Check the sense that you use for each object.

Lesson plan
Grade Level: kg 2
Subject: science
Strand: five senses
Learning Outcome (ADEC code and words): Describe the five senses and their corresponding body parts
Resources (what materials/equipment will you
and the students use? Be specific)
White board and a big graph “for the warmer
activity “
Computer for class dojo
Board ben so students can write in the assessment
paper after they finish the experiment.
Time: 15 minWhole
Preparation (what do you need to make or check
before class?)
Prepare each group with its supplies
Group 1: that the purple cubes are ready, and three
cups are
On the group’s table” vinegar, water, soda”
Group 2: the mysterious boxes are ready
Group 3: make sure that the doughs are ready and
nothing missing
Group 4: make sure that each box is ready and that the
objects are inside the boxes.
Group 5: prepare the juices cups and add “salt, lemon,
sugar” to them.
Make sure that each group’s table had the assessment
paper
Key vocabulary
Smell – nose. Taste-mouth, Touch – hands, See – eyes.
Hear- ears

Opening (warmer activity + teacher introduction/demonstration of small group activities)

The teacher made a big graph that divided to 5 parts and she will give each student a card that has
one of the five senses or things that belong to it “e.g. eye pic, the word see, a picture of sun “
So, each student should put his card with where he thinks it belong to and stick it on the graph.

Guided Experience (group working with the teacher)

Seeing
There will be 3 cups in front of the children, one has water only, one has water and vinegar and
one has water an soda, the group leader will take the purple ice coupe and he’ll put it inside one of
the cups and other students will do the same thing, they will notice how the colors are different,
and they will explain what they did and which sense they used
Time: 15 minSmall

Independent Experience (small group activity 1)

Hearing
the children have 4 boxes in each box there’s different objects and they must shake it and decide
what inside it by hearing

Independent Experience(small group activity 2)

Tasting
the children had 3 cups in front of them all cups have orange juice in it but the difference is the
flavors for example; salt, lemon, sugar, the child should taste and decide whether it is good or bad.
Independent Experience(small group activity 3)
Smelling
For the smelling sense, there was 4 doughs mixed with different smells e.g. perfume, and children
must smell and say if it’s good or not.
Independent Experience(small group activity 4)
Touching
There will be 4 boxes with a whole in the top, every box has different object e.g. fluffy bear , clay.
Child should touch the object and describe how it’s feel like.
 Whole
Closing
Each group will stand up and will explain what they did and what result the come up with, and
what senses the used.
Time: 15
min

Assessment
each group will have assessment paper and they will fill it after making the experiment.

Task 2: Peer Observations

Peer Observations (CLOs 1-6)
(complete the following forms for each peer observation (3 in total) that you do).

Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.

Peer Observation
Date/Time: 4 May Name of Student Teacher to be observed: Mawada
Mohammed

Setting: - Grade: grade 1

Name of Observer/Critical Friend:

Khawla Ali
Topic for the lesson & Learning Outcomes:
Students will be able to represent and solve problems subtraction.
Please tick the boxes using the scale with 5 indicating the best possible performance

Professionalism 1 2 3 4 5
 
Displays a high standard of professional behaviour, which includes punctuality #
and readiness for the session.
Shows initiative and enthusiasm during the session. #

1 2 3 4 5
Planning for Learning  

Provides a lesson plan, which includes all the required information and has clear #
and explicit learning outcomes.
The activities are well sequenced to scaffold student learning towards the #
learning objectives.
Incorporates differentiation through activities, questioning and/or learning styles. #

Materials and resources for teaching are of high quality and appropriate to the #
level of the learner.
Shows a student-centered focus in the lesson plan. #

Comments or reasons for scoring above:

1 2 3 4 5
Implementing and Managing Learning  

Uses accurate and appropriate language. #

Maintaining engagement – independence #

Ensures instructions, questions & explanations are clear, accurate & constructive. #

Uses effective questioning & elicitation (probe, praise, rephrase, redirect) #

techniques.

Establishes and maintains clear and consistent rules & routines, and utilises a #
variety of positive reinforcement strategies to ensure that they are followed.

Maintains an appropriate pace to challenge and motivate the students. #

Uses a range of teaching strategies. #

Manages lesson time effectively. #

Comments or reasons for scoring above:

 Unit: five senses Grade level: KG2

Monitoring and Assessment 1 2 3 4 5

 
Monitors student progress effectively during the session. #

Provides ongoing feedback to students to enhance learning during the session. #

Uses formative and summative assessment instruments such as checklists, #

grading scales, rubrics, tests and projects etc. to evaluate students’ performance.

Comments or reasons for scoring above:

Overall Observed Strengths Overall Suggestions for further development

(also include comments for the area of focus) (also include comments for the area of focus)

 Mawada used differentiated activities that  Mawada needs to work on her language more.
meats different learning styles.
 The instructions were clear.
 The rules of solving problems made it easier
for students to apply what they have learned.