GRADE    6    TERM 1   Unit 1    

Focus Question: How can we promote and preserve our Caribbean culture? 

 About the Unit

 

In this Unit, students will continue to explore the roots of Caribbean culture and identity by examining the history of the Chinese and East Indians in the Caribbean. They will investigate the reasons these two groups migrated to the Caribbean, their relationship with other groups that were already living in the region and the contributions they made to our diverse Caribbean culture. Students will be engaged in problem solving and creative activities as they acquire a deeper understanding of Caribbean culture.

 

Objectives:

  • Develop working definitions for and use the following: indentured servant, indentureship, contract, festival, carnival, immigrant, migration, push and pull factors
  • Recall the meaning of culture, heritage, ethnic group
  • Gather information and use mathematical skills to construct timeline showing the arrival of the various ethnic groups to the Caribbean
  • Create a thematic map of the world showing  the places of origin of the ethnic groups that came to the Caribbean
  • Distinguish between the pull and push factors that led to migration of the East Indians and the Chinese to the Caribbean
  • Describe the life of Chinese and East Indian immigrants on the plantation from the 19th to the 20th  century
  • Describe the relationship between East Indians, Chinese, Europeans and Africans in the post emancipation period
  • Discuss the contribution of the East Indians and Chinese to the Jamaican economy
  • Categorise aspects of culture as goods and services
  • Describe and compare the traditions and celebrations of different ethnic groups by examining the following: Diwali(Divali)/ Hosay, Easter/Christmas, Crop Over, Chinese New Year
  • Identify various ways of preserving Caribbean culture
  • Describe various strategies that are used to promote Caribbean culture
  • Create goods (products) and services (strategies)  to promote Caribbean culture
  • Value the contribution of the East Indians and Chinese to Caribbean culture
  • Gather information from multiple sources using the origin to guide selection
  • Be aware of the economic value of culture and creative industries

 

UNITS OF WORK GRADE 6 TERM 1 Unit 2          

Focus Question: How did Jamaica achieve independence?

 

About the Unit

In this Unit, students will begin to understand the significance of independence and nationhood. They will examine the life, work and contribution of three of Jamaica’s nation builders and national heroes; Marcus Garvey, Norman Manley and Alexander Bustamante. Students will also compare how Jamaica achieved independence with how it was achieved in Haiti and Cuba

 

Objectives:

  • Develop working definitions for the following: independence, colonial rule, commonwealth, constitution, nation, monarchy, trade union, political party, self -government, universal adult suffrage, franchise, revolution
  • Use Mathematical skills to construct timeline to show major developments in Jamaica’s history from arrival of the Tainos to independence
  • Examine, compare and evaluate multiple sources that outline  the life and work of Marcus Garvey, Norman Manley, Alexander Bustamante
  • Apply lessons learnt from the  lives of Marcus Garvey, Norman Manley and Alexander Bustamante to new situations
  • Compare the paths to independence taken by Jamaica, Haiti and Cuba
  • Name the major personalities involved in the independence movement in Jamaica, Cuba, Haiti
  • Compare how independence is commemorated in Jamaica and other countries
  • Explain the significance of independence day
  • Formulate questions about Jamaica’s decision to pursue independence and conduct research to answer these questions
  • Distinguish between dependent and independent countries in the Caribbean
  • Show appreciation for the work done by individuals in Jamaica’s independence movement
  • Weigh the arguments for and against being an independent nation  and draw conclusions about Jamaica’s decision to pursue independence
  • Resolve conflicts amicably while completing tasks in collaborative group
  •  Compile and arrange alphabetically a list of sources including, author, title, publisher and date of publication

 

 UNITS OF WORK GRADE    6    TERM _1_Unit 3

Focus Question- How do we show respect and loyalty for our country?

