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Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation


Date

23 March 2016

Time
SST

11:10-11:50
Mr: Garnel.

Student
teacher
School

Wafa ALRyami.

Class

Science.

RAKAAG.

Lesson
Unit : How Matter Changes.
No of
22
unit/page
Review .
students
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 a review of Lesson 2 in Chapter 7 : How to describe matter?
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 objects to sink or float.
-explain some ways that matter can float or sink.
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 is sink . What is float .
-Some student can describe some ways what is float and what is sink.
Anticipated problems and possible solutions (Mention problems and solutions related to management,
-

I might face problem with technical materials such as projector.


I might face some problems with the digital board .
Number of students might be less that regular days , because of weather situations and exams time.
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.

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
teacher, eg. questions, instructions and
Float.
explanations)
Sink.
-Who can mane for me one object that can float?
-How float and sink are different ?
-Name something that can sink?
-What do we mean by sink?
-What do we mean by float ?

TP3bBooklet 2013/14

Main tasks or activities (list the tasks in sequence


eg flashcard recognition, worksheet, drawing
posters etc)
1-Vide. Or Practical Activity of sink /float. (5 mints)
https://www.youtube.com/watch?
v=zaWiv66KMvY&hd=1

Resources and
teaching aids

Materials
For Each Group:

Smart Board
YouTube
https://www.youtube.com
/watch?
v=zaWiv66KMvY&hd=1

**Students of
different learning
ability will work
together.

2-Online Game. ( 8 mints )


https://jr.brainpop.com/science/forces/sinkorfloat/dra
ganddrop/

-POSTERS.
-COLORS.
-STICKERS.

http://pbskids.org/rogers/sink.html
http://www.bbc.co.uk/schools/digger/5_7entry/8.swf
http://www.bbc.co.uk/schools/digger/5_7entry/8.sht
ml
http://teachers.henrico.k12.va.us/staffdev/clough_d/
DragDrop/SinkFloatDrag.swf
3-Poster: Draw sink and Float Objects. ( 13 mints)
4-Stickers: Write what did you learn ? ( mints )
5-Presentation.(5 mints)
Consider these grouping strategies:
Individual work
Pair work
Group work
Whole class

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:
Can you remember our lesson about float and sink?
Opening activity to engage student interest and/or clarify context of the
investigations:
Vide. Or Practical Activity of sink /float.
Questions for whole group discussion:
Who can mane for me one object that can float?
-How float and sink are different ?
-Name something that can sink?
-What do we mean by sink?

TP3bBooklet 2013/14

-What do we mean by float ?


https://www.youtube.com/watch?v=zaWiv66KMvY&hd=1
Teacher (What will the teacher
do/say etcetera)

Student (What will the student


do/say --etcetera)

SAY: Who can mane for me one object that Say: Float : A Pen, Pencil , Beach Ball,
can float?
-How float and sink are different ?
-Name something that can sink?
-What do we mean by sink?
-What do we mean by float ?

paper, an apple , boat.


Sink : A Rock , A Key, Paper clip.

DO:
Play the Video. Then they will
play online games.

DO:
See the video.

2-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
Poster: Draw sink and Float Objects.
Why do you think this object will float.
What is sink?
Do you think this will sink ? Why ?
Can you point by your finger one object that
will float ? why ?.
Teacher (What will the teacher
Student (What will the student
do/say etcetera)
do/say etcetera)
A:Preacrivity : Teacher will choose
A: Leaders are requested to handle
leader for each group .
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.
(Writing on stickers)
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.


Drawing of the model and label the parts using the correct vocabulary.
3-Explain : (During activity)
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 activity.

TP3bBooklet 2013/14

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 object will sink?
What is the float object ?
Do you think this object sink ? , Why ?

Student (What will the student


do/say etcetera)
-Students will respond to teacher's
instructions and answers the questions.
Examples:
-Because it will go under water.
-Because it will go inside water.
Because it will stay our/ on the top of the
water.

4-Elaborate : ( Write on Sticker )


PURPOSE:

to extend students' conceptual understanding through application or practice in new settings

Activities:

Teacher

Student

Content Media: (written material, video,


teacher lecture, technology)

Write on stickers what did you


learn today .

need write down what did they


Will provide students with
learn as much as they can.
an example. And stickers.
5-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)

Student (What will the student


do/say Etcetera)

-Teacher will ask students to present


their work by explaining what they did.

-Students are requested to present their


work as group.

TP3bBooklet 2013/14

Feedback
(focus on competency areas)
Summary

Suggestions

Personal Focus for next lesson

TP3bBooklet 2013/14

TP3bBooklet 2013/14