UNIT FIVE: WEEK FIVE: February 26- March 1, 2024
Lesson Plan 4 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: Sustainable Practices
Context/Big Idea(s): CONSIDERATION
Students learn the value of protecting the environment while generating H.F.L.E.:
food by investigating sustainable agricultural methods in Trinidad and Effective
Tobago. They develop a sense of responsibility for the environment by Communication
learning about techniques that preserve soil health, conserve water, and Critical Thinking
reduce pollution via interesting activities and conversations. Students Literacy
get understanding of the significance of sustainable farming for future Reading
generations by analysing the equilibrium between agricultural ❒ Writing
requirements and environmental preservation. Students get practical Oral
knowledge on how they can support a more sustainable food system in Communication
their neighbourhood through gardening and composting. ❒ Literary
Prior Knowledge: Appreciation
Students have knowledge of: ❒ Media &
Basic understanding of the concept of money and its uses. Information
Familiarity with the idea of earning money through various Literacy
means such as chores or allowances. Numeracy
❒ Problem Solving
Awareness of the existence of jobs and professions that people
Critical thinking
engage in to earn a living.
Communication
Some understanding of the concept of goods and services and Representation
how they are exchanged for money. ❒ Reasoning
Ministry of Education Expectations: ❒ ICT Skills
1.1.1 Explain the main steps in growing plants, employing good Differentiated
environmental practices. Instruction
2.1.1 Explain how to rear fishes, employing good Assessment
environmental practices. Pre-Assessment
3.1.1 Explain how value-added agricultural products contribute Summative
to the economy of Trinidad and Tobago. Assessment
Outcomes:
At the end of this learning experience, students will:
All tiers:
Given the discussion in the set induction, students will
investigate sustainable practices in animal rearing and crop
cultivation in T&T
Given the content, students will take into consideration the
importance of environmental management and responsible
farming methods for long-term food security and ecological
health
Tier 1:
Given a content, students will create a paragraph on the
knowledge they learnt in 8-10 lines
Tier 2:
Given a content, students will create a paragraph on the
knowledge they learnt in 6-8 lines
Tier 3:
Given a content, students will verbally tell the knowledge they
learnt
Essential Questions:
What are the sustainable practices in animal rearing and crop cultivation?
Introduction/Set Induction:
Teacher would begin the lesson by discussing the concept of sustainability and its importance
in agriculture and explaining that sustainable farming practices aim to meet the needs of the
present without compromising the ability of future generations to meet their own needs.
Resources:
Whiteboard makers Whiteboard Pencils Copybooks
Teacher Activities Student Activities
Teaching Point 1 All students will observe what is being done,
1. The teacher would motivate students to ask questions when needed (V.C.C.E.)
investigate sustainable practices in Students will engage in discussion about the
animal rearing and crop cultivation sustainable practices in animal rearing and
crop cultivation.
Teaching Point 2 Students would engage in discussion about the
1) The teacher would encourage students importance of environmental management and
to engage in discussion about the responsible farming methods for long-term
importance of environmental food security and ecological health
management and responsible farming
methods for long-term food security
and ecological health
Teaching Point 3 Students would write a paragraph accordingly
1) The teacher would give Tier 1 students and Tier 3 would verbally state what he learnt
the instruction to write a paragraph in in school.
8-10 lines summarizing what they have
learned about sustainable farming
practices in Trinidad and Tobago.
Teacher would encourage them to
reflect on the importance of
sustainability in agriculture and
consider how they can promote
sustainability in their own lives and
communities.
2) Tier 2s would write their paragraph on
same information in 6-8 lines
3) Tier 3 student would verbally say what
he learnt.
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 students have the option to request help either from teacher or peers
Timing/Scheduling Accommodations
Discussions would be timed
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: Teacher would organize a class debate or discussion on a controversial
topic related to sustainable farming practices in Trinidad and Tobago, the impact of climate
change on farming. Teacher would assess students' ability to articulate and defend their
viewpoints using evidence and logical reasoning.
Reflection: With great relief, this subject is over and all its various information. The
discussion was a hit, once the students understand what is being asked of them they would
respond and build on each other’s answer, needing little prompts here and there by having the
teacher involved really has a big impact on the student’s performance in class. It was difficult
in figuring out how to Tier the lesson as the content is a lot.
Lesson Plan Key
Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue
