AREA OF STUDY

Transcription

AREA OF STUDY

AREA OF STUDY: SOCIAL STUDIES
STANDARD II
UNIT/THEME: Belize’s Pre-European
AREA OF STUDY OUTCOMES
Pupils should:
SS1.a Understand some aspects of the social, economic and
political conditions affecting the lives of pre-European
people in Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Maya Settlement
Location
Organization
SUGGESTED TEACHING/LEARNING STRATEGIES
SUGGESTED STRATEGIES/ACTIVITIES FOR
ASSESSMENT
1. Types of Maya Settlements
1. Types of Maya

2. Types of Maya
Ketchi
Mopan
CROSS-CURRICULAR OUTCOMES
Pupils should:
CP1.a Recognize an issue or problem
SP2.a Take part in group activities
SP2.c Identify feelings
SP2.e Lead and follow where appropriate
SP2.f Help the group to achieve its goals
SP2.h Accept major decisions
Use pictures to tell a story about the
location/organization of early Mayas in Belize.
Use maps to locate early maya sites.
Insert flashcards for Ketchi and Mopan communities
on a map of Belize.
2. Types of Maya
Learn Mayan words (Ketchi and Mopan) for basic
English vocabulary
Resource personnel- brief explanations on the
reasons for Yucatec Maya coming to Belize.
Insert flashcards to indicate Yucatec communities
on map of Belize.
-1-
Locate on a map 3 major maya ruins in Belize
Collect and display pictures of Maya ruins.
Match the Mayan word to the correct English word.
.
2. Types of Maya
Make a table listing the English word and its Mopan
and Ketchi translations
List two reasons for the Yucatec Mayas coming to
Belize.
On a blank map of Belize, locate the Yucatec
communities.
C:\Documents and Settings\NORA\My Documents\MIDDILE DIVISION UoW nelson\Social Studies Middle Division.doc
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Culture of the Mayas
(food, clothing)

(language, religion)
Resource personnel to talk about food and clothing
Find or draw pictures of food and clothing typical of
the Mayas
List at least three Mayan foods and/or clothing.
Make booklets with illustrations and written
sentences about Mayan food and clothing

5. Achievements/
Contributions
ASSESSMENT
Brief explanation of the language and religious
beliefs of the Mayas.
Interview a Mayan person to find out about their
religious beliefs.
Oral or written explanation of interview results
5. Achievements/ Contributions
5. Achievements/ Contributions

Brainstorm great Mayan achievements.
Show pictures and locations of five major ruins in
Belize.
Sample of Mayan calendar and explain.
6. Subsistence farming

On a blank map of Belize, locate Maya ruins.
Identify two important months of the Mayan calendar
(e.g. planting, harvesting).

Slides or video to show milpa system.
Compare Mayan way of farming to other ways of
farming in Belize.
Discuss food grown and gods related to farming.
-2-

Write stories about farming gods.
List food grown by Mayas.
STANDARD II

LINKAGES/CONNECTIONS
EL2.e Interpret and respond appropriately to messages conveyed
through visual images and tone of voice
EL3.d Produce work that is legible and acceptable
EL3.f demonstrate the ability to use a variety of words and phrases
to express thoughts and feelings
EL4.c Use appropriate language to share ideas, convince and
express feelings
EL4.g Use body language and gestures appropriate to speech
M5.a Collect, analyze and present data using charts, graphs,
tables and diagrams
ST1.a Understand some changes in living things and their
environment from prehistoric times to the present
ST8.a Understand the natural processes which support and
maintain the environment

-3-
RECOMMENDED RESOURCES: TEACHER/STUDENT
Flashcards (Mayan/ English)
Resource personnel
Map of Belize
Blank map of Belize
Booklets
Markers, pencils, paper
Pictures or information of Mayan food and clothing
Calendar or picture of calendar
Pictures of Mayan ruins
Video/slides of milpa system
Social Studies of Belize BK4
Nation We Are Making
STANDARD II
UNIT/THEME: Slavery in Belize
Pupils should:
SP2.b Express their opinions and feelings in a socially
acceptable way
SP3.a Assess their needs/ interests
Pupils should:
SS1.b Understand the origins and dynamics of slavery, and the
relationship between slavery and colonialism in Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. What is slavery in
Belize?
2. Origin of slaves
(Africa)
1. What is slavery in Belize?
1. What is slavery in Belize?

Elicit what is slavery from children
Discuss why slavery was in Belize
List factors relating to slavery
Write about your feelings towards slavery
2. Origin of slaves
2. Origin of slaves

3. Life on the slave ship
ASSESSMENT
Discuss origin of slaves.
Explain the route slaves took to Belize by
demonstrating on a world map.
Trace the route on world map.
Draw slave route on blank map.

Provide and discuss picture of overcrowded boat.
Read about life on the slave ship.
Dramatize living conditions on slave ship.
Make booklets describing and illustrating life on the
slave ship.
`
-4-
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
4. African life
5. Colonialism in Belize
6. Logwood and mahogany
trade
ASSESSMENT
4. African life
4. African life

Resource personnel- brief history of life in Africa
List commonalities between Africans and Belizeans
(food, etc.)

Collection of pictures depicting life in Africa to make
a scrapbook
Response to questions asked from history given by
resource personnel

Define colonialism
Brainstorm and list reasons for British arrival to
Belize
Write a paragraph explaining colonialism in Belize
Oral explanation of feelings about colonialism
6. Logwood and mahogany trade
6. Logwood and mahogany trade

Discussion on environmental effects of logwood and
mahogany trade
Brief explanation of life in the mahogany camp
Dramatize life in the mahogany camp
-5-
Draw pictures depicting life in the mahogany camp
Oral explanation of pictures- look for historical
accuracy
STANDARD II

EL2.d Follow instructions/ directions
EL3.a Demonstrate the ability to write grammatically correct
sentences
EL3.b Apply common rules of spelling to their written work
EL3.f Demonstrate the ability to use a variety of words and phrases
EL3.g Demonstrate unity and coherence in their writing
EL4.a Express ideas and opinions
express feelings
EA1.e Explore and experiment to create visual images through the
use of a variety of artistic tools and media

-6-
History of Belize- Nora Dobson
A History of Belize Nation in the Making- Sunshine Books
History of Belize- Sherlock
Atlas of Belize
World map
Pencils, markers, paper
Rulers
Resource personnel
Picture of people in mahogany camp
STANDARD II
UNIT/THEME: Weather and Climate
Pupils should:
CP1.b Examine information related to the problem/ issue
CP1.c Suggest ways of dealing with the problem/ issue
SP2.b Express their opinions and feelings in a socially acceptable
way
Pupils should:
SS2.a Understand weather changes and the factors which
affect the different parts of Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Definition of climate and
weather
1. Definition of climate and weather
1. Definition of climate and weather

2. Regional factors
affecting climate
ASSESSMENT
Observe weather conditions then illustrate
observations on weather chart
Small groups- each group given different weather
condition to draw and explain
Make models of rain gauge, etc.

Explanation of weather condition
Oral explanation of definition and differences of
weather and climate
Creation of model
2. Regional factors affecting climate
2. Regional factors affecting climate

Elicit factors that affect the climate of Belize
Produce class model of the water cycle based on
factors elicited
Label the factors and terms associated with water
cycle
Correct labeling of diagram of a water cycle using
the terms and factors affecting climate
`
-7-
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Physical features
affecting weather
3. Physical features affecting weather
3. Physical features affecting weather

4. Importance of weather
ASSESSMENT
Provide scrambled terms associated with physical
features and allow time for students to unscramble
List the physical features (southern lowlands,
coastal plains, etc.)
Locate features on map of Belize
Checklist based on terms of physical features
located on map

Brainstorm and discuss reasons why weather is
important and how it affects us (clothing,
transportation, etc.)
Draw pictures showing the importance of weather
Display and explain pictures
5. Natural disasters
Hurricane
Flood

6. Disaster preparedness

Resource personnel- discuss natural disasters
Find or draw pictures of natural disasters
Share stories of experiences with natural disasters
Show video/ slides on flood, fire, hurricane
Brainstorms and discuss how we can prepare
ourselves for disasters
Dramatize ways to be prepared
-8-

Observe questions asked by students to resource
personnel
Make posters using pictures to show disaster
preparedness
List examples of disaster preparedness
STANDARD II

EL1.j Make inferences and draw conclusions
EL1.k Interpret and follow instructions/ directions
sentences
express feelings
SL4.b Ask questions for information and understanding
M4.a Make reasonable approximations based on relevant life
experiences
tables and diagrams
H1.b Understand how safety practices contribute to healthy living
and how to recognize and respond appropriately to dangerous
situations

-9-
Weather chart
Natural environment
Pencils, paper, markers
Materials for water cycle model
Flashcards
Scrambled words
Map of Belize
Pictures
Newspapers, magazines
Belize Weather Bureau
Encyclopedias
Resource personnel
Slides, video
A Geography of Belize
STANDARD II
UNIT/THEME: Natural Resources
Pupils should:
acceptable way
SP2.g Help to create consensus
Pupils should:
SS2.b Understand how natural landscape features influence
the pattern of settlement in Belize
SS2.c Understand how people use the natural resources of
Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Definition and example
of natural resources
Land
Water
Animals
Humans
Trees
2. Availability of natural
resources
ASSESSMENT
1. Definition and example of natural resources
1. Definition and example of natural resources

Discuss definition and list examples
Dramatize various natural resources and have other
students guess the correct one
Collect samples or pictures of natural resources

Write definition in your own words and illustrate
using several examples of natural resources
Label and display samples or pictures of natural
resources
2. Availability of natural resources
2. Availability of natural resources

Brainstorm where natural resources are available in
your community
Use pictures to illustrate the availability of some or
all natural resources
Give reasons for natural resources which are not
found in your community
Locate these areas on a map of Belize
List the natural resources present in your area
based on their availability

On a blank map of Belize, label the natural
resources present in your community
Make posters showing the natural resources
available in your community by using pictures from
magazines or drawings
`
- 10 -
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Uses of natural
resources
3. Uses of natural resources
3. Uses of natural resources

4. Protection of Natural
resources
ASSESSMENT
Review availability of natural resources
Brainstorm and discuss the uses of natural
resources
Differentiate the uses of natural resources for
subsistent living as opposed to commercial activity.
Make a table (with pictures) indicating which uses of
natural resources fall under which category

