Azza Khalifa

Mahra Nasser

Task 5
Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that uses the 5E cycle. You should
teach this lesson, get feedback, and do the usual reflection that is required for all lessons (see Task 3) (CLOs 1-6).

Lesson Title Long and Short

Level of Inquiry Guided inquiry
A brief description of Students will be able to learn, differentiate and understand what the meaning of the terms "long" and "short"
the lesson and they will explore and play with the "long" and "short" objects.
The Problem or Issue Misbehavior – the teacher will use the ClassDojo or the rewards chart.
Essential Question Is this long or short?

Guiding Questions 1- Do you remember any of the long and short objects you saw today?
2- How many cubes did you use to measure the dinosaurs neck?
3- Can you make a dinosaur tall enough to fit the dinosaur?
4- Can you compare these two flowers? Which one is short, and which one is long?

Learning Outcomes K2MDM1: Compare, create and identify long and short.
(LOs)
By the end of the At the end of the lesson they will be able to illustrate the terms "long" and "short" by the (activity) the evaluate
lessons students will section.
be able to:
Hypothesis
Prediction
The outcome or The students will know the different between long and short.
product of the The students will use these two words in daily life and develop their knowledge.
Azza Khalifa
Mahra Nasser

students’ 1- Student they will make short and long dinosaur’s neck by play dough.
investigation (i.e. 2- They will explore and create by using long and short sticks with visual art technic (splatter).
what will the 3- Students will have different materials (dinosaur – Book – Pencil) then they measure by cubes.
students be expected 4- Students will have different long and short objects: dolls, dinosaur, teacher. They will measure the
to produce at the end object then create (table-chair -door) for them.
of their investigation)

What Experiences will Questioning Process skills Literacy skills

Stage students participate in? Map

These must also include: What process skills will I create Which literacy skills
• Differentiated What are some experiences for students to use will I create
Activities and questions that at each ‘E’ experiences for
• formative evaluation, I will ask (name, how, and where) students to use at
including what will students each ‘E’ that
students produce by during each students will use at
the end of this ‘E’ ( & at what this stage
section. level of (name, and say how
Bloom’s is and where)
each of these
questions?)?
Engagement Can you Note: Positive reinforcement is Learning new words
• Access prior Students learned the part compare these the most effective when it takes (Short)
learning of the plants. two dinosaurs place immediately after a (Long)
• Engage and leaves? desired behaviour, the teacher
students in LO: K2MDM1: will use Social reinforcement, (Description words)
new concept. Compare, create and Which one is this involves praise and
• Elicit identify long and short. short, and attention being given for a
curiosity which one is behaviour. For example, a child
• Act as a Students will be able to long? learning to make a long object
bridge learn, differentiate and (Understand) with cubes or short, each time
between past understand what the they make a good effort they are
and present meaning of the terms given a high five or told 'great
learning "long" and "short" and job.'
experiences they will explore and
Azza Khalifa
Mahra Nasser

• Expose prior play with the "long" and ENGAGEMENT:

conceptions. "short" objects, also at We will have short show:
• Organise the end of the lesson they We will wear gloves that have
students will be able to illustrate long and short nails.
thinking the terms "long" and
towards the "short" by the (activity) Start: Azza and Mahra they will
Los the evaluate section. play together. (That will show
Also, students can the students the good and bad
remember and memorize behaviour in school, they should
the definition through play kindly with others and they
the show) are not allowed to come to
school with long nails)

ENGAGEMENT: Azza's nails is long when she

was play with Mahra she hurts
We will have short show: her hand then Mahra she starts
to describe the means of to cry and Mahra she told her
the long and short. friend " Azza she hurts my hand
with her long nails".
The activity for the
students. (We will ask Then Ohoud she came to Azza
two students to bring and give her an advice" Hi
long and short objects Azza, look at my nails it's short
around the class, then we and clean my mom she cut my
will ask the students nails every week.
which object is long and
which is short. We will Then Azza look at her nails and
correct the students' said to Ohoud "oh! My nails are
answers if they provide very long I will tell my mom to
the incorrect answers). cut it to be short and clean.

Next day, Azza come with short

nails, and then we stand up and
show the student our nails are
short.
Azza Khalifa
Mahra Nasser

First, we will give the definition

of long and short. For example,
short is when something is a
small distance and we will show
them an example of short
objects. Long is when something
has a greater height, we will
show them an example of long
objects.

