Language Art B

( EPR 2203 )

Ras Al Khaimah Womens college

Mini Lesson
Project

Students Names : Aaesha Bani

Shemaili
Mouza Laha
Class : AE3
Prepared for : Carolyn Lefteris
Submission Date: 18 of March,
2013

Table of Contents:

Lesson Plan
Mini lesson report
Introduction
Planning
Inquiry based learning and 5Es
5Es and our Lesson
Managing Misbehavior
Multiple intelligent
Constructivist model learning
Conclusion
Teacher pack
Text Book
Story
Picture of the Causes and Solution
Ideas of lesson
Questioner
Work sheet
Writing a letter
Online Game Examples
Managing misbehavior
Reference list.
Appendix (Presentation)

Introduction
There are several ways for teachers to present their lessons.
Therefore, we are going to give a science lesson in a way which
makes it easy and interesting for children to understand it. After a
long study we have found that constructivist model is the best
model in Air Pollution lesson, linking it with the 5Es of the inquiry
learning.

Planning
According to Khotelnik, Soderman & Whiren (2011, p.71),
planning is important because as a teacher you need to organize
your class thoughts also provides the materials that you will use.
Moreover, we need to provide materials that students need it to
connect it with their own old knowledge with the new information.
That exactly how constructivist model works.
Inquiry based learning and 5Es
Inquiry- based learning defined as child curiosity about a topic
which leads to exploring, asking questions, discovering, analyzing,
reflecting and doing experiments to connect the fact to real life
experiences (National Science Foundation, n.d. P.2 & Kellow, 2009).
That leads to the 5Es.
Furthermore, there are five stages of inquiry lesson which called
the BSCS 5Es Instructional Model such as engaging, exploring,
explaining, elaborating and evaluating (Bybee, 2006). Firstly,
engagement introduces new concept by using short activities to
stimulate students curiosity and to know their knowledge so far.
Secondly, exploration includes further activities, questions and
possibilities students may find by lab activities or other activities
and they use their knowledge to produce new ideas. Thirdly, in
Explaining stage students demonstrate their understanding related
to their engaging and exploring stages; in addition, teachers may
present the topic or the concept directly to let students think more
deeply about the topic. Fourthly, elaborating defined as the teacher
challenges the students by giving them extra activities to expand
their understanding and have deep information about it. Finally,
evaluating is how teacher evaluate students progress during 4
stages above and assessing their understanding and abilities.
5Es and our lesson
According to the 5Es, we will engage students by telling them
to watch outside the windows and by that they will observe the
bicycles using the telescopes or colorful glasses. Therefore, they will
think why the teacher would ride a bicycle today. While they are
thinking we will read a story for them related to the air pollution
called Just a Dream. This is how they will explore about the air
pollution. After that, we will show them a picture about the causes of

air pollution and they will guess what it is. We will let them explain
by them self why it affects air. In addition, to explain about danger
and solution of air pollution by letting them discuss about it. To
elaborate their knowledge so far, we will give them online games
that include information about the air solution. Finally, to evaluate
them we will let them write an letter to the Mr. Bob the head of
health telling them why we need to stop air pollution by giving the
causes, result, danger and how they will feel about it.
Another way to elaborate is by organizing a field trip to the air
monitoring station, by this trip children will elaborate their
knowledge and expand it. Moreover, students wont expand it unless
the teacher gives them a task to do and work on it, because this
way will make them consider deeper thinking and letting them to
ask to get the answers. These techniques will help the students to
connect their knowledge with something they seen it for real. In
another words, this will give them amount of facts to add it to their
knowledge. moreover, to make an affective tripe we need to follow
these steps. First, we will give them a task to do and they will get
the answers from the trip itself. Second, they also will need to take a
photo for the monitoring station and we will ask them about later in
the classroom. Third, we will discuss in the class with them about
the trip like what have they observed in the trip and what would
they get from the trip and the strange things they found. Finally, this
will help students to think outside the box because they will
investigate by them self with little bit scaffolding from the teacher.
At the end of the lesson, we will provide planting materials so
our students will feel that they are saving their world by planting.
Managing Misbehavior
As a teacher, sometimes we had students who finish their
tasks quicker than the others students so we need to had to have
plan B to stop misbehavior before it occur.. In addition, we will have
a worksheet which is matching the causes with the correct picture
and task like put this in sentences. According to kuriacou (2007,
pp.84-85), the reasons for misbehavior in schools is that students
may feel bored that why they misbehave so we believe that Plan B
will prevent any kind of misbehavior to occur and we will use Mr.
Mario points that Aaesha created last semester to manage
misbehavior.

Multiple intelligent
Gardner emphasized that students learn about the world
differently related to their multiple intelligences such as, spatial or
visual, auditory, interpersonal or social, intrapersonal, kinesthetic
and linguistic (Lane, n.d.) and in our lesson we have all of them in
Figure1:
Multiple intelligent
spatial or visual When they will observe bicycles, planting and
picture of the causes and stories.
Auditory
When we will read them a story they will hear it.
Sharing ideas after going to the field trip and
interpersonal or guessing together the pictures that we will show
social
for them. Also, when they will think and share
why teachers will come by bicycle today.
Intrapersonal
When they will play an online game and when
they will write a letter to Mr. Bob. Moreover,
students will complete the extra work sheet and
questioner by them self.
Kinesthetic
When they will plant by them self and when they
will walk near the window to find out what her
teacher is watching and in the tripe they will use
their physical strength also.
Linguistic
When they share their ideas using excellent
amount of language.
Figure1
Constructivist model lesson
This lesson is constructivist model lesson because students
know what harm the world but not know the academic words to
describe this harmless so they will connect their old information to
the new information. According to Piaget, constructivism describe as
students will construct an ideal lesson if it is meaningful for them
which is based on inquiry (Ozer, 2004). That exactly what we have
done through this lesson.
Conclusion
In conclusion, as you read above we covered the air pollution
topic and the thing related to it like the (causes, danger and
solutions), then we have connect it with the theories. Moreover, we
have mentioned how we are going to present the lesson for the
students and how it will be helpful to take students in trip to expand

their knowledge by that. Furthermore, we have mentioned that we

will use the inquiry learning and the 5Es in presenting this lesson. As
a result, we think using this method make us think what our
students already know so we dont have to repeated because they
will feel bored.

Reference:
Bybee, R. W. ,Taylor J. A., Gardner, A., Scotter, P. V., Powell, J. C.,
Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional
Model:
Origins and Effectiveness. Colorado Springs: Office of Science
Education.
Kellow, J. M.( 2009), What is Inquiry?. In Inqury Mind. Retrived from
http://www.inquiringmind.co.nz/WhatIsInquiry.htm
Kostelnik, M. J., Soderman, A. K., and Whiren, A. P.(2011).
Developmentally Appropriate Curriculum: Best Practices in Early
Childhood Education (5th ed.). New Jersey: Pearson.
Kyriacou, C. (2007). Essential Teaching Skills (5th ed.). Cheltenham: Nelson
Thornes.

Lane, C. (n.d.). The Distance Learning Technology Resource Guide:

Multiple Intelligences. Retrieved from
http://www.tecweb.org/styles/gardner.html

National Science Foundation, (n.d.). Foundations: thoughts, views

and strategies for the k-5 classroom. Arlington, VA.: Division of
Elementary, Secondary, and Informal Education, Directorate for
Education and Human Resources.
Ozer, O. (2004). Contructivism in Piaget and Vygotsky. The Fountain
Magazine. 48. Retrieved from
http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-inPiaget-and-Vygotsky