Beruflich Dokumente
Kultur Dokumente
Garcia 2
2.
Students will describe the appearance of canines, incisors, and molars and will make
connections between their shape and their function (in relation to aiding in
digestion).
3. Students will make careful observations both verbally and in writing, making use of
6
7
Title
Overview
V. LESSON PLANS:
*HANDOUTS are labeled with the corresponding lesson plan number in the top left
corner.
Lesson 1: Observing Teeth
Garcia 3
Class: Year 4
17.11.14
No. of Pupils: 30
Lesson 1 Classroom Teacher: Nick
of 7
Tidey
Links to prior learning: Prior to this lesson, students participated in three days of launch lessons
that were designed to get students thinking and speaking scientifically. This is the first lesson on
teeth.
Learning Objectives: As a result of this lesson, students will be able to make systematic and careful
observations (child friendlyWALT make careful observations). According to the National
Curriculum, pupils should be taught to identify the different types of teeth in humans and their
simple functions (p. 156).
Success Criteria (learning outcomes)
Identified Personal targets from previous evaluation, training plan, profile etc: Return to questions
who have been given time to think about their response (extra wait time) before moving on to the
next activity in the lesson.
Standards to be addressed: A6; A9; B1c; B2e
Homework: N/A
Remember: N/A
Garcia 4
Possible problems/misunderstandings: Students have Strategies: Provide students with a verbal list
the opportunity to record their observations any way of methods of recording, including
they like; some students may feel overwhelmed by this descriptive paragraphs, labeled diagrams,
level of choice.
pictures, etc.
Timing
5 min.
35 min.
Procedure
Starter:
Read WALT to students. Talk activity: Odd one out
Students will be shown two images of molars and an
image of an incisor on the IWB. They will think, pair,
share which tooth they believe is the odd one out,
answering in complete sentences.
Development:
4 min.
Closing:
1 min.
No. of Pupils: 30
Lesson 2 Classroom Teacher: Nick
of 7
Tidey
Links to prior learning: During the previous lesson, students used mirrors to observe their own
teeth and record their observations using a method of their choice.
Garcia 5
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to record findings using simple scientific language, drawings and labeled diagrams
(child friendlyWALT record findings using scientific vocabulary). According to the National
Curriculum, Pupils should be taught to identify the different types of teeth in humans and their
simple functions (p. 156).
Success Criteria (learning outcomes)
All must: Identify the three main types of teeth and their
characteristics, including location, appearance, and
function.
Cross curricular links as appropriate: During this lesson Resources Needed: Classification
students will be engaged in scientific writing.
worksheet; tooth printout;
ipads/laptops
Timing
Garcia 6
strategies
2 min.
35 min.
8 min.
Starter:
Read the WALT to students. Explain that during this After the lesson, I will mark
lesson, they will more closely at some of the things they students to work to determine
observed during the previous lesson.
which students did not meet
the learning objectives and
Development:
may need explicit instruction
with regards to the types of
Using ipads/laptops, students will go on
teeth.
(http://www.childrensuniversity.manchester.ac.uk/)
and use the information to fill out a chart that includes
the tooth name, location, appearance, and job. Then,
students will label molars, incisors, and canines on a
diagram of a human mouth. Each student will fill out a
classification sheet independently, but will collaborate
with the child next to them and will share an
ipad/laptop.
Extension: Color in the diagram using realistic colors.
Closing:
Review the material that students have researched,
calling on volunteers to share their work. Use the
following prompting questions:
What are the three main types of teeth? Point to
them, using your own teeth.
What are their defining characteristics?
What is something you still hope to learn about teeth?
Dismissal:
Collect student work. Get students ready for lunch.
No. of Pupils: 30
Lesson 3 Classroom Teacher: Nick
of 7
Tidey
Garcia 7
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to ask relevant questions and use different types of scientific enquiries to answer them
(child friendlyWALT ask scientific questions). According to the National Curriculum, Pupils
should be taught to identify the different types of teeth in humans and their simple functions (p.
156).
Success Criteria (learning outcomes)
All must: Write down at least three questions about each
resource that they encounter.
Standards to be addressed: A1; A3; A5; A6; B1c; B1d; B2e; B2g
Homework: N/A
Remember: While students are at break, move desks so that students can work at tables of 5, each
with its own resource.
Possible problems/misunderstandings: Students will Strategies: Provide students with a time limit
focus on the resources without formulating questions. (displayed via a timer on the IWB) so they
know how long they have to record questions
and examine the manipulatives.
Timing
Garcia 8
strategies
5 min.
Starter:
Project an image of tooth decay on the IWB. Ask
students to think, pair, share any questions that
they have about the image. Explain to students
that the lesson will focus on questioning and read
the WALT.
33 min.
Development:
Students will work in groups of 4-5, looking at
different resources related to teeth and thinking of
questions that they have about the materials they
encounter:
Images of diseased teeth
Nonfiction text about teeth
Foam tooth diagram/x-rays
Mouth manipulative/tooth paste
Closing:
Allow students to share some of the questions that
they wrote down. Prompt discussing with the
following questions:
What questions do you have about teeth?
Which station did you find the most
interesting? Why?
Our group worked well because...
2 min.
Dismissal:
LR to collect materials. Ask students to sit on the
carpet for the next lesson.
No. of Pupils: 30
Garcia 9
20.11.14
Links to prior learning: Students have explored the characteristics of incisors, molars, and canines,
including their location, appearance, and function.
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to ask relevant questions and use different types of scientific enquiries to answer them
(child FriendlyWALT ask scientific questions). According to the National Curriculum, Pupils
should be taught to identify the different types of teeth in humans and their simple functions (p.
