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- Mid Term Self Reflection
- Classroom Assessment Syllabus
- counting by fives lesson plan
- clinical log
- tws contextual factors
- w black pace spring 14
- assessment technology
- “Assignment 12/13- Lesson Plan "
- hirnikel abner field assessment evaluation
- assessment final
- 2015 observation 1
- teams fall observation
- mod 6 template (1)
- section two
- c klerkx old redford hs spring 2015 (2)
- speaker reflections
- professional excellence-- danielson framework all components-- 12 4 15
- fs5of1
- 2 7 reflection assessment revision 2
- reflection 1

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Date

Time

9:50 am 10: 30 am

School

SST

Class

Grade 2 A

Lesson

unit/page

What is earth made of ? Experiment

students

about comparing two rocks Page: 202

Student

teacher

28 students

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 is the chapter 5 in the unit. The unit: C Earth's materials Lesson: What is earth made of? Experiment

about comparing two rocks.

Teaching goal (State clearly what it is you plan to teach in this lesson)

The overall goal is that teaching students the experiment about compare the rocks. First of all students

should know what does mean rock before doing the experiment. Next, the students explore experiment

through make comparing between two rocks by touching and observing to find out the features of the rocks.

For instance, the color, texture, size and shape. Then, the students discuss how to record data, the result

and show data about what they investigate in comparing two different rocks. After that, the students make up

a conclusion from the data and show data. At the end, the students solve question on sheet.

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

Imagine we are going to the cave trip to investigate rocks.

Build knowledge about the rocks by showing the video.

Compare two rocks by touching and observing to investigate the features of the rocks ( formative

assessment)

Discuss how to recorded data and the result that investigated in applying the experiment of comparing the

rocks.

Make up a conclusion from the data and show data to stick a small pieces sheet on cork.

Solve question on sheet ( summative assessment )

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 of what does mean rock

1

TP3bBooklet 2013/14

Anticipated problems and possible solutions (Mention problems and solutions related to management,

tasks or students)

Some learners will find problems in doing explore activities by themselves. So, the teacher will give students

simple language clear instruction card for each pairs.

Some students might misbehave in the lesson. Therefore, the teacher makes competition as group who

collect more sticks at the end will be winer. In this case, it will assist students behave in good way at the

same time keep challenging in solving activities.

Some learners may make noisy while teacher explains the lesson. Thus, the teacher makes sure to remind

students about classroom rules with using positive reinforcement.

Students in low level might find difficulty to do or share ideas while do the activities. So, the teacher makes

sure that the students in high level that can promote low level to do activities.

Students may waste time while doing activity. So, the teacher uses timer to make sure for all student finish

on time. Another way, the teacher can use tone way that informs students listen to tone while doing the

activity. And, when the teacher stops tone that means leave everything thing to pay attention and listen to

the teacher.

In the group working activity not all students participate as one hand. Therefore, the teacher makes sure to

give students responsibility in each group.

Students may find difficulty to solve question card that asses them at the end, especially low students' level.

Thus, the teacher explains the questions before giving students the question card to make it easily for

students.

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 concept of the lesson and how I can achieve it in creative way. I also will focus

on classroom management as well.

Target language (list language being taught)

Rock

Shape

Size

Color

Texture

teacher, eg. questions, instructions and

explanations)

What they already know about the rock?

What does mean texture?

Give me examples of how to size rocks?

Give me examples of the rocks' color that you saw it

near the mountain or anyplace that you saw lots of

rocks?

Give me examples of the rocks' shape?

What do you want to learn?

Take a guess on what you think the answer to your

question might be?

Test the question by doing an experiment.

What data and the result you collected from the

timetable about competing two rocks?

Make up a conclusion?

What can you infer about the rocks?

What was the learning objectives of the lesson?

Do you want to add something?

2

TP3bBooklet 2013/14

eg flashcard recognition, worksheet, drawing posters teaching aids (Teacher

etc)

Edition pp. 192

PowerPoint

Engagement: ( 5 minutes)

Puppet

Timer on iPad

Show classroom rules and strategy by using puppet Positive reinforcement

Build knowledge about the rocks by showing the

video.

Pre engagement

Exploring: ( 10 minutes)

http://youtu.be/FrsM9Wg

gCdo

investigate the features of the rocks ( formative

assessment)

Engage students on

lesson

Explaining: ( 12 minutes)

to stick a small pieces sheet on cork.

