Lesson Plane

Name of Student Teacher: Maryam Bin Thani School: Rak Academy BC

Planning an Inquiry Based Lesson/Activity/Project Name:

Consider your PDP goals when lesson planning. Some points to keep in mind might be:

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal):

 Questioning
 Classroom management
 Achieve the learning objectives

2. Describe what you will do to help achieve your goal (Strategies Used) make a list of questions at different
levels of bloom’s when lesson planning

1. Memorize the definition of adaptation in your own words? (Knowledge)

2. Describe how could human and animals adapted to their habitat? (Comprehension)
 3. Give an example of animals in the environment and how could they adapt in the environment. (Application)

4. Analyze how could giraffe, lion, camel, parrot, polar bear, crab and chameleons adapt in the environment.

(Analysis)

5. Create your own animal and connected to the habitat. (Synthesis)

6. Justify what did you learn from adaptation. (Evaluation)

3. Describe how you can tell if you’re achieving your goal (Evidence) list of student responses, or worksheets
 By applying an assessment to check students understanding at the end of the lesson(worksheet)

Grade Level: Grade 6 Subject: Science Learning Outcome (ADEC code and words):

Students will be able to identify and classify animals living in

different habitats such as; giraffe, lion, camel, parrot, polar
bear, crab and chameleons (African savanna, ocean, desert
and rainforest)

Title of Lesson: Animal adaptation A brief description of my Lesson in my own words:

 The lesson will be about how could animals adapt in

the environment.
 This means how an animal is suited to where it lives.
The problem that students are trying to solve or investigate (in The outcome or product of the students’ investigation (i.e.
my own words): what will the students be expected to produce at the end of
their investigation)
 Figure out how could animals adapt in the
environment.  That animals are different than the human, and they
have specific types and tricks that led them to survive
and stay alive.

Essential Question: Guided Questions:

 Memorize the definition of adaptation in your own  Who needs more explanation?

words? (Knowledge)

 Describe how could human and animals adapted to

their habitat? (Comprehension)

 Give an example of animals in the environment and

how could they adapt in the environment. (Application)

 Analyze how could giraffe, lion, camel, parrot, polar

bear, crab and chameleons adapt in the environment.

(Analysis)
  Create your own animal and connected to the habitat.

(Synthesis)

 Justify what did you learn from adaptation. (Evaluation)

Learning Outcomes (including strand and substrand)

 Section 5

 Standard: Living things in their environment

 Sub-standard: Animal adaptation

-The stages that the students will use to investigate the problem:

Stage What it Means/What students What are Process skills Literacy skills that
do at this stage of any inquiry What students will do Aim of this section some that students students will use at
lesson at this stage of my of the lesson questions that will use at this this stage (name,
lesson I will ask stage (name, and say how and
students and say how where)
during this and where)
section? (at
 what level of
Bloom’s are
these
questions?)
Engageme The teacher or a curriculum Students will be asked Students will be Memorize the Questing: Listening and
nt task accesses the learners’ about their experience able to share definition of How could speaking
prior knowledge and helps and knowledge. opinion and adaptation in animals adapt
them become engaged in a knowledge your own in their Sharing ideas and
new concept through the use How could human live words? environment? opinions with each
of short activities that promote in cold /hot places? (Knowledge) How could other
curiosity and elicit prior they survive?
Memorize the
knowledge. The activity should
definition of adaptation
make connections between
in your own words?
past and present learning
(Knowledge)
experiences, expose prior
conceptions, and organize
students’ thinking toward the
learning outcomes of current
activities.
Exploration Exploration experiences Students will be able to Students will be Describe how Hypotheses: Listening and
provide students with a explore new able to explore could human (if the human speaking
common base of activities knowledge when they new information and animals adapt they will
within which current concepts start to be asked about and facts about adapted to survive and
(i.e. misconceptions), these animals and how these animals’ their habitat? stay alive)
 processes, and skills are they adapt giraffe, lion, giraffe, lion, camel, Describe how Exploring their
identified, and conceptual camel, parrot, polar parrot, polar bear, could human knowledge with
change is facilitated. Learners bear, crab and crab and and animals each other’s.
may complete lab activities chameleons chameleons adapted to
that help them use prior their habitat.
knowledge to generate new
ideas, explore questions and
possibilities, a design and
conduct a preliminary
investigation.
Explanatio The explanation phase focuses Students will receive Students will be Give an Analyze Reading (in the
n students’ attention on a new information about able to observe example of /analyze data: slides)
particular aspect of their animals (PowerPoint) and receive new animals in the Each animal Listing to each
engagement and exploration information about environment has different other
experiences and provides animals and how could way of Speaking and share
opportunities to demonstrate they adapt in adapting such opinions
their conceptual the as; yes, feet,
understanding, process skills, environment. whiskers, tail,
or behaviours. This phase also (Application) teeth and
provides opportunities for claws.
Analyze how
teachers to directly introduce a
could giraffe,
concept, process, or skill.
lion, camel,
Learners explain their
parrot, polar
understanding of the concept.
bear, crab and
 An explanation from the chameleons
teacher or the curriculum may adapt in the
guide them toward a deeper environment.
understanding, which is a (Analysis)
critical part of this phase
Elaboration Teachers challenge and extend Students will create an Students will Create your Analyze Reading
students’ conceptual animal by using create an animal own animal /analyze data: Listing to each
understanding and skills. different material and by using different and Elaboration other
Through new experiences, the they connect the material and they connected to during the Speaking and share
students develop deeper and animal to the correct connect the animal the habitat. lesson by opinions
broader understanding, more habitat. to the correct (Synthesis) doing the
information, and adequate habitat, and talk activity of
skills. Students apply their about how they creating the
understanding of the concept could adapt animals
by conducting additional
activities.
Evaluation The evaluation phase (Evaluation: what will Students will start Justify what Conclusion: Writing and
encourages students to assess students produce by doing the did you learn Justifying what reading (in the
their understanding and the end of this section) assessment to from did they learn assessment).
abilities and provides make sure that adaptation. from the
opportunities for teachers to they understood (Evaluation) lesson by
evaluate student progress the lesson doing the
toward achieving the assessment
educational objectives.