Lesson Plan 1

Student Teacher Fatema Altenaiji School Rak Academy - PYP

Professional Development Plan

(Goal): implement a consistent lesson where the students build their knowledge through guided investigation about concept

(Strategies Used):

Plan well for the lesson using the 5e's and discuss it with the MST.

Put questions to ask for students based on the bloom's taxonomy.

Do appropriate activities and assessment that help achieving goal.

(Evidence) of achievement:

Lesson plan, student's in group activity, student's assessment, students reflect in pairs about the reflection question

Grade Level: 2 Subject: Science Learning Outcome (ADEC code and words): not provided

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

 World climate zones.  This lesson is the introduction to climate, establishes why
climates are different around the world based on factors.

The problem that students are trying to solve or investigate: The outcome or product of the students’ investigation:

 Why do we have different climate zones around the world?  Explain why climates are different around the world.
Essential Question: Guided Questions:

Can you explain why climates are different What is climate near polar?
around the world?
What would it be near equator?

In zones where sun more directly what kind of weather will be? What about the time?

In the other side of earth what would weather be? What about the time?

Learning Outcomes (including strand and substrand)

 Strand: Climate
 Sub-strand: Recognize why do we have different climate zones around the world
 -The stages that the students will use to investigate the problem:

Stage Teacher Role Students Aim of this Questions Process skills Literacy skills
Role section of
the lesson
Engage The teacher accesses the learners’ Students Access and Remembering: Predicting: Speaking and listening: as
prior knowledge and helps them discuss and elicit What do you think is the Making reasonable they discuss and share
become engaged in a new concept answer student's difference between guesses based on their ideas about concept
through asking about difference teacher prior weather and climate? previous
between weather and climate. question knowledge knowledge
giving which one you think is
Discussing students' ideas and make examples Engage the day to day condition? Communicating:
connection between weather and students What kinds of weather? describing the
climate difference
What we could the between climate
average weather and weather
condition? Is it day to
day or over long period?

Explore + Provide students with a YouTube video Discuss and Explore Analyzing: Observing: what Speaking and listening:
Explain as introduction to climate. Pause and answer the questions Describe the climate in happened during Through YouTube video,
discuss it with learner by questioning. questions and polar zone? What about the video. and discussing.
based on possibilities the dessert? What Communicating:
video. about tropical forest? what they observe
Students standing with SUN Teacher Students demonstrate Evaluate/Apply:
rotate around and ask some questions. explain kind understand
 of weather, through Explain what kind of
and time. applying weather in the zones
where sun more direct?
What time?
Elaboration Teacher will provide students with a Students will Extend Analyzing: Communicating: Speaking and listening:
group activity that contain completing work as students Where sun directly to a Using word to through discussion
the sentences with a word. groups in the conceptual place temperature is complete the between group
activity understand ______, time is ______ sentence
about the Climate near polar will
concept be ______
"climate" Climate near equator
will be ________

Evaluation Teacher will provide students with an Students Evaluating: Communicating: Writing: through doing
individually assessment sheet that match the Assess Match each climate with their learning the assessment sheet
contain matching each picture of picture with students kind of weather. learned individually
climate with kind of weather it is the weather understand Reflect to a partner why information about
is it hot around the the concept
Teacher ask student to explain in pairs Students equator?
as reflection of why it is hot around reflect as
equator? pairs about
the question
Activity:
Complete the following sentence

 Sun directly to place, Temperature is ____________________ , Time is ____________________________

 Climate near polar will be _______________________

 Climate near equators will be ___________________________

High
Hot
Day time Cold
Assessment:
MATCH

Little bit dry

Too dry

Cold