Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date
Time
MCT
Lesson

14/11/2016

Student

Fatima

12:00
Garnel Desravins
Light and shadows second

teacher
School
Class
No of

GEMS school
2
30

unit/page lesson page 7

student
s

Context of the lesson

This lesson is the second lesson in light and shadows unit
Teaching goal
Children will have discovery that some materials block light to form shadows
Learning objectives
Students will be able to

Recognize that shadows are formed when the light from a light source is blocked

by a solid object.
Identify that some of the objects do the shadows.
Assumptions about prior learning

Light travels in a straight line

Light makes shadows
Source of light

Anticipated problems and possible solutions

Some of the students will not understand how the object reflect in the same form so; I
will explain to the students how the shadows reflect in same object form.
Personal focus for this lesson
The teacher will focus on low-level students and try to guide them to understand.
Target language

Block
Solid

Teacher language

What you know about light and

shadows?
What the meaning of KWL chart?
What do you see in the board?
Who can find examples of shadows
which are much bigger than the

object?
How do they think this might have
happened?

Main tasks or activities

Resources and teaching aids

Engage: the teacher will ask the students

open questions
Explore: the teacher will use data show
light and try to block the light and ask the

Computer
Data show
Worksheet
Paper
Pencil
Glue
Board
Markers

students question about what they note

and how
Explain: the teacher will give each group
flashlight and give them explicit instruction
to block flashlight and discuss with their
group what they note and why.
Elaborate: ask the students to find
examples of shadows which are much
bigger than the object they came from, and
explain how they think this might have
happened.
Evaluate: Ask the students to Form a
diagram of their silhouette by using arrows,
labels and picture to explain how the
shadow is formed.
Consider these grouping strategies:

Individual

Group

Consider where the children are working:

At their desk
On the carpet

Planning Stages Within the 5-E Inquiry Model

Engage
5 minutes
Teacher

Student

The teacher will

The students have able to
Ask the students open questions answer.
about the prior knowledge
Who can tell me the name of our
unit?
What do you know about light
and shadow unit?
What the mean of KWL chart?
Explore
5 minutes

Activities (list)

Driving Question
How can you block the light to
reflect shadows?

Teacher
The teacher will try to block
light to from data show and
ask them what did you saw on Student
The students will try to
the board.
say what they see
The teacher will give each
They will follow teacher
group flashlight and let them
block the light
rules and share the torch
and do what the teacher
says.
Student Communication Product:
-

Oral discussion what they note

Explain
5 minutes
The teacher will discuss with the students about what they note and
focus on new vocab such as, block and solid.

Content Media: teacher lecture

Teacher
The teacher will discuss with the
students about what they note
when blocking the light
Also, she will focus on new vocab
such as block and solid ask them
the meaning of the words.

Student
Students will active with
the teacher and try to
raise their hand to answer

Elaborate
10 minutes
Ask the children to find examples of shadows which are much bigger
than the object they came from, and explain how they think this might
have happened.

Activities:

Teacher

Student

Use flashlight to try

to find bigger
shadows than object

The teacher will give

them critical thinking
question and let them
discuss with their group
and explain how they
think this might have
happened.
Who can find
examples of
shadows which are
much bigger than
the object?
Evaluate
10 minutes
Student

The students will

discuss with their
group and try to use a
flashlight to make a
bigger object.

Teacher

Ask the students to form a diagram of

their silhouette by using arrows, labels
and picture to explain how the shadow
is formed.

The students will follow her

instruction and try to do it.

My MST observation

Reflection

In fact, in this lesson, I will teach students that some of materials block light to form shadows. I
like this lesson, and I think it is going well. In this lesson, I do not face more difficult to achieve
my object because I planning well for the lesson. Also, the students have a background about this unit, and
they like this unit which about light and shadows. However some of the students they do not understand how
the materials block the light to make shadows. But when I explain to them and give them time to do the
experiment they understand. The students were interesting with my activates, and they like my lesson. Also,
I note that at the end of the lesson that the students understand my lesson in the evaluation stage.