 

In this Unit, students will examine the ways in which as Jamaicans we honour and show respect for our country. They will discuss and devise strategies to improve respect shown by Jamaicans for national symbols, emblems and positions of authority. Students will learn to observe protocol associated with national emblems and symbols through simulation exercises

 

Objectives:

  • Develop working definitions and use correctly the following concepts: emblem, flag, coat-of-arms, symbols, nationhood, anthem, crest, bearing, motto, patriotism
  • Explain what national symbols and emblems are and analyze their importance to nationhood.
  • Identify and describe the national symbols of Jamaica.
  • Examine images which show the changes in the Jamaican Coat-Of-Arms, justify the changes made
  • Tell the meaning of each colour on the Jamaican flag.
  • Recite and interpret the National Anthem and National Pledge
  • Select a group/organization, describe its purpose and values then design symbols to reflect its purpose and values
  • Observe etiquette to be adhered to regarding national symbols and emblems
  • Assess the role and responsibilities of the citizens in acknowledging and maintaining pride in our national symbols.
  • Show respect for our national symbols and emblems.
  • Show respect for individuals who hold public office

UNITS OF WORK GRADE    6    TERM _2_Unit 1

Focus Question:  How are mountains important to people’s lives and how do human activities affect mountain environments?

Objectives:

  • Develop working definitions for and use correctly the following concepts/terms:  mountain, mountain range, hill, valley, plateaux, landforms, plains, forest reserve, summit, slopes
  • Create a thematic map showing the name and location of the major mountains in Jamaica
  • Use different criteria to rank  mountains and mountain ranges
  • Use  data to make comparisons and draw conclusions about how mountains affect weather and climate
  • Gather information from multiple sources and use it to describe the activities, goods produced and services  that are carried out/offered in mountain/hill environments then draw conclusions about the importance of mountain/hill environments
  • Gather information from multiple sources and use it to analyse the effects of human  activities on mountains
  • Design  models and develop strategies to reflect best practices for human activities in mountain/hill environments
  • Create thematic map showing  the name and location of major mountain ranges of the world (at least one in each continent)
  • Make decisions that show  responsibility and care for the environment
  •  Critique the work/ideas of group members

 

UNITS OF WORK GRADE 6 TERM 2 Unit 2

Focus Question:  How can we classify the landmasses and water bodies of the world?

 About the Unit            

In this Unit, students will continue to examine the physical features of the Earth by differentiating between the major landforms and water bodies on the continents of the World. They will create maps which show the absolute and relative locations of the landforms, use their features describe and classify them in various ways. Students will participate in hands on activities in order to understand the geographic coordinate system. They will use this system to locate places and features in the Caribbean. Students will understand the usefulness and importance of geographic coordinate systems in real world situations.

 

Objectives:

  • Develop working definitions for and use correctly the following concepts: continent, island, ocean, sea, lake, river, bay, gulf, peninsula, isthmus, archipelago,
  • Recall the meaning for the terms : grid, latitude, longitude, great circle, hemisphere
  • Use various criteria to classify landmasses and water bodies
  • Use mathematical skills to approximate the proportion of landmasses to water bodies on Earth’s surface
  • Differentiate between landforms and water bodies ( continent, island, ocean, sea, lake, river, bay, gulf, peninsula, isthmus,)
  • State the absolute and relative location of landforms and water bodies
  • Use lines of latitude and longitude to locate places and features in the World
  • Identify and name lines of latitude and longitude on a map of the World
  • Examine different sources to determine the characteristics of lines of latitude and longitude
  • Create thematic map showing the name and location of the continents, major rivers and oceans of the world
  • Name and describe the parts of the river
  • Work independently to complete individual tasks
  • Recognize the usefulness and importance of a geographic coordinate system in solving real world problems

 

UNITS OF WORK GRADE    6    TERM 2 Unit 3    

Focus Question:   How are decisions made at the national level and how do these decisions affect us?

About the Unit

In this Unit, students will begin to explore concepts such as citizenship and democracy. They will participate in activities to develop responsible citizenship. Students will begin to consider their rights and responsibilities as citizens and examine how leadership at the local and national levels affect the members of the community.

