Task 4

Lesson Title What do you want to try?

Level of Inquiry Structured inquiry.
A brief description of the This lesson, the learning objectives addressed were To tell and speak
lesson about outdoor activities, to identify the types of activities, whether a
land / sea / air activity and to utilize the rule of using “would like”.
As a warming up, I asked students general questions to identify their
knowledge. I gave each group a picture and asked them to predict the
outdoor activity then write sentences related to it. The while-stage, I
gave the students the instructions of the activity and asked them to
figure out the new vocabulary and their definition by themselves. I
provided them with different and random definition and pictures to
support them. In addition, they will work in groups to speak about
outdoor activities they would like to try using the instructional card
for each group. Furthermore, I gave each student a worksheet for the
listening part, which they had to listen then answer the worksheet.
Finally as a post-activity, I asked students to work with their partner
and discuss any outdoor activity they want then describe it to their
partner. The other partner will predict it then return the roles
between them as they will perform and present it to their classmates.
The Problem or Issue To figure out outdoor activities, new vocabulary and speak about
them.
Essential Question “Do you like being outside?”
“What activities can you do outside?”
“Search for outdoor activities and classify them with their names,
definitions and pictures”.

Guiding Questions  What is the meaning of outdoor activities?

Learning Outcomes (LOs)
By the end of the lessons
students will be able to:
 Each group has different pictures, discuss it with your
group and write sentences.
 What are some activities you did outdoor? With who?
 Find new vocabulary and identify outdoor activities.
 What do you think of these activities?
 What activities did you figure out from the pictures and
definitions?
 What outdoor activities would you like to try? Why?
 Choose some activities and discuss it with your group.
 With you partner speak about any outdoor activity and
the other should predict it.
- To tell and speak about outdoor activities.
- To identify the types of activities, whether a land / sea / air
activity.
- To utilize the rule of using “would like”

Hypothesis As inquiry based learning requires a question and search to find

solutions that boost students learning to a certain topic. I assume
that, students will work collaboratively to figure out outdoor
activities and their academic definition with supportive pictures.
Students are going to develop critical thinking and problem
solving as well as communication and collaboration during doing
these tasks as groups. That will scaffold their learning and
knowledge toward further understanding of the topic to figure
out ideas and information about outdoor activities. However,
 these tasks will help students to be motivated to learn, discover
outdoor activities and learn about them. It will demonstrate and
activate their curiosity about things they are interested in.

