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LESSON PLAN LESSON: 4   Teacher: Fatima Obaid   Subject: science/Explain Grade: 2 Unit:9

LESSON PLAN

LESSON: 4

 

Teacher: Fatima Obaid

 

Subject: science/Explain

Grade: 2

Unit:9

Date: 25/October

 

SKILLS AND UNDERSTANDING

 

Students will be able to:

Students are learning where animals live and how they use their habitats.

Link to prior learning: Students will need to be familiar with Animal classifications, and what's the need to survive. 21st Century Skills: Students will be able to enhance the following skills : (1) Critical thinking and problem solving, (2) Communication and collaboration, (3) Initiative and self-direction, (4) productivity and accountability.

Key vocabulary: Habitat, desert.

 

Common misconceptions for learners:

 

Ways of identifying and addressing these misconceptions:

Students not sure what animals were live.

Show them pictures

Resources/equipment needed: Habitat picture ،Key words ،questions, activity in each group, video.

Resources & Time

 

Starter (10 minutes)

Questions

In the begging teacher will review the topic ,and what they was talking about in last class, teacher will ask them same questions.

PowerPoint

What is a habitat?

 

What animals need in their habitat?

What does grassland look like?

What animals can you put in grassland? and why?

What type of animals do you think life in desert?

What you will found in forest?

Students will answer, teacher will listen to different answers. Than teacher will explain what adaptation

Students will answer, teacher will listen to different answers. Than teacher will explain what adaptation main.

Animals have adaptations that help them stay alive. An adaptation is a body part or a way an animal acts that helps it stay alive.

Teacher will show them pictures and give them examples

Example:

• Giraffes have long necks that help them reach leaves in the tops of
• Giraffes have long necks that help them reach leaves in the tops of

Giraffes have long necks that help them reach leaves in the tops of

trees .

A tarsier has big eyes to see at night and long fingers to dig

for food.

An anteater can reach insects underground with its long snout.

After that teacher will review the problem and ask the students to diced

what solutions they get, were they going to but the camel and how the habitat

look like, what the need to live.

Resources & Time

Main activities (30 minutes)

Activities

Habitat picture

All groups will make habitat, to show the teacher how camel habitat look like.

Teacher will prepper all materials, (shoes box, color paper, plastic animals, aluminum, cling, sand rocks .)for safety they will wear gloves .and teach will help them to cut the papers or to glue.

First Teacher will show the materials. She will explain how t to make the habitat.

Fill a shoe box or plastic container a fourth of the way with sand. Make the sand's surface uneven. Make sand dunes and ditches by moving the sand around with your hand. Scatter a few rocks in the box. Place plastic camels’ snakes and lizards in the sand. Add two or three pieces of greenery. Cacti live in the desert because they can hold water.

Students will start making the habitat.

Resources

 

Plenary (5 minutes)

 

In the end, each group will present their habitat, and explain what they did, what habitat they make? describe the habitat? What animals live in this habitat? what they need to survive?

Learning styles catered for ():

 

Visual

: habitat pictures

Auditory

Read/Write:

Kinaesthetic

 

Answering questions during the activity.

Assessment for learning opportunities ():

 

Observation

 

Student self-

Oral questioning:

Peer assessment:

 

assessment

In the begging and during the activity and in the end.

Activity in peers

Quiz

Student presentation:

Written work and feedback

Verbal feedback

Students will present their project .