Project utilizing pictures, samples and models of
natural resources and how they relate to the
development of settlements
List at least five natural resources with respect to
land, water, animals, humans and trees
4. Protection of Natural resources
4. Protection of Natural resources

How to protect natural resources
Introduce the laws governing the protection of
natural resources
Invite resource personnel to talk about he protection
Discuss and list different types of pollution that
affect our community
Dramatize the protection of natural resources
- 11 -

Compose jingles or slogans advocating the
protection of natural resources
Organize and participate in a cleanup campaign in
school or community
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
5. Conservation of natural
resources
5. Conservation of natural resources
5. Conservation of natural resources

6. Types of settlements in
your community
ASSESSMENT
Brainstorm definition of conservation
Give reasons for conservation
Show video/ slides with the conservation of natural
resources
Collect or draw pictures relating to conservation

Make posters showing the conservation of natural
resources
List two or three ways in which they can help
conserve natural resources
6. Types of settlements in your community
6. Types of settlements in your community

Brainstorm and discuss the different types of
settlements in your community
Collect or draw pictures showing the different types
of settlements
List reasons for settlements in your community
Locate settlements on map of Belize
- 12 -

List at least three reasons for establishing different
types of settlements in your community
On a blank map of Belize insert flashcards with the
different types of settlements in their community
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Brainstorm for the definition of of the word “Tourist”
7. Uses of Natural
using a web.
Resources
Identify countries where tourist might come from.
Tourism
Display pictures of natural resources.
What is a tourist?
Identify/Discuss the importance of them.
One who makes tour/tours
List tourist attraction
especially for reservation,
Locate/make reference on a map of Belize.
pleasure or culture.
Study the flora/fauna of Belize.
Name of Tourist Attractions GRAPH the benefits of tourism
Create “poster” depicting the Do’s/Don’t’s of
Maya Ruins, Cayes, Coral
Tourism. (Display children’s work)
Reefs, Building etc.
Take children on a Tour (city/town) to view some
tourist sites
Benefit of Tourism
Conduct a survey to collect information on career
Foreign exchange
opportunities in Tourism.
Informational relation
Job creation
- 13 -
ASSESSMENT

Ability to define the word a”tourist”

Contribution to discussion

Ability to locate and make reference on a map

Project Report
Creativity of poster
STANDARD II

sentences
EL3.c Demonstrate the ability to punctuate and capitalize written
work
express feelings
ST8.b Understand the need for protection, care and responsible
use of the environment
tables and diagrams
H3.a Understand how maintaining a clean environment contributes
to their personal health
WT2.b Understand some of the processes within Belize’s industrial
sectors
WT5.a Identify a simple problem/ need
EA1.f Use rhythmic body movements to express feelings and
emotions

- 14 -
Dictionary
Encyclopedias
Natural environment
Paper, pencils, markers, tape
Pictures- magazines
Map of Belize
Blank map of Belize
Flashcards
Charts
Resource personnel
Rakes, brooms, trash bags, hand gloves, soap, water
SPSC
Belize Primary Social Studies (Toucan)
Caribbean Social Studies
STANDARD II
UNIT/THEME: Government
Pupils should:
acceptable way
Pupils should:
SS3.a Understand how the government of Belize is organized
in order to provide for the needs of the people
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Type of government
(democratic)
purpose of a political
system
process of
nomination/election
2. Structure of local
government
(city council, town
board, village council,
alcalde system)
The Need for
Laws/Rules
3. Financing the local
government
Concept of Taxation
Tax Distribution
Mock Elections – Voting Day Each student votes.
Discuss the result of Democratic Process of
Elections,
Brainstorm government and democracy
Role play the voting process to illustrate democracy
Discuss the concept of minority/majority rule.
ASSESSMENT

Define terms in your own words
Mock election on issue of interest to class
2. Structure of local government
2. Structure of local government
Elicit types of local government
Probe and list the functions and duties of the local
government
List reasons for the existence of the present local
government
3. Financing the local government
Discuss how home is financed
Resource personnel- explain and discuss how local
government is financed
Oral questions and answers for resource personnel
Participate in group situation.

Questionnaire based on types, functions and duties
of local government
Dramatize various duties of local government
3. Financing the local government

Write paragraph about (and illustrate) the financing
of the local government
`
- 15 -
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
1.
Political Independence
4. Political Independence
1. Political Independence

2. Human rights and
responsibilities
What is a human person
Human Dignity
(Right to be respected
as a person
Inter-relatedness of all
forms of life
3. Child’s rights and
responsibilities
To rest and play
To an education
To proper nutrition and
health
To a family
ASSESSMENT
Review self-government
Elicit definition of independence
Give reasons for independence
Discuss the significance and order of the colors of
the Belizean flag
Demonstrate raising of the flag while singing
National Anthem
Discuss Independence Day and celebrations that go
along with it

List at least two reasons for the importance of
obtaining independence
Draw or make samples of the Belizean flag with the
colors in correct order. Explain significance.
Create, display and explain posters showing the
development of Belize up to political independence
Observation of attitudes during flag-raising
ceremony: respect, patriotism
2. Human rights and responsibilities
5. Human rights and responsibilities

Brainstorm and list the rights and responsibilities of
human beings
Invite resource personnel to discuss the rights and
responsibilities of human beings
Role play various rights and responsibilities

Questionnaire based on what rights and
responsibilities humans have
Create, display and explain posters advocating the
rights and responsibilities of human beings
3. Child’s rights and responsibilities
6. Child’s rights and responsibilities

Brainstorm the need for rest, play and socialization
at school
Discuss why these things are important for everyone
Draw pictures or posters depicting examples of
resting, playing and socializing
Go over class timetable as a whole class to ensure
time for rest, play and socialization
- 16 -

List five reasons why it is important to have rest,
play and socialization
Oral or written explanations of feelings about playing
and being together
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Have children identify all forms of life in and around
classroom and categorize them.
Brainstorm for similiarity/differences between
animals/humans.
(Focus on the fact that humans are responsible for
themselves, for others, for the earth; animals are
not) why we make choices.
Discuss the importance of making good choices.
- 17 -
ASSESSMENT
STANDARD II

sentences
work
tables and diagrams
H4.a Engage in physical activities that promote interpersonal skills
and health of mind and body
emotions

- 18 -
How We Are Governed
The Nation We Are Making
The Constitution
Human Rights Education For Citizenship
Belize Primary Social Studies
SPSC
About Games
Belizean flag
Colored paper, scissors, glue
Markers, paper, pencils
Chalkboard, chalk
Resource personnel
Video/ slides
STANDARD II
UNIT/THEME: The Earth as a Part of the Solar System
Pupils should:
SP1.a Recognize the values associated with choices
acceptable way
SP3.b Assess progress in relation to achievement of goals
and adjust goals or strategies as necessary
Pupils should:
SS4.a Understand how the movement of the earth causes
changes in time and movement
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. General description of
Earth
1. General description of Earth
1. General description of Earth

2. Rotation of earth
3. Revolution
ASSESSMENT
Unscramble the letters to form the word “earth”
Give clues to define earth
Elicit from the children the natural landscape
features of earth
Nature walk to observe and identify natural
landscape features
Record findings in journal
Draw pictures of findings

Riddle to come up with the word “globe”
Show the class a globe and elicit its uses
Find Belize on the globe
Demonstrate and explain the rotation of the earth on
its axis which causes day and night
3. Revolution

Write paragraph about the rotation of the earth
3. Revolution
Definition of term “revolution”
- 19 -
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Illustration and explanation of the revolution of the
earth around the sun using globe and diagrams
Have volunteers explain in their own words and
demonstrate revolution using the globe
Discuss and explore the importance and relevance
of revolution as it relates to the seasons
4. Seasons of Belize

Draw pictures if the different seasons caused by the
earth’s revolution
Simple version of diagrams as it relates to revolution

Brainstorm names and descriptions of the seasons
Discuss and list advantages and disadvantages of
the different seasons
Express feelings orally about the different seasons

Dramatize/ do movements showing feelings about
the seasons
Make tables of activities that can be done in each
season
5. Sub-tropical climate

6. Rainfall in Belize

ASSESSMENT
Fill in the blank to complete the word “sub-tropical”
List other types of climates and compare to subtropical climate
Looking at a map of the world, determine why Belize
has a sub-tropical climate
Research other places with sub-tropical climates
Make poster of features of a sub-tropic climate
(foods grown, etc.)

Riddle to come up with the term “rainfall”
Discuss the rainy season and reasons for rain
On a map of Belize, find and discuss the difference
in rainfall among districts
- 20 -

Make graphs comparing the average rainfall in each
district of Belize
Draw pictures of the main product/s grown in the
district with the most rain and the district with the
least amount of rain. Explain the effect of rain on
these crops
STANDARD II

EL1.h Identify cause and effect relationships
sentences
tables and diagrams
ST2.a Understand some similarities between the earth, the planets
and other celestial bodies
ST6.a Understand time in relation to earth’s rotation and orbit
around the sun, and the moon’s orbit around the earth
emotions

- 21 -
Atlas of Belize
World Atlas
SPSC
Markers, paper, pencils
Chalkboard, chalk
Resource personnel
Chart paper
Journals
Diagrams of revolution
Pupils should:
acceptable way
SP3.b Assess progress in relation to achievement of
goals and adjust goals or strategies as necessary
STANDARD II
UNIT/THEME: Land and Water
Pupils should:
SS4.b Understand the division of the earth’s land and water
and the physical features of which they are comprised
SS4.c Understand some ways in which people in different
regions of the world have adapted to their physical
environment
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Sources of Water
1. Sources of Water
1. Sources of Water

2. Uses of land and water
ASSESSMENT
Elicit sources of water
Collection of pictures depicting different sources of
water
Nature walk to locations with different sources of
water
Oral questions and answers based on observation
Create models representing different sources of
water in small groups- each group makes a different
water source

Brainstorm uses of water
List and categorize uses of water
Role play activities showing the uses of water
Elicit and list the uses of land
Gardening project
- 22 -
Create poster showing uses of water
Daily observation/care/recording of results of garden
STANDARD II
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Pollution of land and
3. Pollution of land and water
water
Collection of pictures clean/unclean environment
(land and water)
Utilize pictures to bring about the term pollution
List disadvantages/ harms of pollution
Brainstorm ways to reduce pollution
4. Main rivers of Belize
5. Continents
6. Adaptation to way of life
in Belize
ASSESSMENT
3. Pollution of land and water

