Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan – for observation

Date 6/3/2018 Student Anoud Saleh

teacher
Time 12:15-40 School Ajman First Academy
MCT Garnel Desravins Class 3D
Lesson 3 Rs ( Reuse , Reduce , Recycle ) No of
unit/page students
Context of the lesson
- 3Rs
- What are these 3 Rs
- Each R represent a meaning full word “ Reduce , Reuse , Recycle
- How we can save our environment .

Teaching goal
Making students aware of 3 ways that will save our environment and planet from the pollution .
Learning objectives
By the end of the lesson student will be able to recognize what are the 3 stand for
By the end of the lesson student will be able to identify each R
By the end of the lesson students will be able to provide examples for each R
By the end of the lesson student will be able to sort each object to its category “ Reduce – Reuse – Recycle
Assumptions about prior learning
I think that students are aware of the materials that we reduce and recycle , reuse are consider under natural resources.
Anticipated problems and possible solutions
If there will be no time for assessing students what they learn: I will consider elaborate activity as an
assessing part also.
Personal focus for this lesson
I have to be enthusiastic and show my students that am so excited for the lesson which will make them excited and
active.

Target language Teacher language

# Pollution I will be using an appropriate language that match the

# 3 Rs student’s level and comprehension. As well as I will ask
# Reduce different open ended and close ended questions to check
# Reuse their understanding to move to the next steps.
# Recycle

Main tasks or activities Resources and teaching aids

- Engage PowerPoint

In engage part I will show students pictures of unlike Words cards

kinds of pollution, water, land, air. And ask them about
these pictures. After questioning I will let them to think Chart paper
how we can be way from them, and to keep our
environment save. I will accept student’s solutions, and in Color marker , panicle
the end I will provide them my solution which is 3Rs. ( I
will connect the engaging part with their previous lesson Glue
because this will aid students to generate answers easily)
Picture cards

3Rs logo
# After engaging part I will reveal the name of the
lesson , as I will release my solution of ( how prevent
pollution ) I will start to introduce to them about the
3 Rs , were also I will provide the illustration part with
video to support my illustration and this will consider
under independent learning style.

When students will be done from watching video I will

start to ask them questions, and then questions will be the
chief questions, for example what is the definition of …,
how we can?? . I will try to ask them open ended
questions , to know what is student thinking

-Explore: In the explore part students will be in their

groups. Each group will have martials, were they get
pictures of resources and with the picture there will be 3
columns (reduce, reuse. recycle) student will see the
picture and will color the column that she think marital
goes under it

-Explain: Students will get chance of explain their

work, and what they did. Also I will be asking the
questions for each group.

-Elaborate: In this part each group will get a word from

3 R, were I will get questions ball, were each group will
take a question ball for another group, and the they have
to answer it .

-Evaluate: the students will do a self- evaluation where

teacher will ask them questions about understanding the
lesson , and if they understand they will show thumps
up , and if not thumps down .
Consider these grouping strategies:((groups indivudal Consider where the children are working:
pairs)) Inside the classroom.
Groups , Individually

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE: of the engagment
to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the teacher
to record the initial ideas of students
to engage their interest
Key Question:
Nature resource
Environment
Questions for whole group discussion:

Teacher (( what they do in engagment in Student (( what they do in engagment in

detail detail))
In the starting teacher will show them pictures
that represent unlike types of pollution.
They will have a discussion about pollution in
general. Wer teacher will ask them questions
from the previews lesson, to chick their pre
understanding also to wobbling the new lesson
information.
Teacher will ask them to generate ideas of being
a way from pollution phenomenon.
Teacher will record their students ideas about
how they can stop pollution .
Students will discuss with their teacher about the
pictures of unlike kinds of pollution, for example
what are these pictures called , and how they
appear etc.
Students will answer teachers questions from
their pre- knowledge , because the lesson before
this lesson it was about Pollution, so student
must know the answers, and be active .
Students will provide ideas of how to prevent
pollution to get save and clean environment.

