Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date

9 March 2016

Time
SST
Lesson
unit/page

9:50 10:30
Mr: Garnel.
Unit : How Matter Changes.
Lesson 3 : States of Matter.
How Can Matter Chang?

Student
teacher
School

Wafa ALRyami.

Class

Science.

No of
students

22

RAKAAG.

Context of the lesson (Give information about the lesson and where it fits. Or, this lesson is a review of
.. covered in previous lessons:
eg. This lesson is the Third lesson of Chapter 7 . The State of Matters : How Can Matter Change ?
Teaching goal (State clearly what it is you plan to teach in this lesson.
-SP.1 Students will develop an understanding of the characteristic properties of matter and the relationship
of these properties to their structure and behavior.
Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson.
Students will be able to:
-Classify different states of matter (Liquid, Gas, and solid).
-explain some ways that matter can change.
Assumptions about prior learning (Mention what the ss know from previous lessons or their experience
eg The learners will have encountered or be familiar with or aware of...):
-Most of the students have idea what are the different states of matter.
-Most of the students can describe different states of matter.
Anticipated problems and possible solutions (Mention problems and solutions related to management,
-

I might face problem with technical materials such as projector.

Some learners might be busy or hyperactive . so I will ask them to put their heads down on the table
which helps in reducing their hyper attention.
- Some students might move around or misbehave. Firstly I will mention my rules , secondly I will use
writing the name of the students who misbehave on the board, because I used this strategy and it
helped a lot with many students.
Personal focus for this lesson (Based on your previous observed lesson, identify one or two aspects that
need improving. Eg. be more animated, monitor children more closely, provide more challenging tasks etc).
- Focusing on time management.
- Managing student's misbehavior.
-Pulling Students attention when moving from activity to another.
Target language (list language being taught
Teacher language (list language used by you, the
Freeze.
teacher, eg. questions, instructions and
Melt.
explanations)
Boil.
Liquid.
-What we have being studying this week?
Gas.
-How Gas is Different than solid?
Solid.
-Name something that a solid?
Evaporate.
-Name something that a gas?
-Name something that a liquid?

TP3bBooklet 2013/14

-After seeing the video, How can we change matter?

Main tasks or activities (list the tasks in sequence

eg flashcard recognition, worksheet, drawing
posters etc)
1-Playing Game of State of Matter. (5 mints)
2- Video.(5 mints)
3-Activities.(Worksheet and posters 20 mints)
4-Homework.(Taking Photos with a state of matter
(3 mints)
5-Presentation.(5 mints)

Consider these grouping strategies:

Individual work
Pair work
Group work
Whole class

Resources and
teaching aids

Materials
For Each Group:

Workbook, Smart Board,

Science Book, miniBoards, and YouTube,
Posters, Glue, Pictures,
Scissors.

L.A: Worksheets, Glue,

and scissors.
M.A: Poster ,
pictures( Newspaper)
and glue.

H.A: Poster , pictures

( Newspaper) and glue,
AND pens.
Consider where the children are working:
On the floor
Outside the classroom
Moving around the classroom
At their desk

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE:
to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the
teacher
to record the initial ideas of students
to engage their interest
Key Question:
What we have been studying this week ? (State of matter )
Opening activity to surface student thinking:
-Name something that is solid/ gas/ liquid?
Opening activity to engage student interest and/or clarify context of the
investigations:
Let's play to gather and see if you can solve those questions :
http://media.abcya.com/games/states_of_matter/flash/states_of_matter.swf
Questions for whole group discussion:
We learned last class that matter can change , can you think about one example .
(Popcorn.)
Yes, what are the changes that happened for kernel ? ( size ,shape and color )
Okay let's see this video watch can give you another changes in state of matter .
https://www.youtube.com/watch?v=_GuKT6F9u2A&hd=1

TP3bBooklet 2013/14

From the video, think how things can change? And tell your friend who is beside you.
( states of matter can change by using heat or cold).

