Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date

March 22, 2016

Time

9;50 10; 30

School

RAK AGG School

SST

Ms. Antonia Scolt

Class

Grade 2 A

Lesson
unit/page

The unit: C Earth's materials Lesson: No of

What is earth made of? Experiment
students
about what is in soil?
Page:166

Student
teacher

Maryam Saeed Al Shehhi

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 what is in soil?
Teaching goal (State clearly what it is you plan to teach in this lesson)
The overall goal is that teaching students the experiment about what is in soil. The students will do
experiment to investigate what is in soil. Next, the students record data by observing cup to draw the result.
At the end, the students will infer what do the layers tell about soil.
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
Build knowledge about the layers of the soil by showing the video.
Experiment with what is on soil
Draw on poster what you observe in the experiment
Discuss on poster how to recorded data and result that investigated in applying the experiment about what is
on soil.
Infer what do the layers tell you about soil?
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 soil

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)
Soil
Stir
Alum

Teacher language (list language used by you, the

teacher, eg. questions, instructions and
explanations)
What they already know about the soil?
Is soil important in the life?
What materials do you have in the table?
Guess what are you going to do?
Do you think that soil is an important for the
experiment.
What do you think will happen?
What do you observe now ?
What is the result?
Infer what do the layers tell you about soil?

2
TP3bBooklet 2013/14

Main tasks or activities (list the tasks in sequence Resources and

eg flashcard recognition, worksheet, drawing posters teaching aids (Teacher
etc)
Edition pp. 192
PowerPoint
Engagement: ( 5 minutes)
Puppet
Timer on iPad
Build knowledge about the layers of the soil by
Positive reinforcement
showing the video.
Exploring: ( 15 minutes)
Experiment with what is on soil
Explaining: ( 10 minutes)
Draw on poster what do you observe in the
experiment Elaborating: ( 5 minutes)
Elaborating ( 5 minutes)
Discuss on poster how to recorded data and result
that investigated in applying the experiment about
what is on soil.
Evaluating: ( 5 minutes)
Infer what do the layers tell you about soil?

http://youtu.be/KIFz_KzURY
http://youtu.be/R0MEVL
TsvL8

References:
Scientific Method Song
Video. (2015). Retrieved
on March 6, 2015, from

http://youtu.be/KIFz_KzURY

Materials
For Each Group:
Group 1: plastic cup, soil,
water, alum, spoons,
pencils, color - posterbook
Group 2: plastic cup, soil,
water, alum, spoons,
pencils, color - posterbook

Group 3: plastic cup, soil,

water, alum, spoons,
pencils, color - posterbook
Group 4: plastic cup, soil,
water, alum, spoons,
pencils, color - posterbook

Soil Portfolio, Soil LayersVideo for Kids. (2012).

Retrieved on December
Group 5: plastic cup, soil,
8, 2013,from
water, alum, spoons,
http://youtu.be/R0MEVL pencils, color - posterTsvL8
book
Group 6: plastic cup, soil,
water, alum, spoons,
pencils, color - posterbook

Consider these grouping strategies:

Individual work: evaluating activity .
Pair work: discussing
Group work: exploring activity, explaining
activity and elaborating activity
Whole class: engagement activity

Consider where the children are working:

Moving around the classroom: elaborating
activity
At their desk: working on the activities.

3
TP3bBooklet 2013/14

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE:
Students will able
to show classroom rules and strategy by using puppet
to build knowledge about the layers of the soil by showing the video.
Key Question:
What is the earth made of?
Opening activity to surface student thinking:
What is the layers soil?
How layers that soil has?
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 asks students what they already know about the soil. Next, the teacher informs
students to focus on video that shows about the layers of the soil to build knowledge. While students
watch video the teacher stops to ask students questions. In this way, it assists students to promote
knowledge, but if teacher asks students at the end. The students could forget knowledge that the video
mentioned.
Questions for whole group discussion
Ask different questions while watching the video

4
TP3bBooklet 2013/14

Teacher (What will the teacher do/say etcetera)

Teacher says gathering to students.
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 creates a problem that make students

excited to think deeply.
Teacher builds students' knowledge by showing a
video that related to the lesson.

Student (What will the student do/say etcetera)

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 Students be
ready to listen question while watching video and
answer questions.
Students be ready to watch a video
Students start watching the video
Students answer questions

Teacher informs students to focus on video

Teacher shows students a short video about the
layers of the soil.
Teacher makes sure that everyone is ready to start.
Teacher turns in the video
Teacher chooses randomly students to share
answer
Explore
PURPOSE:
Students will able to
Experiment with what is on soil

Activities (list)

Driving Question

5
TP3bBooklet 2013/14

Comparing two rocks lab

In each group as group working students will have
the materials ( plastic cup, soil, water, alum and
spoons)
Students learning center
Each group look at instruction card on display
Instruction:
Think about these materials what you are going to
investigate.