 

Objectives:

 

  • Develop working definitions and use correctly the following terms: citizen, leader, democracy, cabinet, government, parliament, opposition, senate, monarch, constitution, vote, constituency
  • Distinguish between local and central government
  • State the requirements for Jamaican citizenship
  • Participate in activities that foster and develop responsible actions by citizens
  • Distinguish between rights and responsibilities of citizens
  • Examine the rights of a Jamaican citizen and develop a list of responsibilities of a citizen that complement these rights
  • Examine an organizational chart of the structure of the Jamaican system of government then describe it and make deductions about the relationship among members
  • Identify persons in positions of power, describe how they acquired the position of power and how their use of this power affects the freedoms and rights of others
  • Examine the activities of various leaders and then develop and justify a list of skills and qualities needed to lead at the national level
  • Identify the goods and services  provided by government and explain how the government gets money to pay for these
  • Evaluate various decisions made by the Jamaican government and discuss the intended and unintended impact of these decisions on the Jamaican people then propose amendments to the decisions
  • Compare the procedures for making decisions in a various settings (classroom, school, home, community, government)
  • Examine various cases of how justice is meted out to citizens of Jamaica, then develop criteria to judge the degree of fairness and use it to evaluate cases and propose just measures
  • Work cooperatively and individually to accomplish goals.

 

 

UNITS OF WORK GRADE    6    TERM 3 Unit 1    

Focus Question: What are some of the key factors that influence climate and how do these factors influence climate?

About the Unit 

In this Unit, students will describe the major climatic zones of the world, with emphasis on the Tropical Marine Climate that we experience in Jamaica. They will explain some of the factors that influence the type of climate that we experience; latitude, distance from the sea and altitude. Students will be engaged in the reading of maps and the interpretation of diagrams and graphs. Students will also begin to examine how humans, plants and animals adapt to a variety of climatic conditions. They will also start to explore the concept of climate change by studying cases of the evidence and the effects of it and proposing strategies to adapt to it. Students should begin to include in their everyday practices actions to reduce the negative effects of climate change.

Objectives:

  • Develop working definitions and use correctly the concepts: climatic zones, altitude, latitude, climate change
  • Classify areas into climatic zones
  • Label a diagram showing the climatic zones of the world
  • Name and locate on a world map the climatic zone in which Jamaica and rest of the Caribbean are located
  • Name and describe the type of climate experienced in Jamaica and the rest of the Caribbean
  • Interpret simple climate graphs
  • Locate and name two countries in each climatic zone
  • Compare the characteristics of the main climatic zones
  • Formulate questions about why climate varies in different places and use evidence from various sources to explain how the interaction of factors determines the climate of places ( latitude, altitude, and distance from the sea)
  • Examine information from multiple sources on how human activities are determined by the climatic zone in which they live and justify their adaptations
  • Gather evidence from multiple sources about the effects of climate change in the Caribbean the design strategies to  mitigate the impact of climate change on territories
  • Evaluate sources used by distinguishing between fact and opinion
  • Participate in activities and take individual action to reduce the negative impact of human activities on climate


 

 

UNITS OF WORK GRADE 6      TERM 3 Unit 2

Focus Question: How do the movements which the Earth makes as it orbits the sun impact us?

About the Unit

In this Unit, students will learn about the rotation and revolution of the Earth and the effects of these movements on planet Earth. They will examine effects such as day and night, seasons and the varying length of day and night and how these affect human activities. Students will be engaged in collaborative research, demonstrations and problem solving activities as they gain greater insights into how the planet on which they live operate.

 

Objectives:

  • Define and use correctly the following terms/ concepts: hemisphere, rotation, revolution, axis, orbit, year, day,  sunrise, sunset, equinox, solstice, season
  • Distinguish between rotation and revolution of the Earth
  • Ask questions about the movements of the Earth, gather information from multiple sources  and use evidence found to answer questions
  • Explain how rotation causes day and night
  • Explain how the revolution and tilt of the Earth’s axis causes the seasons and variation in the length of day and night.
  • Interpret tables and diagrams
  • Analyse information from diverse sources and make deductions about the effects of day and night and the seasons on man’s activities in the different hemispheres
  • Distinguish one season from the next season
  • Evaluate sources by distinguishing between facts and myths/misconceptions
  •  Display willingness to acquire new information and use  it to understand the world in which we live
  • Contribute ideas and listen to the ideas of others to complete assigned tasks

 

