities.

H.F.L.E  Develop positive relationship with - Stand Alone Interacting in group activities See H.F.L.E. Curriculum, Level Two
Self and others.
Interpersonal Drama.
Relationship
Spanish  Introduce themselves in Spanish - Stand Alone Play a game See Preparados Listos Ya Book Two
page 2

E.L.A
Phonics  Decode multi-syllabic words (CVC) - Stand Alone Teacher generated questions, Internet, laptop, relevant textbooks
worksheets, wordlist.
Syllabication
Creative  Identify what the writing process is. Physical LP 4 Finding Places Write a paragraph See PCR Toolkit page 25, # 15 - 17
Writing  Apply the writing process to compose Features around Me.
Writing Process a paragraph. ….Artificial

Literacy/Poetry  Identify the setting of a story in - Stand Alone Read a short story and identify See Curriculum Guides page 30 #9.1.1
selected literary texts. the setting.
Elements of a
Story - Setting

Comprehension  Read the given passage. - Stand Alone Read and answer questions Instructional E.L.A. Workbook page
 Extract details and answer given from a given passage. 10
Recalling
questions.
Details Developing Comprehension Skills -
Level E

Study Skills  Place a given list of letters in - Stand Alone Worksheets, textbook Instructional E.L.A Workbook page
Alphabetical alphabetical order. 13
Order

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook page
Analysis prefixes un-. textbook. 101
Prefix
Oral Reading  Read fluently with appropriate Physical LP 4 Finding Places Individual and group reading. See PCR Toolkit page 25, # 15 - 17
volume, correct pronunciation and Features around Me
clear enunciation, to convey the ….Artificial
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 4
exercises from relevant
Structure:  Identify common nouns. textbooks. Instructional E.L.A workbook page76
 Use common nouns in sentences.
Common Nouns See Curriculum Guides page 34
Mechanics: Verb  Use the different forms of verb “to be”-
“to be” (is, am, are) in sentences within context.

Parts of Speech:  Use of full stop at the end of a sentence.

Spelling  Words which have one syllable, - Stand Alone Worksheet, teacher generated http://www.riggsinst.org/28rules.aspx
Syllabication double the final consonant before questions.
adding “ing” (hop, hopping/hopped)

Handwriting  Reproduce correct cursive writing Physical LP 4 Finding Places Handwriting exercises See PCR Toolkit page 25, # 15 – 17
patterns, formation, spacing and Features around Me
Lower Case: “l See Curriculum Guides page 33, #10.2.1
neatness in their writing. ….Artificial
, i t”
 Write the lower case letters l , i , t Rules of Handwriting for Primary
Teachers in T&T

Essential Primary Writing Skills for the

Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.2
Context Clues
 Use context clues to determine the
meaning of words or phrases in Instructional E.L.A. Workbook page
sentences. 168

V.A.P.A.

Drama/Dance  Locate the four main areas of a Physical LP 4 Finding Places Games, group work See PCR Toolkit page 13
The stage area stage in relation to the four Features around Me
cardinal points. ….Artificial https://en.wikipedia.org/wiki/Parts_of
_a_theatre

School’s Assembly area

Music  Sing Nation-building songs - Stand Alone Sing songs CD, laptop, speakers, song copies.

Physical  Use their bodies to create shapes Physical LP1- My Country- Land Creating Shapes See PCR Toolkit page 16, #11 & 12
Education Features
….Artificial School’s Assembly area
Art And Craft  Create a picture of land features using Physical LP1- My Country- Land Creating models See PCR Toolkit page 16, # 13 - 16
shapes. Features
 Create a model of the environment ….Artificial
using three dimensional shapes.
WEEK 3

UNIT ONE: Physical Features of Trinidad and Tobago-Natural and Artificial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Sequence the steps in land - Stand Alone Match the steps with the Laptop, internet, pictures, magazines,
Land Preparation preparation (clearing, tilling, making correct numbers. textbook.
beds and drainage)

Mathematics  Construct solids (cone, cube, cuboid, - Stand Alone Teacher generated questions, See Curriculum Guides page 77
worksheets.
Geometry cylinder, pyramid & triangular prism)
using cut-outs of plane shapes.
Plastercine , cut outs

 Develop an understanding of place

Number: value up to 999 (concretely/
pictorially/ symbolically).
Place Value
Uses Of Land- See Curriculum Guides pages 54- 55,
 Explore the place value of numbers to Residential and # 1.1.3, 1.2.3.10
999 ( hundreds, tens, ones) including Industrial
expanded notation.

Social –Studies  Distinguish between the natural and My Country--- LP3 The Built Community Map work See PCR Toolkit pages 20 & 21, #1 –
artificial environment. Land 13

 Differentiate between urban and rural

settlements using a graphic organizer.
 Name the cities, 4 or 5 major towns &
villages, the major roads and
highways in T&T.
 State what Republic Day signifies.
Celebrations:  Identify the activities which are Project Work
Republic Day associated with Republic Day

General Science  Investigate the movement of water - Stand Alone Conduct experiment Curriculum Guides pages 109 & 110
Movement of through various soil types. Observation
water through  Explain why water moves through at Group checklist
soil types. differing rates.

V.C.C.E.  Define the term loyalty. - Stand Alone Group Work See PCR Toolkit pages 313-314, #1-
Loyalty  Begin to understand that there are 10
limitations to loyalty.
 Determine in which situations loyalty
is to be limited.

H.F.L.E  Develop a sense of loyalty to school - Stand Alone Demonstrating appropriate See H.F.L.E Curriculum, Level Two
Self and and community. behaviours.
Interpersonal
Relationships:
Loyalty
Spanish  Identify the language of origin of My Country--- LP3 The Built Community Games See PCR Toolkit pages 21 & 22, #
place names in Trinidad and Tobago. Land 14- 18
Oral questioning
 Recognize Spanish language when
seen on public signs.
 Be aware that different languages
were spoken in their country.
E.L.A
Phonics  Decode multi-syllabic words (CVVC) - Stand Alone Teacher generated questions, Internet, laptop, relevant textbooks.
worksheets, wordlist.
Syllabication
Creative  Use the process approach in writing. My LP 5 Mapping my Country Writing exercises See PCR Toolkit page 30, #9
Writing Country…Land
Process
Approach

Literacy/Poetry  Identify the characters of a story in - Stand Alone Read a short story and identify See Curriculum Guides page 30 #9.1.1
selected literary texts. the characters.
Elements of a
Story - Character

Comprehension  Read and extract the main idea of a - Stand Alone Read, extract and answer Instructional E.L.A. Workbook page 36
passage. questions.
Main Idea Developing Comprehension Skills -
Level E.

Study Skills  Place a given list of words in - Stand Alone Worksheets, textbook Instructional E.L.A Workbook page
Alphabetical alphabetical order. 24 & 39.
Order

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook page
Analysis prefixes dis-. textbook. 103.
Prefix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 4
Structure:  Identify proper nouns. exercises from relevant
Proper Nouns  Use proper nouns in sentences. textbooks. Instructional E.L.A workbook page 94

Mechanics
See Curriculum Guides page 32
 Use the different forms of verbs -
patterns (has, have) in sentences
Punctuation:
within context.
Question Mark  Apply question marks and when
writing sentences.
Spelling  Content word from topics. Uses of Land: LP3 (Resources of our Weekly Test Wordlist
Residential and Land)
Industrial.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33, #10.2.1
patterns, formation, spacing and
Lower Case: “j Rules of Handwriting for Primary
neatness in their writing.
, k , u” Teachers in T&T
 Write the lower case letters j , k , u
Essential Primary Writing Skills for the
Caribbean Book 2.

