You are on page 1of 5

Lesson Planning

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


Planning an Inquiry Based Lesson/Activity/Project
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
and extending students answers.

2. Describe what you will do to help achieve your goal (Strategies Used): make a list of the question in my
plan. Keep asking students for justification (why).

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

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

Title of Lesson: A brief description of my Lesson in my own words: This is the third lesson of the Natural
Hurricanes, Cyclones, disasters’ unit. The students have to learn the three names Hurricanes, Cyclones,
and Typhoons. Typhoons and where are they located in the world map, the steps of Hurricanes
formation, and their effects on the surrounding environment.

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 students are supposed to figure out how water, ice, and wind affect the sand. Then,
my own words): How
they will link to the definition of the words weathering, erosion, and deposition.
the Hurricanes are
formed?
Learning Outcomes (including strand and sub strand)

- The students will be able to identify the 6 steps of a hurricane formation.


- Label the hurricanes, cyclones, typhoons on the world map.
- Experience the types of rotations (clockwise, counter clockwise) using water, food color and sticks.
- Act out the steps of the formation in groups (can use flash cards).
Essential Question: Can I identify how a hurricane is created and its effects?

Guided Questions:

- How does a hurricane form?


- What are the different parts of a hurricane?
- A hurricane is type of?
- Where do hurricanes occur?
- What is the difference between a hurricane, cyclone, and typhoon?
- What is the difference between counter clockwise and clockwise rotation?
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
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 - I will tell the students that we are - State the types of Remembering: Communicatio Listening:
students’ now learning about a new topic natural disasters. - Who can tell an n: their when they
attention. which is Natural disaster. - Guess the aim of example of a natural information and listen to
- I will ask them to tell some examples the lesson. disaster? opinion about others’
To review their of natural disaster (earthquakes, understanding: the key terms. responses
prior knowledge. hurricanes, tornadoes, wildfire, Speaking:
- Why do we call them
flooding). natural disasters? when they
Tell them what
- I will ask two students to act out the - What are the steps will answer
they are going to
stages of the formation of a tornado of a tornado the
learn about. (last lesson). formation? question.
Prepare them to
the next step
(explanation)

Exploration - explore the - Write the three words on the board - Find the different Understand: Observe Writing
difference (hurricane, cyclone, typhoon) ask between the three - where do hurricane What will plot on the
between the them to discuss in pairs how are they types of hurricanes. rotate clockwise/ happen when map
words different. - Plot the three types counter clockwise? spinning the Speaking
(hurricane, - Write the following question on the on the world map, Analyze: water with their answering
cyclones, board (what is the difference draw the equator - What are the hand questions
typhoons). between hurricane, cyclone, and line, create a key. differences between Listening
-Plot the location typhoon?) tell the students that they - Represent the hurricane, cyclone, Record plot the pair
of every one of are going to watch a video and they rotations type using typhoon? types of discussion
them on the must try to answer the question water and sticks. - Why do you think we hurricanes on
world map. (different in location). have to different the map.
- clockwise and - Give them fact sheet and the world types of rotation? Experiment the
clockwise map and ask them to label the three different type
types, the equator line and create a of rotations.
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
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)
key (write what they have to do on
the board).
- Discuss the different types of
rotations (clockwise: south the
equator and counter clockwise: north
the equator). Each group will have a
container and they have to use a stick
to represent both motions.
Explanation To explain the - Using the fact sheet they have got, I - Identify the parts of Understanding: Inferring: the Speaking
steps of the will ask them to determine the three hurricane. What are the three parts steps out of the answering
formation of a part of a hurricane. (draw it on the - Represent the parts of a hurricane? drawing. questions
hurricane and its board or show a picture). using glitter and Listening
parts. - Go back to the containers of water ask spinning water. Applying: Communication to other
them to spin the water again but this - Guess the steps of Where is the eye in the : act out the discussion
time they will add some glitter to the hurricane. hurricane you created steps
water while it is spinning to create a - Draw and write the (eyewall, rain bands) ? Writing:
hurricane and try to identify the three steps. Record: draw draw and
parts. - Act them out in Analyze: and write the write the
- I will draw the steps of the formation groups. What do you think is steps. steps
of a hurricane on the board and they happening here? What will
have to guess what is happening in happen next? Reading:
each stage. identify
- Then then have to draw and write the the parts
steps in their worksheet. using the
- Each group will get to act the steps. fact sheet.
Elaboration The hurricanes - Through the fact sheet they will - Write a letter for Evaluating: how do you Inferring: how Writing:
effects identify the effects of hurricanes. people got hurt by a think people would feel do people feel the letter.
- They have to write a letter for people hurricane. before, during, and after a after a
who got heart and their countries has hurricane? hurricane?
Stage Aim of this Teacher Role What students will do at What are some questions Process skills Literacy
section of the this stage of my lesson that I will ask students that students skills that
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)
been damaged because of a hurricane Analyzing: what would you Speaking:
expressing how sorry they are for their do if you were in country their
lost. who has been hinting by a feeling
hurricane? Listening
to other
ideas.