Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date

March 8, 2016

Time

8: 00 am 8: 50 am

School

RAK AGG School

SST

Ms. Antonia Scolt

Class

Grade 2 A

Lesson
unit/page

Unit:
Lesson: How can people help
protect earth? ( refuge )
Pages: 193

No of
students

28 students

Student
teacher

Maryam Saeed Al Shehhi

Context of the lesson (Give information about the lesson and where it fits. Or, this lesson is a review of
.. covered in previous lessons)
This lesson is the fifth lesson in Unit: C Earth's materials How can people help protect earth? ( A safe place
)
Teaching goal (State clearly what it is you plan to teach in this lesson)
The overall goal is that teaching students how refuge helps protect animals. It is known in these days, the
number of people are extremely increase day by day. So, people build lots of home, stores, factories,
parking and roads to live. That is negatively effect on plants and animals that lived in the tree and on the
land. That s because,it may not have place to go. For this reason, the idea is to take plants and animals to a
refuge that is considered a safe place to live. It also, people cannot build on land that is used as a refuge.
Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson).
Students will able to
What is a refuge?

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...)
Students will be familiar with what does mean a safe place.
Anticipated problems and possible solutions (Mention problems and solutions related to management,
tasks or students)
Some learners will find problems in doing the activities. So, the teacher will give them a clear instructions of
each activity and how do the activities step by step.
Some learners may make noisy while teacher explains the lesson. Thus, the teacher makes sure remind
students about classroom rules with using positive reinforcement.
Students waste times while doing activity. So, the teacher use timer to make sure for student finish on time.
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)
In this lesson, I will focus on helping students to do the activities with creativity and how can protect earth.

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Target language (list language being taught)

Refuge

Teacher language (list language used by you, the

teacher, eg. questions, instructions and
explanations)
Did you ever hear about refuge word?
What is a refuge?;
How can refuge animals?
Give me examples of the refuge animals?
Why refuge is important ?
What will happen if we not take animals and plants to
a refuge ?
Do you like refuge ? Why?
What does mean refuge in your mind?
Can you change another safe place than refuge for
animals and plants? If yes what is it ?
How a refuge helps protect animals?
Do you think there is a specific animals should refuge
or any animals?
What do you advise people to protect animals and
plants?
How can refuge any animal ?
Do you encourage people to refuge ? Why?
What will happen if there is no refuge ?

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Main tasks or activities (list the tasks in sequence Resources and

eg flashcard recognition, worksheet, drawing posters teaching aids (plastic
etc)
plates, clay, crayons,
pencils, and papers).
Engagement:
Teacher Edition pp. 193
Show a new word is a refuge
Part 1
Watch a short video about refuge
Exploring:
Solve storytelling on poster
Explaining:

http://youtu.be/dWV6BR
4fnc8
http://youtu.be/w0KepB6
Zmqc
References:

Elaborating:

Animal Rescue Part 1.

( 2015). Retrieved on
April 14, 2015

Evaluating:
Write reflection about how a refuge protect animals

Group 2: Turtle poster pencils- colors - animals

cards - refuges cards write reflection on book.

Part 2

Discuss about the poster

Match animals to their refuge

Materials
For Each Group:
Group 1: Cat poster pencils- colors - animals
cards - refuges cards write reflection on book.

Animal Rescue Part 2.

( 2015). Retrieved on
April 15, 2015

Group 3: Chicken poster

- pencils- colors - animals
cards - refuges cards write reflection on book.
Group 4: Dog poster pencils- colors - animals
cards - refuges cards write reflection on book.
Group 5: Snake poster pencils- colors - animals
cards - refuges cards write reflection on book.
Group 6: Horse poster pencils- colors - animals
cards - refuges cards write reflection on book.

Consider these grouping strategies:

Individual work: Write reflection about how a
refuge protect animals.
Pair work: Match animals to their refuge
Group work: Solve storytelling on poster discuss about the poster
Whole class: Show a new word - watching a
video

Consider where the children are working:

Moving around the classroom: exploring
activity
At their desk: working on the activities.

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Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE:
to show a new word
to get students' attention to show an interesting video that related to the topic.
what is to recycle
to ask questions that related to video
Key Question:
How can people help protect earth?
Opening activity to surface student thinking:
What is a refuge?
Opening activity to engage student interest and/or clarify context of the investigations:
.
Teacher tells students to guess how can protect animals and plants?
Questions for whole group discussion
What did you learn from the video ?
What does mean refuge word ?
Is refuge good or bad to protect earth ? Why?