156).
Success Criteria (learning outcomes)
Cross curricular links as appropriate: During this lesson Resources Needed: Word banks; fill in
students will be engaged in scientific writing.
the blank paragraphs; Smart Notebook
Presentation
Heath and safety considerations: N/A
Identified Personal targets from previous evaluation, training plan, profile etc: Explicitly model
questioning tasks.
Standards to be addressed: A1; A4; A5; B2e; B2h
Homework: N/A
Remember: Review main content of unit to prepare for student questions.
Possible problems/misunderstandings: Students have Strategies: Provide students with a word
not done scientific writing this term and may have
bank and a success criteria on the IWB.
trouble writing paragraphs about the three types of
teeth.
Garcia 10
2 min.
Starter:
30 min.
Development:
Closing:
After collecting student work, review main
content. Use the following questions to guide
discussion:
What did you find hard about writing about what
you have learned?
What do you still hope to learn about teeth?
What relationships have you noticed between the
shape/location of teeth and what they are used for
in eating?
2 min.
Dismissal:
Ask students to sit on the carpet for the next
lesson.
Garcia 11
Class: Year 4
21.11.14
No. of Pupils: 30
Lesson 5 Classroom Teacher: Nick
of 7
Tidey
Links to prior learning: Students have explored the characteristics of incisors, molars, and canines,
including their location, appearance, and function.
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to use straightforward scientific evidence to answer questions or to support their
findings (child friendlyWALT use evidence to support findings). According to the National
Curriculum, Pupils should be taught to identify the different types of teeth in humans and their
simple functions (p. 156).
Success Criteria (learning outcomes)
Timing
Garcia 12
3 min.
Starter:
strategies
35 min.
Read WALT to students. Explain the activity and After this lesson, I will mark
model how to use the scaffold that is displayed on student responses to the scenarios
the IWB.
to ensure that they have provided
the correct information. This will be
Development:
returned to them.
Provide students will three scenarios to respond
to, from the point of view of a dentist (i.e. Your
patient has chipped his front, middle tooth. He is
wondering which tooth this is and why it is
important to fix.) There will be a scaffold on the
IWB.
Closing:
Tie what students have learned so far during the
unit to dental hygiene using the following
questions as a guide:
Why is it important to keep your teeth healthy?
How many sets of adult teeth do we get?
How can we let other people know about keeping
their teeth healthy?
2 min.
Dismissal:
Collect student work and ask them to line up for
lunch.
No. of Pupils: 30
Lesson 6 Classroom Teacher: Nick
of 7
Tidey
Garcia 13
Links to prior learning: Students have explored the characteristics of incisors, molars, and canines,
including their location, appearance, and function. Students have briefly discussed the fact that we
only receive one set of adult teeth, which is why it is important to maintain dental health.
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to report on findings from enquiries, including
oral and written explanations, displays or presentations of results and conclusions. According to the
National Curriculum, Pupils should be taught to identify the different types of teeth in humans and
their simple functions (p. 156).
Success Criteria (learning outcomes)
Cross curricular links as appropriate: While this lesson is Resources Needed: Smart Notebook
rooted in scientific content, it holds a literacy focus.
Presentation; Fact recording sheet;
Paper to write scripts
Homework: N/A
Remember: Move desks so that there are six groups of five.
Possible problems/misunderstandings: Students in
this class generally face difficulties when working in
groups.
Timing
Garcia 14
strategies
5 min.
Starter:
Read the WALT. Ask students to think, pair,
share about at least one fact they have learned
about teeth during this unit. Explain that, in
groups, students will be recapping what they have
learned as an end of unit task (do not reveal the
video aspect yet).
30 min.
Development:
Provide students with a sheet to record what they
have learned as a group (7-10 min). Then, get the
class attention and explain that they must share
this information with the community. Call on
students to provide suggestions on how to do this,
highlighting the use of a video. Then, allow
students to share some ideas that they have for an
informational video on teeth, but assert that the
execution is up to them. Project a success criteria
on the IWB (referenced in the assessment section)
to use while planning their video.
5 min.
Closing:
Allow groups to share their ideas with the class.
Explain that students will finish planning and will
record their videos the following day. Prompt
students with the following sentence starter: Our
group worked well/didnt work well together
because...
5 min.
Dismissal:
Collect student work to be used during the science
lesson the following day and get them ready for
P.E.
No. of Pupils: 30
Garcia 15
26.11.14
Links to prior learning: Students have explored the characteristics of incisors, molars, and canines,
including their location, appearance, and function. During the previous lesson, students recorded
what they have learned throughout the unit and have begun planning an informational video about
teeth.
Learning Objectives (be specific what do I want the students to learn, understand, be able to do?)
Including specific references to the NC/ Framework/exam specifications, if appropriate): Students
will be able to report on findings from enquiries, including
oral and written explanations, displays or presentations of results and conclusions. According to the
National Curriculum, Pupils should be taught to identify the different types of teeth in humans and
their simple functions (p. 156).
Success Criteria (learning outcomes)
Cross curricular links as appropriate: While this lesson is Resources Needed: iPads; Scripts from
rooted in scientific content, it holds a literacy focus.
previous lesson; Fact recording sheet
from previous lesson; props for students
to use (i.e. tooth model, foam tooth
cross section, giant toothbrush)
Garcia 16
Possible problems/misunderstandings: All students Strategies: Help students prop up iPads
need to be in the video, however there needs to be
using their cases so that students do not need
someway to record them (more groups than teachers). a recorder.
Timing
7 min.
30 min.
8 min.
2 min.
Dismissal:
Collect any materials and line students up for
lunch.