Lesson Plan 2
In this lesson Plan, I taught a science lesson, the outcome was 1LW10: describe the characteristics of habitats and recognize that different organisms live in different habitats. I divided the outcome to days because the students can't learn many things in one day and I don't want they forget what they have learned.
The lesson was observed by Mentor school teacher Mrs. Rose.
Name of Student Teacher: Maryam Mohammed School: Al Sumow
Please note: You need to refer to the Abu Dhabi Education Council (ADEC) document “The New School Model Cycle One Teacher Guidebook & Learning Outcomes 2013-2014” pp. 12 to 17 for an explanation of “whole-small-whole framework”, for the cycle 1 classroom “grouping considerations” and for the Cycle 1 “learning outcomes”. You will note that some examples have been added to this lesson plan template.
Date & Duration of lesson
Wednesday 1 March 2016
Number of Students
22
Grade & Age
Grade 1
Personal Learning Aims:
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Classroom management
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Clear instruction
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Speak loud
Subject:
Science
Learning Outcomes (refer to ADEC document)
Learning Outcome: (ADEC)
Students will be able to 1LW10: describe the characteristics of habitats and recognize that different organisms live in different habitats.
((Predict and think what will happen (what if ….Key?)
Strand:
Living World
Resources
Opening:
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Questions
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Competition
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Pictures
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board
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Empty stickers
Activity 1
A big hypothesis question paper for each group. (5)
Markers
Activity 3
Activity 2
Activity 4
Closing:
Each group will presentation their work in front of whole class
Supporting activities based on grouping considerations ( See ADEC document)
Opening: Time: __8:45______________
(consider prior learning, motivation, overview and the presentation of the learning outcome)
WC: Reading the outcome “Predict and think about habitat”
WC: Questions about desert and ocean habitat.
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What an ocean habitat looks like?(Turn and talk)
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What a desert habitat look like?(Turn and talk)
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Think about 5 animals live in the desert(Think time+ discuss)
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Think about 5 animals live in the ocean(Think time+ discuss)
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On a big board Ocean picture for the girls team and other Desert habitat for the boys team.
(Girls) draw or write anything live in the ocean.
(Boys) draw or write anything live in the desert.
Post what they write or draw on their board.
The teacher will check if their work.
GW: Ask hypothesis questions.
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After putting fish picture in the desert habitat the question will be
What will happen to the fish when we put it in the desert?
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After putting camel picture in the ocean habitat the question will be
What will happen to the camel when we push it in the Ocean
Practice Activities (use groupings as required) Time:_8:55_____________
Describe the activities and what the students will be doing. Consider differentiated activities.
Describe here what the teacher will be doing during the practice activities:
Observe them as formative assessment and take note of them
Activity 1
It will be an activity for 5 groups, each group have different questions.
GW: The teacher will give to each group a big paper with the title (What happen if..) and there will be 2 circle with one hypothesis question and why happen that?
So what happen if.
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We put the fish in the desert. Why?
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We push the camel in the ocean. Why?
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We planting date tree (palm) in the ocean. Why
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We don’t put the jellyfish in the ocean. Why?
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We leave the fox in the desert. Why
Activity 3
Activity 2
Activity 4
Closing/ Conclusion: Time: ________9:10______________
Consider a review of what the students did during the practice activities and ensure that all students are assessed for learning.
GW: two members of each group will present their work and talk about what they have done
The Process of the Lesson
Comments
Teaching Strategies
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Group work
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Demonstrate the activity
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Ask open questions
The teacher demonstrates the activity in the opening stage.
The students work as group
The teacher asks a variety questions.
Classroom Management Strategies
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countdown
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Stickers
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verbal reinforcement
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verbal reinforcement
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Group point
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countdown
Transitions
I have called students’ group name to go to their group
I have called students’ group name and I’ve chosen a little teacher for each group to drive them to their group.
Assessment Strategies
I’ve used formative assessmen
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Open questions
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Observe the students during activity stage
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Discus their work
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Think-Pair-Share
General Comments
I did a good lesson and the activity was very useful because the students talked about what drew so I could assess them easily.
Recommendations / future personal targets / areas of focus
In next lesson, I will focus on class management more than what I did.
Activity
Strengths of the lesson:
You opened up the lesson by asking the students a question “What is an ocean?” “What animals live in the ocean?”You gave them thinking time to discuss their answers. When thinking time was done, you asked students to share their ideas and most of the class were engaged in the task. Students enjoyed pair share thinking and enjoyed contributing to class conversations.It is great to see you picked up that the class enjoy games as a warm up activity prior to lessons. Don’t forget to have the “roving eye” at look towards the back of the class to other students.
Activity 1: You introduced the class the learning outcome for the day. You then gave cards for the students to sort through and place under the headings on the whiteboard. You asked them look at the pictures, think of which habitat they came from. Some students began to get overly excited and began yelling out answers. You stopped the class and spoke to them in Arabic. Students then toned down with the yelling and began to put their hands up and wait their turn.
It is great when students want to actively participate, however, you must remember with the size to the class and the game you want to play. You need to manage students right from the beginning so that they know expectations for the game and behavior. Also, try to have a few more cards/resources so that more students could participate.
You introduced the “What if ?” key to the class and explained to them the context for their activity. Some students were able to explain what they thought you meant and then you clarified the question in Arabic. This was good as it helped the students have a better understanding of the activity you wanted them to do.
It was great that you stopped to speak to them in Arabic and explain the activity you wanted them to do. I would like to see you do this more often in class to help students better understand tasks. You could also partner students (needing support) with our Mastery level students, so they can be buddy workers.
Students brainstormed through ideas and recorded their thinking on the large sheet. Most of the class was engaged with this activity. There was much talk and discussion happening and you could see students agreeing and disagreeing with some of the statements being made or written. Great to see those who could write, writing and others draw pictures. When you thought enough thinking time was done, you did the “five finger” count down and waited to gain all their attention. Well done. Some took a bit longer but you changed your tone to get their attention.
Two students from each group got up and shared. Fantastic to see that you purposely chose a Mastery learner and an Emergent learner to share. The confidence the E learner had when they had a buddy to help share ideas was awesome.
It was great to see that you thought through this activity and had the pair sharing idea at the end of thinking and presenting time. All groups were able to share in both Arabic and English and I could see the confidence from those sharing. At the end, you asked them what could happen, and each group summarized their statement. Great to see your assessment done on the spot!
Areas for development:
When thinking about the resources, ensure that you have enough for the activity you have. Students thoroughly enjoyed the first activity but went through it really quickly. What else could you have used to make it a bit more challenging for the students? Remember to see if we can extend thinking if and when possible.
Try and remember that we have students working at E, D and M.
I can see an improvement in classroom management. You are using a few more strategies to help students focus on you more. When giving a set of instructions, stop the whole class first before giving next set of instructions. It will help you from having to repeat yourself when moving from one group to the other.
Try and cut back on mat time and not keep students on the mat longer than 15 -20 minutes.
Classroom teacher: Rosaline Tavelia
Student teacher: Maryam Mohammed
Click to see the doc