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.2
Definition Clues
 Use definition clues to determine the
meaning of words or phrases in Instructional E.L.A. Workbook page
sentences. 131

V.A.P.A.

Drama/Dance  Using the four main areas of a Physical LP 4 Finding Places Games, group work, skit. See PCR Toolkit page 13
stage to perform a short skit. Features around Me
https://en.wikipedia.org/wiki/Parts_of
….Man-made
_a_theatre

School’s Assembly area

Music  Sing Nation-building songs - Stand Alone Sing songs CD, laptop, speakers, song copies.

Physical  Recognize similar movement - Stand Alone Create a sequence of three or See Curriculum Guides page 100
Education concepts in a variety of skills. more movement skills. #1.1.1
Movement Skills
and Concepts
Art And Craft  Create a picture of land features using Physical LP1- My Country- Land Creating models See PCR Toolkit page 16, # 13 - 16
shapes. Features
 Create a model of the environment ….Man-made
using three dimensional shapes.
WEEK 4

UNIT ONE: Physical Features of Trinidad and Tobago-Natural and Artificial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Describe the activities involved in - Stand Alone Draw a picture to depict the Laptop, internet, pictures, magazines,
land preparation at each stage. steps in land preparation. textbook, drawing books, crayons,
coloured pencils.

Mathematics  Insert the missing elements in - Stand Alone Teacher generated questions, See Curriculum Guides page 55.
given patterns (concrete or worksheets.
Geometry
pictorial) and explain the
reasoning.
 Describe a given pattern
(repeating) determine the pattern
rule and extend the pattern using
concrete materials or pictorial
representations.
 Create repeating, increasing and
decreasing patterns using solids or
plane shapes (concrete/ pictorials)
and explain the pattern.

Number:  Compare and order numerals up

Rounding to 1000.
 Round numbers to the nearest tens
or hundreds.

Social –Studies  Identify the 4 main cardinal points. My Country--- LP4 Finding Places Create a model of a compass, See PCR Toolkit pages 26 & 27, #5-
Map Skills  State reasons why knowledge of the Land Around Me indicating the four main 8
four main cardinal points is important cardinal points
 Define the term map.
  Identify the basic features of a map See PCR Toolkit pages 30 & 31, #1 -
(title, key, compass and borders) and 6
describe what they represent.
 Follow and provide relatively
complex directions and instructions to
locate places.

General Science  Discuss some of the conditions Uses of Land LP5 Investigating Plants Observation See PCR Toolkit pages 48 & 49 , # 1-
Plant Growth necessary for plant growth. Growth 3
 Demonstrate that plants need light Group checklist
and water for growth.

V.C.C.E.  Evaluate the level of respect for land - Stand Alone Group Work incorporating See PCR Toolkit pages 317- 320, # 1-
that is demonstrated by individuals in drama. 21
the community.

H.F.L.E  Discuss responsibility to the - Stand Alone Writing short essays on issues See H.F.L.E. Curriculum Guides,
Responsibility environment. discussed. Level Two

Spanish  State the four main cardinal points in My Country--- LP4 Finding Places Recitation, games, songs See PCR Toolkit page 26, #3 & 4
Spanish. Land Around Me

E.LA -
Phonics:  Identify words which contain the - Stand Alone Quiz Internet, laptop, projector, pictures.
“ie “ vowel digraph ie.
 List words which contain the http://www.spellzone.com/unit
vowel digraph. 21/quest1_p2-3/index.cfm

Creative  Use the process approach in writing. My Country--- LP 5 Mapping My Country Writing a piece See PCR Toolkit page 30, # 9
Writing Land
Process
Approach
Literacy/Poetry  Identify the problem of a story in - Stand Alone Read a short story and identify See Curriculum Guides page 30 #9.1.1
selected literary texts. the problem.
Elements of a
Story - Problem

Comprehension  Read and extract the main idea (title) - Stand Alone Read, extract and answer Instructional E.L.A. Workbook page 59
of a passage. questions.
Main Idea - Title Developing Comprehension Skills -
Level E

Study Skills  Put a given list of words, having the - Stand Alone Worksheets, textbook Instructional E.L.A Workbook page
Alphabetical same beginning letter in alphabetical 62
Order
order.

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook page
Analysis prefixes in-. textbook. 115
Prefix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 4
Structure:  Identify collective nouns. exercises from relevant
Collective Nouns  Use collective nouns in sentences. textbooks. Instructional E.L.A workbook page 98

See Curriculum Guides page 34

Mechanics
 Use the different forms of verbs- patterns
(do, does) in sentences within context.

Punctuation:
 Apply exclamation when writing
Exclamation
sentences
Mark
Spelling  Use the Spelling Rule: Use i before - Stand Alone Teacher generated questions, Word cards, word lists
Rules: “i” before e, except after c or when sounded as Relevant textbooks
“e”
a.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33, #10.2.1
patterns, formation, spacing and
Lower Case: “y, Rules of Handwriting for Primary
neatness in their writing.
v, w” Teachers in T&T
 Write the lower case letters y , v , w
Essential Primary Writing Skills for the
Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.3
Synonyms
 Identify and define synonyms.
 Use synonyms in sentences in Instructional E.L.A. Workbook page
context. 37

V.A.P.A.
Drama/Dance  Dramatize the different stages of - Stand Alone Role play being a seed growing Laptop, pictures
germination. into a plant.

Music  Sing Nation-building songs. - Stand Alone Sing songs CD, laptop, speakers, song copies.

Physical  Create shapes while balancing in - Stand Alone Create a sequence of three or See Curriculum Guides page 100
Education sequences. more movement skills. #1.1.1
Movement Skills
and Concepts

Art And Craft  Create a picture of land features using Physical LP1- My Country- Land Creating models See PCR Toolkit page 16, # 13 - 16
shapes. Features
 Create a model of the environment ….Man-made
using three dimensional shapes.
WEEK 5

UNIT TWO: Uses Of Land-Agriculture, Recreation and Protected Lands

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  List the types of tools required for - Stand Alone Create a model of a tool used Laptop, internet, pictures, textbook.
land preparation. for land preparation.
 Recognize appropriate tools
required at each stage of land
preparation.
 State why each stage of land
preparation is necessary.

Mathematics  Demonstrate the appropriate use of Uses Of Land- LP 4 Growing Our Own Teacher generated questions, See PCR Toolkit, page 44-45 #11
the measuring instrument for length. Agriculture, Plants worksheets.
Measurement:  Measure lengths and distances using Recreation and
Linear standard measurements (m, ½ & ¼ m
Protected
/ cm).
 Estimate lengths in m/cm and verify Lands
results. See Curriculum Guides pages 57 & 58
 Compare and order the lengths of
objects and lines in different
orientations.
 Explain reasoning using appropriate
vocabulary.
 (ascending and descending order,
concrete and pictorial representations)
 solve problems involving measures

 Develop algebraic thinking (number

Number: patterns and number relationships)
Number Patterns  Explore increasing and decreasing
patterns up to 1000
Social –Studies  State types of land use. Uses Of Land- LP 1 Land Use Create a picture/ word book on See PCR Toolkit pages 36 & 37, # 10
 Discuss the types of land use: housing Agriculture, Land Use – 11
agriculture, recreation and industry. Recreation and
 Give reasons why land is used for Protected
housing, agriculture, recreation and Lands
industry.