Prediction
The outcome or product
of the students’
investigation (i.e. what will definitions and develop their collaboration as well as thinking
the students be expected
to produce at the end of
their investigation)
I think that some students will not be able to or get confused with
some activities for instance, zorbing, hiking and climbing. Some
students might not get engaged with the listening part and not paying
attention to the audio to answer the worksheet which will be
individual. On the other hand, some students will get engaged and
encouraged to do groups tasks like the warming up to predict the
picture they have and discuss it together. Moving to the main
activity, they will enjoy fining outdoor activities, learn and classify
their pictures and definition. As well as, the groups discussion using
“would try” where they will discuss and share any outdoor activity
they would like to try with their group members. They will be
provided with an instructional card and pictures. Finally, the last
activity which is the partner talk might support student’s peer
assessment to speak and develop their speaking through talking
about any outdoor activity they prefer.
Students will be able to learn and figure out new outdoor
activities and talk about them. They will learn academic
skills. Finally, they will develop the sense of participation to
cooperate and finish their tasks where they will differentiate
between each outdoor activity whether it is a land, sea, or air
activity.
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
Engagement - For the engagement I will support
 Access prior - I ensured to link  I asked some stage, I will students literacy
learning student’s prior questions from open implement more skills, first, to
 Engage knowledge about a to close-ended critical thinking and encourage them read
students in certain topic which questions to check problem solving. the vocabulary
new concept. was “adventure” for students words and
 Elicit further learning and “knowledge” from Each group will have definition. Second,
curiosity connection. I started the bloom taxonomy one different picture they will improve
 Act as a by asking open to achieve one of my to think of it and their writing while
bridge questions for learning objectives write sentences based they write about the
between past students as “Do you like : on what they know given topic or each
and present like being outside?” - “Do you like being about it. outdoor activity.
learning “What activities can outside?” As I will ask Overall, the most
experiences you do outside?” - “What activities can you questions related to important skill I
 Expose prior Students showed do outside?” their interest like: created was
conceptions. engagement and - “Search for outdoor what was your speaking skill which
 Organise encouragement to activities and classify them favourite outdoor I was planning to
students talk about an with their names, definitions activity you did? develop for all levels
thinking adventure they did, and pictures”. With who? of students.
towards the where they did try it, - “What are some activities
LOs with who, and what you did outdoor? With - Communication and
they wanted to try who?” collaboration:
Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
and why. I will apply groups
- As a main activity,  Comprehension: to work for each part of
I gave the instruction classify and identify learning. Students
for the activity as I the new vocabulary will work in groups to
provided them with and search for their do the classifying
visuals like picture, definitions like: activity and to speak
variety of definition, about the activities
names of some - “What is the meaning of they would like to try.
adventures, and a outdoor activities?”
schedule to classify
them under each - “Find new vocabulary and
topic for instance identify outdoor activities. “
land/sea/air
adventures. I - “What do you think of
ensured to keep these activities?”
some pictures on the
board “power point”
and give simple  Applications:
instructions. This
activity encouraged - “Each group has different
students to work as a pictures, discuss it with your
group to figure out group and write sentences.”
Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
answers. In addition, - “Choose some activities
they showed and discuss it with your
learning by group.”
themselves and - “With you partner speak
learned about about any outdoor activity
outdoor activities and the other should predict
through findings and it.”
classifying.
 Evaluation:
- I will give the - “What activities did you
instructions for the figure out from the pictures
use of “would try” and definitions?”
then asked them to - “What outdoor activities
speak and discuss would you like to try?
activities using the Why?”
rule. At the end of - “With you partner speak
this activity, students about any outdoor activity
will be able to and the other should predict
produce sentences it.”
and talk about things
they would like to
try.
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
As a sum up of the
lesson, I will
evaluate students
with a peer
assessment where
one student describe
an outdoor activity
and the other should
guess it and then
present.
Exploration For this stage, I will support For the engagement, Students will be able
 According to the - Students will students learning by asking students will work to classify and read
level of inquiry, explore for answers questions for instance: together to explore the task they have so
students are from their Each group has different and investigate to they find correct
given knowledge and the picture, discuss it together, find correct answers. answers.
opportunity to picture they have as write its name and three In this stage,
design and/or they will think of the related sentences. For this stage, students will
conduct a name of adventure  Knowledge: students will explore develop speaking
preliminary and sentences to “what to reach correct and listening where
investigation. write. “What do you think of the answers. they will mostly
The picture you have? Have you discuss the new
investigation - Students will be ever tried it before?” - Students will vocabulary and their
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
allows learners able to investigate “What does adventure explain, their finding answers.
to use their prior and figure out the mean?” and answers in
conceptualisatio new vocabulary with  Comprehension: groups and as a final
ns to explore their definitions. “describe your finding” evaluation with their
questions and They will look and “Look and search for the partner.
possibilities classify the meaning definition”
surrounding the by the given “How to speak about -For the elaboration,
LOs, and to materials. something you want to try?” the teacher will
generate new “What is the purpose of this provide students with
thinking about - They will identify activity?” the needed materials
the LOs. and use the rule  Application: and instructions to
“would try” in “predict the name of activity finish their tasks.
sentences and you have in the picture”
discuss it as a group. “predict the lesson title after -As evaluation, the
this activity” teacher will evaluate
As a formative “Illustrate the reason of your student’s
assessment, they will classification.” performance and
speak and predict “ knowledge about the
with their partner  Analysis: different adventure
about different “What did you identify from and their use.
adventures and the pictures that each group
describe them. had and discussed?”
Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
“Distinguish each type of
activity “adventure” was it
land/air/sea adventure?”
“How did you choose or
select each vocabulary with
its correct meaning? And
why did you think of that
answer?”
 Evaluation:
“What did you find from
these different pictures?”
“Find some other outdoor
activities?”
“What was the main idea of
this lesson from the
pictures?”
“What did you figure out
from investigation the new
vocabulary?”
“How could you use the
phrase “would try” when
you talk about any activity?”
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
Explanation Engagement: students - In this stage,
 Teachers - The teacher will I will ask a variety of will work students will
