Student Teacher Science Lesson Planning Template

Science Lesson Plan for observation

Date

16/11/2016

Time
8:00
MCT
Garnel Desravins
Lesson
Light and shadows third lesson page 10
unit/page
Context of the lesson

Student
teacher
School
Class
No of
students

Fatima
GEMS school
2
30

This lesson is the third lesson in light and shadows unit (transparent, translucent and opaque lesson).

Teaching goal
The students at the end of my lesson have able to distinguish between transparent, translucent and opaque.

Learning objectives
Students will be able to

Reporting on findings from enquiries, include oral and writing explanation, displays or presentations of
result and conclusion

Develop science concepts such as transparent, translucent or opaque.

Discover which transparent, translucent and opaque objects by them self

Assumptions about prior learning

Light travels in a straight line

Light makes shadows

Source of light

Some object block the light to make a shadows.

Anticipated problems and possible solutions

Low level will face difficult to understand the new science concepts, so the teacher will use experiment
to help them understand

Some of the students will face difficult to comprehend the activities so that the teacher will give them
clear instruction before given them the activities.

Personal focus for this lesson

The teacher will focus on low-level students when working on activities.

Target language

Teacher language

Transparent

Translucent

What is the date of today?

Opaque

What you know about light and shadows?

What do you know about light and shadows?

Who can tell me any two sources light

What do you need to make shadows

Who remembers the last lesson we learn

about light and shadows?

Main tasks or activities

Resources and teaching aids

Group work

Computer

Individually

Data show

Engage: the teacher will ask the students open

Worksheet

questions.

Paper

Pencil

Explore: the teacher will explain to students the

Board

meaning of three science new concepts which is

Markers

transparent, translucent and opaque and then give them

an example to understand more.

Explain: the teacher will give each group flashlight and

some materials to let them discover which is
transparent, translucent or opaque.

Elaborate: ask the students critical question to extend

their thinking.

Evaluate: last activity the teacher will give them

individually worksheet.

Consider these grouping strategies:

Consider where the children are working:

Individual

At their desk

Group

On the carpet

Planning Stages Within the 5-E Inquiry Model

Engage
5

minutes

Opening questions to see what know about light and shadows.

The teacher will ask the students open question

Student

What do you know about light and shadows?

Who can tell me any two sources light

The majority of the students have able

What do you need to make shadows

to answer.

Who remembers the last lesson we learn

about light and shadows?

Explore
5 minutes
Activities (list)

Driving Question

The teacher explains the main concepts in

this lesson transparent, translucent and

opaque

Classify which object is

transparent and which is
translucent or opaque by

doing the experiments.

She will use pictures to help them more

understating the meaning of the new
concepts. She will use some real objects and
let them find some transparent, translucent or
opaque objects in the classroom.

Student Communication Product:

-

Oral discussion what they note

Explain
15 minutes do experiments
Teacher

Student

Students will be active with this

The teacher gives each group some materials

activity and will try to follow the

such as a torch, and some transparent,

teacher instructions and try to

translucent and opaque objects to do the

classify which is transparent,

experiment. And tell them clear instruction (for

translucent or opaque.

example, now I will give each group some

materials as you see and you should discover

The students will answer what

which is transparent, translucent and opaque

they recognize, and then they

after doing the experiments). You should to turn

will follow the teacher

the light and try to cover the objects which you

directions.

have and then note which is make shadows and

which is not make shadows. After that, you

Example of the questions

should classify.

Can you see from this object?

Yes that is mean transparent

repeat after me.

Then the teacher will discuss with them about

transparent, translucent and opaque and explain

Can you see from this object?

more

Yes and no or little bit that

means translucent repeat after
me.

And what about this?

No that is mean os opaque.

Elaborate
5 minutes
Ask the children critical question Are you possible to produce colored shadows?

Activities:

Teacher

Student

Ask the students

The teacher will give them critical

The students will

critical question and

thinking question and let them discuss

discuss with their

let them thinking and

with their group and explain how they

group and use their

communicate with

think this might have happened.

brainstorm to find
the answer.

their groups.

After that the teacher

The Question is

They fee exiting

will show the students

Are you possible to produce

when they see the

video about colored

colored shadows?

video.

shadows

Then the teacher will show the

students video about colored
shadows

Evaluate
10 minutes
Teacher

Student

Give the students individually worksheet

The students will follow her instruction

and try to do it.

For low level, she will give them match the picture
with the correct concept (transparent, translucent
and opaque) and then write two example of each
one

For middle level, she will give them to match the

picture with correct definition(transparent,
translucent and opaque) and then write two example
of each one

For high level, she will give them to write the

definition of transparent, translucent and opaque and
then write two example of each one.

My MST observation

Reflection

There is undeniable that, I apply 5 Es stage on my lesson. I think the five stages of my lesson helped the
learners to improve their skills and build. I think that, because the students have able to discuss with their
group, do the experiment and use their brainstorm to thinking. In fact, I note the third activity which when
the teacher asks the children to find examples of shadows which are much bigger than the object. The
students were using their brainstorm to think and try to use the experiment to use the light source to discover
how they can to make a bigger shadow than an object. Some of the students they discover that when closing
the light from an object the shadows become bigger than an object. I like this activity because I think this
can extend their knowledge. In fact, I think I have able to choose a correct time to apply my activities. That
can help the learners to build their level.

In my lesson, I try to engage the students and ask them an open question about shadows. Actually, the
learners were too active with my questions. However, I face some difficulties to control on the students
when I let them do the experiment with their groups. So I try to use negative reinforcement such as, move
their name from superstar to the think in your behavior. As a result, the learners follow my classroom rules
and decrease the misbehavior. As Skinner saya that Negative reinforcement strengthens behavior because it
stops or removes an unpleasant experience (Saul McLeod, 2007).

On the other hands, in my lesson I try to use effective strategies to control on the students and manage my
classroom. Firstly, I try to use easy language as you know it kids so they need simple language to help them
understanding. At the same time use some new vocab to acquisition their second language. Also, I try to ask
questions in my lesson to improve their background.

Reference
McLeod, S. (2007). Skinner - Operant Conditioning. Simply Psychology. Retrieved 3 Dec 2016, from
http://www.simplypsychology.org/operant-conditioning.html

My activities

I stick this at front of the students

I give this pictures for low level to distinguish between each words

For high level

For middle level

For low level

This experiment I let the students discover by themselves by using the light source which object is transparent,
opaque and translucent then classify.