General Science  Associate each class of vertebrates Uses of Land LP3 Vertebrates in our Create a scrap book using each See PCR Toolkit pages 42 & 43, # 1 –
with at least two distinguishing Environment class of vertebrates. 10
characteristics.
 Categorize vertebrates into classes.

V.C.C.E.  Describe ways in which respect for Uses Of Land- LP2 Becoming responsible Dramatization, Role Play See PCR Toolkit pages 39 & 40, #2
the environment can be displayed. Agriculture, Citizens
Recreation and
Protected
Lands.

H.F.L.E  Identify and discuss how the actions - Stand Alone Drama, Role Play, Cloze See H.F.L.E Curriculum, Level Two
and attitudes of humans affect our passage.
Managing the
environmental health (through
Environment
pollutants, deforestation, coastal
dredging and use of pest control).

Spanish  Recite the days of the week in - Stand Alone Sing the days of the week in See Preparados Listos Ya, CD 2,
Spanish. Spanish, play game. Track 8

E.L.A.

Phonics:  Identify words which contain the - Stand Alone Quiz Internet, laptop, projector, pictures
“ei “ vowel digraph ei
 List words which contain the http://www.spellzone.com/unit
vowel digraph. 21/quest1_p2-3/index.cfm
Creative  Write two paragraphs using creative Uses Of Land- LP 1 Land Use Write 2 paragraphs See PCR Toolkit page 36 # 12
Writing descriptions appealing to the five Agriculture,
senses. Recreation and
Protected
Lands.

Literacy/Poetry  Identify the action of a story in - Stand Alone Read a short story and identify See Curriculum Guides page 30 #9.1.1
selected literary texts. the action.
Elements of a
Story - Action

Comprehension  Read and extract the main idea - Stand Alone Read, extract and answer Instructional E.L.A. Workbook page 252
(supporting details) of a passage. questions.
Main Idea – Developing Comprehension Skills -
Supporting Level E
Details

Study Skills  Use a Table of Contents to answer - Stand Alone Worksheets, textbook Instructional E.L.A Workbook page
Table of relevant questions. 73
Contents

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook page
Analysis prefixes im- & mis-. textbook. 115 (im-)
Prefix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 4
Structure:  Identify Gender of Nouns exercises from relevant
Gender of Nouns textbooks. Instructional E.L.A workbook page 79
 Use the Present Continuous Tense in
Mechanics sentences.
See Curriculum Guides page 34

Punctuation:
Apostrophe in  Use apostrophe as contractions to
Contractions shorten words when writing
sentences.

Spelling  Identify words which have ‘e’ before - Stand Alone An exercise from a textbook. Word search, word cards, word list.
Rules: “e” before ‘i’.
“i”
 Learn words list.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33, #10.2.1
patterns, formation, spacing and
Lower Case: “x neatness in their writing.
Rules of Handwriting for Primary
Teachers in T&T
, z”  Write the lower case letters x , z
Essential Primary Writing Skills for the
Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.3
Antonyms
 Identify and define antonyms.
 Use antonyms in sentences in context. Instructional E.L.A. Workbook page
190

V.A.P.A.

Drama/Dance  Imitate animals which are vertebrates - Stand Alone Role play Scenarios, pictures, word hat
and invertebrates.

Music  Describe orally and through song the Uses Of Land- LP 1 Land Use Sing songs See PCR Toolkit page 36 , #6
basic needs of every human being – Agriculture,
food, water, shelter, clothing. Recreation and
Protected
Lands

Physical  Create shapes while balancing in - Stand Alone Create a sequence of three or See Curriculum Guides page 100
Education sequences. more movement skills. #1.1.1
Movement Skills
and Concepts
Art and Craft  Work in small groups using Uses Of Land- LP3 Vertebrates in Our Create a diorama. See PCR Toolkit page 43 , #11 & 12
different materials and colours to Agriculture, Environment
create a diorama depicting Recreation and
vertebrates in the protected lands Protected
of Trinidad and Tobago. Lands.
WEEK 6

UNIT TWO: Uses Of Land-Agriculture, Recreation and Protected Lands

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Grow plants using good Uses of Land LP4 Growing Our Own Grow plants See PCR Toolkit pages 45 & 46, #10 -
environmental practices. Plants 12
 Demonstrate teamwork and safe
working habits to grow plants.
 Display responsibility in caring for
plants.
 Enjoy growing plants.

Mathematics  Apply measurement techniques to - Stand Alone Teacher generated questions, See PCR Toolkit
quantify measures. worksheets.
Measurement:
 Measure the capacity of containers
Capacity
using the standard unit (litre) and See Curriculum Guides page 52
record measure.
 Compare and order the containers
according to capacity and explain
reasons using appropriate vocabulary
(ascending and descending order)
 Solve problems in real-life situations
involving capacity

 Write numbers using the expanded

Number
notation form.
 Convert expanded notation into
numerals.

Social –Studies  State types of land use. Uses Of Land- LP 1 Land Use Create a picture/word book on See PCR Toolkit pages 36 & 37, # 10
Agriculture, Land Use – 11
  Discuss the types of land use: housing Recreation and
agriculture, recreation and industry. Protected
Lands

General Science  Associate each class of vertebrates Uses of Land LP3 Vertebrates in our Create a scrap book using each See PCR Toolkit pages 42 & 43, # 1 -
with at least two distinguishing Environment class of vertebrates. 10
characteristics.
 Categorize vertebrates into classes.

V.C.C.E.  Discuss the ways in which disrespect - Stand Alone Discussion of current topic See PCR Toolkit page 317, # 1 - 15
for the land can affect human, plant
and animal life. Student reflection

H.F.L.E  Appreciate the value and contribution - Stand Alone Compose song in groups See H.F.L.E. Curriculum Level Two
of all life forms on the environment.
Managing the
Environment

Spanish  Identify the language of origin of My Country--- LP3 The Built Community Games See PCR Toolkit pages 21 & 22, #
place names in Trinidad and Tobago. Land 14- 18
Oral questioning
 Recognize Spanish language when
seen on public signs.
 Be aware that different languages
were spoken in their country.
Spanish  Identify Spanish and other languages - Stand Alone Make a chart identifying other See Curriculum Guides, page 135,
that were bought to their country by languages that were brought to #1.1.1
the people of the past. our country.

E.L.A.
Phonics:  Identify words which contain hard - Stand Alone Write 4-5 sentences using Internet:
“Hard c” “c” words derived from lesson http://rbeaudoin333.homestead.com/h
 List words which contain hard “c” with the hard c. ardsoftc_g_1.html

Pictures, flash cards.

Creative  Write 1-2 paragraphs explaining how - Stand Alone Write 1-2 paragraphs See Curriculum Guides
Writing negative land use affects the
environment.

Literacy/Poetry  Identify the resolution of a story in - Stand Alone Read a short story and identify See Curriculum Guides page 30 #9.1.1
selected literary texts. the resolution.
Elements of a Suggest other possible
Story - solutions to the story problem.
Resolution

Literacy  Use simile in writing. Uses Of Land- LP 2 Becoming Responsible Writing See PCR Toolkit page 39-41, #3
Agriculture, Citizens
Recreation and
Protected
Lands.

