Task 4(lesson 2)
Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that uses
the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is required for all
Lesson Title
Level of Inquiry
A brief description of the
lesson
The Problem or Issue
Essential Question
Guiding Questions
Learning Outcomes (LOs)
By the end of the lessons
students will be able to:
Hypothesis
What do think will happen
Prediction
The outcome or product
of the students’
investigation (i.e. what will
the students be expected
to produce at the end of
their investigation)
lessons (see Task 3) (CLOs 1-6).
Define where different groups of animals live.
Guided inquiry
The lesson about define where different groups of animals live,
students will learn about the vocabulary and classify the animals
group live.
Some animals look like live in the rainforest but its not
 What will happen if other animals not live in their
environments?
 who live in the ocean?
 Who live in the desert?
 Can fish live in the desert?
 What animal eat grass?
Discuss about the vocabulary words. And explain what is the
different between each animals groups. And where each animals
live.
By using video and plastic animals and pictures:
Whatever animals were familiar with students, students were
know about where different animals live.
Students predict the reptile animals live with amphibian.
At the end students will learn about where different animals
groups live and they will learn the different between each
animals and watch the video and make an animal’s groups model
in science lab.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will
including what will students Bloom’s is each of these (name, how, and where) use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Engagement Take students to the I asked students questions They use engagement. Students I teach them by listening and
 Access prior laboratory and sit in the such as, about the engage to see where different reading. The listening
learning laboratory. vocabulary words to let animals live using pictures and students listen to me when I
 Engage And now I will tell you the them think and remember. words to match. told them to predict what
students in new roles of the lab you should And this is support Bloom’s we will learn today and
concept. listening. which is remembering. when I asked those
 Elicit curiosity
students will participate in the questions (KWL) chart and
 Act as a bridge
power point what we took in essential, guide questions
between past
and present
the first lesson (prior they turn and talk to listen to
learning learning). And engage each other ideas also they
experiences students in new concept by listening to the video. And
 Expose prior showing them pictures of for the reading students read
conceptions. where different animals after me the vocabulary
 Organise environment. words in English and Arabic.
students Students thinking toward the
thinking learning outcome of current
towards the LOs activity.
And in the formative
assessment students will
match the vocabulary words
with pictures.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will
including what will students Bloom’s is each of these (name, how, and where) use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Exploration We will do an experiment I They will do an Students will improve In Reading, students use
 According to the will show students a sample of experiment in laboratory. exploration skills by define the vocabulary knowledge to
level of inquiry, each activities. Students will And ask students question animals and where they live. remember the vocabulary
students are given explore by using different like. Where do you think
opportunity to
and let students (turn and
environments and animals. the turtle live? And this is
design and/or talk). They demonstrate
And I the end students will support Bloom’s which is
conduct a comprehension by the
know where each animals live apply because will show
preliminary learner will read the
in their activities because the me.
investigation. The environment words to know
investigation allows questions help them think to
which animals live there.
learners to use their know for example Who live in
prior the ocean? They explain how details
conceptualisations •Who live in the desert? in illustrations support the
to explore questions •Can fish live in the desert? I main idea and add
and possibilities provide for them useful meaning to the words.
surrounding the materials. I evaluate students Students are developing a
LOs, and to generate using formative assessment.
new thinking about
larger vocabulary in
the LOs. reading. In addition, these
activities help visual learner
to define and look for the
animal’s environments and
develop their cognitive skills
by thinking.

Explanation I ask students to illustrate the They will do an The explanation support Speaking because students
 Teachers provide pictures of animals in flint experiment in laboratory students in positive way they work in pairs and while they
opportunities for plate and define two using flint and poster. And like to use different animals to working they should speak in
 Stage What Experiences will
students participate in?
These must also include:
 Differentiated Activities and
 formative evaluation,
including what will students
produce by the end of this
section.
learners to engage environments for specific
in the conceptual animals and give them basket
probing and of plastic animals. This
development activities help students
needed to explain
develop their skills. And in
the science (or a
focus area of it) that
the end students will learn
supports the about the animals and their
exploration, and its environments.
outcomes.
Elaboration In the elaboration students
 Teacher provides will be familiar with the
students with animals and they will use
experiences which different tools to create a
help to deepen and poster to representing. And
broaden students’
show the students pictures of
conceptual skills and
adult animals and young
knowledge around
the LOs. The animals and ask students
elaboration, questions for example which
extension, and one adult animals and which
application of the one young animal by showing
LOs to real life them pictures and tell the
phenomena is students to turn and talk.
welcomed at this Then we sew a video to let
stage students engage.
Questioning Map
What are some questions that
I will ask students during each
‘E’ ( & at what level of
Bloom’s is each of these
questions?)?
ask students question like.
Where do you think the
turtle live? And this is
support Bloom’s which is
apply because students are
able to use the
information.
They do their activities in
the class and I ask them
provides students with
experiences which help to
deepen and students’
apply their understanding
on the activities conceptual
skills and knowledge
around the Los. And I ask
them why the camel live in
the desert? support
Bloom’s which is apply
because students will apply
what they understand by
using plastic animals.
Process skills
What process skills will I create
experiences for students to use at
each ‘E’
(name, how, and where)
address where they live. This is
support explanation because
students will explain their
works.
students will apply what they
understand by using plastic
animals.
Literacy skills
Which literacy skills will I create
experiences for students to use
at each ‘E’ that students will
use at this stage
(name, and say how and where)
English to improve their
skills.
It support reading and
listening to read and listen to
the vocabulary words by
learners use information
from seeing the pictures and
video. And Speaking,
students see the pictures of
adult and young animal and I
ask them questions and let
them to (turn and talk) it
help learners orally.
 Stage What Experiences will
students participate in?
These must also include:
 Differentiated Activities and
 formative evaluation,
including what will students
produce by the end of this
section.
Evaluation Students will
(Summative) While students presenting I
 Evaluation with the assess them using chart. They
5E learning cycle do an oral presentation and
occurs at every we will discuss with the whole
other ‘E’
class through their work in
formatively; and at
their poster.
the end of the
And I reward students who
lesson summatively.
know to speak about their
work .
And I notice students were
achieved the works. And I did
for them summative test to
know their understanding of
the lesson.
Questioning Map
What are some questions that
I will ask students during each
‘E’ ( & at what level of
Bloom’s is each of these
questions?)?
To be ensure that they
reached lesson’s objectives
I ask them questions such
as how adaptation help
animals survive?. And give
students chance to think.
And this is support bloom’s
in evaluating because
assess students works.
Process skills
What process skills will I create
experiences for students to use at
each ‘E’
(name, how, and where)
Its oral presentation to develop
students in speaking skills by
see what they did in the poster
and explain it. And we share it
with the whole class to ensure
what students did. And I assess
and encourage students using
chart to give them 1 to 4 marks.
Literacy skills
Which literacy skills will I create
experiences for students to use
at each ‘E’ that students will
use at this stage
(name, and say how and where)
In Speaking and Listening,
students understand the
questions to know the
answers and actively
engage in classroom
routines because they
wear puppet and they like
to present the works.
They listen attentively to
conversations of other
students, they speak aloud
while they representing.
Students contribute to
discussions by sharing
different activities and
display respect for the
contributions of others.
Students plan and present
presentations for specific
audiences, and ask
purposeful questions.