What does mean soil ?

What does mean alum?
Let's start exploring what is in soil?
Follow instruction card point by point
What do you observe?
Is there any result?
What do you think will happen?
What is aim of this experiment?
What you will learn from this experiment?

Try remember the learning objective of this activity

what is it?.
Stir the soil, water and alum
Wait 10 minutes
Be quiet and raise your hand if you finished.
Be careful :
Do not smell or taste the soil, water and alum.

6
TP3bBooklet 2013/14

Teacher (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and
listen to her

Formative assessment
Note: the teacher only informs students what they
are going to do without helping.That means the
objective of the activity.
- Each group as group working should investigate
the lab or experiment.
- Each group have materials to do the experiment.

Student (What will the student do/say etcetera)

Formative assessment
Note: the students read the instruction card
and investigate the experiment by themselves.

Students pay attention and listen to teacher

Students be ready for taking instruction
Students follow the instruction
Students as pairs working raise hands when they
finish.

Each group should look at to instruction card.

Each group should follow instruction card step by
step.
Each group should explore experiment without
helping from the teacher.

Student Communication Product: (written report, oral presentation, poster, etc.)

(consider showing Models of student products to help student identify characteristics of quality)
Investigate the experiment ( inquiry)
Explain
PURPOSE:
Draw on poster what do you observe in the experiment

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

PowerPoint - poster - pencil and color
Questions for Whole/Small Group Discourse:
Student Communication Product (assessment):
Group working
Discuss together - pick up ideas- organize ideas - share ideas - present it and explain it
Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure that all students pay attention

and listen to her
Teacher explains instruction
Teacher informs students that each group have cup
picture on poster.
Then, the teacher informs students should draw
what they see in the experiment.
The teacher reminds students should work as group
The teacher tells students have10 minutes to do
this activity
Teacher uses timer to make sure for organizing
time.

Students pay attention and listen to teacher

Students listen carefully to instruction
Then, the students be aware of what they should do
The students be aware of importance work group.
The students be aware of having 10 minutes.
Students see timer to make sure of organizing time.

7
TP3bBooklet 2013/14

Teacher let's students start doing activity.

Elaborate
PURPOSE:
Discuss on poster how to recorded data and result that investigated in applying the experiment about
what is on soil.
Activities:

Teacher

Student

Content Media:
The teacher moves on
elaborating part. In this part,
the students as group
working discuss the poster
that design it.

Teacher makes sure all students

pay attention and listen to her.

Students pay attention and listen

to teacher

Teacher explains instruction

Students listen carefully to

instruction

how to recorded data and result

that investigated in applying the
experiment about what is on soil.
.
Extending/Application
Questions for Whole/Small
Group Discourse:
Show it as whole class , solve it
as a group working.
Question to whole class:
what is on soil.
Student Communication
Product (assessment):

Teacher informs students should

organize ideas that draw on
poster to preset it

Students look at to poster and

read to discuss it.

Teacher informs student have 5

minutes to do it

Students make sure to do it in 5

minutes.

Teacher informs students to start

discussing the results that found
out.

Students discuss about result that

found out.

Students be ready to discuss their

Teacher select a students in each answer as group.
group to present.
Students be ready to answer.

Oral presentation
Evaluate
PURPOSE:
Infer what do the layers tell you about soil ( summative assessment )
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives

8
TP3bBooklet 2013/14

Skill/Reasoning Learning Objectives

Students able to

Assessment Instrument
Solve question on inquiry book

Build knowledge about the layers of the soil by

showing the video.
Experiment with what is on soil
Draw on poster what do you observe in the
experiment Elaborating: ( 5 minutes)
Discuss on poster how to recorded data and result
that investigated in applying the experiment about
what is on soil.
Thus, after all these learning objectives assisted
students to acquire skills. That is totally promote
students to infer question on book .

Knowledge Learning Objectives

Assessment Instrument

Students will able to Infer what do the layers tell you Solve question on inquiry book
about soil on inquiry book.
Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and

listen to her
Teacher explain instruction
Teacher ask students what was the learning
objective?
Teacher informs students that each student should
answer question on book as an individual.
"Infer what do the layers tell you about soil"
Teacher informs students have 5 minutes to do it
with using timer to make them sure of organizing
time.

Students pay attention and listen to the teacher

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

Personal Focus for next lesson

11
TP3bBooklet 2013/14

Short Lesson Plan Template for Weekly Plans

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