In the end teacher will reveal her idea which is 3

Rs , and ask students if they have idea about
them .

Explore
PURPOSE:
to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list) Driving Question
- Create a chart, from picture cards. -. key q to check understanding

- Student first will write the name of

3Rs in the arrows , and will past them in
the chart paper .

- Student will pick a picture card , and

will see this resource consider under
which category ( Reuse , Reduces ,
Recycle ) and color the column
Teacher Student

Teacher will make sure that students are in their
groups.
Teacher will hire a student to be encharge of
materials of the activity.
This activity will be illustrated by teacher, were she
will tell them how the activity will be work.
After illustrating the instructions, teacher will ask
one or two girls to tell her what the class will be
doing.
When the students will start their activity teacher
will be going around them and check their work,
and provide them feedback if it’s necessary.
Students will be in groups .
One student for each group will be have the
materials of the activity.
From the class one or two student will re-say the
instruction of the activity :
Student will have 10 pictures card of materials ,
with 3 categories which they reuse , reduce ,
recycle, also they will get the logo of 3 Rs
First students will stick the logo in the middle of
the poster , and will write the names of 3 Rs on
each arrow .
Students will get picture cards and they will be
flip were they can’t see , each student from the
 group will take a picture until all pictures will
be done.

Student will see the picture, and will color the

category that this picture below too.

When students will be done from the work they

will stick all picture cards to the poster that will
be shaped as a basket.

Student Communication Product:

-Oral discussion of what they do and the reason of that.

-
Explain
PURPOSE:
to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of concepts

Content Media: teacher lecture

Teacher Student

In this part teacher will go around each group , Students will show to teacher there work .
and check their work .
Student will explain to the teacher why they
During teacher will is checking students work, she consider this resource in this category.
will not give them feedback about their work.
For example “ tree will be consider under
Teacher will ask each group a question, for reuse , because we take may naturel rescores
example whey they put the wood in reduce
from the tree and as we are taking the trees will
column? , why they have to reduce the wood.
gone , and to grow other trees , will take time .
How they do they recycle and reuse the water
bottle again?
Student will debate with the teacher, about their
During teacher is surrounding on groups she will answer, if it’s correct or not, were they will
ask also to provide her with example of reuse and justify their answer.
reduce or recycle that they can found them in their
home? And how they can reuse them , or reduces ,
recycle them.

Teacher will pic a correct answer picture card, and

will say to the students I think that this is wrong
answer! What did you think?

Elaborate
PURPOSE:
to extend students' conceptual understanding through application or practice in new settings
 Activities: Teacher Student

. This activity will be

considers as an elaborated
activity , and assessing their
understanding .
The activity will be about ,
questions ball, were each
group will take a ball , and
will take out from in it
question , and will read it ,
were I will select other group
to solve the question.
Teacher will from each group
to tack a ball.
Teacher will ask from one
student to opine the ball, and
take out the question .
Teacher will ask the student to
read the question.
Teacher will ask one of the
other groups to answer the
question.
Student will choose a ball , and
they will open it.
One student for the group will
read the question.
For example “define the
recycle”.
Other group student they have
to answer to the question .

Evaluate
PURPOSE:
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives

Skill/Reasoning Learning Objectives Assessment Instrument

test or quiz, interview , create product

Knowledge Learning Objectives Assessment Instrument

Teacher Students

In the end teacher will ask students if they have Students will ask questions if they need about
an question to her. the lesson .

If they did not understand the lesson or any part They will do the act of thumps up if they get
she may reteach it again understand to the lesson .