Write anti-pollution slogans
Create anti-pollution skits

Puzzle with words linking to the term “river”
Definition of term
Brainstorm and list importance of rivers
Looking at map, list and discuss main rivers of
Belize
Locate main rivers of Belize on blank map of Belize
Completion of puzzle
5. Continents
5. Continents

Insert letters to complete the term “continent”
Discuss definition of continent
Solve riddles for the different continents
Locate continents on world map
On blank map of the world insert the names of the
continents and display
6. Adaptation to way of life in Belize
6. Adaptation to way of life in Belize

Brainstorm clothing worn in Belize
Discuss reasons for wearing these types of clothing
Brainstorm and discuss other adaptations of
Belizeans (housing, food eaten, etc.)
- 23 -
Draw different adaptations and write sentences
about them
STANDARD II

EL1.a Use context clues to read a selection
sentences
M4.b Make reasonable approximations based on meaningful data
to draw conclusions about the likely occurrence of an event

- 24 -
Atlas of Belize
World Atlas
World map
Magazines for pictures of water sources
Materials for models of water sources
Gardening tools, seeds, soil, water, gloves, etc.
Pictures of pollution
River puzzle
Blank world map, blank Belize map
Poster board, markers
Paper, pencils
Continent puzzles and riddles
STANDARD II
UNIT/THEME: Way of life in Belize in Relation to Central America
Pupils should:
SS5.a Understand the way of life in Belize in relation to Central
America, North America and the Caribbean
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Our neighbors

National boundaries
Leaders
Pupils should:
SP2.b Express their opinions and feelings in a socially acceptable
way
SP3.b Assess progress in relation to achievement of goals and
adjust goals or strategies as necessary
1.

Map Skills
Recognize keys
Interpret pictures, graphs, charts, and tables.
Work with distance, direction, scale, and map
symbols.
Recognize the common characteristics of map grid
systems (map projections.).
Research leaders in the territory or the region.
ASSESSMENT
1.

Map skills
Ability to recognize keys
To interpret, etc.
Cooperative or social skills inventory
2. Ethnic groups in Mexico, Guatemala and Honduras
2. Cultural Ties
2. Ethnic groups in Mexico, Guatemala and Honduras

Family life
Music
Food
Quality of life

Discuss and explain local food, shelter, clothing, etc.
of these countries
Invite resource personnel to speak about some of
the ethnic groups in Central America
Small groups- each group assigned a different
Central American country to research the different
ethnic groups
- 25 -

Small groups- create and explain displays of food,
clothing, etc. of various ethnic groups in their
assigned country
Make tables comparing the ethnic groups of Belize
to those in other Central American countries
STANDARD II
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
1. Education in Belize as it
relates to Central
America
3. Education in Belize as it relates to Central America
3. Education in Belize as it relates to Central America

2. Trade between Belize
and Central America
Trade Balance
Surplus/Deficit
Devaluation of
Currency
5. Transportation/
Communication between
Belize and Central America

Internet
ASSESSMENT
Explain concept and importance of Student
Exchange Programme
Write to pen pals in other Central American
countries. Find out about what their schools are like
Create charts comparing education in Belize to
other Central American countries
4. Trade between Belize and Central America
1. Trade between Belize and Central America

Explain cooperation between Central America and
Belize (Fruit Fly Eradition)
Elicit products that are imported and exported
between Belize and Central America
Create chart of pictures and drawings showing the
goods exported and imported in each Central
American country
5. Transportation/Communication between Belize and
Central America
2. Transportation between Belize and Central America

Illustrate on a map of Central America the means of
transportation among Central American countries
Make pictographs showing the different types of
transportation in Central American countries
Invite resource personnel from Immigration to
discuss traveling to various Central American
countries
Fill out sample passport forms
- 26 -
Display and explain charts

Observation of questions asked to Immigration
personnel
Correct filling out of passport forms
Display and explain pictographs
STANDARD II

EL2.a Identify main ideas and supporting details
sentences
M4.b Make reasonable approximations based on meaningful data
to draw conclusions about the likely occurrence of an event
tables and diagrams
SL2.a Fill out forms and questionnaires
WT3.a Understand how industrial sectors contribute to the wealth
of a nation
WT3.b Understand how regional and global trading links affect the
capacity of Belize to create wealth

- 27 -
Atlas of Belize
World Atlas
The Nation in the Making
SPSC
Geography of Belize
Map of Central America
Graph and chart paper
Markers, pencils, paper
Pen pals material- postage, stationery
Passport forms
Resource personnel
Information or pictures of items of ethnic groups
STANDARD II
UNIT/THEME: Organization of Different Ethnic Groups in Belize
Pupils should:
acceptable way
Pupils should:
SS5.b Understand how the different ethnic groups in Belize
organize themselves
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)

Customs of Ethnic
group education, food,
family life religion,
music, etc.
Compare/Contrast
Ethnic group
The influence of
immigration on Culture
Cultural Contribution of
Selected Ethnic groups
Cultural characteristics
– folktales, art,
nationalism tradition.
The provision for
Continuity of Ethnicity.
Ethnic groups (Human
resources) help
determine the kinds of
job available in districts
Locating places of
historical significance
ASSESSMENT
1. Organization of major ethnic groups
1. Organization of major ethnic groups

Play game “hangman” to derive the word
organizations
Brainstorm and discuss reasons why ethnic groups
organize themselves
In small groups (each group is assigned a different
ethnic group of Belize) research how the group is
organized. Research should include interviews of
members of organization
Present research (in small groups) findings. Use
visuals to show understanding of organization of the
ethnic group
2. Positive changes to enhance the culture of ethnic
groups
2. Positive changes to enhance the culture of ethnic
groups

Discuss positive changes noticeable with ethnic
groups in their community
Resource personnel (e.g. president of
organizations) to discuss positive changes
- 28 -
List and illustrate positive changes discussed
STANDARD II
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Contribution of
National/Cultural
Heroes.
Talent/Skills/Interest of
Ethnic groups.
Human Rights
Tolerance/Respect for
all ethnic groups
(differences in people.)
ASSESSMENT

Brainstorm for the definition of ethnic group.
Discuss the various aspects of family life in Belize
observe/comment on pictures of family and family
life
Children can make family tree.
Ethnic Graphs
Children can collect information about ethnic
composition of the school or classroom and graph
the data.
Children can make arts/craft materials that
represent aspects of other culture.
Children make a scrapbook of contribution made by
National/Cultural Heroes.
Children can classify food, music, dance item with
the correct ethnic group.
- 29 -
STANDARD II

sentences
tables and diagrams
environment

- 30 -
The Nation in the Making
Learning for Living Social Studies Alive Workbook
SPSC
Resource personnel
STANDARD III
UNIT/THEME: The Mayas- First People of Belize
Pupils should:
SS1.a Understand some aspects of the social, economic
and
political conditions affecting the lives of preEuropean
people in Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Maya settlement
Ancient Mayas
Major ceremonial
center
2. How the Mayas used to
live
Occupation
Hunting
Fishing
Entertainment
Pok-a-Tok games
Dwelling
Education
Family Life
Pupils should:
acceptable way
ASSESSMENT
1. Origin of the Maya
1. Origin of the Maya

Discuss the origin of the Mayas
Group work- trace the origin of the Mayas on a map
Discuss and draw obstacles Mayas encountered on
their journey to Belize

On a blank map, trace the origin of the Mayas
through their journey to Belize
Imagine yourself as one of the first Mayans on that
journey. Write stories on your feelings during travel
2. How they live
2. How they live

Provide handout on how the Mayas lived and
discuss
Visit a Mayan community or picture discussion on
how Mayas lived
Formulate questions to ask during visit
Make a chart comparing living conditions of past
and present day Mayas (health, education, religious
practices, etc.)
Create a model of a Maya house
- 31 -
Draw pictures showing how the Mayas lived
Display and explain charts
STANDARD III
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. How the Mayas
governed themselves
3. How they governed themselves
3. How they governed themselves

4. Mayan achievements
(Mathematics/ calendar,
architecture, Mayan ruins,
agriculture, trade)
Word search for vocabulary words relating to
government (city-state, alcalde)
Interview someone who is part of the government in
a Mayan village
Make a table comparing present day Mayan
government to that of the past
Summarize interview results in a written paragraph
Oral presentations of tables
`

5. Present customs of the
different types of Maya
in Belize
(Ketchi, Mopan, Yucatecan)
ASSESSMENT
Small groups- each group assigned a different
Mayan achievement to research.
From research, each group makes one booklet page
about that Mayan achievement to be compiled into
class booklet called “Mayan Achievements”
List and draw pictures of items Mayans sell for
economic gain (baskets, blouses)

Worksheet converting numbers and solving simple
problems from the Mayan system to the Base 10
system we use today
Evaluation of each group’s contribution to the
booklet
5. Present customs of the different types of Maya in
Belize
5. Present customs of the different types of Maya in
Belize

Provide handout on customs of all three groups
In small groups, compare similarities and
differences in customs of each group
- 32 -
Draw pictures of the customs of each group
Present orally the differences and similarities found
STANDARD III

EL4.c Use appropriate language to share ideas, to convince and
express feelings
EL4.e Ask questions and give information
M1.g Understand other systems of writing numbers
tables and diagrams
ST1.a Understand some of the changes in living things and their

- 33 -
World map
Blank world map
Paper, pencils, markers
Bristol board/ chart paper
Pictures of Mayan communities
Word search of government terms
Resource personnel
Handouts on how Mayans live
A History of Belize
Belizean Studies Module 5- Lawrence Vernon
Belizean Studies Module 3, p. 21-35
The People Came
Worksheet of Mayan math problems
STANDARD III
UNIT/THEME: Slavery in Belize/ Caribbean
Pupils should:
SS1.b Understand the origins and dynamics of slavery, and the
relationship between slavery and colonialism in Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)
1. The logwood/
mahogany trade
ASSESSMENT
1. The logwood/ mahogany trade
1. The logwood/ mahogany trade