provide provide students questions to support students collaboratively at the demonstrate
opportunities for with guidance and understanding which lead to main activity to speaking and
learners to explanation for the explanation for a specific figure out related writing
engage in the activity to maintain task. vocabulary and skills.
conceptual engagement and  Knowledge: definition. As they - They will
probing and participation with all - “What adventure did will find them develop
development students. you try? Was it a fun through their ideas speaking
needed to - Students will have experience? Why?” and discussions. about certain
explain the the opportunity to - “What an outdoor topics or
science (or a demonstrate and activity would you -Exploration: adventures.
focus area of it) explain their work try? Why?” Students will work in - They will
that supports the and investigation. - “Do you think you groups to classify and have the
exploration, and For each task, are able to try new explore correct chance to
its outcomes. students will adventure?” answers for the task. write what
demonstrate  Comprehension: they describe
explanation between - “What did you find? -Explanation: to their
each other and the - What are the new students will discuss partner to be
teacher. outdoor/adventures and speak about their ready and
As a formative you found?” answers or present.
evaluation, students - “What do you think presentation. As well
Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
will experience or of them? Did you as, explaining the
describe different understand their activities they chose.
outdoor activity for meaning?
their partner as they - “Explain any - Elaboration:
should predict it and adventure/outdoor students will follow
vice versa. activity and discuss the teacher
it with you group.” instructions and
 Application: implement them
- Classify the new during the task.
vocabulary, explain
and discuss each - Evaluation: after
vocabulary together” each task the teacher
- “Describe any will ask questions
adventure and let about the activity. As
you partner predict a final evaluation, she
it” will evaluate their
 Analysis: understanding and
- “What categories or knowledge of the new
types did you information.
classify each activity
with? Based on
what?”
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
- “Compare each type,
what was the word
that leads you to that
prediction?”
 Evaluation:
- “How did you figure
out the answers?”
conclude your
thoughts.
- “Justify your
investigation, how
did you classify each
adventure?”
“Explain each
activity’s meaning
and discuss it with
your group/ then
partner.”
Elaboration In this stage, the teacher - Engagement: Students will
 Teacher First, the teacher will provide students with Students will experience creating
provides provided students several key words, communicate and speaking, reading,
students with with familiar materials and questions to share the answers and writing.
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
experiences outdoor activites so achieve further learning together then discuss They will write their
which help to they could predict among investigating the the reasons. thoughts about the
deepen and and write about. topic. - Exploration: picture they have
broaden After investigating students will answer then think critically
students’ the new vocabulary,  Knowledge: the question by using to predict the lesson
conceptual skills the teacher will - “What do you know about their understanding or title.
and knowledge demonstrate the this topic/outdoor by the provided The teacher will
around the LOs. correct answers so activities?” materials. provide them with
The elaboration, they adjust if they - “Did you try any adventure visuals, random
extension, and got any mistakes. before? Where?” - Explanation: definitions and
application of - The teacher will - “how did you feel? Would students will speak vocabulary for the
the LOs to real provide each group you try new thing or not?” about the answers classifying activity.
life phenomena with an instructional they found and share As well as,
is welcomed at card.  Comprehension: them. They will instructional card for
this stage -The teacher will - “Talk about any outdoor explain why did they the group speaking
ensure students activity did you try” do it or choose that part.
learning through - “Discuss the new outdoor answer later.
discussions in activity with your group”
groups. Students will - “Classify the new - Elaboration:
have to speak about vocabulary and choose one students will look and
different outdoor activity you would like to search for deeper
activities and discuss try and why?” explanation for their
 Stage What Experiences Questioning Map
will students
participate in?
What are some questions that I
These must also include: will ask students during each ‘E’ (
& at what level of Bloom’s is each
 Differentiated
of these questions?)?
Activities and
 formative
evaluation, including
what will students
produce by the end
of this section.
them together using
the instructional  Analysis:
card. - “What did you find?”
- “Explain your decision of
choosing each definition?”
- “use these activities and
talk about them with your
group then partner?”
 Evaluation:
- “How could you describe
these new adventures?”
- What was your favourite
one? Why?”
- “Use the phrase “would
try” in your discussion”
- With your partner, speak
about any activity and the
other should guess it”
Evaluation
(Summative) - The teacher will The teacher will use criteria
 Evaluation with evaluate students by according to the bloom
the 5E learning asking them to taxonomy and evaluate
Process skills Literacy skills
What process skills will I Which literacy skills will I
create experiences for create experiences for
students to use at each ‘E’ students to use at each
(name, how, and where) ‘E’ that students will use
at this stage
(name, and say how and
where)
answers. They will
implement the
instructions step by
step. Also, they will
use their experience
of outdoor activities
and adventures then
talk about them.
- Evaluation: the
students will be
informed about the
criteria so they focus
on the activity and
practice well.
This stage, the
Students will be able students will
to think critically: experience speaking,
think of appropriate listening, and
 Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
cycle occurs at choose their partner. students based on it. and correct answers, writing skills.
every other ‘E’ One student will predict the activity
formatively; and describe and speak they have and to They will discuss
at the end of the about different classify the correct and speak with their
lesson adventures and the pictures with partner. Low to
summatively. other student will definition. middle level
predict the adventure Communication and students might write
or outdoor activity. collaboration: work in their ideas and
groups to do the descriptions of the
- Students will classifying activity activities they will
present their and to speak about talk about. On the
discussion. the activities they other hand, other
would like to try. students will be
- The teacher will Initiative and self- listening to their
evaluate their direction: students friend’s presentation
knowledge about the will be more of different topics.
lesson from their independent while
description and their describing the activity
speaking skill. to their friend.
Productivity and
- The teacher will accountability: they
use specific criteria will be able to
Stage What Experiences Questioning Map Process skills Literacy skills
will students
participate in?
What are some questions that I What process skills will I Which literacy skills will I
These must also include: will ask students during each ‘E’ ( create experiences for create experiences for
& at what level of Bloom’s is each students to use at each ‘E’ students to use at each
 Differentiated
of these questions?)? (name, how, and where) ‘E’ that students will use
Activities and
 formative at this stage
evaluation, including (name, and say how and
what will students where)
produce by the end
of this section.
to evaluate students produce sentences
and each student has using the rule “would
her own grading. try” depend of
themselves to
accomplish the
activities on time.
Resources:

Land Sea Air