Comprehension  Identify cause and effect in passages. - Stand Alone Read statements and write the Instructional E.L.A. Workbook page 113
cause and the effect given.
Cause and Effect Developing Comprehension Skills -
Level E

Study Skills  Use a dictionary to locate and write - Stand Alone Worksheets, textbook Instructional E.L.A Workbook page
Dictionary Skills the meanings of given words. 92

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook
Analysis prefixes pre- & non-. textbook.
Prefix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
 clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar Uses Of Land- LP 5 Investigating plant Teacher generated questions, Instructional E.L.A Workbook page
Structure  Identify pronouns. Agriculture, growth. exercises from relevant 120
 Use pronouns in sentences. Recreation and textbooks.
Protected See Curriculum Guides pages 34 & 35
Mechanics
 Use the Simple Present Tense in Lands. See PCR Toolkit page 48-50
sentences.
Punctuation:
Apostrophe  Use apostrophe to show
(Possessives) possessives when writing
sentences.

Spelling  Apply spelling rules correctly in - Stand Alone Word list: circus, citrus, cotton Word lists, word cards
writing words with hard c candy, camera, cake
Hard c Hard c has a sound like [k]

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33, #10.2.1
patterns, formation, spacing and
Lower Case: Rules of Handwriting for Primary
neatness in their writing.
“m, r, n” Teachers in T&T
 Write the lower case letters m, r, n
Essential Primary Writing Skills for the
Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.3
Multiple
 Identify what multiple meaning
Meaning Words
words are. Instructional E.L.A. Workbook page
 Use multiple meaning words in 253
sentences in context.
V.A.P.A.
Drama/Dance  Dramatize how respect and disrespect - Stand Alone Role Play See PCR Toolkit
for the environment is shown using
different scenarios.
Music  Create and perform a song/jingle Uses Of Land- LP 2 Becoming Responsible Sing songs and jingles See PCR Toolkit page 39 # 6-8
related to respect and care of the Agriculture, Citizens
environment in groups in correct Recreation and
tempo (speed) and with a pleasing Protected
tone. Lands.

Physical  Describe how the body responds to - Stand Alone Students work in small groups See Curriculum Guides page #102
Education physical activity. to demonstrate, observe and
Healthy Habits
 State at least 2 changes in the body record findings.
during and after physical activity
(panting, shortness of breath).
Art and Craft  Work in small groups using different Uses Of Land- LP 3 Vertebrates in our Create a diorama See PCR Toolkit pages 42 – 43, # 11-
materials and colours to create a Agriculture, Environment. 12
diorama depicting vertebrates in Recreation and
protected lands of Trinidad and Protected
Tobago. Lands.
WEEK 7

UNIT TWO: Uses Of Land-Agriculture, Recreation and Protected Lands

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Grow plants using good Uses of Land LP4 Growing Our Own Grow plants See PCR Toolkit pages 45 & 46, #10 -
environmental practices. Plants 12
 Demonstrate teamwork and safe
working habits to grow plants.
 Display responsibility in caring for
plants.
 Enjoy growing plants.

Mathematics  Use non-standard and standard units Teacher generated questions, See PCR Toolkit page #
for measuring mass/weight. Justify worksheets.
Measurement: See Curriculum Guides page 63,
Mass/Weight reasons for standard units. #1.1.9
 Demonstrate use of measuring
instruments.
 Compare and order objects according
to mass using appropriate vocabulary.
 Measure mass/weight of units using
standard units (kg., ½ & ¼ kg,
approximate to the nearest kg)

Number:  Develop an understanding of the

Addition algorithms for addition (with and
without regrouping, and zero
involvement).
  Demonstrate an understanding of the
algorithms for addition (with and
without regrouping, and zero
involvement).
Social –Studies  Understand that land use is influenced - Stand Alone Write sentences to justify land See Curriculum Guide page #120
by individuals’ needs as well as by use in a localised area.
the law.
 Justify land use in a localized area.
General Science  Identify animals which feed on plants - Stand Alone Construct a table to represent Let’s Learn Science Book 2, pages 22-
(herbivores), on other animals or both animals which feed on plants 28
 Explain the terms “food producer” (herbivores), on other animals or
and “food consumer” both.

V.C.C.E.  Consistently demonstrate respect for - Stand Alone Sentence completion, cloze See Curriculum Guides page #157
the natural and man-made passage, role play, drama.
environment.

H.F.L.E.  Become aware of the necessity for - Stand Alone Write letter to relevant See H.F.L.E. Curriculum Level Two
laws and regulations for the authority.
environment.

Spanish  Identify and categorize names of - Stand Alone Map Work See Curriculum Guides page 135,
places in their country according to #1.1.1
their language of origin.

E.L.A.

Phonics:  Identify words which contain soft - Stand Alone Write 4-5 sentences using Internet:
“soft c “ “c” words derived from lesson http://rbeaudoin333.homestead.com/h
 List words which contain soft “c” with the soft c. ardsoftc_g_1.html

Pictures, flash cards

Creative  Write using creative descriptions Uses Of Land- LP 5 Investigating Plant Writing creative pieces See PCR Toolkit page 48-50, # 4
Writing appealing to the five senses. Agriculture, Growth
Recreation and
Protected
Lands.

Literacy/Poetry  Identify and use rhymes in poetry. - Stand Alone Recite rhymes See Curriculum Guides page 31 #9.1.3
Poem – Rhyme  Know the forms and attributes of
Patterns poems – rhyme patterns.

Comprehension  Identify cause and effect (details) in - Stand Alone Read statements and write the Instructional E.L.A. Workbook page 291
passages. cause and the effect given.
Cause and Effect Developing Comprehension Skills -
- Details Level E

Study Skills  Identify details within a Calendar. - Stand Alone Teacher generated questions. Calendars, highlighters, pencil
Calendar
Instructional E.L.A Workbook page
132

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook page
Analysis prefixes ir- & il-. textbook. 292
Prefix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar Uses Of Land- LP2 Becoming Responsible Teacher generated questions, http://www.factmonster.com/ipka/A08
Structure:  Identify object pronouns. Agriculture, Citizens worksheets. 85483.html
 Use object pronouns in sentences. Recreation and
Pronoun (object) A Process of Learning Language Arts
Mechanics  Use Simple Past Tense (ed) in Level 2
sentences.
 Protected Instructional E.L.A Workbook page
 Use full stop, question marks, Lands 120
exclamation marks, apostrophes in
Punctuation See Curriculum Guides pages 34 & 35
contractions, possessives correctly in
writing.
See PCR Toolkit page 39

Spelling  Apply spelling rules correctly in - Stand Alone Word list: circus, citrus, cotton Word List, word cards.
writing words with soft c candy, camera, cake
Soft c Soft c has the sound like [s]
Rule: Soft sound of c is
identical to the sound of s and
when it is followed by e, i or y
usually has a soft c sound.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Lower Case: “b,
neatness in their writing.
p, h”  Write the lower case letters b, p, h
Rules of Handwriting for Primary
Teachers in T&T

Essential Primary Writing Skills for

the Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheets, textbook. #6.2.3
Homophones
 Identify and define homophones.
 Use multiple homophones in context. Instructional E.L.A. Workbook page
213

V.A.P.A.

Drama/Dance  Develop an understanding of tableaux _ Stand Alone Role play, create tableaux in See Curriculum Guides page 146
Tableaux (frozen images) groups. #2.1.1

Music  Sing folk songs both _ Stand Alone Sing folk songs See Curriculum Guides page 147
independently and in groups.
Physical  Discuss the benefits of drinking _ Stand Alone Drink water 4 / 5 times in a See Curriculum Guides page # 102
Education water and eating breakfast given day.
Healthy Habits
regularly as well as washing face
and hands after physical activity.

Art and Craft  Create a 3-D model of a _ Stand Alone Create a 3-D vertebrate. Bristol board, glue, colour pencils,
vertebrate of their choice. markers.
WEEK 8

UNIT THREE: Uses Of Land-Residential and Industrial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Identify how individuals in urban - Stand Alone Create a diorama to represent Laptop, internet, pictures, magazines,
areas may grow crops/plants to growing plants in rural or newspapers, textbook.
persons in rural areas. urban areas.