2. Slavery in Belize
Pupils should:
acceptable way
Brainstorm and list things made from logwood/
mahogany
View and draw pictures of the logwood and
mahogany tree
Using the Atlas of Belize, identify the present day
countries that were shown as 17th Century areas of
British logwood settlements (comparing with map of
probable British Logwood Settlement in Belizean
Studies Module 5, p. 8)
Find newspaper/ magazine articles about current
issues of concern about forest exploitation

Compare the similarities and differences between
logwood and mahogany
Summarize the newspaper/magazine articles
Research to find out the answers to these questions:
- 34 -
STANDARD III
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
What was the primary occupation of male slaves?
Name three other occupations of male slaves
What jobs were available to female slaves?
Read and discuss labor conditions in the slave
camps
Brainstorm and give examples of the effects of
slavery in Belize- economic, political and social
3. The Anglo-Guatemalan
Dispute

Make a journal entry about your feelings about
slavery in Belize
Draw pictures of different systems under labor
conditions (truck system, advance system)
3. The Anglo-Guatemalan Dispute
3. The Anglo-Guatemalan Dispute

Debate the following topic:
“Be it resolved that Belize belongs to Guatemala”
Panel discussion on feelings and effects on the
Anglo-Guatemala Treaty

4. The Belize-Guatemala
Dispute
ASSESSMENT
Discuss the Anglo-Guatemalan dispute
Review Article 7 of the 1859 Anglo-Guatemalan
Treaty
Write a proposal disagreeing with Article 7
Research key personnel involved with the AngloGuatemalan Treaty
4. The Belize-Guatemalan Dispute
4. The Belize-Guatemalan Dispute

Small group research- groups are each given one of
the following dates: 1962, 1965, 1971, 1972, 1975,
1977, 1979 and 1981. Find out what occurred
during this year relating to the Belize-Guatemalan
dispute
Read about the Heads of Agreement in the dispute.
Write a paragraph about why Belizeans were
against it
- 35 -
Make a class chronological timeline of events in the
Belize-Guatemala dispute. Each small group that
researched a date will put their findings on a
flashcard with the date. Assemble the cards into a
chronological timeline.
STANDARD III

EL1.i Identify a sequence of events
EL2.c Predict what will happen in a sequence of events
EL4.b Use correct pronunciation and appropriate intonation and
stress
express feelings

- 36 -
A History of Belize
Belizean Studies Module 5- Lawrence Vernon
The People Came
Belize A Junior History
Markers
Flashcards for timeline
STANDARD III
Pupils should:
acceptable way
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Weather and Climate
Weather- the
atmospheric condition
in specific place at a
specific time

Climate- the average or
typical weather of a
place, usually taken
over a period of years
ASSESSMENT
Discuss with students:
What is the weather like today in our area?
Do you think the weather in Belmopan is the same as it
is in Punta Gorda?
List the factors that contribute to weather (temp.,
winds, humidity, clouds, distance from the sea,
altitude, etc.)
Compare Belize’s climate to that in other areas

2. Elements of weather

Research and record climates by completing a table
with the headings “country” and “climate”. (Find and
compare climates of Los Angeles, Guatemala City,
Alaska, Canada, etc.)

(temperature, air
pressure, wind,
moisture)
Brainstorm and discuss elements of weather
Draw pictures of the various weather elements
Compile pictures into a scrapbook
- 37 -
Match the element of weather term to the correct
picture or word description
STANDARD III
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. The influence of weather 3. The influence of weather on our lives
on our lives
Review difference between weather and climate
Brainstorm and discuss how weather affects our
lives (type of clothing, food, etc.)
Brainstorm weather’s impact on agriculture
Dramatize various effects weather has on our lives
4. Weather forecasting
ASSESSMENT
3. The influence of weather on our lives

Write a descriptive paragraph about a time weather
has affected your plans

Listen to weather report on radio or television
Discuss how people are able to predict weather
List instruments used in weather forecasting
(thermometer, barometer, wind vane, etc.)
Field trip to weather station

- 38 -
Write thank you letters to weather station stating
what you have learned
In small groups make models of the various weather
instruments- one different instrument should be
made by each group.
Set up a pretend weather station using the models
of the instruments and describe the functions of the
weather instruments
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
5. Climate in Belize

6. Clouds
ASSESSMENT
Discuss Belize’s climate
Brainstorm why Belize has certain weather
conditions
In small groups create timelines showing where
seasons begin and end
Create posters of things they can do that other
people living in different climates cannot do
Display and explain posters and timelines
6. Clouds
6. Clouds

Discuss this saying: “Gray clouds in the morning,
shepherd's warning”
Do older people in your community feel that clouds
can give them information about the kind of weather
to expect? What do you think?
Go outside to observe clouds
Name the types of clouds and identify them in the
sky
Diagram each type of cloud (height above ground,
color, shape)
- 39 -

Make a chart classifying and labeling the different
types of clouds
Small groups- make a model of one type of cloud
(paying attention to its characteristics) Have other
groups guess which type of cloud
STANDARD III

EL4.b Use correct pronunciation, appropriate intonation and
enunciation
express feelings
EL1.g Explore and experiment to create visual images through the
use of a variety of concrete materials in the environment
M5.a Collect, analyze and present data using charts, tables,
graphs and diagrams

- 40 -
Skills for the Primary School Child
Belizean Studies Module 2
Finding Out Bk.3
Flashcards for timeline
Stationery, postage for thank you letters
Radio, television
Poster board
Materials for cloud models- cotton, gray paint, glue, paper
Materials for weather instruments
STANDARD III
UNIT/THEME: Natural Resources and Settlements of Belize
Pupils should:
Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)
1. Settlements in the
district
2. Natural resources in the
district
Pupils should:
acceptable way
ASSESSMENT
1. Settlements in the district
1. Settlements in the district

Brainstorm the different settlements in the district
Elicit if the settlements are coastal or inland
Draw a sketch of your district and label the
settlements
Write a summary of the settlements in your district
Label a blank map of the district with the names of
the various settlements. Mark which are coastal and
which are inland
2. Natural resources in the district
2. Natural resources in the district

List and draw pictures of natural resources in the
district
Make chart comparing natural resources in one
community of the district to another community in
the same district
View natural resources of the district on a physical
map of Belize
Panel discussion on the forms of natural resources
(hills, rivers, etc.)

Write a commentary on the results of the panel
discussion
On a blank map of Belize students identify and label
the natural resources in their district
`
- 41 -
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Natural resources
related to the
development of the
district
ASSESSMENT
3. Natural resources related to the development of the
district
5. Natural resources related to the development of the
district

4. Protection/ conservation
Discuss the economic gains of natural resources in
our district (fishing, tourism, etc.)
Compile booklets on natural resources with small
groups of students making a page of it
Check booklet for accuracy/ creativity
4. Protection/ conservation of natural resources
4. Protection/ conservation of natural resources

Puzzles to come up with the terms pollution and
conservation
List and discuss ways to protect and conserve
natural resources
List resource personnel from different societies that
protect/ conserve natural resources
Discuss what endangered species are and which
ones live in Belize
- 42 -

Oral presentations on ways to protect and conserve
natural resources
Draw your favorite endangered species of Belize
and explain why the chose it
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Using a map help people to locate/identify tourist
5. Tourist destination
destination in the region.
Positive/Negative
Research for local and world (group children)
Aspect of Tourism
heritage sites in the region. Eg.Belize’s Barrier Reef
Belize’s Tourist Industry
Archeological sites etc. Prepare a
- Benefits
illustrative/colorful booklet providing information of
- Arrivals
interest relating to site.
- Season
Choose one of these sites and make a model using
clay, plasticine
Location of Tourist
Class discussion on positive Negative Aspect of
Attraction
Tourism. Children can work in small group then
share.
Study the Belize Tourist Industry. Use topic and
Integrated skill day, conduct survey and obtain
information
Using a map of Belize, have children locate places
of historical, cultural, or natural heritage. Design a
tourist campaign including posters to attract visitors
to a site.
Visit a site.
Write or advertise a slogan for a site
Showcase children’s work under theme “Tourism”.
- 43 -
ASSESSMENT
Recognize distance direction scale map symbol
Information gathering skills
Interpretation skills

Accuracy of Data

Accuracy of model

Design/color of model

Contribution to discussion

Creativity in design, language, etc.

Attractiveness of display.
STANDARD III

EL4.b Use correct pronunciation and appropriate intonation and
enunciation
express feelings
graphs and diagrams

- 44 -
A History of Belize
Destination Belize
Learning for Living
Chart paper
Blank map of Belize; the district
Map of Belize
Resource personnel- Audubon Society
Puzzle
STANDARD III
Pupils should:
acceptable way
Pupils should:
In order to provide for the needs of the people
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3-4 weeks)
1. Constitution of Belize

2. Three branches of
government
ASSESSMENT
Definition of the Constitution of Belize
List the components/ sections of the constitution
Discuss and dramatize the rights of the citizen
outlined in the constitution
Panel discussion on content of the constitution
Write a paragraph on the components/ sections of
the constitution
2. Three branches of government
2. Three branches of government
Legislative
Define legislative
Name the two houses that make up the legislative
branch
Field trip or view video to witness the sitting of the
house
Make a flow chart showing the normal flow of power
in Central government.
Legislative
Make a chart depicting the sitting of the House
Dramatize the sitting of the House
`
- 45 -
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
Executive
Define executive
Research and discuss information about the leader
of opposition, judges, Governor General and Prime
Minister and their roles and responsibilities
Executive
Compile booklet about the Governor General and
his roles
Judiciary
Define and discuss meaning of judiciary
List the different courts that exist under the judicial
system of Belize
Interview people about Magistrate, Family and
Supreme Courts (members, duties, cases heard)
Judiciary
Oral summary of interview results
Dramatize a court scene and have class guess
which court
3. Rights of the child
The right to a safe
environment, free from
drugs, gangs and
violence
a) Rights of the child

Abuse and Neglect
The right to be
protected from torture
or other cruel,
inhumane or degrading
treatment or
punishment
Right to name and
nationality.

The Family (Human Rights)
Define Human Rights
Share ideas on what are drugs
Invite resource personnel (NDACC, etc.) to discuss
drugs
Conduct surveys on violence and gangs

Interview peers to find out why they are happy or
sad about home and school environment

Brainstorm situations that cause students to be
afraid
Discuss the rights and responsibility of a child
Provide scenario for children to discuss/role play
etc.

