Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date 15/3/2017 Student Suad Taleb

teacher
Time 12:00 School GEMS school
MCT Garnel Desravins Class KG 2
Lesson Comparing (Heavier or Lighter No of 20
unit/page Than) students
Context of the lesson

Teaching goal

-This lesson helps children to expound on this activity by compare and describe the
weights and size between two objects.

Learning objectives

-The child will be able to hand on their experiences and opportunities with a variety of age-
appropriate numeracy and literacy resources.
- The child will able to understand the heavy and lighter than meaning.
- The child will able to sort the heavy in separate groups and the lighter in another group.
- The child will able apply to find heavy and lighter than from their environment.
-The child will classify between heavy and lighter than object.
- The child will able to draw in paper-heavy object and object lighter than.

Assumptions about prior learning

-Some child they know how to compare between heavy or lighter than by using their
eyes in visual.
For example, if the child sees two different fruits between strawberry and orange they
know what it is heavy and what it is the lighter.

Anticipated problems and possible solutions

Some child they don't know what the comparing means is and what it is the heavy or
lighter means.
The solution for that I show the model in class, then they can understand more about
that.
- Some children will hit another child through I teach,
the solution about it I take those children and speak with them, or I take them to be
next to me.
- Some kids answer the question before raising their hand, and it make noise in
class,
- The solution about it I will remind them the rules (raise your hand if you have an
answer).

Personal focus for this lesson

Eye content: I use this strategy to make control of whole class and avoid misbehaver.
Clear voice: to get their attention and to be ready to start lesson.

Using simple words: to help child understand more about the words and because the
child in this age have a simple background knowledge.

use baby language: when I use my hand to explain the lesson, and when I move the
body to do Physical activity with the children.

collaborate with students: through doing the activity, and help them to see if they
need help. Shearing idea: during lesson to see how much they understand and correct
the wrong idea.

Target language Teacher language

English language for children and My language is the English language:

I will use sample word likes: more or
more than- same or equal- compare
find heavy lighter than.
And I will use same sentences to introduce the
lesson:
- How can find which one heavy and lighter
between this fruits (strawberry and orange)?
- Are these fruits are same or equal or different
through the size?
- What and why do you think about orange is
heavy more than strawberry?

Main tasks or activities Resources and teaching aids

-Plastic food activity in engage. Computer

- Flashcards activity in explore. White paper-
- comparing picture by using flashcards in pencil- colures
explain. smart board
Drawing in white paper fruit and heavy and lighter Flashcards
that will be in extend.
plastic food. balance.

Consider these grouping strategies:
Individual: in engage when I ask children to
come in front of the class and compare
between two objects and say which one
heavy and which one lighter.
Consider where the children are working:
In main areas:
in circle area and math area.

In explain: I will observe the child work and

ask a question about the measure by
flashcards to know if the child has explored
the concept of comparing skill and what they
figure out from this activity.

In explore: I will use flashcards that include

fruits and vegetables have different size, and
that will be work in (group).

In extend: I will provide three various

activities it divided two (low, middle, high).
That will be in groups.

In evaluate will be Checklist for students and

I will assess each child induvial
 Planning Stages Within the 5-E Inquiry Model
Engage
PURPOSE:
to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the
teacher
to record the initial ideas of students
to engage their interest
Key Question:
- Who do you know what is the heavy/ lighter than manes?
- Why do you think the orange is heavy than strawberry?
- Any volunteer can compare the heavy fruit and lighter than by sorted that in
supported group?
Teacher Student
- The child will listen to me.
- I will introduce that to the child - Review class rules with me.
when I start the lesson about - Follow instruction by:
comparing. I use the Plastic food that 1-They will come in front of a class.
includes different shapes of fruits that 2-they will choose the flashcards and
divide between heavy and lighter than Answer teacher question.
to compare between them. By using to 3-Go back to their place.
boxes, outside each box will have a
paper that written Heavy or lighter
than.
- Firstly, I will review classroom rules
with children to remind them that they
must follow the rules.
- The rules include:
1- The good boy who listen carefully
to his teacher and be quiet.
2- zip your lip when I start to teach.
3-Be friendly and sharing the materials
with your classmates and collaborated
with each other when doing the
activity.
4- We raise our hand if we have an
answer.
5- the child will set in the circle area.

- I will engage children by using

similar of real food (Plastic food), and I
will ask them some question about
heavy and lighter than that related to
picture in the flash cards. I choose
some children in the circle area to
come in front of the class and
comparing the fruit by using balance
weight. And they put it in box heavy or
box lighter than.

- I will let them do it without guiding

them to see their prior information if
they can arrange between heavy and
lighter.

Explore
PURPOSE:
to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
 Activities (list) Driving Question
- Flashcards

The ideas of this activity are I will divide

children into four groups each group has
maximum 4 or 5 students.
Each child of those group will have a
different shape of flashcards, and they
will have spirited the flashcards
according to heavy and lighter than by
using their visual technique.