Evaluating: ( 5 minutes)

Solve question sheet ( summative assessment )

- comparing card, hand

lens - ruler- small pieces

of the papers, pencils question sheet

- comparing card, hand

rzw

investigated in applying the experiment of comparing

the rocks.

References:

Elaborating: ( 8 minutes)

Materials

For Each Group:

Group 1: Tickets- Rocks

- comparing card, hand

lens - ruler- small pieces

of the papers, pencils question sheet.

Retrieved on September

5, 2006 - song for kids,

for

http://youtu.be/FrsM9Wg

gCdo

of the papers, pencils question sheet

- comparing card, hand

lens - ruler- small pieces

of the papers, pencils question sheet

- comparing card, hand

Weatherall, P. ( 2009).

lens - ruler- small pieces

Rocks song. Retrieved on of the papers, pencils November 5, 2009, from question sheet

http://youtu.be/b_4Y21Pp

rzw

- comparing card, hand

lens - ruler- small pieces

of the papers, pencils question sheet

Individual work: evaluating activity.

Pair work: exploring activity

Group work: explaining and elaborating

activity

Whole class: engagement activity

Moving around the classroom: elaborating

activity

At their desk: working on the activities.

3

TP3bBooklet 2013/14

Engage

PURPOSE:

Students will able

to get students' attention to show an interesting video that excited them.

to show classroom rules and strategy by using puppet

to build knowledge about the rocks by showing the video.

Key Question:

What is the earth made of?

Opening activity to surface student thinking:

What do you think how to investigate the rocks?

Opening activity to engage student interest and/or clarify context of the investigations:

.

Teacher uses puppet to create a story that attract students to think deeply of how can solve this problem.

Initially, the teacher tells students will go to the cave' strip to investigate rocks, so they should be ready to

go. Suddenly,the puppet prevents students go for anywhere to stay in the class and he is laughing to

them. In this case, the students should find a perfect way to convince the puppet. However, the puppet

thinks a great idea is to ask students two questions about the rock to test their knowledge. If the students

answer it, they can go to the cave's trip. But, if they not will stay at the class that by showing the video to

make students focus on video to build knowledge. At the same time, it assists students to obtain

knowledge. It is challenging activity that should students do the best work.

Questions for whole group discussion

Ask two specific question that related to the video

1) There are two several things that related to the rocks which are ....................... and .................. if you

want to make investigation.

2) Give me two sort of the rocks that mentioned in the video? ........................ and .................... .

Key answer:

1) Shapes and sizes

2) Chalk, granite, sandstone, slate and marble.

4

TP3bBooklet 2013/14

Teacher says gathering to students.

Teacher shows students a short song in pre

engagement to make students excited before start

the lesson.

Teacher informs students to act with the video to

have fun.

Teacher introduce lesson by using puppet to attract

students. ( say day, date, classroom rules, strategy,

unit, lesson and the learning objectives of the

lesson).

Teacher makes sure all students pay attention and

listen to her.

Teacher tells cave trip story that related to the

lesson with giving students tickets to excited them

more.

Teacher uses puppets to ask students two specific

question that related to the rocks.

Students reply gathering to the teacher.

Students be excited to act with the video.

Students pay attention while the teacher introduces

the lesson.

Students pay attention and listen to the teacher

Students be ready for answering questions.

Students try to solve problem.

Students be ready to watch the video that assist

them to answer two specific question related to the

video.

Students be ready to listen question and answer

Students be ready to watch a video

Students start watching the video

Students answer questions

Students see the rock word and say what does it

means

excited to think deeply.

Teacher builds students' knowledge by showing a

video that related to the lesson.

Teacher informs students to focus on video

because will find out answers on video and she

chooses randomly students to answer for question

that related to the video.

Teacher shows students a short video about the

rocks.

Teacher makes sure that everyone is ready to start.

Teacher turns in the video

Teacher chooses randomly students to share

answer

Teacher shows the rock word on board to sure the

meaning.

Teacher asks students what does it means

Explore

PURPOSE:

Students will able to

Compare two rocks by touching and observing to investigate the features of the rocks. Such as, the

shape, size, texture and color( formative assessment)

Activities (list)

Driving Question

5

TP3bBooklet 2013/14

In each group as pairs working will have the

materials ( rocks, comparing card and

Students learning center

Each pairs have instruction card

What does mean texture?

What does mean size?

Give me examples of the rocks' shape

Give me example of the rocks' color

Which tool can we use it to size the rocks?

Which tool can we use it to investigate the rocks?

Instruction:

Look at the two rocks, comparing schedule, hand

lens and ruler in your table.

Think about these materials what you are going to

investigate.

Try remember the learning objective of this activity

what is it?

Compare two rocks by touching and observing.

Investigate the shape, size, color and texture of the

two rocks.

Record the data in the timetable card.

Be quiet and raise your hand if you finished.

6

TP3bBooklet 2013/14

Teacher makes sure all students pay attention and

listen to her

Teacher makes sure that all students pay attention

and listen to her.

are going to do without helping.That means the

objective of the activity.

- Each group as pairs working should investigate

the lab or experiment.

- Each pairs have materials to do the experiment.

Students be ready for taking instruction

Students follow the instruction

Students as pairs working raise hands when they

finish.

and investigate the experiment by themselves.

Each pairs should follow instruction card step by

step.

Each pairs should explore experiment without

helping from the teacher.

(consider showing Models of student products to help student identify characteristics of quality)

Investigate the experiment ( inquiry)

Explain

PURPOSE:

Discuss how to recorded data and result that investigated in applying the experiment of comparing the

rocks.

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

PowerPoint - orally presentation of both the teacher and students.

Questions for Whole/Small Group Discourse:

Student Communication Product (assessment):

Group arrangement as pairs working

Discuss together - pick up ideas- organize ideas - share ideas - present it and explain it

7

TP3bBooklet 2013/14

and listen to her

Teacher explains instruction

Teacher informs students that each group just one

pairs working discus about the data and result that

investigated in.

Then, the teacher promote students thinking about

experiment that did.

Teacher tells students that each group as pairs

working have two minutes to present.

Teacher uses the timer to make sure that all

student able to organize the time.

Students listen carefully to instruction

Students realize that each group just one pairs

working present investigating and the result.

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:

Make up a conclusion from the data and show data to stick a small pieces sheet on cork.

What can infer about the rocks?

Activities:

Teacher

Student

Content Media:

The teacher moves on

elaborating part. In this part,

the students as group

working make up a

conclusion from data and show

data by sticking a small pieces

sheet on cork.

What can infer about the rocks?

pay attention and listen to her.

to teacher

instruction

.

Extending/Application

Questions for Whole/Small

Group Discourse:

Show it as whole class , solve it

as a group working.

Question to whole class:

Student Communication

Product (assessment):

Oral presentation

picture on display about solution

for protecting animals and

plants. Another sound, the

solution of keeping plants and

animals safe.

display and think about it

Students make sure to do it in 5

minutes.

minutes to do it

that found out from investigation.

making up a conclusion and write

on small pieces of the papers.

it.

small pieces of the papers on

cork.

Teacher tells students to cope as

group to solve activity.

papers on cork.

Students be ready to discuss their

answer as group.

Students be ready to answer.

the conclusion on cork.

Evaluate

8

TP3bBooklet 2013/14

PURPOSE:

Solve question sheet ( summative assessment )

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

Assessment Instrument

Solve question sheet.

video.

Compare two rocks by touching and observing to

investigate the features of the rocks

Explaining: ( 12 minutes)

Discuss how to recorded data and the result that

investigated in applying the experiment of

comparing the rocks.

Make up a conclusion from the data and show data

to stick a small pieces sheet on cork.

Thus, after all these learning objectives assisted

students to acquire skills. That is totally promote

students to solve question sheet.

Assessment Instrument

rocks' experiment.

Question sheet

listen to her

Teacher explain instruction

Teacher ask students what was the learning

objective?

Teacher informs students that each student should

answer question sheet as an individual.

Teacher informs students have 5 minutes to do it

with using timer to make them sure of organizing

time.

Students listen to the 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.

9

TP3bBooklet 2013/14

Feedback

(focus on competency areas)

10

TP3bBooklet 2013/14

Summary

Suggestions

11

TP3bBooklet 2013/14

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

12

TP3bBooklet 2013/14

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