Student Teacher Science Lesson Planning Template

Date
Time
MCT
Lesson
unit/page

6\October\2016

Student
teacher
School
Class
No of
students

Afra Mohammed AlKhateri

H00271782
GEMS Westminster RAK school
Grade 2 JIJ
31

11:35-12:15
Garnel Desravins
Unit 2: Light and Shadow
Lesson: The source of the light and
refractors.
Page: 7
Context of the lesson
This is the second lesson in unit 2: Light and Shadow The source of the light and refractors.

Teaching goal
The overall aim of this lesson is to teach about light source and light refractors.
.
Learning objectives: Students will be able to:
- Identify the light sources (sun, candle and bulb).
- Identify the light refractors ( mirror, foil paper and steel glass)
- Compare and classify the light source and refractors.
Assumptions about prior learning: Students will be familiar with:
- all the materials that they have.
Anticipated problems and possible solutions:
- Some students may take long time doing the activity so I will give them specific time to finish.
- Some students may create misbehavior so I will place my management strategy in the lesson.
- Some students may need help but they don't ask to so I will observe the class to help who need
help.
Personal focus for this lesson
- Provide safe learning environment for all students.
- Observe students while they are working.
- Improve students' science process skills.
Target language
Teacher language:
- Light sources: sun, candle and bulb
- What we will do today?
Light refractors: mirror, foil paper, steel
brain storming
glass.
investigation
- Main source
present our finding
- Refract
Classify the light sources and light
refractors.
Real example of light sources and light
refractors.
Discussion
- Brainstorming questions:
"Who can tell me from where we can get a light?"
- Investigation instruction:
"Give the students instructions.
"I will give each student different materials. You
need to see, observe. Then you muse read the
questions and answer it."
- Monitor the explanation:
"who has candle\bulb\sun\foil paper\ steel
glass\mirror? Come in front of the class please.
Can you tell us about?"
Why it is light source\light refractors?
- Poster instruction:
"I will give each group a poster and envelops. You
need to take the picture from the envelope. If it is a
light source stick it under the light source space. If
it is light refractors stick it under the light refractors
space. You will have 5 minutes"
- Evaluation questions:
"What are the light sources?

What are the light refractors?

What is the different between the light source
and the light refractor?

Main tasks or activities

- Open-ended question.
- Investigation the light source and light
refractors.
- Explain the finding.
- Classify the light source and light
refractors.
- Real example of light sources and light
refractors.
- Discussion

Resources and teaching aids

- Laptop
- Datashow
- Powerpoint
- Light sources: sun, candle and bulb (picture and
materials)
- Light refractors: mirror, foil paper, steel glass
(picture and materials).
- Black fabric
- Glue
- Light source and light refractor poster.
- Classroom managements points
- Worksheet
- Poster

Consider these grouping strategies:

- Group work
- Whole class
- Individually

Consider where the children are working:

- On their desk
- On the carpet

Planning Stages Within the 5-E Inquiry Model

Engage
Key Question:
What are light resources and the light refractors?
Teacher:
Student:
- Greeting students and set up the
- Greet the teacher.
class:
- Acting "open your brain and think!"
"Good morning, What is the day
- Answer questions.
today? What is the date today?"
- Present what we will do today:
brain storming
investigation
present our finding
Classify the light sources and
light refractors.
Real example of light
sources and light refractors.
Discussion
- Mentor "open your brain and think!"
"where is your head? Open your
head, put your brain, close your
head and shake your head" are your
ready to think?
- Mentor the brain storming:
"Who can tell me from where we can
get a light?"
- Ask the students to move to their
desks.
Explore
Activities (list)
Driving Question
- Some students will explore candle.
- What is this?
- Some students will explore bulb.
- Can it make light by its own?
- Some students will go out and explore
- Can it refract the light?
the sun.
- Some students will explore foil paper.
- Some students will explore steel glass.
- Some students will explore mirror.
- All the students will answer an
investigation cards.
Teacher:
Student:
Low: have the
- Establish the materials.
- Observe the
characteristics of light
- Give the students instructions.
materials
sources and light
"I will give each student different
- Answer the
refractors.
materials. You need to see,
Investigation
observe. Then you muse read
cards.
Middle: have to
the questions and answer it."
answer the questions
- Ask some helper to get some students
to find the
out of the class to explore the sun.
characteristics of light
- Observe the students while there are
sources and light
working.
refractors.
High: have to find the
characteristics of light
sources and light
refractors.

Student Communication Product:

-

Investigation cards.
Explain

Oral presentation:
After their exploring:
- Students will present their finding in front of the class.
Classifying light sources and refractors:
Teacher:
- Ask the students who have the
same materials to present their work
to the class.
"who has candle\bulb\sun\foil paper\
steel glass\mirror? Come in front of
the class please. Can you tell us
about?"
Why it is light source\light
refractors?
Monitor the presentations.
Establish "good work" points
(reinforcement).
- Give the students activity
instructions.
"I will give each group a poster and
envelops. You need to take the
picture from the envelope. If it is a
light source stick it under the light
source space. If it is light refractors
stick it under the light refractors
space. You will have 5 minutes"
- Observe the students while they are
working.
- Monitor the activity.
- Using counting-down strategy to
stop students work.
- Check students work.
- Ask the students to move to the
carbet.
Activities:
Real example of light sources
and light refractors.
Content Media:
- Light source (sun)
- Mirror (moon)
- Earth
Extending/Application
Questions for Whole/Small
Group Discourse:
- How does the moon
reflect the sun light?
Student Communication
Product (assessment):
- Answer questions.

Student:
- Present their work.
- Work in groups.

Elaborate
Teacher:
- Present earth model.
"from we get the light in the
morning? In the night?"
Is the moon light source or
light refractor?
- Present a flash light as a sun
and mirror as a moon.
" I will show you the magic
and then tell me the answer"
" is the moon light source or
light refractor? Why is it
refractor? "

Student
- observe
- Answer the
question.

Evaluate
Skill/Reasoning Learning Objectives
Assessment Instrument
Students will be able to:
- Observation: candle\sun\bulb\ mirror\
- Observe
foil paper\ steel glass.
- Classify
- Classify: posters and pictures.
- Communicate
- Communicate: Oral presentation
Knowledge Learning Objectives
Assessment Instrument
- Identify the light sources (sun,
- Oral presentation.
candle and bulb).
- Identify the light refractors ( mirror,
foil paper and steel glass)
- Compare and classify the light
source and refractors.
Teacher:
Student
- Ask the students question to
- Answer the questions.
make sure that the objectives are
achieved:
"What are the light sources?
What are the light refractors?
What is the different between
the light source and the light
refractor?