- 46 -
List names of drugs found in the community
Write summary of results of surveys
Draw pictures showing what makes them afraid or
sad
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
The right to voice their
opinions and to be
listened to respectfully
4. Importance of
government
(Ministries of Works
and Health)

List a familiar topic (e.g. current news event) and
have children express ideas and opinions freely
Practise listening to peers by interviewing each
other about personal interests
ASSESSMENT

Observe children behavior when others are
expressing their opinions
Match scenarios with “yes” or “no” indicating
whether or not their rights are being violated
4. Importance of government
4. Importance of government

In groups, web ideas on topic
Resource personnel from the two ministries to
discuss functions
List and discuss current projects being implemented
by these ministries
- 47 -
List projects each Ministry is working on
STANDARD III

EL1.k Interpret and follow instructions and directions
H1.a Understand the relationship between proper hygiene practice
and healthy living and apply these practices to their daily living
H1.b Understand how safety practices contribute to healthy living
and how to recognize and respond appropriately to dangerous
situations

- 48 -
Convention on the Rights of the Child
How We Are Governed
Resource personnel
Social Studies Module 7 Belize Teachers College
STANDARD III
Pupils should:
CP1.c Suggest ways of dealing with the problem
acceptable way
Pupils should:
In order to provide for the needs of the people
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Electoral system
1. Electoral system
1. Electoral system

2. Criteria for voting
3. Standing Committee
(House of
Representatives)
ASSESSMENT
Brainstorm and discuss meaning of the electoral
system
Discuss electoral divisions in Belize
Match the number of electoral divisions to each
district

Brainstorm criteria for voting
Resource personnel to discuss criteria for voting
Hold a mock election in the classroom about an
issue important to students
Dramatize criteria for voting

Research and list chairpersons of the different
standing committees
Present and discuss information found
Make booklets showing the names and roles of
different members of standing committees
`
- 49 -
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
4. Becoming a Belizean
citizen
5. Becoming a Belizean citizen
4. Becoming a Belizean citizen

5. Importance of oneself as
a Belizean
ASSESSMENT
Word search for terms relating to becoming a
Belizean citizen (naturalization, citizen, etc.)
Discuss the meaning of these words
Interview immigration personnel to discuss the rights
and responsibilities of citizenship
Create survey/compile information about amount of
immigration over the last ten years
Discuss ways to become a Belizean citizen

Use survey information to create a graph showing
changes in amount of immigration over the last ten
years
Match scenarios with type of citizenship (by
marriage, by birth, by naturalization, dual
citizenship0
5. Importance of oneself as a Belizean
5. Importance of oneself as a Belizean

Brainstorm the importance of being a Belizean
Discuss and encourage patriotism
Debate the issue of being a Belizean
- 50 -
Class survey of attitudes of being Belizean
Observe acts of patriotism
Write descriptive paragraph about “Myself As A
Belizean”
STANDARD III

EL3.e Demonstrate the ability to use a variety of styles and forms
EL4.b Use correct pronunciation, appropriate intonation and
enunciation
express feelings
graphs and diagrams
SL1.d Follow instructions and directions

- 51 -
Social Studies Module 7
How We Are Governed
A History of Belize
Belize Constitution
Chart paper
Resource personnel
Word search
Voting criteria
STANDARD III
Pupils should:
acceptable way
SP2.d Respond to the feelings of others
Pupils should:
changes in time and seasons
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. The sun
1. The sun
1. The sun

2. The Moon
ASSESSMENT
Show diagram that demonstrates size of sun and
earth
Draw circles the size of the earth inside of the sun.
Discuss how many circles fit inside of the sun
Panel discussion: if the sun is so much larger than
earth, why does it look so small to us on earth?
Tell stories about the sun
Brainstorm the importance of the sun
Create models of the sun and earth demonstrating
size difference
2. The Moon
2. The Moon

Discuss folktales and stories they know about the
moon
Look at and discuss diagrams of the moon in
relation to earth. Discuss the importance of the
moon to life on earth
In groups create moon boxes:
- 52 -

Label the moon and the earth in a diagram of the
solar system
Write paragraph on observations of moon box
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
a. Cut holes into two sides of the box
b. Spray the inside of the box with black paint or tape
black paper inside
c. Tape string to two balls inside the roof of the box so
that they hang down
d. Shine flashlight into the box
e. Discuss observations
3. Planets of our Solar
System
3. Planets of our solar system
3. Planets of our Solar System

Discuss television shows where you have seen
people traveling to outer space
Use a dictionary to find out about these words:
planets and satellites
Using a diagram of our solar system, answer
questions:
a. How many planets are in our solar system?
b. Name the planets in order of nearest to the sun
outwards.
c. Which planet is farthest from the sun?
d. Between which two planets is Earth located?
Small groups- discuss and report on: Do you think
living things could survive on Mercury and Neptune?
Explain.
- 53 -
Make a model of the solar system and label
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
4. Time factors in regards
to location of places on
a map
5. Four seasons of the
world
ASSESSMENT
5.
Time factors in regards to location of places on a
map
4. Time factors in regards to location of places on a
map

Identify lines of latitude and longitude on a map
Discuss the earth’s rotation and time zones
Recognize the 24- hour time system
Use a map of the world identify the following:
Line of latitude just north of Ambergris Caye
Line through Gulf of Honduras
Line of longitude through Lighthouse Reef
Line near Guatemala/Belize border
Compare time in Belize with time in other countries
of the world
5. Four seasons of the world
5. Four seasons of the world

List and discuss the four seasons of the world and
the causes for the different seasons
Read stories about the different seasons
Create charts comparing the effects of the different
seasons (clothing worn, food, etc.)
Discuss the four seasons of the world compared to
Belize’s two seasons
- 54 -

Draw the pictures depicting the four seasons and
write sentences explaining
Oral presentations on the four seasons
Create movements to show feelings about the
different seasons
STANDARD III

ST2.a Understand some similarities and differences between the
earth, the planets, and other celestial bodies
M4.b Use logical reasoning based on meaningful data to draw
conclusions about the likely occurrence of an event
tables and diagrams
EA1.g Explore and experiment to create visual images through the
use of a variety of concrete materials in the environment
emotions

- 55 -
Earth and Man
Pathways in Science
Science Module 15
HBJ Science- Book 3
Diagrams of solar system, moon and earth and earth and sun
Pictures of seasons
Globe
Maps of Belize
Chart paper, markers
Paper, pencils
Black paper/ paint, cardboard boxes, scissors, glue, string, balls,
flashlight
STANDARD III
UNIT/THEME: Adaptation to Physical Environment
Pupils should:
acceptable way
Pupils should:
environment
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Water bodies
6. Water bodies
1. Water bodies

2. Land and water pollution
ASSESSMENT
Brainstorm what they understand about water
bodies
List the names of water bodies they know
Word search of various bodies of water (lake, river,
etc.)
Research the physical features of which they are
comprised
Cut out magazine pictures showing different types of
water bodies
Compile a booklet from research
Completion of word search

Identify and list pollutants that are thrown into water
and on land
Brainstorm solutions for land and water pollution
Draw pictures of different pollutants
- 56 -

Puppet show demonstrating solutions for land and
water pollution
Write a paragraph about the importance of keeping
land and water clean
STANDARD III
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Physical boundaries of
the continents
8. Physical boundaries of the continents
3. Physical boundaries of the continents

4. Land use
5. Adaptation to physical
environment
ASSESSMENT
Page 5, Atlas of Belize. Identify the continents on
the map
Trace the borders of the continents
Make rhymes and riddles about the continents
Make charts comparing land and water and their
physical features
Fill in a blank map of the world with the names of
each continent
9. Land use
4. Land use

Brainstorm and list ideas for the usage of land
In groups, make posters showing one use of land
(for each group)
Display and explain posters
10. Adaptation to physical environment
5. Adaptation to physical environment

Elicit from students different ways people dress
because of their physical environment
Brainstorm types of housing and transportation in
various environments
Make charts comparing these and other adaptations
- 57 -
Journal entry on topic
Compile booklets explaining and illustrating different
types of adaptations
STANDARD III

tables and diagrams

- 58 -
Man on the Earth
Finding Out Bk. 3
Belize- A Land and Its People
Atlas of Belize
Booklets
Blank world map
Puppets
Paper, pencils
Magazines
Journals
STANDARD III
UNIT/THEME: Life in Belize as it Relates to the Caribbean
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Countries in the
Caribbean
Location
National boundaries
Leaders (Politics)
Physical features
Resources
2. Trade relationship of
Belize and Caribbean
countries
Export/import
Embargoes
Balance of Trade
Surplus
Deficit
Currency
Pupils should:
CP1.a Recognize an issue or a problem
acceptable way
SP2.h Help to create consensus
ASSESSMENT
1. Countries in the Caribbean
1. Countries in the Caribbean

Identify, locate and list the Caribbean countries on a
map of the region
Make a graph comparing the countries by size and
population
Choose one Caribbean country to research and
report on

Oral or written presentation of Caribbean countries
Display information or pictures of typical food,
clothing, housing, etc. from Caribbean countries
Use names of Caribbean countries to label blank
map of region
2. Trade relationship of Belize and Caribbean
countries
2. Trade relationship of Belize and Caribbean
countries

Research/ collect information on industries in Belize
and the Caribbean
Compare, contrast and discuss trade relationship
Make table of products imported and exported from
each country
- 59 -

Worksheet- match names of countries with their
products exported
Draw pictures showing products imported by each
country
STANDARD III
`
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Caricom
ECONOMY/FINANCES
4. Industries of the
Caribbean
Tourism
The Cultural Arts
ASSESSMENT
5. Caricom
3. Caricom

Provide fact sheet on Caricom
Read and discuss the information
In groups, list the countries who are members of
Caricom
Discuss the following questions:
a. Where did Caricom evolve?
b. When was it established?
c. Why was it established
What factors (past or present) serve as common bonds
for holding together the Caricom countries?

