Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date
Time

10/4/2016
9:10-10:00

Student Laila
teacher
School Gems

SST

Laila

Class

Lesson Lesson: In the playground.

No of 30
Unit/pag Unit: Pushes and pulls.
student
e
s
Context of the lesson
This lesson is the first lesson in unite 5: Pushes and pulls. Lesson:
In the playground.
Teaching goal:
The aim of the lesson is to teach students about different movements name. Also
identify the each movements and the name of it. For example (run, turn, swing and
jump)
Learning objectives:
At the end of the lesson the students will be able to identify the different movements
name
Analyze the different movements and the differences between each other.
Assumptions about prior learning:
-The students are familiar with the name of some movements name.
Anticipated problems and possible solutions:
- The time of each activity take more than I set it in the lesson plane/ make the
activity simple to fit with the time.
- Students didnt understand the activity instruction / showing them examples in
smart board before they do it.
Personal focus for this lesson:
- To make sure that all students can be able to identify different movements name
and link it to the real life around them. For example playground.
- Provide some challenging questions for some students or who want to solve it.
Target language:
- Moving.
- Run.
- Turn.

Teacher language:
- Tell students learning objective
using simple words.
- Using simple words also to explain
the activity or the instructions.

- Swing.
- Jump.
Main tasks or activities:

- Dice including different words of
movements.
- Matching the pictures of each
movement to the suitable word of
it.
- Making mask of animals thats
doing different movements.
- Drawing different animals
according to the words of the
movements.

Resources and
teaching aids:
- Smart board.
- Different kind of
materials.
- Papers.
-White board.
-Picture cards.
-Dice.

Materials
For Each Group:
- Pencil.
- Glue.
- Scissors.

- Acting the movements according to

the words.
- Matching the words with the
pictures in smart board.
Consider these grouping strategies:
- Group work.
- Whole class.

Consider where the children are

working:
- On the carpet.
- At their desk.

Planning Stages Within the 5-E Inquiry Model

Engage
Key Question:
What are the movements mean?
Opening activity to surface student thinking:
What the different movements you do in playground?
Opening activity to engage student interest and/or clarify context
of the investigations:
Discuses different movements that students do in playground.
Questions for whole group discussion:
Ask student about how they can identify each movements?
Teacher (What will the teacher
Student (What will the student
do/say etcetera):
do/say etcetera):

The teacher will show dice

The students will read the words in
including different words of
the dice and start to act each
movements and ask students to
movement.
act it.

Explore
Activities (list)
Driving Question
- Matching the pictures of each
movement with the words of it.

What are different movements and

how it look like?

- Making animals mask according

to the movement word.
- Drawing the animals according to
the movement words.
Teacher (What will the teacher
do/say etcetera):

- Low students ability:
The students will start to match
different movements pictures with
the words of it.

Student (What will the student

do/say etcetera):

- Low students ability:
Each student will start to match
the pictures of each movement to
the words of it.

- Middle students ability:

- Middle students ability:
Each side of the dice has a word
The students will start to draw the
of the movements, So the students different animals that do
should draw the animals that do
movement. In the dice.
these movements.
For example the word jump, so the - High students ability:
students will start drawing the
rabbit that do this movement.
Each students will start to do the
animals mask .The animals should
- High students ability:
do one kind of the movement, For
Students will do the animals mask example the lion is running.
according to the movements
words.
After they finish from that they will
write the movement word on it.

Student Communication Product: (written report, oral presentation,
poster, etc.) :
Each student will share what they do with other students.
Explain

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

technology)
Clarifying Questions for Whole/Small Group Discourse:
Name the different movement?
Student Communication Product (assessment): (unit test, written
report, oral presentation, poster, etc.) :
Oral presentation about students works in the each group.
Teacher (What will the teacher
Student (What will the student
do/say etcetera) :
do/say etcetera) :
The teacher will ask students to
The students will present their
present their work and explained it work to the teacher and say what
in their table. After that the teacher they do.
will ask them some questions.
Elaborate
Activities:
Teacher:
Student:
Giving students

different cards
The students will start
The teacher will start
including the
to act what was
to read for the
movements words
written in each card.
students the cards.
and students should
act it.
For example run in
place two times.
Evaluate ( summative)
Skill/Reasoning Learning
Assessment Instrument
Objectives
From the pictures of different
To be able to identify the different movements in the smart board.
movements and the name of it.
Knowledge Learning Objectives
Assessment Instrument
To be able to match the
From the pictures in smart board
movements words under the
they will identify each movements
movements pictures.
words and try to match suitable
pictures of them.
Teacher (What will the teacher
Student (What will the student
do/say etcetera) :
do/say etcetera) :


The teacher will show students in
They will look at each movements
smart board different pictures of
pictures and start to search the
movements and the words of it,
suitable word from the
then ask students to matching
movements vocabulary and match
them.
them together.