Introduction Introduce the lesson plan topic: the nervous system. Ask students to explain what the nervous system is and the roles it plays in the body. Explain the importance of learning about the nervous system, and discuss its components. Lesson Outline -Explain the structure of the nervous system -Describe the 3 main types of neurons -Explain reflex actions and describe the three stages of a reflex -Illustrate how information is sent through nerves -Explain the functions of the autonomic nervous system Questioning -What is the relationship between the brain and spinal cord? -What are the components of the nervous system? -What is the difference between sensory and motor neurons? -How does the brain process information? -How does the autonomic nervous system regulate bodily functions? Assessment -Questions at the conclusion of the lesson to assess student understanding. -Group discussion about what has been learnt. -Worksheets based on the lesson content. -Quizzes/exams. Differentiation -Visual representations of the nervous system to demonstrate the different components. -Individual support for those with additional needs. -Pair and group activities to address different learning styles and provide support for those who are struggling. Plenary -Review the key points from the lesson, including the structures and functions of the nervous system. -Question students to assess understanding and provide additional support and clarification where necessary. -Provide students with worksheets and/or activities to reinforce the learning. Resources Video Resources: -The Nervous System, a 3-Minute Tour (https://www.youtube.com/watch?v=NUlh-OTq9Cs) -The Nervous System (https://www.youtube.com/watch?v=jhmusfhJKsI) Worksheet Resources: -The Nervous System Worksheet (https://www.teach-nology.com/worksheets/sci/human/nervous/) -Nervous System Review Worksheet (https://www.teacherspayteachers.com/Product/Nervous-System-Review-Worksheet-1713420) -The Nervous System Diagram (https://www.sciencejunkie.net/wp-content/uploads/Nervous_System-Diagram-1.jpg)

1. Create a glossary - Using the content specific vocabulary related to the mouth (e.g. teeth, jaws, tongue, saliva, molars, etc.), have students create a glossary of words on their own and then check it as a class using a mini white board. 2. Make a mini-model - Have each student make a mini-model of the mouth using simple craft supplies like clay, construction paper, and pipe cleaners. As students create their models, have them label the important parts and explain their functions. 3. Practice pronunciation - Have students practice common words related to digestion including teeth, tongue, saliva, molars, and more. Have students practice saying the words and practicing their pronunciation. 4. Tongue twinning - Draw a tongue on card stock or construction paper and have students trace their tongues and color their own copies. Have them note any differences or similarities. 5. Create a Digestive Story - Have students create a story about the mouth and explain the different functions and processes it does as it relates to digestion. Allow them to express themselves creatively and encourage them to draw illustrations to go with the stories.

1. Begin by looking at the item and determine which of the royal order of adjectives applies to it. The royal order of adjectives includes opinion (describes how someone feels about it), size (describes how big or small it is), age (describes how old it is), shape (describes its form or outline), color (describes the hue), origin (describes where it is from), material (describes what it's made of), and purpose (describes what it is used for). 2. Once you have identified the royal order of adjectives that applies to the item, consider each one and determine how it can be used to answer questions about the item. For example, if size is one of the adjectives, you can use it to answer questions about the item's size. 3. When answering questions about the item, make sure to use the appropriate adjectives in the correct order. The order should follow the royal order of adjectives, which is opinion, size, age, shape, color, origin, material and purpose. 4. If necessary, provide additional context or information when answering questions about the item. For example, if the question is “What is the color of the item?”, you could answer by saying “The item is blue with green stripes” or “The item is a dark green color.” 5. After answering the questions, review your answers to make sure they are accurate, comprehensive and complete. Follow these steps to help students answer questions about an item following the royal order of adjectives.

First, make sure the student understands what the royal order of adjectives is and how to use them. Explain that the royal order of adjectives is a set of six rules that govern the hierarchy of adjectives in a sentence (i.e. size, shape, color, origin, material, and purpose). Show examples of each of the rules in action. Once the student understands the basics of the royal order of adjectives, encourage them to organize the adjectives for their sentence in the proper order. Remind them that the adjectives should be arranged from most to least specific, with the order starting from size, shape, color, origin, material, and purpose. For example, if the item is a tall silver vase from Spain, the adjectives should be arranged as follows: tall, silver, Spanish, vase. If the student is still having difficulty, try providing additional examples of sentences using the royal order of adjectives to help them understand how it works. Additionally, you can encourage them to use graphic organizers or diagrams to help them organize the information in their sentence. Finally, guide the student towards writing their final sentence. Once they have all the adjectives arranged in the correct order, have them read the sentence out loud and make any adjustments they need. With continued practice, they will be able to answer questions about items using the royal order of adjectives.