Teacher Student
. - I will say to the student They listen to the -
that now we start to do .teacher(me)
comparing picture by using - Make transition (line up) to
flashcards activity.
go their group.
- I will introduce the
instructions of this activity. - Work in group with their
Which include: member.
1- Each child in each group - Sharing ideas and discuss
will comparing the picture of when they work together.
flashcards by using their - Each child will try doing they
visual technique. activity alone.
2- everybody will be trying
doing this activity by their
self.
3- They will make a lineup
from circle area, and each
group will go with their
member.
4- Also, I will show them
some pictures about this
activity to be clear to
understand what will do
know.
-
Explain
PURPOSE:
to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of
concepts

Content Media: teacher lecture

Teacher Student

-I will observe the children work. . - Student provides an

-I will ask children in individual a explain for teacher her
question about the to know if the child questions.
has explored the concept of measure - Student shows the teacher
between heavy and lighter. evidence of her questions. For
example: when teacher ask
For example, I might ask them: him
I will go to one of those group, and I - Which one has I heavy?
select two paper likes (strawberry and
- And which one have
mango), and I chose one child to say to
lighter? And why?
his:
Which one has heavy and lighter?
- As a consequence, child
How and why do you figure out that you will show the teacher that he
understands what the teacher
have this picture heavy than another
picture?
PURPOSE:
to extend students' conceptual understanding through application or practice in new
settings
Activities:
Low activity: compare
objects of plastic food
that have heavy and
lighter than.
-Idea of low activity: that
teacher show children
two object has a
different size and ask
them questions related
to the activity.
-Low activity will be in
circle area.
-Materials needed:
plastic food that includes
a picture of fruit and
vegetables.
Middle:
-The idea of middle activity: I
will ask children to found out
or inside the class three of
materials that have heavy,
lighter than, or same size
and mass.
High:
-The idea of high activity is
that teacher provide a piece
of white papers and pencil.
The child will draw from their
imagination about fruit,
vegetables and colored after
the finish.
-This activity will be in the
math area.
say
Elaborate
Teacher
Low:
-I will ask children to
move to circle area to do
the unusual and lovely
activity.
- I will tell kids that I will
show them materials that
have different size and
mass (heavy and lighter
than (and they must
decide which one heavy
than other and which one
lighter or it has the same
size or weight.
- show them plastic food
which includes fruits and
vegetables.
Middle:
I will ask children to find
from class materials two
different materials have a
different size and mass.
-When some kids get
three materials, I will ask
him which one heavy?
And I might ask him Why?
To see how they will
document their answer
and know the level of
them understand the
activity. For example,
they might child measure
the materials with his
pencil and book and
comparing them.
- they are doing this
activity induvial.
High:
-I will ask children to
move to math area.
-I will tell kids that I will
put the materials on the
table. (that include
papers, pencil, and
colors).
-I will tell them to sit in
their chair and to use their
paper and pencil to draw
fruit and vegetables that
they know and painted.
Student
Low:
-Children will follow my
instruction.
-Children will move to
circle area.
-They will answer my
question by deiced which
one have heavy than
another.
Middle:
-Children will search and
think in the classroom to
find two materials have
three different sizes and
mass.
-Answer my question,
and they might show me
an evident of deciding by
use different method of
measures such as
through visual technique
or some real model they
founded.
High:
-Children will be in circle
area.
- the kids will listen to
what I want them to
draw.
-Children will found a
way to apply my
question. For example, if
I said can you use your
imagination to draw
what you know about the
food that has heavy,
lighter than, or same
they will start to think
and doing what the
requests from them.
- explain to my what
they did after finish their
work.
- write their name in the
paper.
 -Then I will say to them to Clean up after finish their
write their name in front work.
of paper after finish
drawing
.
I will choose two children
to work together to diced
what they do and which
one heavy. I will request
from them to explain what
they did and why they
chose that.
- I will request
them to clean up
after finish their
work.
Evaluate
PURPOSE:
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives

Skill/Reasoning Learning Objectives Assessment Instrument

Physical skill:
The child will move their hand (fine
motor skill) when they take the Checklist
plastics food from the basket in front
of them and start to compare the size
between two kinds of food.
Social- emotional skill:
Sharing idea and discussion skill: the
child will discuss what they do through
a balance between two things with the
teacher.
Knowledge Learning Objectives Assessment Instrument
Outcomes Checklist:
The child will know what it is Are the outcomes related to the
A concept of comparing between two purpose of your comparing between
things. heavy and lighter?

The child will learn what is different . Over the children's understanding of
between heavy, lighter than, or if it is the comparison between the heavy
same to another. and lighter than.

. Is the child have Strengths and

the child will learn who to collaborate weaknesses through doing the activity
with the kids or teacher to find a right and what it is?
answer when they go using the . Are the kids do this activity in a
balance to find what it is heavy, lighter successful way?
than, or same to another.
Teacher Student

I do the activity to evaluate how much
children understand the concept of
comparing.
The ideas about this activity I doing this
in the individual.
Then I choose some kids in the class to
came in the front of circle area.
-The child will follow what I say.
-they came in front of the class and
started balance between two objects.
- After finish, they return what they
use in the right place.
-Back to their place.

After that, I ask the child to balance

between two objects by using the
balance and say what they observe and
find what is heavy, lighter than or same
with include some question to discover
what the child do in a clear way.

Return what they use in the right place.

I give a chance to anther children to try

using balance in the classroom.

-The child will set in circle area.