Teacher (What will the teacher

do/say etcetera)

Student (What will the student

do/say --etcetera)

A We saw that butter was ..

and then it changes to become as
., because of .? .

A - SS: It was solid . liquid . heat or fire.

B What we do to change liquid

water to solid state?

B We can put water on freezer to

make solid .

C- What we can do to change liquid

to gas?

C- We can heat it or put it on the fire.

Explore :Activity
PURPOSE:
to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list)
Driving Question
Activity by using
L: Worksheets. (Attached)
Why do you think this is picture is liquid?
M: Sorting.(Poster with labeled stats od
What is the Solid?
matter.)
Do you think this picture is Gas, Why ?
H: Sorting .( Poster with no labeled
Can you point by your finger one of Gas
states of matter)
state of matter.

Teacher (What will the teacher

do/say etcetera)

Student (What will the student

do/say etcetera)

A:Preacrivity : Teacher will choose

leader for each group .

A: Leaders are requested to handle

materials to their groups.

B: During : Teacher will ask students

questions.
Teacher will assist students during the
activity.

B :Students will respond to teacher's

instructions and answers the questions.
C: leaders are requested to collect the
work and handle it for teacher.

C: Post Activity: Teacher will collect

student's work , then she will gather
them for moving to the next activity.
Student Communication Product: (written report, oral presentation, poster, etc.)
(consider showing Models of student products to help student identify characteristics of
quality)

Oral discussion of the model used to simulate an earthquake.

TP3bBooklet 2013/14

Drawing of the model and label the parts using the correct vocabulary.
Explain : (During the lesson and the presented video)
PURPOSE:
to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of
concepts
Content Media: (written material, video, teacher lecture, technology)

Explanation will be done by Teacher during the video, by stopping the video if needed.
Explanation will be done by Teacher during the activity .

Teacher (What will the teacher

do/say etcetera)
Teacher will ask students questions.
Teacher will assist students during the
activity:
Examples:
Why do you think this is picture is liquid?
What is the Solid?
Do you think this picture is Gas, Why ?

Student (What will the student

do/say etcetera)
-Students will respond to teacher's
instructions and answers the questions.
Examples:
Because it is like water, water is liquid.
Solid is something that we can touch .
Gas that some think we cannot see .

Elaborate : ( Home Work )

PURPOSE:
to extend students' conceptual understanding through application or practice in new
settings
Activities: ( Home Work )

Teacher

Student

You have to take a picture

of yourself with 1 state of
mater.

Students needs to take

picture of themselves with
one state of matter .

Content Media: (written material, video,

teacher lecture, technology)

Home work : take a picture

of yourself with one of
state of matter .

Teacher will show

students pictures of
students with different
stats of matter.
Evaluate (Oral Presentation )

PURPOSE:
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives
Teacher (What will the teacher
do/say etcetera)

TP3bBooklet 2013/14

Student (What will the student

do/say Etcetera)

-Teacher will collect (L.A.)

Worksheets.
-Teacher will ask students to set on
the carpet.
-Teacher will sent all of students to
set on the capit.

H.A.L will present their work.

Students who would like to share their
work with classmates, will present what
their posters.

(Now . let's listen to our friends,

They will present for use their
work.)

Feedback
(focus on competency areas)
Summary

Suggestions

TP3bBooklet 2013/14

Personal Focus for next lesson

TP3bBooklet 2013/14

Pictures of students with different states of matter.

This is Sahel.
He is in the class.
He is holding Solid.

TP3bBooklet 2013/14

This Mariam.
She is writing.
She is holding Solid in her hand.

TP3bBooklet 2013/14

This is Abdulaziz with his friends.

He is playing with water.
He is playing with liquid.

TP3bBooklet 2013/14

Can you find any state of matter in this picture?

TP3bBooklet 2013/14

Here are two examples of

Gas.

TP3bBooklet 2013/14