Mathematics  Describe the features of analog and - Stand Alone Teacher generated questions, See Curriculum Guides page 85- 86, #
digital clocks. worksheets. 3.2.21
Measurement:
 Tell and record time on digital and
Time See Curriculum Guides page 63,
analog clocks.
#1.1.9
 Develop an understanding of the
Number:
algorithms for Subtraction (with and
Subtraction without regrouping, and zero
involvement).
 Demonstrate an understanding of the
algorithms for subtraction (with and
without regrouping, and zero
involvement).
Social –Studies  Demonstrate a basic understanding of Uses Of Land- LP1 Housing and Industrial Oral and written questions, See PCR Toolkit pages 53 -55 #1-3
the terms: property, sustainability and Residential Land Use discussion, journal, research.
respect for the environment. and Industrial
 Give 2 or 3 reasons why land is used Rubric, Group work
for housing and industry.

 Identify when Divali Day is

Celebrations: celebrated.
Divali  Explain why it is celebrated
(significance).
  Describe how it is celebrated/
observed.

General Science  Construct a food chain of at least - Stand Alone Construct multiple food chains. Let’s Learn Science Book 2, pages 22-
three links. 28

V.C.C.E.  Begin to deepen their understanding - Stand Alone Write 2 sentences explaining See Curriculum Guides page 156,
of the term “property” and the terms property and #8.1.1
“sustainability and respect for the sustainability.
environment.”
H.F.L.E  Examine how man made systems may - Stand Alone Poster See H.F.L.E Curriculum , Level Two
Managing The affect the community.
Environment
Spanish  Recognize Spanish language when - Stand Alone Create a road sign showing See Curriculum Guides page 135,
seen on public signs (road/street both Spanish and English #1.1.2
signs, signs on buildings). words.

E.L.A.

Phonics:  Identify words which contain hard - Stand Alone Write 4-5 sentences using Internet:
“Hard g” “g” words derived from lesson http://rbeaudoin333.homestead.com/h
 List words which contain hard “g” with the hard g. ardsoftc_g_1.html

Pictures, flash cards

Creative  Identify the parts of a friendly letter. Uses Of Land- LP 4 Let Us Write! Teacher generated questions, See PCR Toolkit page 61-64, #10-12
Writing Residential worksheet.
Letter Writing
and Industrial

Literacy/Poetry  Identify and use rhymes in poetry. - Stand Alone Write a stanza. See Curriculum Guides page 31 #9.1.3
Poem – Stanza  Know the forms and attributes of
Formation poems – stanza formation.

Comprehension  Predict the outcome from a given - Stand Alone Respond to teacher made Instructional E.L.A. Workbook page 189
Making passage using media. questions.
predictions
 Questions derived from Developing Comprehension Skills -
reading text. Level E

Study Skills  Identify details within a Time Table - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
Time Table and answer questions based on it. 170

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook
Analysis suffix -ish. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, http://www.factmonster.com/ipka/A08

Structure:  Identify possessive pronouns. exercises from relevant 85483.html
Possessive  Use possessive pronouns in textbooks.
pronouns. sentences. A Process of Learning Language Arts
Level 2, page 80
Mechanics  Use Future Tense in sentences.
. Instructional E.L.A workbook page
Punctuation:  Use comma when writing sentences. 226
Comma (Items
on a list) See Curriculum Guides page 35

Spelling  Know how to apply spelling rules - Stand Alone Word cards, sentences. Word search, word cards, word list.
Hard “g” correctly when writing- words with
hard “g”

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Lower Case: “e,
neatness in their writing.
s, f”  Write the lower case letters e, s, f
Rules of Handwriting for Primary
Teachers in T&T.
 Essential Primary Writing Skills for
the Caribbean Book 2.

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.3
Homographs
 Identify what homographs are.
 Use multiple homographs in context. Instructional E.L.A. Workbook

V.A.P.A.

Drama/Dance  Develop an understanding of _ Stand Alone Role play, mirroring activities. See Curriculum Guides page 146
Mirroring mirroring. #2.1.1

Music  Sing folk songs both independently _ Stand Alone Sing folk songs See Curriculum Guides page 147
and in groups.

Physical  Demonstrate simple applications in _ Stand Alone Checklist See Curriculum Guides page 101, #
Education the performance locomotor skills. 3.2.1
Locomotor Skills
 Perform running activities with
increasing levels of difficulty.

Art and Craft  Decorate a deya _ Stand Alone Decorate a deya Deya, poster colours, glue, shining
dust/glitter.
WEEK 9

UNIT THREE: Uses Of Land-Residential and Industrial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Identify how individuals in urban - Stand Alone Create a diorama to represent Laptop, internet, pictures, magazines,
areas may grow crops/plants to growing plants in rural or newspapers, textbook.
persons in rural areas. urban areas.

Mathematics  Identify bills and coins used in Uses Of Land- LP 2 Measuring Length Worksheets, teacher generated See PCR Toolkit pages 56-57 # 1-8
Trinidad and Tobago currency. Residential questions.
Money See Curriculum Guides page 66
 Discuss physical attributes of bills and Industrial
and coins used in Trinidad and
Tobago.
 Show equivalence of coins in relation
to bills.

 Solve one-step real-life multiplication

Number:
problems presented orally, pictorially
Multiplication
or symbolically (use concrete
materials).
 Solve one-step real-life problems
involving repeated addition.
Social –Studies  Identify laws governing natural Uses Of Land- LP3 Resources of our Land Label on a map of Trinidad See PCR Toolkit pages 58 -59 # 1- 5
resources. Residential where natural resources are
 Give reasons why persons should and Industrial found.
respect laws governing natural
resources. Draw and colour pictures of a
grave being lit buy candles and
 State what is All Saints’ Day and colouring of Halloween related
art.
Halloween.
Celebrations: All  Identify the activities which are
Saints’ Day & associated with All Saints’ Day and
Halloween Halloween.

General Science  Define minerals. Uses of Land LP 3 Resources of our Land Represent on a map of See PCR Toolkit page 58 & 59 #1-6
 Assess the importance of minerals Trinidad where minerals can
 Explain the uses of common minerals be located.
 Identify sources of minerals on a map
of Trinidad and Tobago.

V.C.C.E.  Give simple justifications for caring Effects of LP4 Being responsible for Drama, cloze sentences, fill in See PCR Toolkit page 83, #1-2
for the land. Human Beings your Actions. the blanks.
on Land.

H.F.L.E  Explore ways in which our decisions - Stand Alone Writing a short essay on the See H.F.L.E Curriculum , Level Two
and those of others can have both issues discussed.
positive and negative effects on the
environment and our health.
Spanish  Identify numbers in Spanish. - Stand Alone Count in Spanish from 1 - 20 See Preparados Listos Ya Book Two
page 7

E.L.A.

Phonics:  Identify words which contain soft - Stand Alone Write 4-5 sentences using Internet:
“Soft g” “g” words derived from lesson http://rbeaudoin333.homestead.com/h
 List words which contain soft “g” with the soft g. ardsoftc_g_1.html

Pictures, flash cards.