4. Industries of the Caribbean
4. Industries of the Caribbean

Research to find some industries of the Caribbean
Role play various industries
Discuss the importance and purpose of the
industries of the Caribbean countries
MAP different tourist destination in the Caribbean
Collect picture to display tourist destination in the
Caribbean.
- 60 -

Label a blank map of the Caribbean with the
members of Caricom
Label map of Caribbean with corresponding
industries
Complete a table with the headings of “country” and
“industry”
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
5. Caribbean countries as a part of the United Nations
5. Caribbean countries as a
part of the United Nations

Brainstorm the term “United Nations”
On a map of the word, color the countries that are a
part of the United Nations
On the same map, mark which of the United Nations
countries are a part of the Caribbean
Interview resource personnel about the UN
- 61 -
(2

Caribbean countries as a part of the United
Nations
Summarize interview results in written report
Compile a booklet explaining what the UN is and
which Caribbean countries are a part of it
STANDARD III

tables and diagrams
WT2.b Understand some of the processes within Belize’s industrial
sectors
WT3.a Understand how industrial sectors contribute to the wealth
of the nation
WT3.b Understand how regional and global links affect the
capacity of Belize to create wealth

- 62 -
Atlas of the Caribbean
Belize Today
Belize- A Land and Its People
Atlas of Belize
Learning for Living
Booklets
Blank world map
Resource personnel
Worksheet- matching
Table
Paper, pencils
STANDARD III
UNIT/THEME: Organization of the Garifuna and Maya Ethnic Groups
Pupils should:
SS5.b Understand how the different ethnic groups organize
themselves
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(1-2 weeks)

Identify various cultural
groups.
Role in transmitting
traditions customs and
inventions.
Immigration/Emigration
of Ethnic groups .
Impact on Belize
culture.
The influence of Art on
culture in Belizean
Society.
Geographic/
Occupational
specialization
contribution of Ethnic
groups.
ASSESSMENT
1. Ethnic groups organized as a council
1. Ethnic groups organized as a council

Research and record the different ethnic groups that
are organized as a council
Invite resource personnel from Garifuna and Maya
councils to discuss his/her involvement in the
council
Picture collection of the councils
Oral questions for resource personnel
Web the executive members of the two councils
2. History of the Garifuna and Maya councils
2. History of the Garifuna and Maya councils

Interview members of the two councils to find out
the history
Compile information into booklet- one for each
council
Role play the duties of the executive members of
the two councils
- 63 -
Display and explain booklets
STANDARD III
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Factors related to
Make a list of familiar songs “Ereba” , “Las
influencing
Mananitas” and Freetown Gial.” Be sure to cover all
settlement/immigration
ethnic groups have children listen and choreograph
patterns.
songs, dance and movement to go along.
The present status of
Class discussion and display about other aspect of
Ethnic groups and its
culture such as language, food, drama, poetry,
effect on social
traditional religious beliefs. (Display groupwork)
changes, Belize and the Read folklore stories for enrichment.
world.
Carry out an inquiry about ability to report and
The effects of
collect information.
Interaction between
Ethnic groups
ethnic groups.
Do library research
Current Events of
Interview older people
various Ethnic groups
Conduct surveys
Perhaps your school has participated in Children
Human Right
Festival of Arts. Make a list of the different cultural
Priviliges, obligations,
Arts presented.
rights, duties among
Discuss the changing roles of cultural groups
ethnic groups
Create a recipe book using cultural dishes.
Eg. Respecting culture
Create a cultural museum in class. Children can
Religious values
collect artifacts that represent each group.
Equality and non
Discuss the importance of making good choices (i.e.
discrimination
those which keep us safe, healthy, respected by
Cultural status and its
others, free). All people are the same, and at the
impact on an
same time different. List some of the needs which
individual’s self –
are the same and some which are different.
concept.
- 64 -
ASSESSMENT

Creativity of movements
Differentiate facts from opinions
STANDARD III

- 65 -
Garifuna Dictionary- E. Roy Cayetano
Garifuna Language, History and Culture of Belize and Central
America- Sebastian and Fabian Cayetano
Resource personnel
Paper, pencils
Booklets
STANDARD IV
UNIT/THEME: Mayan Civilization
Pupils should:
SS1.a Understand some aspects of the social, economic and
political conditions affecting the lives of pre-European
people in Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Origin of the Mayas
The Mayan World
(Mundo Maya)
Location
Boundaries
How they were governed
Nobles
Freemen
Slaves
ASSESSMENT

2.

Pupils should:
Discuss the origin of the Mayas (Mongolia)
Discuss the Caste War and draw pictures to
illustrate it
Discuss the original settlement of the Mayas in
Belize (Cuello, Orange Walk)

Identify the original settlement of the Mayas in
Belize on a blank map of Belize
Write five sentences explaining the origin of the
Mayas
2. How they were governed
2. How they were governed

Resource personnel- discuss the hierarchical
government of the Mayas
Compare and contrast the Mayan system of
government with present system of government in
Belize

Observation of questions students ask resource
personnel
Create charts showing comparisons of the two
governments
`
- 66 -
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. The Mayan culture
Religion and Gods
Writing
Research economic practices
Music/Dancing
Read about religious practices
Clothes/Beauty
Resource personnel- discuss beliefs
Food
Folklore
4. Mayan achievement
calendar system
astronomical
advancement
5. How tourism benefit
from Mayan achievement.

Research project on achievements of Maya
In small groups prepare presentation (with visuals)
on one achievement of the Maya)
ASSESSMENT

In small groups role play what they have learned
through research
Oral presentations

Observation of presentation
List at least 3 achievements of the Maya
5. Mayan contribution to tourism
5. Mayan contribution to tourism

Discuss different contributions the Mayas have
made to tourism (ruins, artifacts, clothing, etc.)
On a map, identify Mayan sites in Belize that attract
tourists
Field trip to a Mayan ruin
- 67 -
Journal entry on feelings about field trip
Recreate or draw pictures of things Mayans
contribute to tourism
STANDARD IV
EL1.c Read fluently with appropriate intonation and expression for
information and pleasure
EL1.f Discriminate between fact and fiction
EL2.b Identify a sequence of events
EL4.f Express ideas and opinions
M1.g Understand other systems of writing numbers
tables and diagrams

- 68 -
History of Belize
Belize: A New Nation in the Making
World Map/ Atlas
People Who Came
Resource personnel
Chart paper
Pencils, markers
STANDARD IV
UNIT/THEME: Political Development of Belize
Pupils should:
SS1.c Understand the main developments that Belize
experienced on the way to independence
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Public Meeting
ASSESSMENT
1. Public Meeting
1. Public Meeting

2. The Legislative
Assembly Superintendent
and adult suffrage
Pupils should:
SP2.b Express their opinions and feelings in a socially acceptable way
Read about the establishment of the Public Meeting
and the hierarchy of the Public Meeting
List the criteria for eligibility for membership
(property, income, color)
Discuss how abolition of the Public meeting came
about
Debate the fairness of Public Meeting
Draw pyramids to show hierarchy
Group presentations on what they have learned
2. The Legislative Assembly Superintendent and adult
suffrage
2. The Legislative Assembly Superintendent and adult
suffrage

Word search to find vocabulary words (suffrage,
legislative, etc.)
Discuss amount and origin of members in Assembly
- 69 -

Explanation of vocabulary words after completion of
word search
Observation of role play
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
Legislative Assembly
Role play duties of the superintendent
3. The Legislative
Assembly and
Executive Council
3. The Legislative Assembly and Executive Council
3. The Legislative Assembly and Executive Council

4. The National Assembly
and Cabinet
True and false questions
Read stories to the rest of the class and discuss
4. The National Assembly and Cabinet
4. The National Assembly and Cabinet

5. The Independence
Constitution
Discuss membership in the Legislative Assembly
and Executive Council
Discuss establishment and implications of universal
adult suffrage
Write stories about what it might be like today if
there was not universal adult suffrage and why we
benefit from universal adult suffrage
Create rhymes to remember which year the National
Assembly came into effect
Resource personnel- citizens who remember the
granting of self-government discuss their memories
on it
Read about/ research information on House of
Representatives and Senate

Interview resource personnel. Observation of
questions asked
Role play duties and members of House of
Representatives and Senate
5. The Independence Constitution
5. The Independence Constitution

List what the Constitution entails
Highlight rights of the child
Discuss how Belize achieved political independence
in 1981. Draw pictures to go with explanation
Field trip to National Assembly
- 70 -
Journal entry about field trip
Write stories describing feelings about
Independence. Illustrate.
STANDARD IV

EL1.g Predict what will happen in a sequence of events
EL3.h Apply the writing process to their work
tables and diagrams

- 71 -
Journals
Pencils, markers, paper
Word search
History of Belize
Belize: A New Nation in the Making
STANDARD IV
UNIT/THEME: Physical Environment of Belize
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. Types of weather Belize
experiences
Pupils should:
ASSESSMENT
1. Types of weather Belize experiences
1. Types of weather Belize experiences

Keep an ongoing monthly/ yearly weather chart to
identify the types of weather we experience
Explore and express different moods that
correspond to weather conditions through
movements, dance, poetry, painting and music
Tracking/ recording of weather
Observation of expression of weather conditions
2. Factors affecting
weather
(temperature, latitude,
slopes, mountains,
altitude, wind, rain)
2. Factors affecting weather
2. Factors affecting weather

3. Types of rainfall Belize
experiences
3. Types of rainfall Belize experiences
3. Types of rainfall Belize experiences

List and draw pictures of the factors affecting
weather
Explanation of each factor
Describe various kinds of rainfall and around which
months they occur (e.g. convectional, relief)
Explore and dramatize the benefits of rainfall
(health, etc.)
- 72 -
Dramatize different factors affecting weather
Worksheet matching the factor with the correct
explanation
Oral presentations
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
4. Natural disasters of
Belize
(flashfloods,
sandstorms,
hurricanes)
4. Natural disasters of Belize
4. Natural disasters of Belize

5. Importance of
meteorology
ASSESSMENT
Discuss types of natural disasters affecting Belize
and neighboring countries
Make charts showing names and years of
hurricanes that have hit Belize, and the extent of
damage caused
List categories of hurricanes
Brainstorm list of items that can be contributed to
victims of natural disasters

Compile a brochure about disaster preparedness
and give to neighbors and friends
Organize a clothing/food drive at the school for
victims of natural disasters
5. Importance of meteorology
5. Importance of meteorology

Word search for term meteorology. Discuss
definition and importance of this term
Compare the effects of the lack of having an up-todate meteorology system of the past and the one
that exists today
Field trip to weather bureau
- 73 -

