Science Lesson Planning

Date 12-3-2017 Student Muna Hasan

teachers

Time 45 minutes School First academy School

MCT Garnel Desravins Grade 1D

Lesson UNIT 7- weather and seasons No of

unit/page Lesson 3: What are seasons? - students 26
Spring & Summer
Pages: 274 - 277.
Context of the lesson

This lesson is the third lesson in unit 7 which is seasons.

Teaching goals:
The aim of this lesson is to make sure students know the different between two seasons.

Learning objectives:
- Student able to identify the different seasons and kinds of weather found in each one (spring summer)
- Student able to classify between two seasons.
- Student able to explain what happen for the trees in two seasons.

Assumptions about prior learning:

- Students know that there are four seasons.
- Students know that the seasons repeat.

Anticipated problems and possible solutions:

Problem: might the data show not link it with my laptop.
Solution: I will explain it without PowerPoint.
Problem: maybe the sound of the video will not open.
Solution: I will draw what happen in the video.
Personal focus for this lesson:
Finish everything in the time.
Target language: Teacher language:

- Is our lesson about?

1. Seasons
- What do seasons mean?
2. Weather pattern - What are the four seasons?
3. Spring - How often do the seasons repeat?
4. Summer - What do weather pattern?
- What do seasons have to do with weather
patterns?
- In which season do many trees have some new
leaves?
- What happens to the trees in the spring and
summer?
- What is the weather look like in the summer and
spring?
- Where can we go in each season?

Main tasks or activities: Materials:

1. PowerPoint
1. Greet student (daily routine) +remind
2. Video.
them the rules of the class.
3. Small board.
2. Watch a video about four seasons and
4. Marker.
what happen in each one then ask them a
5. Pictures.
question about it.
6. Clips.
https://www.youtube.com/watch?v=8ZjpI
7. Wool.
6fgYSY
8. Cards (words)
3. I will ask the student to draw or write
9. Worksheet.
which season they like by using the small
10. Colors
board and marker.
11. Pencils
4. Differentiation activity for low -middle-
12. Glues
high students.
13. Green & red cards
5. Individual activity for all students.
14. Penguins reward system.
6. Review the lesson by asking them a true or
false question.

Consider these grouping strategies: Consider where the children are working:
- Pairs - Working in the classroom.
- Individual
 Planning Stages Within the 5-E Inquiry Model

Engage (5 minutes)

Questions for whole group discussion:

- What is the lesson about? seasons (spring summer)

- What do seasons mean? is a time of year
- What are the four seasons? spring summer fall winter
- How often do the seasons repeat? once a year
- What do weather pattern? Is a change in the weather that repeats
- What do seasons have to do with weather patterns? Changes in the weather
- In which season do many trees have a new leave? spring
Procedures:
Student will listen to the song and
I will show them video about the four they will focus what happen in each
seasons and what happen in each one. season to answer the questions.
(4 minutes)
https://www.youtube.com/watch?v=8 Student will think to answer the
ZjpI6fgYSY questions
Then I will ask them what are the four
seasons? (Spring Summer Fall Student will draw a pattern to
Winter) and how often do the seasons understand what weather pattern
repeat? (once a year) then I will draw means.
a pattern to let them understand what
Student will use the small board and
weather pattern means then I will ask
the marker to draw which season
them to draw a pattern on their boards they like.
then I will ask them in which season
do many trees have new leaves?
(Spring)
After that, I will draw a sign for each
season in the board then I will ask
them to draw or write by using small
board and marker which seasons they
like? (dependent to the student
answer).

Explore (10 minutes)

Activities (list)
- Differentiation activity for low -middle-
high students.
Low: classify the pictures to the spring
and summer.
Middle: classify the pictures & words to
the spring and summer.
High: classify the pictures and write the
words to the spring and summer.
Teacher
I will ask students classify the pictures for all
level but each one has different things to do.
Procedures:
Driving Question
- What happens to the trees in the spring
and summer? Spring (trees have new
leaves) Summer (trees have a fruit)
- What is the weather look like in the
summer and spring? Summer (hot)
spring (warm and rain)
- Where can we go in each season?
Summer (beach mall) spring (park
camping)
Student
Low level: students will use the clips for
the pictures then put them in the wool.
Low level (pairs): I will give them clips
and pictures then I will ask them to put in the
wool. They will have two rope of wool one
for the spring and another one for the
summer.
Middle level (pairs): I will give them table
and pictures with words then I will ask them
to classify the picture with words between
the spring and summer.
Middle level: students will see the picture
and match it with words then they will
put it in the right place
High level: students will see the picture
then they will write the words of each
one, they will have a word bank they can
use it if they didnt know how to write it.

High level (pairs): I will give them table

and pictures then ask them to write the words
of each picture then classify it into spring and
summer. (I will give them a word bank to
help them).
Student Communication Product:
The students will discuss together to answer the question and do the activity.

Explain (10 13 minutes)

Content Media:
- PowerPoint.
Teacher Student

I will ask them to say what they Students will say what they found
learned from the classify activity then from the classified activity and
I will ask them to explain what students able to say what happen in
happen in each one. each season.
Then I will show them pictures from
the power point and I will ask them Student look at the pictures then the
what they see and which season is it? will say what activity can do in each
season and which season it (answer
the question).
Elaborate (10 minutes)
Activities: Teacher Student
Draw & color& paste:
(individual)
I will ask them Student will take out the
Ask students to paste the to take out the materials then they will start
paper (leaves) in each tree materials then I the glue the leaves then paste
to make spring tree and will explain how it in the trees.
summer tree. they will do the Student will draw what the
activity after that weather in spring and
Then ask them to draw I will ask them summer
what the weather in each to start the Student will color the words
season. activity. (spring and summer)

After that, ask them to

color the words.

Evaluate ( 7 minutes)
Knowledge Learning Objectives Assessment Instrument
Green card & red card activity: Checklist for science class put tick
The students should raise the green card if during the class (activity time)
the answer is correct or if the answer is Observe the students if they understand
wrong they should raise the red card. the lesson or not.
 Walk around the class and ask them
questions (how why)
Teacher Student

I will give each student green and red cards Students will raise the card to answer the
then I will ask them a question about the questions.
lesson. For example:
Mariam goes to the park and she plays
with her friends. Is the season summer?
Spring why? Because the weather is warm
Ahmed goes to the beach to swim. Is the
season summer? Why? Because the
weather is hot

Ali is wearing a light jacket. Is the season

spring? Why? Because the weather is
rain

Haya is wearing sunglasses. Is the season

spring? Summer Why? Because the
weather is hot.