Lesson Planning

Name of Student Teacher: Fatema Alshehhi School: RKA Academy BC

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): speak in clear
voice.

2. Describe what you will do to help achieve your goal (Strategies Used): I will try to speak loudly.

3. Describe how you can tell if you’re achieving your goal (Evidence): Teachers’ feedback at the end of the
lesson.

Grade Level: 3 Subject: Science Learning Outcome (ADEC code and words): Not included

Title of Lesson: the A brief description of my Lesson in my own words: This is the second lesson of the
force and magnet. “magnet and force” unit and it about compare how objects move on different surfaces.
In this lesson the students are going to measure which surfaces does the car travel the
furthest one?

The problem that The outcome or product of the students’ investigation (i.e. what will the students be
students are trying to expected to produce at the end of their investigation)
solve or investigate (in
my own words) The friction increases when the surface is rough while the friction decrees when the
Which surfaces does surface is smooth.
the car travel the
furthest one?
Learning Outcomes (including strand and sub strand)

 The students will be able to compare how objects move on different surfaces

Essential Question:

What is Friction?
Guided Questions:

 What is a 'fair test?'

 What should we change and what it will be keep the same?
 What will keep the same?
 What will measure?
 Which surfaces does the car travel the farthest one?
 What is the difference between rough and smooth surface?

Planning an Inquiry Based Lesson/Activity/Project

Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Engagement  Prepare - First, I will tell the students about the - Students are Understanding: Listening:
students to learning objective of the lesson. going to think, - What is the force? Predict: when they
the next - I will tell them the definition of force and and share the - What is a 'fair test?' - To answer listen to
step of the answers. what others’
types of force?
lesson. Analyze should we responses.
 Give them - What should we change Speaking:
idea about change and what it and what when they
will be keep the it will be will answer
what I will
same? keep the the
teach them
same? questions.
in this
- What is a
lesson.
'fair test?'
 Make them
ready to
the lesson.

Explanation To prepare the - I will explain the activity and what they -They will observe Understand: Predict to Observing
students to do have to do. how I do the test - Our question? answer which the model
their - I will give them worksheet to do about and listen to the - Method surfaces does of the first
experiment. the activity. instructions. - What will keep the the car travel step of the
- Share their answers and write the same? the farthest experimen
To give them prediction on the board. -They will think and - What will measure? one? t.
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
clear understand answer questions. remember: Writing:
about concepts - They will - What we will need? To answer
of lesson. share their Analayze: the
answer. Draw diagram to the questions.
To correct their test.
misconception.

Exploration - - Students are Analyze : Inferring: Which Speaking :

- I will provide the equipment for going closely surfaces does when they
experiment to the students.(on their observe their - Record distance the car travel talk
table) different travelled 4 ramp the furthest together
surfaces. surfaces three one? during do
- I will tell them to follow instructions as I - They measure times. ( sand experimen
said and I will repeat it again to remind distance paper, carpet, Experimenting: t.
them. travelled. foam, wood) they will test
surfaces three -
- I will give them worksheet to record - They will record times. (Sand Observing:
distance travelled. distance paper, carpet, when
travelled. foam and doing their
wood) to get test.
Which surfaces
does the car
travel the
furthest one?

Observing their
test.
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)

Elaboration To extend Discussion: what were you finding? They will discuss analyse: Inferring when speaking:
concepts about what they found it. they answer the they will
the topic and get - Which surfaces does questions. interpret
deeper the car travel the their
understand for farthest one? results
it. - What is the
difference between
rough and smooth
surface?

Evaluate To judge - I will give them worksheet to continue Read and answer Understand: Inferring their Writing:
students' last part. (Draw their conclusion) worksheet Analze: result. when they
understanding of individually. - Draw their will solve
concept about conclusion. the
topic. worksheet