Then we will display two objects

side by side, where one is long
and the other is short. For
example, we will show them long
and short dinosaurs and long
and short leaves.

We will explain to them that the

first dinosaur is long compared
to the second dinosaur because
it has a greater height.

Also, we will explain that the

second dinosaur is short
compared to the first dinosaur
because it only has a short
distance.

And we will do the same for the

leaves to make sure they
understand the difference
between long and short.

After that, we will give the

students these objects (dinosaurs
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Mahra Nasser

and leaves) to explore, hold and

compare them.

We will ask two students to

bring long and short objects
around the class, then we will
ask the students which object is
long and which is short. We will
correct the students' answers if
they provide the incorrect
answers.
We will give the definition of
long and short.
For example, short is when
something is a small distance
and we will show them an
example of short objects.

Long is when something has a

greater height, we will show
them an example of long objects.

Exploration The formative evaluation “Who can Note: Positive reinforcement is Follow directions
• According to the for this section is think - show me a tall the most effective when it takes step by step.
level of inquiry, pair- share. The children and short place immediately after a
students are given will produce creative tree? “ desired behaviour, the teacher
opportunity to paper by using visual art will use Social reinforcement,
design and/or technic (splatter) with “Who can this involves praise and
conduct a sticks. show me the attention being given for a
preliminary long and short behaviour. For example, a child
investigation. The Students will go outside stick” learning to make a long object
investigation and find sticks around with cubes or short, each time
allows learners to the trees, then they will they make a good effort they are
Azza Khalifa
Mahra Nasser
use their prior use a visual art technic
conceptualisations (splatter).
to explore
questions and In this activity, the
possibilities teacher will understand
surrounding the if the students know
LOs, and to what the different
generate new between the long and
thinking about short after she explains
the LOs. what the sort and long
looks like.
The domains will be
active in this activity:
Physical domain:
Gross motor (large
muscles) will be active
because they will walk
and move to outside.
Fine motor (small
muscles) will be active
they will use their hands
when they color.
Social domain: the
students will talk to each
other when they work.
Emotional domain: We
think they will have some
fun.
4c’s: In this activity there
will be communication,
“Can you given a high five or told 'great
explain what job.'
you did?”
The process will be outside
under the tress.
Teacher say: Do you want to go
outside and have some fun?
Students say: Yes teacher
Teacher say: Before we go, I
want you to stand up in one line
from the shorter to the longest.
Students “they try to make one
line by but them self in order
form the shorter to longer while
they do this they will understand
more about long and short.
Teacher say: Now we are
outside. “Who can show me a
tall and short tree? “
Students” They look around
them and see if there short and
long trees”
After that teacher will ask the
student to collect long and short
sticks (the sticks will be
randomly in the gross).
Then the teacher will show the
students the materials, steps
with explain.
Azza Khalifa
Mahra Nasser

collaboration and
creative. Materials:
Paper – Tape – gun toy – leaves
– colors

The teacher will go around the

students help them and ask
them “Who can show me the
long and short stick” and “can
you explain what you did?”

The teacher will ask the student

to stand up in one line from the
shorter to the longest to go back
to the class.

Explanation Note: Positive reinforcement is

• Teachers provide the most effective when it takes
opportunities for place immediately after a
learners to engage desired behaviour, the teacher
in the conceptual will use Social reinforcement,
probing and this involves praise and
development attention being given for a
needed to explain behaviour. For example, a child
the science (or a learning to make a long object
focus area of it) with cubes or short, each time
that supports the they make a good effort they are
exploration, and given a high five or told 'great
its outcomes. job.'

Learning Centre 1 (Developing)

Azza Khalifa
Mahra Nasser

Student they will make short

and long dinosaur’s neck by
play dough.

First, teacher will show the

students the material to how
make short and long neck of
dinosaur "play dough".

Second, teacher said: can you

make a short and long neck of
dinosaur by using play dough.
Students said: yes, we can.

Teacher said, ok let's go to do

this activity.
Third, students make short and
long neck of dinosaur.

Then when students finish this

activity, they tell the teacher
finish.
Teacher walk around the
students and ask the students
which neck long, and which
neck is short.

The domains will be active in

this activity:

Physical domain: The fine

motor will be active (small
muscles) because they will use
their hands and fingers.
Azza Khalifa
Mahra Nasser

Language domain:
communication, talking and
listening.

4c’s:
Communication
Critical thinking

Learning Center3
(Mastered)
Students will have different
materials (dinosaur – Book –
Pencil) then they measure by
cubes.

