Lesson plan 7

Date
Time

16-3-2016

CON. what is a mixture?

Student
teacher
School

Aaesha Almansoori

8:40 to 9:20
RAK AGG.

SST
Garnel
Class
Grade 1

Lesson
Chapter 7: Matter?
No of
24 student.
unit/page
Lesson 4: what is a mixture?
students
Page: 2545
Context of the lesson (Give information about the lesson and where it fits. Or, this lesson is a
review of .. covered in previous lessons

This lesson is the fourth lesson in chapter 7: Matter- what is a mixture ? This lesson will cover 2 new
vocabulary ( mixture and dissolve). This lesson will help students to know about how some type of food are
mixture like soup.
Teaching goal (State clearly what it is you plan to teach in this lesson

The overall aim of the lesson is to teach about what is a mixture by observing one kind of food like soup.

Learning objectives (State clearly exactly what you want the ss to be able to do by the end of
the lesson.

- Students will be able to understand the meaning of mixture and dissolve.

- Students will be able to observe the solid and liquid that is contains in the soup.
- Students will be able to explain why is soup a mixture.
- Students will be able to classify what solids and liquids are in the soup.

Assumptions about prior learning (Mention what the ss know from previous lessons or their
experience eg The learners will have encountered or be familiar with or aware of...)

Students may know the meaning of mixture.

Students should be able to classify the solid and liquid.
Anticipated problems and possible solutions (Mention problems and solutions related to
management, tasks or students

Ahmed is talking with his friend during the teacher explains for them the lesson the teacher will
change his seat.
Mohammed did not understand how to do the instruction the teacher will ask someone who
understand to explain for his.
Haya is very shy and he hate to talk with other .... The teacher do a good reinforcement to encourage
them such as. " Haya is a good speaker "
Personal focus for this lesson (Based on your previous observed lesson, identify one or two
aspects that need improving. Eg. be more animated, monitor children more closely, provide
more challenging tasks etc)

I will focus to manage my class.

Target language (list language being taught

Teacher language (list language used by you,
eg.vocabulary, structures, functions)
the teacher, eg. questions, instructions and

explanations)
Mixture

Dissolve
- What is the meaning of the mixture ?
- What is the meaning of dissolve?
- Why is soup a mixture?
- What solid are in the soup?
- What liquid is in the soup?

Main tasks or activities (list the tasks in

sequence eg flashcard recognition,
worksheet, drawing posters etc)

1- use vocabulary smart cards to introduce lesson

vocabulary whole class.
2- observe the soup .. Group work
3- explain why is soup a mixture group work
4- homework .. Individual
5- discussion about the lesson in the carpet .. Whole class

Resources and
teaching aids

Consider these grouping strategies:

Individual work

Group work

Whole class

Consider where the children are working:

At their desk

In the carpet

Vocabulary card
Students book page 255
Soup
Marker
White board
Homework card

Materials
For Each Group:

- Soup
- Pencil

Engage

The teacher will start the class by tell them the rules of the class ( looking eyes, listening ears,
quiet mouth, helping hands) and explain for them each point. After that, she will put the rules
card on the wall to be in front of their eyes.

Teacher will engage the students to the lesson by tell them a new vocabulary that they have it
today ( mixture and dissolve).
Students already know the meaning of mixture which is ( something that contain more than one kind of
matter).

Explore

The teacher will divide the students into 6 groups and each group have 4 students. She will give
to each group a soup to observe it after she tell them the instruction.
Lesson description:
Students are going to use their hands and their minds to observe the soup and to explain why
soup is mixture?

( the teacher will tell them the instruction of the activity)

Materials:
soup
Instructions:
1-see the soup
2- find the solids are in the soup ( discuss with your group)
3- find the liquid is in the soup ( discuss with your group )
4- think why is soup a mixture?
( T: are you understand . Now you can start after I said for you start) ,
Safety Note : please my lovely students not taste the soup.
When the students observe, the teacher will move around them to ask them some several question.

Explain

Teacher will explain to children the meaning of the mixture which is ( something has more than one kind of
matter). Then, the teacher will ask them to open their book page 255.
Teacher will ask a volunteer to read ( I will know . ) at the top of the page 255. she will help children connect
these ideas to their world.
Then, she will ask them to list solid and liquid. .
After that she will ask them the question that they have it in their book.
Q1: record what solids are in the soup?
( the teacher will ask the student this question and she will listen to their answer after that she will tell them the
write answer and she will write it on the board for students to write it on their book)
The answer of the question 1 is : carrots and noodles are in the soup.
When they finish writing, the teacher will explain foe them that soup has more than one kind of fatter so it is a
mixture.

Elaborate

the teacher will give them a homework card to the students to do it in their home.. This homework will be
individual.
The teacher will ask them to find any mixtures they see during the course of one day like salad. Then, they
should write a brief description of each mixture.

Homework card in the next page

Home
* Find one mixture
that you see it during the
work

course of one day. Then, write a brief description

of a mixture.

Evaluate

At the end of the lesson, the teacher will ask them to move to the carpet to set like a circle. Then, she will ask them to discuss about
what did they learn today.