Kulleġġ San Injazju
Skola Primarja Ħaż-Żebbuġ
Yr 4.1 - Ms. Charlene Ciantar
Reading Comprehension - Give Me Five
Lesson Objectives:
- To learn about the benefits of fruit and vegetables.
- To learn that we need to eat 5 fruit/vegetables daily and reduce the amount of junk food.
Introduction:
A discussion will take place in class to elicit the benefits of fruit and vegetables. We pointed out that it is essential that we eat 5 different fruut or vegetables daily in order to keep ourselves healthy.
The benefits of fruit and vegetables:
- They keep us healthy: An apple a day keeps the doctor away!
- They contain plenty of vitamins and minerals, which are needed to keep us healthy.
- They are low in calories, so they are ideal to keep our weight in control.​
Development:
Reading comprehension.
- Children read the comprehension on their own for an initial understanding of the text.
- We read the comprehension in class and elicit the meaning of the tricky words.
Closure:
- Children will answer the question on their copybooks.
Riċetta ta' Smoothie tal-Banana
Għanijet tal-lezzjoni:
- It-tfal se jsiru iktar konxja dwar l-aspetti benefiċi tal-frott u l-ħalib.
- It-tfal se jitgħallmu kif tagħmel smoothie tal-Banana.
Introduzzjoni:
Se noħolqu diskussjoni dwar in-neċessità li nieklu l-frott u nixorbu l-ħalib.
Il-benefiċċji tal-frott u l-ħalib:
- Inżommu ruħna b’saħħitna u l-bogħod mill-mard.
- Fihom ħafna vitamin, minerali u kalċju.​
Żvilupp:
- Se niddiskutu mod differenti dwar kif nistgħu nieħdu l-benefiċċju tal-frott. Il-frott tajjeb li nikluh kuljum. Hawn ċertu frott, bħad-dulliegħ, li nistgħu ukoll ngħadduh mill-blender u wara nixorbuh.
- Niddiskutu r-riċetta ta’ kif tagħmel Smoothie tal-Banana.
Għeluq:
It-tfal se jiktbu r-riċetta.
Yr 4.2 - Ms. Madeleine Block
L-ambjent ta' Madwarna
Għan tal-Lezzjoni:
* It-tfal se jitgħallmu dwar l-importanza li nieħdu ħsieb aktar l-ambjent billi: nirriċiklaw, nużaw mezzi alternattivi tat-trasport biex innaqsu t-tniġġiż fl-arja u nissalvagwardjaw il-ħlejjaq tal-baħar.
* It-tfal tgħallmu ukoll dwar x'jista' jagħmel kull individwu sabiex iħares l-ambjent.
Introduzzjoni:
Brainstorming: X'ifisser l-ambjent għal kull wieħed u waħda minnha u kif għandna nippreservawh.
Żvilupp:
* L-istudenti jaqraw l-istorja b'mod individwali.
* Naqraw l-istorja flimkien u niddiskutu temi differenti fosthom:
a) ir-riċiklaġġ
b) tisbiħ tal-ambjent
Ä‹) car pooling
d) L-indafa fil-baħar
Għeluq:
* It-tfal se jiktbu u jpinġu slogan favur l-ambjent.
L-ambjent ta’ madwarna
L-ambjent hu ta’ kulħadd, għalhekk irridu nieħu ħsiebu. Kull fejn inkunu għandna nżommu nadif u ma nagħmlux ħsara lill-ambjent. M’għandniex narmu karti u affarijiet oħra fl-art. Qatt m’għandna nagħmlu ebda tip ta’ vandaliżmu bħal inkissru bankijiet jew inħażżu mal-ħitan. Għandna nibżgħu għall-ambjent billi nirreċiklaw il-plastik, karti, metall u ħġieġ. Il-kontenitur tal-plastik hu blu, tal-karti hu abjad, tal-metall hu iswed u tal-ħġieġ hu kannella. Id-dar għandna nirreċiklaw l-affarijiet billi nużaw il-boroż il-griżi apposta. Għandna nieħdu ħsieb li ma naħlux karti bla bżonn għax biex ikollna l-karti jinqatgħu numru kbir ta’ siġar kull sena.
In-natura hi sabiħa ħafna u aħna tajjeb li ngawduha. Nieħdu gost naraw is-siġar u l-fjuri għax dawn isebbħu l-ambjent imma jekk dawn inqaċċtuhom l-ambjent ma jibqgħax sabiħ. Barra minn hekk is-siġar għandna nibżgħu għalihom għax jagħtuna arja tajba filwaqt li jieħdu l-arja ħażina.
Id-dħaħen iħammġu u jagħmlu ħsara lill-ambjent ukoll. Kemm jista’ jkun meta mmorru x’imkien viċin, immorru bil-mixi jew bir-rota minflok bil-karozza. Il-car pooling huwa mezz ieħor li bih niffrankaw id-dħaħen mill-arja u fejn nistgħu għandna nagħmlu użu minnu. Għandna wkoll nużaw l-elettriku bil-għaqal għaliex biex jasal fid-djar tagħna, il-power stations jikkawżaw ħafna dħaħen fl-arja.
Il-baħar għandna nibżgħu għalih billi ma nwaddbux ħmieġ ġo fih għax bil-ħmieġ jitniġġeż. It-tniġġiż u l-affarijiet tal-plastik fosthom il-boroż huma ta’ dannu għal diversi ħlejjaq li jgħixu ġo fih fosthom il-fkieren, bumerini u d-dniefel.
Qatt mhu tard biex nibdew nagħmlu xi ħaġa!!!!!!!
Yr 4.3 - Ms. Clare Bartolo
Fruit Design Activity - Preparing a Healthy Snack
Part 1: First we discussed food that what can we prepare for a snack as a class. We elicited the benefits of fruit.
The teacher showed them some pictures of animal designs made with fruit. The students were grouped in fours. Each group of students chose which design they wanted to make and listed which fruit and the amount of each fruit needed for their design.
Part 2: Teacher/LSA bought the fruit for the whole class.
Back at school students calculated how much they spent on fruit.
With the help of an adult (teacher/LSA) each group washed and cut the fruit and made their chosen design.
All groups proudly told the whole class what they did and then they shared fruit salad.
It was a fun activity which involved all students and they realised it’s not very expensive and boring to prepare a healthy snack.
English Creative Writing
How to Make a Healthy and Creative Fruit Snack
Part 1: Teacher showed a set of instructions 'How to wash your hands' on the IWB and students elicited the rules for writing instructions.
Part 2: Teacher gave a note on how to write a set of instructions. Students took a note on their copybook.
Instuctions to write Instructions!
1. Write a title for your instructions.
2. Write a list of what is needed.
3. Number the instructions as you go.
4. Start your instructions with bossy verbs.
5. Use short clear sentences.
6. Add diagrams or pictures if possible.
Part 3: Students wrote a set of instructions how to make a fruity snack following the animal design activity with fruits.