The teacher will give the

students different materials and
she will explain to them how to
measure this materials by cubes.

Teacher says: for example, when

measures the book we should
use the cubes to know the high
of book or pencil then compere
which is short and long.

Then, teacher walk around them

and see how students work and
if any students don't know how
to measure, the teacher will
explain again and give him
another example.

Teacher say: Did you

understand?
Student say: Yes.
Azza Khalifa
Mahra Nasser

Then, teacher says: if anyone

finish share with your friends
and talk.

The materials are:

- Book

- Dinosaur
- Pencil

The domains will be active in

this activity.
Physical domain: fine-motor
(touching). (When students
measure the different material).

4c’s:
communication
critical thinking

Learning Center 4
(Mastered)
Students will have different long
and short objects:
Azza Khalifa
Mahra Nasser

dolls(students) dinosaur
teacher
They will measure the object
then create (table-chair -door)
for them.

There will be long

dinosaur and short
student and a door.

Teacher Azza she will

have a dinosaur and
Teacher Mahra she will
have a student.

We will start the activity

by short show:

"Oh, Azza lets go to the

class"
"Ok Mahra lets go"
"Mahra she enters the
class"
"Azza: oh, Mahra I
can't enter the class I'm
tall, can you help me!"

Teacher say: ok students

here we have different
materials I want you to
make door to your
friends (dinosaur or
student).
Student say: ok let’s do
it.
Azza Khalifa
Mahra Nasser

Teacher: go around the

students take notes and
ask them.
" why you make a long
door?"
"why you make a short
door?"

The domains will be active in

this activity:

Physical domain: fine-motor

(small muscles) will be active
they will measure the objects
and when they create the door.
Social domain: the students will
talk to each other when they
work.

4c’s: Communication
Creativity

Elaboration Note: Positive reinforcement is

the most effective when it takes
Azza Khalifa
Mahra Nasser

• Teacher provides place immediately after a

students with desired behaviour, the teacher
experiences which will use Social reinforcement,
help to deepen this involves praise and
and broaden attention being given for a
students’ behaviour. For example, a child
conceptual skills learning to make a long object
and knowledge with cubes or short, each time
around the LOs. they make a good effort they are
The elaboration, given a high five or told 'great
extension, and job.'
application of the
LOs to real life
phenomena is
welcomed at this
stage

Evaluation The teacher will gather Engagement activity First litter of words.
(Summative) information about what ( Beginning of the lesson)
• Evaluation with the the child knows and what Long (L)
5E learning cycle the child can do. Also, Checklist (During the lesson) Short (S)
occurs at every the teacher will review
other ‘E’ and analyse this Analyse the information (After
formatively; and at information to identify the lesson finished)
the end of the learning against the
lesson summative. curriculum outcomes Exit tickets (End of the lesson)
and indicators.
Note: Positive reinforcement is
The teacher will display the most effective when it takes
sample of child work and place immediately after a
discuss with the child desired behaviour, the teacher
what he or she think will use Social reinforcement,
about his\her work. this involves praise and
attention being given for a
Azza Khalifa
Mahra Nasser

Last step is the teacher behaviour. For example, a child

will use the strategy is learning to make a long object
the exit tickets. with cubes or short, each time
they make a good effort they are
given a high five or told 'great
job.'

1-The teacher will gather

information during the lesson
about what the child knows and
what the child can do by using a
quick checklist while the child
working in different stations.

2- The teacher will review and

analyse the information she
gathered to identify learning
against the curriculum outcomes
and indicators.

3- The teacher will display a

sample of the child's work and
discuss with the child what he or
she thinks about his\her work,
and see is there any developed
processes and skills, from here
the teacher will know the level
of the child and what she can do
to improve the skills in different
methods.

4- The last step is the teacher

will use the exit tickets strategy
it's great too, this strategy will
help children reflect on what
Azza Khalifa
Mahra Nasser

they have learned and express

what or how they are thinking
about the new information, each
child will have a long or short
objects and then they to think if
this is long or short and share
with their pair then go to the
right corner ( the long objects
corner and the short objects
corner).

5- The teacher will ask the

students to set in the carpet then
the teacher will use the papers
with pictures, teacher will show
the student pictures of short and
long objects. Then the teacher
will ask the student if they see
pictures in the paper is short put
letter “S” and the same for “L”.
Also, we will include the shapes
for example” If the students see
pictures are short draw a circle
and if they see picture is long
draw a “triangle”.