1. Create a digestive system mural - Have students create a large mural depicting the various organs of the digestive system and how they work together to break down food. 2. Anatomy modeling - Provide students with clay, pipe cleaners and other materials to create models of each organ within the digestive system. 3. Create a digestive system game - Students can work in teams to design a board game or Jeopardy-style game that focuses on the different parts of the digestive system. 4. Make a 3D digestive system - Students can craft a three-dimensional digestive system using paper, scissors, and tape. 5. Create a digestive system book - Students can illustrate a book on the digestive system, documenting each of the organs, their unique roles, and their relationship with each other.

Lesson 1: Introduction to the Sensory Organs Objective: Students will gain an understanding of sensory organs and how they help us stay safe. Materials: Picture of a body and the five senses (smell, hearing, sight, touch and taste) Procedure: 1. Ask the students what they know about the five senses. 2. Introduce the five senses (smell, hearing, sight, touch and taste) and explain how they help us to protect ourselves by making us aware of what is around us and alerting us to potential danger. 3. Show the students a picture of a body and point out where each of the five senses is located and explain how they work. Lesson 2: Sense of Smell Objective: Students will gain an understanding of the sense of smell and how it helps us stay safe. Materials: Picture of the nose and associated smelling organs, examples of smells Procedure: 1. Ask the students if they know how the sense of smell works. 2. Explain how the smell organ (found in the nose) processes information from our environment through chemical signals in the air. 3. Show the students a picture of the nose and associated smelling organs and explain how these organs work together. 4. Ask the students to name some everyday smells and explain how these smells can help us stay safe (e.g. smelling smoke can alert us to a fire nearby). Lesson 3: Sense of Hearing Objective: Students will gain an understanding of the sense of hearing and how it helps us stay safe. Materials: Picture of the ear and associated hearing organs, examples of sounds Procedure: 1. Ask the students if they know how the sense of hearing works. 2. Explain how the sense of hearing helps us understand sounds, such as warnings and danger signals. 3. Show the students a picture of the ear and associated hearing organs and explain how these organs work together. 4. Ask the students to name some everyday sounds and explain how these sounds can help us stay safe (e.g. hearing a car honking or a fire alarm can alert us to a potential danger nearby). Lesson 4: Sense of Sight Objective: Students will gain an understanding of the sense of sight and how it helps us stay safe. Materials: Picture of the eyes and associated organs, examples of visual cues Procedure: 1. Ask the students if they know how the sense of sight works. 2. Explain how the sense of sight helps us identify and recognize people or objects, as well as pick up visual cues about our environment. 3. Show the students a picture of the eyes and associated organs and explain how these organs work together. 4. Ask the students to name some everyday visual cues and explain how these can help us stay safe (e.g. noticing someone and recognizing they are behaving in an unexpected way can alert us to potential danger). Lesson 5: Sense of Touch Objective: Students will gain an understanding of the sense of touch and how it helps us stay safe. Materials: Picture of the skin and associated organs, examples of tactile sensations Procedure: 1. Ask the students if they know how the sense of touch works. 2. Explain how the sense of touch helps us respond to physical stimuli and feel surface textures. 3. Show the students a picture of the skin and associated organs and explain how these organs work together. 4. Ask the students to name some everyday tactile sensations and explain how these can help us stay safe (e.g. recognizing a surface is too hot can alert us to the potential for burning our skin). Lesson 6: Sense of Taste Objective: Students will gain an understanding of the sense of taste and how it helps us stay safe. Materials: Picture of the tongue and associated organs, examples of tastes Procedure: 1. Ask the students if they know how the sense of taste works. 2. Explain how the sense of taste helps us recognize potentially harmful substances before we consume them. 3. Show the students a picture of the tongue and associated organs and explain how these organs work together. 4. Ask the students to name some everyday tastes and explain how these can help us stay safe (e.g. recognizing the taste of something that is spoiled or poisonous can alert us to the potential for illness). Lesson 7: Exploration Objective: Students will gain an understanding of how the five senses work together to help keep them safe. Materials: None Procedure: 1. Ask the students to close their eyes and take a few minutes to think about how the five senses work together to keep them safe. 2. Ask the students to share their thoughts on how the five senses work together to help keep them safe. 3. Lead a discussion on how the five senses can help us recognize potential dangers in our environment and how using more than one sense can give us a more complete understanding of our surroundings.