Creative  Identify what a friendly letter is. Uses Of Land- LP 4 Let Us Write! Write a friendly letter. See PCR Toolkit page 61-64, #10-12
Writing  Write friendly letters using a process Residential
Letter Writing
approach. and Industrial
Literacy/Poetry  Compose simple poetry showing - Stand Alone Write a one stanza poem. See Curriculum Guides page 31 #9.1.3
Poem – Stanza stanza formation.
Formation

Comprehension  Read, interpret and answer questions - Stand Alone Read and answer questions. Instructional E.L.A. Workbook page 200
based on a given passage.
Drawing Developing Comprehension Skills -
Conclusions Level E

Study Skills  Identify information on a label and - Stand Alone Teacher generated questions. Samples of labels
Labels answer questions based on it.
Instructional E.L.A Workbook page
204

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook.
Analysis suffix -ness. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar  Compare nouns using the - Stand Alone Teacher generated questions, Instructional E.L.A workbook page
comparative and superlative forms of exercises from relevant 152
Structure: adjectives. textbooks.
Adjectives http://www.grammar-
(Comparative & monster.com/glossary/simple_present
Superlative) _tense.htm

Mechanics  Use Negatives (do not) to form

sentences.
See Curriculum Guides page 35

Punctuation:
 Use capital letters when writing
sentences.
Capital Letters:
Titles

Spelling  Know how to apply spelling rules - Stand Alone Word cards, sentences. Word search, word cards.
Soft “g” correctly when writing words with
soft ’g’.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Lower Case: “c,
neatness in their writing.
a, d” Rules of Handwriting for Primary
 Write the lower case letters c, a, d
Teachers in T&T

Essential Primary Writing Skills for

the Caribbean Book 2.

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
demonstrate understanding of texts. worksheet, textbook. #6.2.3
Homographs
 Identify and define homographs.
 Use multiple homographs in context. Instructional E.L.A. Workbook

V.A.P.A.

Drama/Dance  Develop an understanding of miming. _ Stand Alone Role play, miming activities. See Curriculum Guides page 146
Mime #2.1.1

Music  Sing folk songs both _ Stand Alone Sing folk songs See Curriculum Guides page 147
independently and in groups.

Physical  Follow instructions when engaging in _ Stand Alone Checklist See Curriculum Guides page 101
Education physical activities.
Locomotor Skills

Art and Craft  Create a fabric ghost. _ Stand Alone A ghost White cotton, templates of bats,
coffins, skulls, stapler, black
permanent marker.
WEEK 10

UNIT THREE: Uses Of Land-Residential and Industrial

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Demonstrate the use of safety Uses of Land: LP4 Growing Our Own Observation Laptop, internet, magazines, pictures.
practices when growing plants. Agriculture, Plants Group checklist
 Demonstrate responsibility in caring Recreation and Oral questioning
for plants when growing them (and Protected Portfolio
from the natural environment). Lands
 Demonstrate team work.

Mathematics Uses Of Land- LP 2 Measuring Length Worksheets, teacher generated See PCR Toolkit pages 56-57 # 1-8
 Making bills and giving change in Residential questions.
Money See Curriculum Guides pages 66 &
real-world scenarios. and Industrial
67, # 1.1.14
 Solve one-step real-life division
Number:
problems presented orally, pictorially
Division
or symbolically (use concrete
materials).
 Solve one-step real-life problems
involving sharing and grouping.

Social –Studies  Represent each use of land using a Uses of Land: LP5 Know Your Country Map Work Exercises See PCR Toolkit pages 65 -66 #1- 7
colour code on an outline map of
Trinidad. Residential
and Industrial

General Science  Describe ways to conserve minerals Uses of Land LP 3 Resources of our Land Represent on a map of See PCR Toolkit page 59, # 1-2
and the environment they are Trinidad where minerals can
extracted from. be located.
  Create a display of ways minerals are
used.

V.C.C.E.  Infer possible consequences of not - Stand Alone Debate, role play, drama. See Curriculum Guides page 156 #
giving all citizens equal access in 7.1.1.
resources and opportunities.
H.F.L.E  Identify rights and responsibilities of - Stand Alone Oral presentations, journal Primary Health and Family Life
Self and self and others. entries. Education Curriculum.
Interpersonal
Relationships:
Dimensions of
Self
Spanish  Recognise animals in Spanish. - Stand Alone Sing a song See Preparados Listos Ya CD 2 Audio
#17

E.L.A.

Phonics:  Identify words with the silent k. - Stand Alone Teacher generated questions. Flash cards, pictures.
Silent k

Creative  Address an envelope for mailing. Uses Of Land- LP 4 Let Us Write! Address an envelope. See PCR Toolkit page 61-64, #10-12
Writing Residential
Addressing an
Envelope and Industrial

Literacy/Poetry  Identify and define personification. - Stand Alone Students will orally offer other See Curriculum Guides page 31 #9.1.4
Figures of  Know the figure of speech – examples of personification.
Speech - personification.
Personification

Comprehension  Read passage and extract important - Stand Alone Read a given passage and find Instructional E.L.A. Workbook page
Important and and unimportant details. important and unimportant 212
Unimportant details.
Details. Developing Comprehension Skills -
Level E page 50

Study Skills  Analyse data presented on a Pie Chart - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
Pie Chart and answer relevant questions. 215
Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook.
Analysis suffix -able. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2.
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 65
Structure:  Identify what are indefinite articles (a exercises from relevant
Indefinite /an) textbooks. See Curriculum Guides page 35
Articles (a/an)  Use indefinite articles (a /an)
appropriately in sentences. http://www.grammar-
monster.com/glossary/simple_present
Mechanics  Use Interrogatives to form sentences. _tense.htm

 Use capital letters when writing

Punctuation: See Curriculum Guides page 33, # 11.1
sentences.
Capital Letters:
Initials.

Spelling  Identify words which end in ‘y’. - Stand Alone Worksheets Word search, word cards, word list.
 Know that some words that end in
“y” only required adding “s” to make
it plural.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Lower Case: “o,
neatness in their writing.
q, g” q
 Write the lower case letters o, , g
Rules of Handwriting for Primary
Teachers in T&T.

Essential Primary Writing Skills for

the Caribbean Book 2.
Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
Definition Clue demonstrate understanding of texts. worksheet, textbook. #6.2.3
 Identify what definition clues are.
 Use definition clues in context. Instructional E.L.A. Workbook page
131

V.A.P.A.

Drama/Dance  Carve shapes with their bodies in - Stand Alone Dance routine. See Curriculum Guides page144, #1a
Body Awareness personal and general space at various
levels.

Music  Describe the contour of given - Stand Alone Use their bodies and graphic See Curriculum Guides page 148
excerpts. representation to accurately
https://www.boundless.com/users/232513
depict the melodic contour or
/textbooks/understanding-basic-music-
shape familiar songs/ excerpts.
theory/definitions-2/melo

Physical  Demonstrate simple applications in _ Stand Alone Checklist See Curriculum Guides page 101, #
Education the performance of locomotor skills. 3.2.1
Locomotor Skills
 Perform jumping and landing
activities with increasing levels of
difficulty.

Art and Craft  Colour code on an outline map of _ Stand Alone A map of Trinidad colour Map of Trinidad template, kite paper,
Trinidad to represent land use. coded to represent land use. glue, tissue.
WEEK 11

UNIT FOUR: Effects of Human Beings on Land

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Demonstrate the use of safety Uses of Land: LP4 Growing Our Own Observation Laptop, internet, magazines, pictures.
practices when growing plants. Agriculture, Plants Group checklist
 Demonstrate responsibility in caring Recreation and Oral questioning
for plants when growing them (and Protected Portfolio
from the natural environment). Lands
 Demonstrate team work.

