Student Teacher Science Lesson Planning Template

Date 7th of Mar. 2017 Student Zainab Ahmad

teacher H00272705
Time 12:30 School NWAP School

MCT Garnel Desravins Class 3b

Lesson Lesson: Natural resources No of 21

unit/page Unit 6: People and Resources students
Pages: from 250 253

Context of the lesson

The first lesson comes in the unit after changes on earths surface unit.

Teaching goal
Students will be able to identify the main natural resources present in the Earth.

Learning objectives
- Students will be able to classify natural resource into renewable and non-renewable.
- Students will be able to write list of renewable and nonrenewable resources.

Assumptions about prior learning

- Students already know about the earth and what it includes.
- Students should be able to understand the meaning of natural resources, renewable and non-
renewable resources

Anticipated problems and possible solutions

Some Students might finish quickly and others may spend more time
Solution: the students who finished early will help who didnt finish (so, it will avoid them from making
noise or moving)

Personal focus for this lesson

Introduce the rules and the red sign for the teacher
Focus on using the vocabulary terms
Making eye contact with students

Target language Teacher language

- Natural resources
- Renewable resources
- Non-renewable resources
- Introduce the lesson
- Explore: Drag me to the correct
basket activity
- Explain: the meaning of renewable and
nonrenewable resources
- Elaborate: worksheets (differentiated)
- Evaluate: Assess your students
Natural resources: things that come from nature that
people can use.
Renewable resources: resources that can be replaces
easily.
Nonrenewable resources: natural resources that can
be used up
Resources and teaching aids
- Flashcards for new term: Natural resources.
- A plant, soil, coal, wood and animals objects
- Sticks and cards about different resources
- 2 cups for nonrenewable and renewable
resource.
- Flashcards: Renewable resources and Non-
renewable resources
- Differentiated worksheets
- Checklist to evaluate students
Consider these grouping strategies: Consider where the children are working:
3 to 4 students in each group Before starting the lesson, the teacher will ask
student to line up, then take them to the
science room.

Planning Stages within the 5-E Inquiry Model

Engage
Key Question:
What are natural resources?
Questions for whole group discussion:
What do we need to live?

Procedures: instructions After discussion and receive

1- There will be a table in front of the room where answers, the teacher will
2- The teacher will put the resources (a plant, soil, display the natural
wood, coal and animals) one by resources flash cards on the
3- The students will name each resource board and talk about it.
4- Then she will ask where can we find them and if we
create them or they come from the nature.

Explore
Activities (list) Driving Question
stick me in the correct cup Which resources can be
replaced and which resources
can be used up?

Teacher: I will provide each group with the sticks that have Student
cads on them (the card include the name and a picture of a Will work in groups of 3 or 4
resource in one side, and in the other side it include an to complete the activity
information sentence), the 2 cups (1 cup for resources can all member will collaborate
be replaced and other for resources cannot be replaced. to read then discuss and
place the stick to the correct
Procedures: cup
1. The teacher will explain the activity for students
2. She will do one example in front of students
3. The teacher will ask the students do not came to
her if they finish but just raise their hands.
4. Each group will get the materials
5. In each group Students will read the cards
6. Each group members will discuss together in which
cup they have to stick each card.

Student Communication Product:

Oral discussion
The teacher will ask students some questions while observing and use the checklist
 Explain
Content Media: teacher lecture

Procedure:
- The teacher will make a table on the board resources
can be replaced and resources cannot be replaced.
- She will ask where they put the stick (she will name
the resource).
- From each group, 1 student will answer the teacher
until she names all resources.
- The teacher will classify the answer in the table that
she created on the board
- She will Display the flashcards of renewable and
nonrenewable resources and place each above the
correct resources
- Ask students to explain the meaning of them from
their work.

Elaborate
Activities: Teacher Student

differentiated - Give the - Low: the worksheets include the definition of

worksheets worksheets natural resources but with missed word. Also,
according to blank categorys titles (they have to name it:
students level. renewable and nonrenewable according to the
information they have below each blank title
which is the definition of them). Then they
have to write some examples (there are
pictures that could help them)

- Middle: write the missing word in both

definitions of renewable and nonrenewable
resources. Then categorize the given resource
in word bank to the correct place (renewable
and nonrenewable). There will NOT be
pictures.

- High: write the definitions of both renewable

and nonrenewable resources. Then write
examples of them in given table. There will
NOT be pictures and word bank.

Evaluate
Skill/Reasoning Learning Objectives Assessment Instrument
Students will be able to discuss Checklist

Knowledge Learning Objectives Assessment Instrument

Understand the new terms Checklist

Teacher Student
Observe students and use the checklist Work individually and in
groups showing their
understanding of new terms