Write thank you letters to weather bureau and
express what they liked and learned
Make chart comparing and contrasting old and new
systems of meteorology
STANDARD IV

EL3.a Demonstrate their ability to write grammatically correct
sentences
express feelings
experiences
tables and diagrams
EA1.c Identify and produce sounds from a variety of instrument
types
emotions
EA1.e Explore and experiment to create visual images through use
of a variety of artistic tools and media

- 74 -
Belizean Studies Module (2)
Finding Out Bk. 4
Resource personnel
Chart paper
Word search
Matching worksheet
STANDARD IV
Pupils should:
CP1.c Suggest ways of dealing with the problem/issue
SP1.b Choose between alternatives based on values
acceptable way
Pupils should:
Belize
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. Settlements in Belize
Mouth of Belize river =
Baymen
Mouth of Stann Creek
river = Garinagu
Consejo = Yucatecan
Mayas (Caste War)
Gales Point = Maroons
New Town (prior to
Hopkins)= Garinagu
2. Natural resources of
Belize
ASSESSMENT

Research early settlements in Belize in small
groups- 1 settlement per group
Identify and discuss patterns that emerge
Present pictures of settlements to compare
Make chart showing the pattern of settlement
2. Natural resources of Belize
2. Natural resources of Belize

List natural resources of Belize. Divide into those
from land and from sea.
Dramatize uses of natural resources
Resource personnel to discuss economic
contribution to Belize
- 75 -

Interview resource personnel and summarize (oral
or written) results
On a map of Belize draw in natural resources and
indicate from which part/s of the country they
originate
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Protection and
conservation of natural
resources
4. Tourist Industry in the
Region
Benefits
Destination
Attractions
History of sites
Local, National, Regional or
World Tourism
Tourism and the
Environment
Eco-tourism – conservation
effects possible threats
Geographical Locations and
Types of heritage sites
Belize Tourist Board
and the National Policy
on Tourism
ASSESSMENT
5. Protection and conservation of natural resources
3. Protection and conservation of natural resources

List ways of conserving and protecting natural
resources (reforestation, etc.)
Plan an excursion to a nearby heritage site that is
popular to tourist. Have children write a report of the
visit.
Group Discussion
Whether or why (or why not) the site has been a
tourist destination for a long time.
Whether the history of the site make it relevant to
local, national, regional or world tourism.
Debate/role play the value of tourist site and
possible threats from tourism.
Use graphs or statistics to discuss tourist trends.
Benefits etc.
Role play the role of a tourist guide.
Find the different heritage site using a map.
Hold a class discussion on tourism and the
environment.
Create a list of local tourist attraction.
Make poster, pamphlet to attract visitors to a site.
Set up a learning center in the classroom to (group
work) showcase “The Belize Tourist Industry”.
- 76 -

Create posters advocating the protection ad
conservation of out natural resources
Use criteria to write and assess report.
Contribution to discussions .
Pupil’s background knowledge of the history of
tourist sites.
Ability to argue persuasively
Presentation of evidence (statistics) to support
discussion
Creativity, imagination of character
Ability to make reference on a map
Contribution to discussion , accuracy of facts,
information
Display on tourist industry using evidence.
STANDARD IV

sentences
express feelings
tables and diagrams

- 77 -
Map of Belize
Pictures of settlements
Paper, pencils
Resource personnel
History of Belize
Library
Television
STANDARD IV
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)
1. Function of the
government
Pupils should:
SP1.c Take action based on principled choice
SP2.b Express their opinions and feelings in a socially acceptable way
ASSESSMENT
1. Function of the government
1. Function of the government

Discuss functions of local government (supervise
towns, villages)
List functions of Central Government (disbursement
of finance to various ministries, etc.)
Discuss the Central Emergency Organization and its
functions)
Resource personnel from National Security and
Defense
Discuss policy and law making and implementation
Create chart of government leaders.

Checklist to ensure understanding of each function
of government
Participation in group discussions
Dramatization to show understanding of the
constitution
Discuss what the constitution is
Role play certain sections of the constitution
Choose a section of the constitution you think is
important and write about why it is important
- 78 -
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Human Rights
5.

4. How National
Government is financed
to meet the needs of
the people
Taxation- sales, income
tax, custom duties
Loans- World Bank,
Caribbean
Development Bank,
Social Security
Services provided from
taxation.
Economic Problems
Inflation
Unemployment
Rights of the child
Explain how societies arrive at rules.
Debate the differences between rights/responsibility.
Discuss articles 6,7,23,30,32 from the Rights of the
Child
Using magazines, find pictures depicting various
articles in Rights of the Child
4. How National Government is financed to meet the
needs of the people

Brainstorm ways the government is financed
Write paragraph on one important thing you feel the
government should finance
Report how taxes are distributed to and from the
National Level.
List ways government uses money received from
taxation.
Research organizations such as Port Authority,
Customs
Write a report on the activities of one of these
organization
Explain the Laws of supply and demand.
Explore an issue objectively
Recognize propaganda
Debate government issues on unemployment etc.
- 79 -
ASSESSMENT

Small groups- present one picture and explain how
it related to an article from Rights of the Child
Match the correct article to the picture portraying it
4. How National Government is financed to meet the
needs of the people

Interview resource personnel
Evaluate written paragraph
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
5. Government Influence
on daily life. Censorship,
competition, religion,
consumer protection,

ASSESSMENT
Use illustrations from appropriate sources.
Analyze problems of our emerging society.
Compare/contrast the relationship of current trends
to major themes/trends of history.
Describe basic world governmental structures
Demonstrate the process of vote count and vote
challenges.
Construct/use a sample survey to gather information
Use problem solving techniques to resolve social
problem.
- 80 -
STANDARD IV

EL1.e Identify main ideas and supporting details
sentences
express feelings
experiences
tables and diagrams

- 81 -
Convention on the Rights of the Child
How We Are Governed
Belize Constitution
Families and Children Act, 1998
Resource personnel
Magazines
Paper, pencils
Pamphlets, leaflets
STANDARD IV
UNIT/THEME: Three Branches of Government
Pupils should:
acceptable way
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(3 weeks)
1. The Legislative
House of
Representatives
Senate
ASSESSMENT
1. The Legislative
1. The Legislative

Mock political campaign
List definitions of term legislate
Explanation that Legislative branch includes House
of Representatives and Senate
Name members of House of Representatives and
portfolios
Invite resource personnel (e.g. area rep.) to speak
to class about roles of members of House
Discuss duties of Senate members as it relates to
the cabinet
Role play the duties of the members of both House
and Senate
- 82 -

Compare the duties/ roles of members of House of
representatives to members of Senate
Make booklets explaining the Legislative branch
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
2. The Executive
2. The Executive
2. The Executive

The cabinet

Using a dictionary, find all definitions of the term
execute
Discuss term as it relates to the word executive
Research duties of the executive branch (make
policies to govern country)
Show picture of the cabinet identify how many
members students have heard of
Resource personnel- explain the role of public
officers as it relates to the cabinet
List the names of people and institutions recognized
as public officers
ASSESSMENT
Dramatize the various duties of the executive
branch and have other students guess the answer
3. The Judiciary
3. The Judiciary
3. The Judiciary

Supreme Court
Relate history of the Supreme Court
Field trip or video to witness the opening of the
Supreme Court
Discuss jurors, how they are selected, how many,
etc.
Word search of terms pertinent to the Judiciary
(complainant, defendant, prosecutor, magistrate,
bailiff, summons, etc.)
Invite attorney/lawyer to discuss educational
background necessary to become lawyer

Magistrate Courts
Supreme Court
Privy Council
Judiciary as it relates to
minors

In small groups create pamphlets and booklets
about various aspects of Judiciary branch
Dramatize selecting a jury
Write stories showing various responsibilities you
have that go along with having rights
Court of Appeals and Privy Council

Discuss the right “to be heard in a court of law and
- 83 -
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
be given a fair judgement” and how it relates to the
Court of Appeals
Illustrate with a story to bring out the definition of
Court of Appeals
Brainstorm about the Privy Council and how a case
is forwarded to this department
Read about where the Privy Council is located
List cases that are forwarded to the Privy Council
(murder, etc.)
Judiciary as it relates to minors

Note-take while resource personnel speak about
rights of child and responsibilities that go along with
rights
Field trip to National Assembly or Town Board.
- 84 -
STANDARD IV

EL1.i Identify a sequence of events
sentences
El3.g Demonstrate unity and coherence in their writing
express feelings
tables and diagrams

- 85 -
Pamphlets, booklets
Television, videos
Resource personnel
Dictionary
Word search
Belize WAV Councellor/ Advocate Legal Guide
Belize Constitution
How We Are Governed
Families and Children Act, 1998
1999 Promoting the Rights of the Child Calendar
STANDARD IV
UNIT/THEME: Earth’s Movement and its Effects on Time and Seasons
Pupils should:
changes in time and season
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2-3 weeks)
1. The universe and its
components
ASSESSMENT
1. The universe and its components
1. The universe and its components

2. Location of earth
Pupils should:
acceptable way
Play the game hangman to find the word “universe”
List and describe what the universe contains (earth,
moon, stars, solar systems, etc.)
Discuss differences in judging time and direction in
the past and today. Past- used sun and stars (e.g.
Three wise men found Jesus by using star as their
guide). Present- use clocks, calendars, road maps
Draw diagrams of heavenly bodies

Make booklets with illustrations explaining
components of universe
Display diagrams

Review of solar system (Earth is third from sun)
Word search for vocabulary. (revolve, rotate)
Discuss- earth takes 365 days to revolve around
sun once. Earth rotates once every 24 hours which
causes day and night
Brainstorm the effects of weather on planet earth,
and why the poles are cold in comparison with
- 86 -

Display diagrams
Create mnemonic devices to remember planets’
distance from sun (My Very Energetic Mother…
Mercury, Venus, Earth, Mars)
Observation of models
Draw diagrams depicting rotation and revolution
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
the equator
Make a class model of the solar system and
demonstrate the planets’ orbit
Research and list ways in which gravity, the moon
and tides affect earth (e.g. Phase of the mon
depends on the position of the earth, moon and sun)
3. Factors influencing
changes in time