Mathematics  Demonstrate the ability to collect, Teacher generated questions, See PCR Toolkit
classify, organize and represent data. worksheets.
Statistics: See Curriculum Guides pages 92 & 93
 Demonstrate an understanding of the
Tally Chart features of a Tally Chart. See Curriculum Guides page 71,
 Construct a tally chart. #1.1.20

Numbers:  Develop an understanding of

fractions using area models.
Fractions  Differentiate between wholes and
parts of wholes.
 Differentiate between equal and
unequal parts of wholes.
 Divide wholes into parts using paper
folding and cutting activities. Match
parts to wholes.
  Become aware of the names
associated with fractions to tenths
using area models.

Social –Studies  Define the term pollution. Effects of LP1 Effects of Human Group Work See PCR Toolkit page 70, # 1 - 5
 State the different types of pollution Human Beings Beings on Land
(land, air, water, noise). on Land

Celebrations:  To know the rights and

Universal responsibilities of children. Create a card - write down one Bristol board, crayons, paints.
Children’s Day. of your rights as a child.

General Science  Review the three states of matter. - Stand Alone Conduct experiments to Curriculum Guides Page 107, # 2.1.1
 Explain that matter can change states. support the statement that
matter can change states (ice).

V.C.C.E.  Be active and helpful by taking part Effects of LP5 Let’s Show We Care Beautification Project of See PCR Toolkit page 87, # 2 & 3
in an environmental project. Human Beings planting flowers, rock garden,
on Land label plants, whitewash stones
around plants.

H.F.L.E  Identify pollution in the environment. - Stand Alone Sentence completion, extract See H.F.L.E Curriculum, Level Two
information from pictures.

Spanish  Identify different methods of - Stand Alone Listening exercise See Preparados Listos Ya, page 20
transport in Spanish.

E.L.A.

Phonics:  Identify words with the silent e. - Stand Alone Teacher generated questions. Flash cards, pictures.
Silent e

Creative  Apply the process approach to writing Effects of LP 2 Care for the Write a paragraph. See PCR Toolkit page 76-80, # 16
Writing to compose paragraphs. Human Beings Environment
on Land
Literacy/Poetry  Identify and define metaphors. - Stand Alone Students will orally offer other See Curriculum Guides page 31 #9.1.4
Figures of  Know the figure of speech - metaphor examples of metaphors.
Speech -
Metaphor

Comprehension  Read passage and deduce how things - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
Likeness and are alike and different. 241
Difference
Developing Comprehension Skills -
Level E page 50

Study Skills  Analyse information presented in an - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
The Index Index and answer relevant questions. 244

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook
Analysis suffix –y & -ist. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, Instructional E.L.A workbook page 55
Structure:  Identify and define conjunctions. exercises from relevant
Transitional  Use conjunctions to link or join textbooks. See Curriculum Guides page 35
words/ sentences.
Conjunctions
Essential Primary Grammar Skills for
the Caribbean Book 2,
 Identify that a sentence has a subject
Mechanics
and a predicate. Instructional E.L.A Workbook page
261
Punctuation:  Use capital letters when writing
See Curriculum Guides page 33, # 11.1
Capital Letters: sentences.
First Letter of
Special Names
Spelling  Apply spelling rules correctly in - Stand Alone Worksheets Word search, word cards.
Rules: changing writing to words with the plural forms
“y” to “i” before
adding “es” in which ‘y is changed to i’ before
adding an ‘es’ ending.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Joining lower
neatness in their writing.
case letters: ai Rules of Handwriting for Primary
 Join lower case letters ai
Teachers in T&T.

Essential Primary Writing Skills for

the Caribbean Book 2.

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
Synonym Clues demonstrate understanding of texts. worksheet, textbook. #6.2.3
 Identify and define synonym clues.
 Use synonym clues in context. Instructional E.L.A. Workbook page
148

V.A.P.A.

Drama/Dance  Carve shapes with their bodies in - Stand Alone Dance routine See Curriculum Guides page144, #1a
Body Awareness personal and general space at various
levels.

Music  Use their bodies and graphic Effects of LP 2 Care for the Use their bodies to represent See PCR Toolkit page 76-80, #1-4
representations to accurately depict Human Beings Environment melodic contour of familiar
the melodic contour (shape) of on Land songs.
familiar songs/excerpts.

Physical  Use their bodies and graphic Effects of LP 2 Care for the Sing the song ”Hallelujah (3x), See PCR Toolkit page 76-80, #1-4
Education representations to accurately depict Human Beings Environment Praise ye the Lord” to
Body –Contour https://www.boundless.com/users/232513
and shapes the melodic contour (shape) of on Land demonstrate the rising and
/textbooks/understanding-basic-music-
familiar songs/excerpts. falling of the music.
theory/definitions
 Art and Craft  In groups, draw pictures to represent - Stand Alone Pictures of pollution Bristol board, pencils, coloured
the different types of pollution. pencils, glue, erasers, markers.

WEEK 12

UNIT FOUR: Effects of Human Beings on Land

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Discuss the steps in harvesting a - Stand Alone Model the steps to harvest Gloves, knife, container, water,
short-term crop. short term crops. strainer, plastic bags, basket.
 Demonstrate the steps in harvesting
short term crops.
Mathematics  Demonstrate the ability to collect, Teacher generated questions, See PCR Toolkit
Statistics: classify, organize and represent data. worksheets.
 Demonstrate an understanding of the See Curriculum Guides pages 92 & 93
Block Graph
features of a Block Graph. See Curriculum Guides page 72,
 Construct a block graph.
# 1.2.47
Numbers:
 Compare and order fractions by direct
Equivalent comparison.
Fractions

Social –Studies  Explain 4 or 5 causes of land and air Effects of LP1 Effects of Human Group work See PCR Toolkit pages 70- 71, #1- 9
pollution. Human Beings Beings on Land
 Outline 4 or 5 effects of land and air on Land
pollution.
 Devise 2 or 3 strategies to solve land
and air pollution.
  Identify agencies responsible for
management of the environment.

General Science  Explain how forces affect the stability - Stand Alone Conduct an experiment to Let’s Learn Science Book 2, pages 85
Forces of a structure. show how force affects the - 94
stability of a structure.

V.C.C.E.  Recommend at least one solution to a - Stand Alone Sentence completion, cloze See Curriculum Guides page 159, #
given environmental issue: flooding, sentences, drama, role play. 12.2.2
landslides, smog and build- up of
debris / pollutants in water resources.

H.F.L.E  Express views on the various ways in - Stand Alone Sentence completion, extract See H.F.L.E Curriculum, Level Two
Managing The which pollution can be caused. information from pictures.
Environment
Spanish  Identify the different types of food. - Stand Alone Question and Answer session See Preparados Listos Ya

E.L.A.

Phonics:  Identify words with the silent letter - Stand Alone Teacher generated questions. http://www.theschoolhouse.us/lessons/
Silent letters – “wr’ lesson61.html
“wr”

Creative  Write a letter to the EMA expressing - Stand Alone Write a letter See Curriculum Guides
Writing their concerns about land pollution in
Letter writing their area.

Literacy  Identify and define similes. - Stand Alone Students will orally offer other See Curriculum Guides page 31 #9.1.4
Figures of  Know the figure of speech - simile examples of simile.
Speech - Simile
Comprehension  Telling the sequence of events: time - Stand Alone Teacher generated questions. Instructional E.L.A Workbook
Sequencing order.
Developing Comprehension Skills -
Level E pages 11-12
Study Skills  Analyse information presented in an - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
Advertisement advertisement and answer relevant 285
questions.

