UNIT FIVE: WEEK FIVE: February 26- March 1, 2024
Lesson Plan 3 of 4
Class: Standard 2
No of Students: 24 Theme: My Country: The Environment of T & T – Land
Exceptionalities: One child has symptoms of ADHD, not diagnosed
Tiers: Students will be tiered into three levels according to their reading, writing and
comprehension abilities.
Subject: Agricultural Science
Duration: 25 to 30 minutes Topic: Economic Impact
Context/Big Idea(s): CONSIDERATION
As they investigate the economic effects of agriculture in Trinidad and H.F.L.E.:
Tobago, students set out to comprehend the critical roles that crop Effective
production and animal husbandry play in the national economy. They Communication
learn how farming supports trade, employment, and income production Critical Thinking
through engaging talks and activities, which deepens their Literacy
understanding of the significance of agriculture in their neighbourhood. Reading
Students learn about the connections between food production and ❒ Writing
financial success by investigating the relationship between agricultural Oral
and economic development. Through interactive simulations and real- Communication
world scenarios, students get insight into the financial advantages and ❒ Literary
difficulties related to farming in their area. Appreciation
Prior Knowledge: ❒ Media &
Students have knowledge of: Information
Words with blends from stories Literacy
How the word is pronounced from family members or videos Numeracy
Ministry of Education Expectations: ❒ Problem Solving
1.1.1 Explain the main steps in growing plants, employing good Critical thinking
environmental practices. Communication
2.1.1 Explain how to rear fishes, employing good Representation
environmental practices. ❒ Reasoning
❒ ICT Skills
3.1.1 Explain how value-added agricultural products contribute
Differentiated
to the economy of Trinidad and Tobago.
Instruction
Outcomes:
Assessment
At the end of this learning experience, students will:
Pre-Assessment
All tiers:
Summative
Given a video, students will examine the economic impact of Assessment
animal rearing on T&T's economy
Given a video, students will recognize the economic impact of
crop cultivation on T&T's economy
Given a content, students will state their understanding the
importance of agriculture as a livelihood for many individuals
and communities in the region
Essential Questions:
What is the economic impact of animal rearing on T&T’s economy?
Introduction/Set Induction:
The teacher would begin the lesson by introducing the concept of economics and its relevance
to everyday life and explain that economics involves the production, consumption, and
distribution of goods and services within a society.
Resources:
Whiteboard makers Whiteboard pencils YouTube video
Teacher Activities Student Activities
Teaching Point 1 All students will observe what is being done,
The teacher would have students ask questions when needed (V.C.C.E.)
examine the economic impact of Students will engage in discussion about the
animal rearing on T&T's economy economic impact of animal rearing on T&T's
economy, building on each other’s answers
https://youtu.be/xFqecEtdGZ0? when possible
si=oPk3TvL8r4y8Xvyv
Teaching Point 2 All students will observe what is being done,
1) The teacher would motivate students to ask questions when needed (V.C.C.E.)
recognize the economic impact of crop Students will engage in discussion about the
cultivation on T&T’s economy. economic impact of crop cultivation on T&T's
economy, building on each other’s answers
https://youtu.be/xFqecEtdGZ0? where possible.
si=oPk3TvL8r4y8Xvyv
Teaching Point 3 All students will observe what is being done,
1) The teacher would encourage the ask questions when needed (V.C.C.E.)
students to state their understanding Students will state their understanding about
the importance of agriculture as a the importance of agriculture as a livelihood
livelihood for many individuals and for many individuals and communities in the
communities in the region region, building on each other’s answers
where possible.
Accommodations:
Accommodations that specific students may need to access learning are as follows:
Presentation Accommodations
Explicit and concise instructions
Visual representations of content
Response Accommodations
Increase or decrease wait time as needed
All Tiers have the option to request help either from teacher or peers
Timing/Scheduling Accommodations
Discussion would be a timed process
Setting Accommodations
Adequate furniture provided for space and usage.
Clean and well-lit area
Inclusive and welcoming atmosphere
Management Strategies:
To manage time and disruptive behaviour, the following strategies will be used:
Positive Reinforcement- Students will be consistently praised for their correct responses
and appropriate behaviours.
Teacher Helper- Tier 3 students will assist the teacher
Extended Practice: Content will be extended into future lessons.
Closure: A verbal recap would be done where students would state one (1) thing they
remember from class
Assessment: Debate or Discussion: The teacher would organize a class debate or discussion on
a controversial topic related to agriculture and economics in Trinidad and Tobago, such as the
impact of subsidies on farmers, the role of agribusiness in economic development, or the
sustainability of current agricultural practices. Teacher would assess students' ability to
articulate and defend their viewpoints using evidence and logical reasoning.
Reflection:
This is a lot of information but being fascinated by the economy and the impact or rearing
animals and crops in Trinidad and Tobago gives them a greater understanding and a desire to
show appreciation to how things are made or grown. The debate was certainly something as
boys will building on each other’s answers and giving their thoughts. I didn’t specify debate to
them, I stated it as more of a discussion. Again, it is kind of difficult to Tier this lesson.
Lesson Plan Key
Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue
