Sie sind auf Seite 1von 11

Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation


Date

April 13, 2016

Time

11:40 - 12:10

School

RAK AGG School

SST

Noura Abdulla
Yasmin Ibrahim

Class

Grade 2 A

Lesson
unit/page

The unit: Solar System


Page:210
Lesson 3: Why we need the sun?

No of
students

28 students

Student
teacher

Maryam Saeed Al Shehhi

Context of the lesson (Give information about the lesson and where it fits. Or, this lesson is a review of
.. covered in previous lessons)
This is the third lesson in the solar system unit. - Lesson: Why we need the sun? Teaching goal (State clearly what it is you plan to teach in this lesson)
The overall goal is that teaching students about the importance sun in our life and why we need the sun.

Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson).
Students will able to

Build knowledge by showing a video.


Select words that related to why we need the sun.
Discuss words that related to why we need the sun.
Design poster by drawing two other things that related to why we need the sun.
Recommend why the sun is important to you on letter.

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 will be familiar about how the sun is important to our life.

1
TP3bBooklet 2013/14

Anticipated problems and possible solutions (Mention problems and solutions related to management,
tasks or students)
Some learners will find problems in doing explore activities by themselves. So, the teacher will give students
simple language clear instruction card for each pairs.
Some students might misbehave in the lesson. Therefore, the teacher makes competition as group who
collect more sticks at the end will be winner. In this case, it will assist students behave in good way at the
same time keep challenging in solving activities.
Some learners may make noisy while teacher explains the lesson. Thus, the teacher makes sure to remind
students about classroom rules with using positive reinforcement.
Students in low level might find difficulty to do or share ideas while do the activities. So, the teacher makes
sure that the students in high level that can promote low level to do activities.
Students may waste time while doing activity. So, the teacher uses timer to make sure for all student finish
on time. Another way, the teacher can use tone way that informs students listen to tone while doing the
activity. And, when the teacher stops tone that means leave everything thing to pay attention and listen to
the teacher.
In the group working activity not all students participate as one hand. Therefore, the teacher makes sure to
give students responsibility in each group.
Students may find difficulty to solve question card that asses them at the end, especially low students' level.
Thus, the teacher explains the questions before giving students the question card to make it easily for
students.
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.)
In this lesson, I will focus on concept of the lesson and how I can achieve it in creative way. I also will focus
on classroom management as well.
Target language (list language being taught)
Sun

Teacher language (list language used by you, the


teacher, eg. questions, instructions and
explanations)
What you already know about the sun.
Is sun important in the life?
Explain how sun is important to you?
Describe the sun?
What do you want to know about the sun?
Why we need the sun?
Think about if the sun gone? What will happen?
How the sun is important to you ?
Can you live without sun? Why?

2
TP3bBooklet 2013/14

Main tasks or activities (list the tasks in sequence Resources and


eg flashcard recognition, worksheet, drawing posters teaching aids (Teacher
etc)
Edition pp. 210
PowerPoint
Engagement: ( 5 minutes)
Puppet
Timer on iPod
Build knowledge by showing video
Positive reinforcement
Explore ( 10 minutes)
Select words that related to how we need the sun?
Explain ( 10 minutes)
Discuss words that related to why we need the sun
Elaborate ( 10 minutes)
Design poster by drawing two other things that
related to why we need the sun.
Evaluation ( 5 minutes)
Recommend why the sun is important to you on
letter.

Materials
For Each Group:
Group 1: small cardssun poster- glue pencil.
Group 2: small cardssun poster- glue pencil.
Group 3: small cardssun poster- glue pencil.
Group 4: small cardssun poster- glue pencil.
Group 5: small cardssun poster- glue pencil.
Group 6: small cardssun poster- glue pencil.

3
TP3bBooklet 2013/14

Consider these grouping strategies:


Individual work: evaluating activity.
Group work: exploring activity, explaining
activity and elaborating activity
Whole class: engagement activity and
elaborating activity else.

Consider where the children are working:


Moving around the classroom: elaborating
activity
At their desk: working on the activities.

Planning Stages within the 5-E Inquiry Model


Engage
PURPOSE:
Students will able to
Show classroom rules and strategy by using puppet
Build knowledge by showing video

4
TP3bBooklet 2013/14

Key Question:
What is the sun?
Opening activity to surface student thinking:

Why we need the sun? .

Opening activity to engage student interest and/or clarify context of the investigations:
.
Teacher uses puppet to tell introduce lesson that attract students to think deeply of what the sun is and
why we need the sun. Then, the teacher builds knowledge of showing a video about why we need the
sun. The teacher will use a perfect strategy to build knowledge while watching a video. For example, the
teacher stops a video to ask students.
Questions for whole group discussion
Ask what does it mean? For new words
Ask what the sun is and describe it?

Teacher (What will the teacher do/say etcetera)


Teacher says gathering to students.
Teacher introduce lesson by using puppet to attract
students. (Say day, date, classroom rules, strategy,
unit, lesson and the learning objectives of the
lesson).
Teacher makes sure all students pay attention and
listen to her.

Teacher tells story about the sun

Student (What will the student do/say etcetera)


Students reply gathering to the teacher.
Students are excited to hear story.
Students pay attention while the teacher introduces
the lesson.
Students pay attention and listen to the teacher
Students listen to the story
Students build knowledge of showing new word.
Students pay attention to listen teacher.

Teacher builds students' knowledge of showing the


video.

Explore

5
TP3bBooklet 2013/14

PURPOSE:
Students will able to
Select words that related to why we need the sun?

Activities (list)

Driving Question

6
TP3bBooklet 2013/14

Comparing two rocks lab


In each group as group working students will have
the materials (key words - sun poster - pencil, glue.
Students learning center ( Formative assessment )
Instruction:
-

What does mean sun?


Let's start exploring what is sun by selecting key
words that related to describe sun.
Follow instruction card point by point

Look at to words on your desk table


Read each word.
Think about which words that related to why
we need to the sun.
Select words that related to why we med to
the sun.
If you finish, be quiet and raise your hand.

7
TP3bBooklet 2013/14

Teacher (What will the teacher do/say etcetera)


Teacher makes sure all students pay attention and
listen to her.

Formative assessment
Note: the teacher only informs students what they
are going to do without helping. That means the
objective of the activity.
- Each group as group working should investigate
the activity.
- Each group has materials to do the activity.
- Each group should follow teacher's instruction
Each group should explore activity without
helping from the teacher.

Student (What will the student do/say etcetera)


Formative assessment
Note: the students read the instruction card
and investigate the experiment by themselves.

Students pay attention and listen to teacher


Students be ready for taking instruction
Students follow the instruction
Students as group working raise hands when they
finish.

Student Communication Product: (written report, oral presentation, poster, etc.)


(consider showing Models of student products to help student identify characteristics of quality)
Describe the why we need the sun by selecting key words that related to describe sun.
Explain
PURPOSE:
Discuss words that related to what is the sun

Content Media: (written material, video, teacher lecture, technology)


PowerPoint - poster - pencil and timetable
Questions for Whole/Small Group Discourse:
Student Communication Product (assessment):
Group working
Discuss together - pick up ideas- organize ideas - share ideas - present it and explain it

8
TP3bBooklet 2013/14

Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and


listen to her.

Students pay attention and listen to teacher


Students listen carefully to instruction

Teacher explains instruction


Students discussed with the teacher.
Teacher selects students in each group to present
answer as a whole class to discuss it.

Students share ideas.

Elaborate
PURPOSE:
Design poster by drawing two other things that related to why we need the sun.
Activities:

Teacher

Student

Content Media:
The teacher moves on
elaborating part. In this part,
the students as group
working discuss the poster
that designs it.

Teacher makes sure all students


pay attention and listen to her.

Students pay attention and listen


to teacher

Teacher explains instruction

Students listen carefully to


instruction

How to share ideas to design two


things about why we need the
sun.

Teacher informs student to design


poster by drawing two things that Students discussed with the
related to why we need the sun.
teacher.
Teacher moves table by table to
discuss answer.

Teacher let students to present


.
Extending/Application
Questions for Whole/Small
Group Discourse:
Show it as whole class; solve it as
a group working.
Question to whole class:
Describe the sun.
Student Communication
Product (assessment):

Students start describing sun by


using key words
Students share ideas.
Students present works

Oral presentation
Evaluate

9
TP3bBooklet 2013/14

PURPOSE:
Recommend why the sun is important to you on letter.
For students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives
Students able to

Build knowledge by showing a video.


Select words that related to why we need
the sun.
Discuss words that related to why we need
the sun.
Design poster by drawing two other things
that related to why we need the sun.

Assessment Instrument
Suns letter
The teacher gives students a small piece of cards
to write letter for sun why it is important to you.
Formative assessment
Plenary

Thus, after all these learning objectives assisted


students to acquire skills. That is totally promoting
students to recommend why the sun is important to
you on letter.
Knowledge Learning Objectives

Assessment Instrument

Students will able to recommend letter for the sun.

Suns letter

Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and


listen to her
Teacher explain instruction
Teacher informs students to write letter for the sun
Teacher informs students have 5 minutes to do it
with using timer to make them sure of organizing
time.

Students pay attention and listen to the teacher


Students listen to the instruction
Students think about question
Students are aware of what they do and start doing
thing that teacher informs them.
Students organize time to finish after 5 minutes.

10
TP3bBooklet 2013/14

Feedback
(Focus on competency areas)

11
TP3bBooklet 2013/14