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Lesson Planning

Name of Student Teacher: Hend Alyammahi School: RKA Academy PYP

Planning an Inquiry Based Lesson/Activity/Project

(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

2. Describe what you will do to help achieve your goal (Strategies Used): make a list of the question in my

According to Cullinane (2009), blooms taxonomy is used by teachers in many ways such as: creating challenging
question for the students during discussion time or tests, up leveling learning objectives in lesson plans, and
distinguishing the cognitive level of the activities.

Reference: Cullinane, A. (2009). Blooms taxonomy and its use in classroom assessment. National Center for
Excellence in Mathematics and Science Teaching and Learning, 1(13), 1-4.

3. Describe how you can tell if you’re achieving your goal (Evidence): Students responses and interaction
during the lesson. MST and MST Feedback.

Grade Level: 4 Subject: Science Learning Outcome (ADEC code and words): Not included

Title of Lesson: The A brief description of my Lesson in my own words: This is the eighth lesson of the “How
connection between the world works” unit and it talks about the relationship between earthquakes and civil
civil engineering and engineering. In this lesson the students are going to build earthquake proof structures
earthquake Then they are going to test how long (stopwatch) it can stand up under the stress of an
earthquake.

The problem that The outcome or product of the students’ investigation (i.e. what will the students be
students are trying to expected to produce at the end of their investigation)
solve or investigate (in
- The best earthquake proof building (small, compact, has large base…)
my own words): Is a
smaller and more
compact structure
more stable in
comparison to a larger
structure?
Learning Outcomes (including strand and sub strand)

• Identify some of the factors that make buildings earthquake-proof, including cross bracing, large
"footprints," and tapered geometry.
• Model an earthquake-proof structure using simple materials (Sticks and Marshmallow).
• Compare a model structure with what it represents.
• Understand why engineers need to learn about earthquakes.
Essential Question:

• What is an Earth Quake and its impact on surrounding landforms?

Guided Questions:

• What is an earthquake?
• How are they formed?
• Where are they found?
• Did any of you witness an earthquake before? How did you feel back then?
• Why do engineers need to study earthquakes?
• How can we make the best earthquake proof building?
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Engagement To attract the - First, I will tell the students that we are - Students are Understanding: Observing how Listening:
students’ going to learn about earthquakes, then I going to think, - What is an an earthquake when they
attention. will write the following question in the pair, and share earthquake? look like in the will watch
board, what is an Earth Quake and its the answers - How earthquakes video. the video
To give them a impact on surrounding landforms? about the affect the Inferring to and listen
general idea questions. surrounding areas? to others’
about - Watch the Apply responses
earthquake? (give them time to think and earthquakes
earthquakes video. - Did any of you see or Speaking:
then they can share their ideas with their affect the
friends witness an when they
Prepare them to surrounding
the next step - I will play a 3-minute video to the areas?
Analyze the
(explanation) students about earthquakes happening in question
- How did you feel? Or
different places around the world. about the
do you think people
feel during an
0cs_cGc e.
earthquake?

Explanation To help the - I will start by asking the students: how The students will Understand: Predicte how Speaking
students are earthquakes form? (wait for share what they How are earthquakes earthquakes are to answer
understand the responses) know about form? formed the
concept - Then I will tell them that earthquakes earthquakes. questions
accrue when two plate tectonics slide They will model the
To correct any next to each other (I will show them the movement of the
misconception movement with my hand and ask them to plates tectonic with
do so). their hands
To prepare the - I will illustrate the movement of the two
students to the plate on the board too.
experiment
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Exploration See how to I will tell the students that civil engineers study Every student is Analyze: what do you Predict what Writing:
and construct earthquakes, so they can decide where to put going to build think will happen to your will happen to when they
explanation different the buildings and how they will look like, so his/her own building their building will solve
geometric they can stand the best against an earthquake. structure. the lab
shapes using What is the best design to Experimenting: worksheet
marshmallow Therefore, I will tell the students that they are They have the make the best earthquake they will test
and sticks. going to be engineers today and they will build freedom to design it proof building? Or, how the building
a structure using marshmallow and sticks the way they like. should your building look they designed
Predict which (show them an example) and then we will test like so it can stand against under the
structure can it by placing it on jelly. Where we will shake the They have to come an earthquake? pressures of an
stand more jelly as an earthquake. up with a question earthquake
earthquake Before conducting the experiment, I will Observing their
distribute a lab worksheet (appendix 1). I will Write the equipment building during
tell them that we need to write a question they will use an earthquake
about our building, the equipment that we will
use, and our prediction (in groups). State their Measure the
predictions time that it will
I will tell them that they have to use a take their
stopwatch to measure how long does their Record the time of building to fall
building stand up. (record it in their note book) how long their
building stands up. Communicate
Then I will pass them the materials and they their results to
will start working individually. the class
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Elaboration To extend the Discussion: What else can you change to Think about new Evaluate Inferring why Writing:
and Evaluate students improve your building? design. What other features you did their they will
conceptual can change to improve building stood compare
understanding Based on the students’ findings, I will ask them Adjust, predict, test, your model? more or less. their
about the topic to adjust their building to improve it. What are and record models
the things that they will change in it? information. How do you think this and write a