Time zone = band of
longitude about 15
degrees wide in which
time is the same

Time is changed
because one day is
added when going east
and subtracted when
going west

3. Factors influencing changes in time
3. Factors influencing changes in time
Brainstorm- What is a time zone?
Understanding latitude and longitude:
1. Draw diagram of classroom on chalkboard using
letter and number symbols to represent each desk.
2. Label horizontal rows of desks by letter and vertical
rows by number:

A
B
D
2
E
G
3
H
6
4
C
Small groups- create your own problems relating to
longitude and latitude and time zones. Have other
small groups solve the problems
7
International dateline
5
F
I
- 87 -
8
9
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
ASSESSMENT
3. Call on students to give their letter and number.
4. (Or) Call location and have student who occupies
that desk stand up
Discuss how longitude affects time
Using map or globe give students sample problems
to solve (In the USA it is Monday. What day is it in
Japan?)
Discuss Daylight Savings Time and relate it to
children’s experiences (Used to watch basketball at
6pm on channel 4, now it is on at 8pm)
- 88 -
STANDARD IV

EL1.d Use context clues to interpret a selection
EL1.f Discriminate between fact and fiction
sentences
express feelings
M2.c Understand degrees as a measure of turn
M3.a Measure capacity, distance, weight and time using standard
and non-standard measuring devices
tables and diagrams

- 89 -
Globe
Maps
Chalkboard, chalk
Encyclopedias
Scott Foresman- Earth Science
Physical Geography of Belize
First Lessons in Physical Geography
Physical Geography in Diagrams
STANDARD IV
UNIT/THEME: Earth’s Physical Features and Physical Environment
Pupils should:
environment
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)
1. How the earth is divided
Pupils should:
acceptable way

Display map of world and elicit from pupils what they
see. Discuss map legend
Locate the following on the map:
Five Great Lakes
4 oceans
7 continents
Seas (Caribbean, Arabian, etc.)
Using blank maps, label the above
2. Usefulness of land,
oceans, seas
ASSESSMENT

Word search of vocabulary words (Atlantic Ocean,
Caribbean Sea, etc.)
Make riddles for various vocabulary words
2. Usefulness of land, oceans, seas
2. Usefulness of land, oceans, seas

List and brainstorm usefulness of land and sea
Make chart with columns for land, ocean and sea.
Under each heading list the usefulness of each
- 90 -

Draw pictures illustrating the usefulness of land,
oceans and seas
Accuracy of chart
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
3. Pollution and
conservation of our
natural resources
3. Pollution and conservation of our natural resources
3. Pollution and conservation of our natural resources

4. Way of life in relation to
regions of the world
ASSESSMENT
Discuss how land and water can be polluted
Find and cut out pictures from magazines that show
possible pollution to land or water
Make tables listing ways of polluting land and water
and then ways of conserving. Paste cut-out pictures
on tables
Accuracy of tables
Write poems about pollution and conservation of
land and/or water
4. Way of life in relation to regions of the world
4. Way of life in relation to regions of the world

On a world map identify and discuss the five zones:
N. Polar, S. Polar, N. Temperate, S. Temperate,
Tropic (Torrid)
In five small groups research the weather conditions
in the different regions- 1 per group
Oral reports by group on findings
From reports on weather conditions, draw
conclusions about how people in the various regions
would live (clothing, work habits, transportation,
agriculture, etc.)
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Small group projects- each group will present a
different region. Bring in information appropriate to
that region and dramatize life in the region
Worksheet- List the five different regions and match
them to the correct weather conditions
STANDARD IV

sentences
work
express feelings
tables and diagrams

- 92 -
World map
Blank world map
Word search
Worksheet matching weather conditions of regions
Paper, pencils
Scott Foresman- Earth Science
Physical Geography of Belize
First Lessons in Physical Geography
Physical Geography in Diagrams
STANDARD IV
UNIT/THEME: Life in Belize as it Relates to North America
Pupils should:
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)
1. Definition of culture
(Culture consists of the
abstract values, beliefs and
perceptions of the world
that lie behind people’s
behavior and what behavior
reflects. These are shared
by members of a society,
and when acted upon, they
produce behavior
considered acceptable
within that society. Cultures
are learned, largely through
the medium of language,
rather than inherited
biologically, and the parts of
a culture function as an
integrated whole.)
Pupils should:
acceptable way
ASSESSMENT

Discuss definition of culture using illustrations
Explanation of how culture is studied and why it
exists
Dramatize a part of their culture
- 93 -

Students provide personal examples of culture,
written or oral
Make booklets on culture and display and explain
Observation of dramatization- music, dance, etc.
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
2. Belize Central America
– North America
Location
Religion
Ethnicity
Politics (Leaders)
Cooperation among
territories eg. UN,
NAFTA, CARICOM,
International Relations
3. Economic Development
and Trade among
territories
Export/Import
Embargoes
Balance of Trade
Currency
Tourism
communication/
transportation
4.

Global Interdependency
Food
Peace
Quality of life
Scarcity of resources
Health
ASSESSMENT
2. Life in Belize
2. Life in Belize

Small groups- research the following as it relates to
lifestyle:
Occupations
Education
Health
Recreation/ sports
Military defense
Music
Industries
Put research into booklet form

3. Economic Development and Trade
3. Life in Belize

Identify on a map which countries are part of North
America
Interview a person from (or who has lived in) North
America about way of life there
Small groups- each group given a different North
American country and research similar topics to
those during Life in Belize lesson
Oral presentation of research results
Research for concepts in Economic Development
Presentation of booklets to be displayed and
evaluated
Observation of oral presentations
Dramatize results from research to go along with
oral presentations
4. Comparison of life in Belize and North America
4. Comparison of life in Belize and the territories

Using information gathered from the previous two
lessons, discuss differences and similarities
between Belize and Territories
Create tables comparing and contrasting the two
- 94 -
Individual students create poems or riddles
describing one aspect of life in either Belize or N.
America. Class must guess which country is being
described
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Social Issues
Crimes
Death/birth rates
Literacy
Quality of life
(Third world vs.
Industrialized countries)

ASSESSMENT
Discuss (class) global issues that affect the region.
Use graphs/tables to present data on crime,death,
and birth rates.
- 95 -
STANDARD IV

EL 1.f Discriminate between fact and fiction
sentences
express feelings
tables and diagrams
ST7.a Understand the characteristics of living things, the main
categories into which they are grouped, and how these interrelate
with the environment
EA1.c Identify and produce sounds from a variety of instrument
types
emotions

- 96 -
Chart paper, makers
Resource personnel
Pictures
Paper, pencils
Belizean Studies Modules 3 and 6
Our Country Belize
Learning for Living through Social Studies
STANDARD IV
UNIT/THEME: How the Creole, Chinese and Mennonites Organize Themselves to Preserve Their Culture
Pupils should:
acceptable way
Pupils should:
SS5.b Understand how the different ethnic groups organize
themselves
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
(2 weeks)

Cultural diversities
among ethnic groups
The basic value of
family traditions, history
and folklore.
Cultural contribution of
ethnic groups,
individual and their
origins.
How cultural
contribution are passed
from one generation to
the next.
Cultural pattern and
changes.
How the use of natural
resources, labour, trade
and technology affect
the cultural groups.
ASSESSMENT
1. Culture of the Creole
1. Culture of the Creole

Interview Creole people in the community to find out
about their history
Collect pictures of Creole people portraying their
culture
List beliefs and traditions of the Creole
Research Creole council formation- members, roles
and contributions
Journal entry about what they’ve learned about the
Creole culture and the organization of the council
2. Culture of the Chinese
2. Culture of the Chinese

Interview Chinese people to find out about their
history, beliefs, religion, etc.
Collect pictures of Chinese portraying dance, food,
festivals, etc.
Resource personnel to dicuss roles of the Chinese
community/ organization
- 97 -
Make booklets explaining organization of Chinese.
Illustrate with drawings about their culture
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS
Geographical features
used by various ethnic
groups.
Periods of timeline in
chronological order for
ethnic group history.
Influence/Contribution
of Ethnic groups. The
role of selected
individual in History.
The relationship of
current events among
ethnic groups to major
trends of history.
Social changes among
ethnic groups.
Human Rights
Form of discrimination
The role of self concepts
within one’s value/belief.
Effects of population growth
with geographic location.
Racial/Ethnic origins
Tolerance/respect
Special rights
Living in Harmony
Democracy
Freedom of expression
system of justice.
ASSESSMENT
3. Culture of the Mennonites
3. Culture of the Mennonites

Interview Mennonites to find out about their origin,
history, and beliefs.
Collect or draw pictures of Mennonites that portray
their culture
Research the Mennonite community/ organization
and how they are organized
Field trip to Mennonite community in Belize

Write thank-you letters to the community after field
trip expressing what students have learned
List contributions of Mennonites
Make web of how the Mennonites organize
themselves
4. Comparison of the three cultures
4. Comparison of the three cultures

Using the information learned in the previous
lessons, create tables comparing and contrasting
the three cultures. Make sure to include
organization of groups
Debate scenario on cultural issues
Research present data of cultural diversities.
Class discussion on cultural pattern/changes.
Incorporate maps to help identify location and
geographical features used by various ethnic group.
Research for definition of words such as:
Culture – customs
Festival - indigenous
Ceremonial origins
Arrange an ethnic food day at school
In groups prepare meals using traditional dishes.
Create timeline or flow chart to show developments
in cultural groups.
Collect research information about the functions of
the National Arts Council.
- 98 -

Accuracy of table
Compile and display information on all three groups
showing all of the similarities ad differences
between them
Ability to argue persuasively.
Report and present data.
Map skills
Concepts of words.
Group presentation cooperation.
Accuracy of facts
Ability to distinguish between facts/opinions.
STANDARD IV
CONTENT ORGANIZED
INTO MANAGEABLE
SETS

ASSESSMENT
Class contribution on how one can preserve and
strengthen those aspects of culture that are good
and remedy the bad ones.
Debate/Role play scenarios about equality,
non-discrimination, etc.
- 99 -
STANDARD IV

sentences
express feelings
tables and diagrams
emotions

- 100 -
Resource personnel
Interview questions
Pictures portraying different cultures
Stationery, envelopes, postage for thank-you letters
Paper, pencils
Belizean Studies Modules 3 and 6
Learning for Living through Social Studies