Teacher will ask students to show her thumbs up Thumps down if they need form the teacher to
if they are fin with the lesson , and thumbs down re-teach the lesson of part that they couldn’t
if they feel that they are not much familiar with understand it .
the lesson even after the illustrating

Lesson Reflection

This lesson was my first observation lesson, were my MCT visit me. The lesson was about the 3Rs ( Reduce
, Reuse and Recycle ), the lesson was prepared by following the 5Es . As usually I start my lesson with
engaging the student, were teacher can use her own way to start her lesson for example by doing an activity ,
or asking them question . My approach of starting the lesson was showing the pictures of kinds pollutions
because the object of the lesson was about how to prevent the pollution. During the warm up I was asking
the question where I start to ask in the starting the general questions and them I start to go trend the objective
, begging with general questions first will motivate the student to answer , and also will make student feel
comfortable and confidence when he is asked for the answer or to think, because first of all teacher will elect
questions that are in their level , and questions that their answers will be from their pre-knowledge . So the
consequences of consuming this approach was, students were proactive, they was replying to correctly, were
some of them were providing me with additional data .After general questions, I had for the chief question
that for it students will know the name of the lesson , which is “ how we can stop the pollution “ students
were seeing random answers, in the end I side to them I do have a way to stop is which is by Rs,

In my teaching part which I thing that its doesn’t went well , were according to my MST , and MCT they
side its goes well !. Where I start to introduce to them the 3Rs, I start to introduce one by one so students
can’t be confused, were I start initially by defining and letting them to say it again so they can remember it ,
were I do ask students to illustrate what does this definition means to them in their own words, but I don’t
get respond !, were I did the same with other 3 Rs. While I start to provide them with examples from the real
life, for example car and fossil fuel and electricity , box, in my opinion providing students examples that
come for their daily action and example that is front of them this will help the students to remember the
information for long time . Once I done from my examples , I start to ask them to give examples , so I can
make sure that thy understand , however I get only less correct examples. According to my MCT comment
he side that I use more teacher talk , if I was talking more than students and I was getting less answers and
most of them incorrect , if I talk less what will happen ?.

In my lesson I do use independent and visual leaning style, were I put for them a video that it’s about the
lesson , so they can get more knowledge about it , and will change the routine, students were excited about
the video, because first of all the video was very suitable for them, from the age appropriate , and the
significant thing was the language was simple and easy to understand these are the features that will lead
student to follow with the video if it’s video. When the video finished I start to ask to ask them questions
about the video and the context, and I realize that students start to participate and provide answers to my
questions. They start to give me examples about the 3Rs and some of them they start to give me the reason
also of why this resources conceder under this R. Moreover I start to give them examples and they have to
see in which category this example fells, students were active in this part, however some of the answers were
wrong. And I ask from other girl to correct it, because in my point of view, students learn batter when they
correct for each other.

When I sow that students are familiar with information, students they start their explore part. Where students
will be working groups, students were asked to create chart from the picture cards that they will get. In the
picture card first students have to look to the picture and think in which category this picture related to, after
that color the column that this resources fells in it ( Reuse , Recycle , Reduce ). Students start to do their
activity, as I was going around them students was doing something else! Students were only sticking the
pictures without solving, were I stop them and give them the instructions ageing and ask students to re tell
what they will be doing. Students start their work, and I was going around them and have a look, were I look
that most of the student they don’t know how to solve the activity! And the most thing makes me feel that I
don’t teach is that , when one student she side we don’t understand!!!. In this cause i re teach them again
from the begging, by giving them the most important things, which they are the definitions of each 3Rs, with
some examples, during this cause teacher can find lots of reasons that students comes to the activity and they
don’t know anything, for example simple they don’t what to do the activity , or they feel that this task is to
much for them ,but in my cause while am teaching students were responding and participating and even
students get wrong answer i try to find anything is the answer to make it related !! , also the activity was
simple not changeable, after this also they respond to the activity badly. Where because of this I don’t
complete my lesson plan final 2steps, which they are elaborate and assessing.

In the end I will like to reteach this lesson again but in other form where I can check if students are really get
the lesson or not , because as am a teacher this is my responsibility to make sure that student understand the
lesson even the half of it .