Date

18 / 11 / 2014

Student
Mouza Mohammed Lahha Al Shehhi
teacher
Time
First Period 8:35 9:20 am
School
RAK AGG
SST
Andrew Johnston
Class
Grade 6
Lesson
Earths Rocks / How are Rocks
No of
19 Students
unit/page
Classified? / Page 607
students
Context of the lesson (Give information about the lesson and where it fits eg. This lesson is the first lesson
in Parade 1, unit 2 on My Family. Or, this lesson is a review of .. covered in previous lessons )
This Lesson is the second lesson in chapter 16, on Earths Rocks. In this lesson, we will take about how
rocks are classified. In the previous lesson, we have introduce the topic, discussed what is minerals and the
properties of it like shape, powder color, it hardness, uses and how does formed.
Teaching goal (State clearly what it is you plan to teach in this lesson eg The overall aim of the lesson is to
teach the simple present tense of be and have got)
The goal of the lesson is to teach students the how are rocks classified.
Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson.
Students will be able to:
Read and understand the meaning of the words igneous rock, magma, lava, sedimentary rock,
metamorphic rock, Metamorphism.
Being able to tell how sedimentary rock is different from igneous rock.
Being able to tell how all rocks are similar.
Capable to say how extrusive and intrusive igneous rocks are different.
Assumptions about prior learning (Mention what the ss know from previous lessons or their experience
eg The learners will have encountered or be familiar with or aware of...)
Students are familiar with vocabulary from the previous lesson for example Minerals, diamonds and they
know what rocks is and some of them know how to differentiate between two rocks or more but they dont
the name of it.
Anticipated problems and possible solutions (Mention problems and solutions related to management,
tasks or students e.g Some learners will find it difficult to differentiate initial consonants p and b, so I will
clearly demonstrate/model the soft and hard sounds. Or The lesson follows PE so I will need to use a
settling activity at the beginning of lesson)
Students may misunderstand the right meaning of the vocabulary words and the concept of the lesson so
what will I do is show them real objects so they can see understand, I will also show them a video, pictures
and let their peers explain in to them. I will also make them discus it in group to study it in between them
using their own word.
Personal focus for this lesson (Based on your previous observed lesson, identify one or two aspects that
need improving. Eg. be more animated, monitor children more closely, provide more challenging tasks etc)
I think children need to be review what they have took in the previous lesson before the new lesson
especially when they are linked to each other. I will try to make them take more time to study in cooperative
way, as they need to simplify the concept using their own words.
Target language (list language being taught
Teacher language (list language used by you, the
eg.vocabulary, structures, functions)
teacher, eg. questions, instructions and
Igneous rock (Extrusive & Intrusive rock)
explanations)
Magma
Lava
Eyes on me
Sedimentary rock
Can you listen to your friend
Metamorphic rock
Miss ( ) will answer
Metamorphism
Are we listening?
Can anyone tell me what they know?
Main tasks or activities (list the tasks in sequence Resources and teaching aids (list the aids eg.
eg flashcard recognition, worksheet, drawing
realia, poster, WB, flashcards etc)

posters etc)
PowerPoint
Group discussion
Computer ( video )

Realia ( rocks )
Pictures
White Board
Video

Consider these grouping strategies:

Individual work
Pair work
Group work
Whole class

Consider where the children are working:

On the floor
Outside the classroom
Moving around the classroom
At their desk

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE:
to convey the context of the lesson ( How are rocks classified ? ), Chapter 17 by
conveying an important Key Questions and concepts.
to engage students in investigations that reveal their thinking to themselves and the
teacher
to record the initial ideas of students
to engage their interest to the learning
To let skill it to let students compare and contrast between the rocks.
Key Question:
How are rocks classified?
Opening activity to surface student thinking:
A: Rocks Activity
Directed

Let the students discover rocks in groups and let them come with clues.
Observe the students and try to attract their attentions to the lesson by
saying
( how these rocks looks like ?
Are they look the same? )
T. will ask them to write some notes.
Opening activity to engage student interest and/or clarify context of the
investigations: video

T. will ask the students to the video and focus what is say about (igneous
rock, magma and lava).
Questions for whole group discussion: What is the first rock are made of? And what tey
call it?
Teacher (What will the teacher
Student (What will the student
do/say etcetera)
do/say etcetera)
1.I will ask students questions as we go

1. Students will predict or share its their

with the lesson in the first activity I will

ask the students to discover the rocks
and see what they are similar or what
features they can see.

experiences.
2. Students will discuss the topic in
between them.

2. Then I will let them work on the video.

As I go with them throw the lesson
students should be able to know that
rocks are made from minerals and there
are 3 kind for it.

Feedback
(focus on competency areas)
18/11/14
Summary
Planning for learning
- Objectives are on the board. Where talked through.
- Brainstorming to recap what they learnt yesterday.
- Got the girls to predict what we look at today.
- Instructions are given. What are the differences and similarities between these rocks?
- Video. The words that are to focused on were written on the board. see suggestions below #.
Good use of visual material. Questions are used to get the Ss to think./predict. Good scaffolding of
Ss understanding through questioning.. ..and then..
Management of learning
- Excellent. What does this really mean?
- Humor You dont have to make a design .

Language
- Some grammatical errors but not a problem with meaning.
- Pronunciation igneous not spelled correctly either.
- Questions are closed and open ended.

Professionalism
- Is well prepared.
- Has taught all the science lessons for the last two weeks.
- Materials PPTs etcetera are prepared in consultation with MST.
Suggestions
- # Make sure that you know the spelling and pronunciation of words. That is what your MST is for.
Extrusive and intrusive/igneous/
-

Do differently:

Make students more involved in the activities.

- Ss were involved
Having organized list of interaction patterns
??
Using more pictures while teaching because students understood easier by pictures. ??
Personal Focus for next lesson