Examine the table showing the sunrise and sunset for selected cities

City Sunrise December 23 Sunrise June 21 Sunset December 23  Sunset

June 21

Length of day December Length of day June
Reykjavik, Iceland 11:22am 2:55am  3:30pm 12:03am 4hr 8mins 21hrs 8 mins
Havana, Cuba 6:54 am 6:44am 5:43pm 8:18pm   13hrs 33mins
Cape Town, South Africa 5:33 am 7:52am 7:57pm 5:45pm 14h 25mins 9hrs. 54mins
Wellington, New Zealand 5:45am 7:47am 8:54pm 4:58pm 15hrs 10mins 9hrs 10mins

 

Use a marker to locate places listed in the table on a globe.  Put forward suggestions about what causes the length of day and night to vary.  Demonstrate with the aid of a globe and a lamp why the length of day varies as the Earth revolves. Lamp must be placed in the centre representing the sun and the globe with places marked will be moved around the Sun.

Draw diagrams to explain the diagrams showing what happens at different points in the year. (June, December, March, October) as the Earth moves around the Sun.

Conduct online/offline research on the following terms – solstice, equinox

 

 

 

UNITS OF WORK GRADE 6 TERM 3_Unit 3  

Focus Question:  How do some human activities affect the atmosphere?

 

About the Unit

In this Unit, students will learn about some of the different ways in which human activities affect the atmosphere. Students will explore the sources of atmospheric pollution and examine its impact on social and economic activities by studying local and international cases.  They will interrogate and evaluate the actions of governmental and non-governmental organisations in protecting the atmosphere.  They will also develop an understanding of appropriate practises and show greater respect for their environment.

 

Objectives:

  • Define and use correctly the following terms; atmosphere, ozone, greenhouse effect, global warming, acid rain
  • Recall the definition of pollution, pollutant
  • Generate questions about  the importance of the atmosphere   and use evidence from multiple sources to provide answers
  • Assess multiple sources by distinguishing between facts  and myth/misconceptions  related to  atmospheric pollution
  •  Analyse the costs and benefits  of individual and collective decisions and actions on the atmosphere
  • Evaluate multiple sources by distinguishing between facts and opinions related to the impact of a polluted atmosphere on humans and human activities
  •  Use evidence to support arguments which show the importance of maintaining the Earth’s atmosphere.

 

  • Analyse the purpose and enforcement of local laws and international agreements that are in place to protect the atmosphere and propose amendments to these or suggest new laws/agreements
  • Assess the role of  citizens, the government and non-governmental organisations  in protecting the atmosphere
  • Work cooperatively in groups to complete assigned tasks
  • Demonstrate respect and show sensitivity for the environment

 

 

UNITS OF WORK GRADE     6   TERM _3__Unit 4

 

Focus Question: How can we benefit from cooperating with our Caribbean neighbours?

 

About the Unit

In this Unit, students will begin to explore regional integration. They will examine the activities of regional organizations and the role of Caribbean nationals in promoting integration. Students will consider regional issues and problems and propose solutions to these.

Objectives:

  • Define and use correctly the following terms; neighbour, cooperation, region, integration, multi-lateral, bi-lateral, common market
  • Using mathematical skills to construct and interpret  a timeline showing  the stages of regional integration through which the Caribbean has passed
  • Locate the member states of CARICOM on a map of the Caribbean
  • Categorize Caribbean countries in a variety of ways
  • Examine multiple sources and describe similarities and differences among Caribbean people and discuss the implications for integration of Caribbean countries
  • Identify regional organizations, describe their functions and use evidence to assess how these organizations foster  integration ( CARICOM, CDEMA, CXC, UWI, West Indies Cricket team)
  • Identify the variety of resources found in CARICOM countries that are used to provide goods and services

 

  • Identify the goods and services traded among CARICOM member states and on the international market
  • Explain why countries trade and assess the costs and benefits of intra-regional and international trade to CARICOM member states
  • Identify an existing regional problem, research multiple perspectives on the problem and its impact on the Caribbean and propose ways of solving the regional problems identified.
  • Recognize the role of Caribbean citizens in resolving regional issues.
  • Compile and arrange alphabetically a list of sources including, author, title, type of publication, publisher and date of publication
  • Recognize the importance of cooperation in achieving individual and collective goals.