Subject: Financial Literacy Learning Objective/s: - Understand how to create and stick to a budget - Identify saving and investing strategies - Learn how to become financially responsible Materials Needed: paper, internet access, whiteboard/chalk board Time: 45 minutes Procedure: Introduction (10 minutes): - Begin class by introducing the topic of financial literacy. Ask students if they know why it's important to be financially literate. - Introduce key concepts related to financial literacy - budgeting, saving and investing. - Ask students what kind of activities they currently do to manage their finances (if any). Review & Group work (20 minutes): - Break students into small groups and have each group create a list of job/business ideas that would enable them to generate income. - Ask each group to present their ideas to the class and discuss them. Budgeting Exercise (10 minutes): - Explain to the class that when it comes to financial literacy, budgeting is an important part of managing finances. - Distribute a budget guide to the students. - Explain the different parts of the budget and ask students to complete one for themselves. Investing Exercise (5 minutes): - Explain the concept of investing and provide examples of different investment strategies. - Ask students to research and list three strategies they can use to invest. Conclusion (5 minutes): - Allow students to share their investments strategies and discuss any questions they may have. - Summarize the class discussion and explain why managing finances responsibly is so important. Assessment: - Assign students a financial literacy quiz to assess students' understanding of the concepts discussed in class.

Lesson 1: Introduction to the Skeletal System Objective: To introduce students to the skeletal system, its function and common problems of bones. Materials: Large diagram of the human skeleton, whiteboard Introduction: Welcome to our lesson on the skeletal system! Today, we are going to learn about the amazing system which gives people their shape, holds them together, and allows them to move. This system is made up of 206 bones and is aptly named the skeletal system! Activity 1: Describing the skeletal system Show the diagram of the human skeleton to the students and ask them to name each part out loud. Discuss the following questions together: -What is the skeletal system? -What are some of its roles in the body? -Where does it provide strength and support? -How does it help us move? Answer: The skeletal system is the framework of our body that supports us physically and gives us our shape. It consists of bones, joints, and other connective tissues. Its role is to provide structure, strength and support for the body, protect organs, and enable movement. The bones provide the levers and pivot points that allow the muscles to move the body. It also provides protection for delicate organs and stores minerals, like calcium, which are important for good health. Activity 2: Common Problems of Bones Discuss with the students some of the common problems of bones. -What are some common bone problems? -What is osteoporosis? -What is arthritis? -What is a fracture? Answer: Some of the common problems related to bones are osteoporosis, arthritis, and fractures. Osteoporosis is a condition in which the bones become weak and brittle, leading to an increased risk of fractures. Arthritis is a condition caused by inflammation of the joints, which significantly affects mobility. A fracture is a break in the continuity of a bone, which can occur due to a traumatic injury or from a medical condition such as osteoporosis. Conclusion: The skeletal system is one of the most important systems of our body as it provides structure, strength, and support for the body, protect organs, and enable movement. Unfortunately, there are many bone problems which can reduce the person’s mobility and put them at risk of fractures. It is important to be aware of our bone health and take the necessary measures to maintain strong, healthy bones.

Friend 1:¡Vamos a pedir tapas! ¿Qué quiere cada uno? Friend 2: Yo quiero tomar una ensalada de tomates. Friend 3: Yo quiero unas croquetas de queso y verduras. Friend 4: ¡Yo quiero unas patatas bravas! Friend 5: ¡Yo también! Friend 6:Yo quiero probar el pan con ajo. Friend 1: ¿Alguno quiere carne o pescado? Friend 2:No, gracias, yo no como carne. Friend 3:Yo no como pescado. Friend 4:¿Qué te parece si pedimos una gambas al ajillo? Friend 5: ¡Es una buena idea! Friend 6:Genial entonces, ¡pedimos las gambas y tomemos algo para acompañar, como una tortilla española!

Friend 1: ¿Qué quieres probar como tapa? Friend 2: Quiero probar la tortilla de patatas. Friend 1: ¡Es una excelente elección! ¿Qué más? Friend 2: Me gustaría probar algunos pinchos morunos. Friend 1: ¿Y qué tal si agregamos un plato de patatas bravas? Friend 2: ¡Me encanta la idea! ¡Vamos a pedir un poco todo!