Teacher (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and
listen to her.
Teacher asks students what is a refuge?
Teacher shows students refuge picture
Teacher let's students to think
Teacher chooses students who would like share
answer
Teacher informs students to pay attention and listen
carefully while watch a video
Teacher informs students that will choice randomly
students to answer questions that related to the
video
Teacher turns in the video

Student (What will the student do/say etcetera)

Students pay attention and listen to the teacher
Students think about what does mean refuge
Students see the picture and try to know
Students rise hand to share
Students pay attention and listen carefully to the
video
Students be ready to listen question and answer
Students be ready to watch a video
Students start watching the video

Explore

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PURPOSE:
to solve storytelling on poster
to build information by observing poster

Activities (list)

Driving Question

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Experiment with plastic bottle to recycle it

In each group has materials such as, animal poster
- pencils and colors.
Students learning center
Note: each group has different animal on poster

What is a refuge in your mind ?

What do you want to write on your poster ?
Do you think a refuge helps protect earth ?
Did you like refuge for animals ? Why?
Why refuge is important?

Instruction:
Observe your animal on poster
What animal you have on poster
Observe cards on your table
What do you see on cards
Imagine what you are going to do
Select appropriate cards that you think will use it on
poster
Write how can refuge helps protect your animal on
poster

Where should refuge animals?

Imagine if we not refuge animals what will happen?
Do you encourage people to refuge animals?
Do you want your school refuge animals? Why?
What is aim to refuge animals ?
Do you prefer keep your animal with you or refuge?
Why?
What is your advice about refuge animals ?

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Teacher (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and
listen to her
Teacher explains instruction for students
- Each group has different animal on poster

Student (What will the student do/say etcetera)

Students pay attention and listen to teacher
Students be ready for instruction
Students follow instruction

Each group has cards on tables

Each member in group should cope and share
Each member in group should observe poster
and cards to think about it.
Each member in group imagine what you are
going do.
Each member in group select appropriate cards
that think will use it on poster
Each member in group share ideas to write how
can refuge helps protect your animal.
Each member in group write own idea

Student Communication Product: (written report, oral presentation, poster, etc.)

(consider showing Models of student products to help student identify characteristics of quality)
Oral discussion
Explain
PURPOSE:
Discuss about the poster ( students present their opinions and teacher explains concept group by group)

Content Media: (written material, video, teacher lecture, technology)

PowerPoint
Questions for Whole/Small Group Discourse:
Student Communication Product (assessment):
Group work
Discuss together - pick up ideas- organize ideas - share ideas - present it and explain it

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Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure that all students pay attention

and listen to her
Teacher explains instruction
Teacher informs students that each group show
their work by presenting and discussing.
Then, teacher informs students will explain points
that group discussed to make clear for other group.
Teacher tells students that each group has two
minutes to present.
Teacher uses the timer to make sure for student
about organizing time.

Students pay attention and listen to teacher

Students listen carefully to instruction
Students realize that each group has present a
poster
Students aware of what they should do
Students listen to the teacher while explain points
that the group discussed about it.
Students organize time while presenting their
works.
Students see timer to make sure of organizing time.

Elaborate
PURPOSE:
Match animals to their refuge
Activities:

Teacher

Student

Content Media: (show

pictures on display to match
animals to their figure. And,
give students cards to match
animals to their refuge.

Teacher makes sure all students

pay attention and listen to her.

Students pay attention and listen

to teacher

Teacher explains instruction

Students listen carefully to

instruction

Extending/Application
Questions for Whole/Small
Group Discourse:
Show it as whole class , solve it
as a group answer it as pairs.
Question to whole class:
Student Communication
Product (assessment):
Oral presentation

Teacher shows students different

picture on display about animals
and refuge

Students see the picture on

display and think about it

Teacher informs student have 5

minutes to do it

Students make sure to do it in 5

minutes.

Teacher informs students to

match animals to their refuge.

Students match animals to their

refuge.

Teacher tells students to cope as

group to solve it

Students cope as group to solve

it.

Teacher chooses two students to

answer and discuss answer

Students be ready to discuss their

answer as pairs.

Evaluate
PURPOSE:
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives
Students able to identify and describe refuge for
each animal that learned about it.

Assessment Instrument

Reflection

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Knowledge Learning Objectives

Assessment Instrument

Students will able to write reflection of what they

think after acquire knowledge.

Reflection
Students can reflect opinion about how a refuge
helps protect animals.

Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and

listen to her
Teacher explain instruction
Teacher ask students what did you learn from the
lesson
Teacher informs students that each student should
write reflection on their book about how a refuge
helps protect animals. But in the class students only
need to orally reflect opinion and the students will
write answer at home as duty.
Teacher informs students have 5 minutes to do it
with using timer to make them sure of organizing
time.

Students pay attention and listen to the teacher

Students listen to instruction
Students think about question
Students be aware of what they do and start doing
thing that teacher informs them.
Students organize time to finish after 5 minutes.

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Feedback
(focus on competency areas)

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Summary

Suggestions

Personal Focus for next lesson

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Short Lesson Plan Template for Weekly Plans

Week 1
Time

Sunday

Monday

Tuesday

Wednesday

8:00
8:50
9:00
9:50
10:0
011:0
0

11:0
0
11:5
0
12:0
012:5
0
1 :00

2:00
2:00
2:50

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