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook
Analysis suffixes –ous & -tion. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar - Stand Alone Teacher generated questions, http://www.factmonster.com/ipka/A0885

Structure:  Identify and define prepositions. exercises from relevant 526.html
Prepositions  Use prepositions in sentences. textbooks.
Instructional E.L.A Workbook page
280
 Identify the object in sentences.
Mechanics
See Curriculum Guides page 33, # 11.1

Punctuation:  Use full stop when writing

Full Stop: abbreviations.
Abbreviations
Spelling  Apply spelling rules correctly in - Stand Alone Read and select words from a Relevant textbooks.
Rules: Drop “e” writing words that drops the final ‘e’ given passage that ends in
before adding
before adding an ending(es, ed , ing). silent ‘e’, then add endings
“es”, “ed” or accordingly.
“ing”

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Joining lower
neatness in their writing.
case letters: aj Rules of Handwriting for Primary
 Join lower case letters aj
Teachers in T&T
 Essential Primary Writing Skills for
the Caribbean Book 2

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
Antonym Clues demonstrate understanding of texts. worksheet, textbook. #6.2.3
 Identify and define antonym clues.
 Use antonym clues in context. Instructional E.L.A. Workbook page
159

V.A.P.A.

Drama/Dance  Use carved shapes to create forms. - Stand Alone Dance routine See Curriculum Guides page144, #1b
Body Awareness

Music  Sing traditional songs (Parang) _ Stand Alone Sing songs See Curriculum Guides page 147

Internet, laptop, speakers.

Physical  Apply manipulative skills in simple - Stand Alone Throwing a ball See Curriculum Guides page #101
Education situations.
Manipulative
Skills
 Demonstrate various techniques in
throwing a ball.
Art and Craft  Assemble a chart to represent the - Stand Alone A chart Bristol board, pencils, coloured
steps in harvesting short term crops. pencils, glue, erasers, markers.
WEEK 13

UNIT FOUR: Effects of Human Beings on Land

WK SUBJECT OUTCOMES THEMATIC STAND ALONE / ASSESSMENT RESOURCES

UNIT LEARNING PLAN

Agri-Science  Harvest short term crops. - Stand Alone Harvesting short term crops. Gloves, knife, container, water,
. strainer, plastic bags, basket.

Mathematics Teacher generated questions, See PCR Toolkit

 Demonstrate the ability to collect, worksheets.
Statistics: See Curriculum Guides page 72, #
classify, organize and represent data.
Pictograph 1.2.48
 Demonstrate an understanding of the
features of a pictograph.
 Construct a pictograph.

Number:  Explore equivalent forms of fractions

Fractions
with denominators up to ten.

Social –Studies  Define the terms reduce, reuse and Effects of LP3 Making Good Use of Create a poster that promotes See PCR Toolkit pages 81- 82 ,#4 & 5
recycle. Human Beings Land reducing, reusing and recycling
 Reduce, reuse and recycle items so as on Land using all elements of design & page 86, # 1
to preserve the environment. LP5 Let’s Show We Care and layout.

Celebrations:  State when Christmas is celebrated. Christmas Craft.

Christmas  Explain why it is celebrated
(significance).
 Describe how it is celebrated/
observed.
General Science  Describe uses of solar energy in daily - Stand Alone Design a device to trap solar Let’s Learn Science Book 2, pages 67-
Energy living. energy and use it to boil water. 73.
 Predict the effect on human lives if
the sun was absent.
V.C.C.E.  Reduce, reuse (constructively) and - Stand Alone Group work See Curriculum Guides page 162,
recycle items so as to preserve the #17.2.1
environment.

H.F.L.E  Examine the relationship between - Stand Alone Sentence completion, extract See H.F.L.E Curriculum, Level Two
resource use, reuse, recycling and information from pictures.
environmental health.

Spanish  Identify some Spanish food and - Stand Alone Draw a Spanish food or drink. See Preparados Listos Ya, page 26
drinks related to Christmas.

E.L.A.

Phonics:  Identify words with the silent letter - Stand Alone Teacher generated questions http://www.theschoolhouse.us/lessons/
Silent letters – “kn’ lesson61.html
“kn”

Creative  Write a letter to Santa Claus. - Stand Alone Write a letter See Curriculum Guides
Writing

Letter writing

Literacy  Write a short story inclusive of all - Stand Alone Write a short story See Curriculum Guides page 31 #9.1.4
Short Story elements of story and figures of
speech.

Comprehension  Putting things in order by event. - Stand Alone Teacher generated questions Instructional E.L.A Workbook
Sequencing
Developing Comprehension Skills -
Level E pages 56
Study Skills  Analyse information presented in a - Stand Alone Teacher generated questions. Instructional E.L.A Workbook page
Flyer Flyer and answer relevant questions. 296

Structural  Create new words by adding the - Stand Alone Exercise will be given from a Instructional E.L.A Workbook
Analysis suffix –ly. textbook.
Suffix
Oral Reading  Read fluently with appropriate - Stand Alone Individual and group reading. Caribbean Rhythm Book 2
volume, correct pronunciation and
clear enunciation, to convey the
meaning of the text to the reader and
the audience.

Grammar  Identify and define adverbs. - Stand Alone Teacher generated questions, See Curriculum Guides page 33, # 11.1
 Use adverbs in sentences. exercises from relevant
Structure textbooks. Instructional E.L.A Workbook page
287
Mechanics
 Know that a subject must agree in
number with a verb.

Punctuation:
 Use full stops, question marks,
exclamation marks, commas,
apostrophe in contractions and
possessives correctly in writing.

Spelling  Know when to add ‘ly’ to a root word - Stand Alone An exercise will be given from Instructional language Arts Bk 3, page
Change “y” to - does not change except if the root the textbook to practise. 99, Activity 1 & 2.
“i” before adding word ends with ‘y’.
“ly”  Change ‘y’ to ‘i’ before adding ‘ly’
when the root word ends with ‘y’.

Handwriting  Reproduce correct cursive writing - Stand Alone Handwriting exercises See Curriculum Guides page 33,
patterns, formation, spacing and #10.2.1
Joining lower
neatness in their writing.
case letters: am Rules of Handwriting for Primary
 Join lower case letters am
Teachers in T&T
 Essential Primary Writing Skills for
the Caribbean Book 2.

Vocabulary  Apply vocabulary skills to - Stand Alone Teacher generated questions, See Curriculum Guides page 24,
Context Clues demonstrate understanding of texts. worksheet, textbook. #6.2.3
 Identify and define context clues.
 Use context clues in context. Instructional E.L.A. Workbook page
168

V.A.P.A.

Drama/Dance  Use 3-4 shapes at high, low and - Stand Alone Dance routine See Curriculum Guides page144, #1a
Body Awareness medium levels to create 1-2
environmental forms that represents
land features.

Music  Sing a song using the correct Effects of LP5 Let’s Show We Care Sing a song See PCR Toolkit pages 86 -88, #1
tempo and with a pleasing tone Human Beings
based on the given theme (reduce, on Land
reuse and recycle).

Physical  Apply manipulative skills in simple - Stand Alone Catch a ball See Curriculum Guides page #101
Education situations.
Manipulative
Skills  Demonstrate various techniques in
catching a ball.
Art and Craft  Create a poster that promotes Effects of LP5 Let’s Show We Care Create a poster See PCR Toolkit pages 86 & 8 ,#1
reducing, reusing and recycling all Human Beings
elements of design and layout. on Land
WEEK 14

Revision and End of Term Test

WEEK 15

End of Term School Activities