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Lesson Plane

Name of Student Teacher: Maryam Bin Thani School: Rak Academy BC


Planning an Inquiry Based Lesson/Activity/Project Name:

Consider your PDP goals when lesson planning. Some points to keep in mind might be:

Professional Development Plan


(What do YOU need to work on in order to grow professionally?)
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal):
 Achieve the learning objectives
 Classroom management
2. Describe what you will do to help achieve your goal (Strategies Used) make a list of questions at
different levels of bloom’s when lesson planning
1. Memorize the definitions of producers, consumers, decomposers, herbivore, carnivore and omnivore?
(Knowledge)
2. Describe what is the difference between producers, consumers, decomposers, herbivore, carnivore and
omnivore? (Comprehension)
3. Give an example of animals in the environment that eats only animals, animals that eat only plants and animals
that eat both animals and plants (Application)
4. Analyze the different types of carnivores (Analysis)
5. Develop your knowledge and connect each animal to the correct place (Synthesis)
6. Justify what did you learn from today’s lesson (Evaluation)
3. Describe how you can tell if you’re achieving your goal (Evidence) list of student responses, or
worksheets
 By applying an assessment to check students understanding at the end of the lesson(worksheet)
Grade Level: Grade 6 Subject: Science Learning Outcome (ADEC code and words):
Students will be able to identify and classify between
producers, consumers, decomposers, herbivore, carnivore and
omnivore.

Title of Lesson: A brief description of my Lesson in my own words:

 Producers, Consumers, Decomposers  The lesson will be about producers, consumers,


 Types of consumers (herbivore, carnivore and decomposers, herbivore, carnivore and omnivore.
omnivore)
The problem that students are trying to solve or investigate The outcome or product of the students’ investigation (i.e.
(in my own words): what will the students be expected to produce at the end of
their investigation)
Identify the difference between these definitions’ producers,
consumers, decomposers, herbivore, carnivore and omnivore  That each animal has different ways in eating (some of
them eat only animals, only plants or both of them)

Essential Question: Guided Questions:


 Memorize the definitions of producers, consumers,  Who needs more explanation?
decomposers, herbivore, carnivore and omnivore?
(Knowledge)
 Describe what is the difference between producers,
consumers, decomposers, herbivore, carnivore and
omnivore? (Comprehension)
 Give an example of animals in the environment that eats
only animals, animals that eat only plants and animals
that eat both animals and plants (Application)
 Analyze the different types of carnivores (Analysis)
 Develop your knowledge and connect each animal to the
correct place (Synthesis)
 Justify what did you learn from today’s lesson
(Evaluation)

Learning Outcomes (including strand and substrand)


 Section 5
 Standard: Living things in their environment
 Sub-standard: Producers, consumers, decomposers, herbivore, carnivore and omnivore.

-The stages that the students will use to investigate the problem:

Stage What it Means/What What are some Process Literacy skills that
students do at this stage of What students will do at this questions that I skills that students will use at
any inquiry lesson stage of my lesson will ask students students this stage (name,
Aim of this during this will use at and say how and
section of section? (at what this stage where)
the lesson level of Bloom’s (name, and
are these say how
questions?) and where)
Engagement At this stage teacher will start Students will be asked about Students Memorize the Questing: Students will
asking students different their experience and will be able definitions of improve speaking
questions that related to the knowledge. to share producers, How plants and listing skills.
lesson such as opinion and consumers, create their
 How plants create  How plants create their knowledge decomposers, her food? Students will share
their food? food? bivore, carnivore their ideas and
How
 How animals eat?  How animals eat? and omnivore? opinion.
animals eat?
 What is the different (herbivore, carnivore (Knowledge)
(herbivore,
between plants and and omnivore)
carnivore
animals?  Memorize the and
definitions of omnivore)?
producers, consumers,
decomposers, herbivore
, carnivore and
omnivore?
(Knowledge)

Exploration At this stage students will Students will be able to explore Students Describe what is Hypotheses: Listening and
explore their knowledge: new knowledge when they start will be able the difference speaking
The teacher will ask specific thinking about animals and to explore between (if the
questions such as how they eat to survive. new producers, human Exploring their new
 What is the different information consumers, adapt they knowledge with
between bear and Describe decomposers, her will survive each other’s.
lion? what is the bivore, carnivore and stay
 What is the different difference and omnivore? alive)
between the snake and between (Comprehension) Describe
the elephant? producers, how could
?
consumers, human and
Teacher will present a
decomposer animals
PowerPoint at this part to
s, herbivore, adapted to
explain the definitions of
carnivore their
Producers, consumers,
and habitat.
decomposers, herbivore,
omnivore?
carnivore and omnivore.
(Comprehen
sion)

Explanation At this stage the teacher will Students will get new Students Give an example Analyze Reading (in the
give students two different information about animals will be able of animals in the /analyze slides)
activities (PowerPoint) about producers, to observe environment that data: Listing to each
 Activity 1: consumers, and receive eats only animals, Each animal other
Classification about decomposers, herbivore, new animals that eat has Speaking and share
carnivore and omnivore. information only plants and different opinions
Producers, consumers, about animals that eat way of
decomposers. animals both animals and adapting
Student will stick each animal plants such as;
in the correct place. (Application) yes, feet,
whiskers,
tail, teeth
and claws.
Elaboration At this stage teacher will Students will create an animal Activity 2: Analyze the Analyze Speaking and share
connect the lesson to the by using different material and Classificatio different types of /analyze opinions
environment (students will be they will connect the animal to n about carnivores data: Reading
able to connect animals to the correct definition. herbivore, (Analysis) Elaboration Listing to each
their habitats) carnivore during the other
Develop your
 Activity 2: and lesson by
knowledge and
Classification about omnivore. doing the
connect each
herbivore, carnivore Student will activity of
animal to the
and omnivore. put each classificatio
correct place
Student will put each animal animal in n.
(Synthesis)
in the correct place (plate). the correct
place
(plate).
Evaluation At this stage students will be Students will be able to show Students Justify what did Conclusion: Writing and reading
assists by using an their understanding of the will start you learn from Justifying (in the assessment).
assessment to encourage to lesson. doing the today’s lesson what did
assess their understanding assessment (Evaluation) they learn
and abilities. (worksheet) to make from the
sure that lesson by
they doing the
understood assessment
the lesson,