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Sequence of Four

Lessons Plan for


Science
In Life Possess
Unit
1
Lessons name: What group does this animal belong to?

Unit: life process

Target language: vertebrates - invertebrates- mammals- reptiles amphibians.

Prior Knowledge (What knowledge are you building on?)

Warming up on the carpet: ( 7 minutes)

Ask students and choose one student what do we mean by classify things?

Then,

Giving 5 students a small cards (group activity on the carpet)

What does mammals mean? Give some examples of mammals.

What does amphibians mean? Give some examples of amphibians.

Give me features of the birds? Give me any two examples of the birds?

Give me features of the Reptiles? Give me any two examples of the reptiles?

Explaining the lesson ( 10 minutes )

Explaining the mean of vertebrates and invertebrates?

Vertebrates: animals have a backbone and have a firm body because they have muscles.

Invertebrates: animals do not have a backbone and they have soft inner bodies.

Showing students on white board the photo of groups of animals and the features of each group with explanation.

Lesson Activities: (What will students do in the lesson?) on the tables

Group Work

(Activity 1( Mixed ability)

Time of activity ( 5 minutes)

Recourse of activity: animals toys, two baskets (vertebrates, invertebrates).

Explain activity: Students will put the animals inside the basket according to vertebrates and invertebrates.

Activity (middle ability)


Time of activity (8 minutes)

Recourse: Different small cards each card has one feature of classifying animals, small boxes named (mammal, fish,
insects, Amphibians).

Explain activity: Students will read what is written in the small cards then will classify the features according to group of
animals. Then, They will put the related feature with the right group of animals inside the small boxes.

Activity ( high activity)

Time of activity ( 8 minutes)

Recourse of activity: Worksheet.

Questions:

1- Which animal group does the ostrich belong to? Why?


2- Which group does a whale belong to?
3- I live in the sea all my life but I do not have gills to breathe. I have lungs so I must come to the surface of the sea to
breathe. I feed my young milk. Which group do I belong to?
4- I live in the sea for half my life and can dive half a kilometre under the sea, but I do not have gills to breathe. I have
lungs so I must come to the surface to breathe. I lay eggs and have feathers. Which group do I belong to?
5- I have wings. I can fly very fast to catch insects, but I have fur. My young are born live and I feed them milk. Which
group do I belong to?

Individual work on the tables

(Activity ) (Low ability)

Time of activity ( 8 minutes)

Recourse of activity: Worksheet has different name of table include (mammals, Birds, reptiles, insects, Amphibians )

Different pictures of animals inside envelop, glue.

Explain activity: Students will classify animals and glue it in the correct place.

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound

By the end of the lesson, students will be (better) able to:

- Recognize the different between vertebrates and invertebrates.


- Know the features of mammals, fish, reptiles, insects, Amphibians.
- Distinguish the features between vertebrates and invertebrates.
Evaluation / Assessment: (How will you know your students have achieved the goal?)

(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation? Observing students during the tasks by walking around them / after they finish ask them to explain what they
did on the task or teacher can assess student by asking them to complete the questions inside their curriculum in next day.
2
Lessons name: staying alive.

Theme Life process Year group Grade 3


Resources Activity1: video Target Language: Growing up, mature, reproducing, senses.
Activity2: worksheets
Activity 3: 4 marbles, cover,
tray.
Circle time Learning Objectives (LO) Activities

10 Mins Find out how humans and a - Prior knowledge ( asking questions)
Including stay alive.
Greetings &
Warm Ups:
Imagine you are alone in the desert.
What do you need to stay alive?
Tell me about your experience when you are deciding to go to
desert, how can you prepare for this trip?

Group Learning Objectives (LO) Activities (include groups/differentiation)


Work
- Find out how
animals stay alive.
Groups activity (7 to 8 minutes)
Showing the students a video about lion chases the antelope?
30 mins - How the animals After that, discuss with the students about the video, how the lion
using their senses to uses his sense to search on the foods and how some antelopes are
stay alive. staying the live at the end of the video and which sense does antelope
use to predict they are in danger?

- Knowing the extinct


animals and how Individual work ( worksheet) 10 minutes
humans try to save This activity will show teacher the differentiation between the
them from students abilities
extinction during
creating nature - How can animals stay alive when others animal are trying to
reserve. hunt them?
- Which creatures are extinct?

- How can people treat with animals that being to become


extinct?

Mixed ability activity Group activity (12 minutes)


Teacher will model for them how the activity work is then students
will play together on the carpet group by group.
1 Sit in a circle with your group.

2 Take it in turns to sit in the middle of the circle blindfolded.

3 One person in the circle drops a marble onto a metal tray.

4 Ask the blindfolded student to point in the direction of the sound.

5 Give the tray and the marble to a different student.

Assessments

By asking them different questions during the lesson and by observing


them during the activities, teacher can help them in individual activity
if she notices they are not able to answer questions.
3

Lessons name: Is this living or non-living?

Target language: run, walk, jump, swim, crawl, slide and fly.

Prior Knowledge (What knowledge are you building on?)

Warming up on the carpet ( 5 minutes)

Ask the students in the class if they are living or non-living

Ask students what they are need to live such as water, food, air and home.

Ask students if their cars are living or non-living

Lesson Activities: (What will students do in the lesson?)

Group Work mixed ability

Time of the activity: 7 minutes.

Recourses of activity: Glue, worksheet, pictures.

Explain the activity: Give students pictures of living things like humans, animals and plants and non -living things such
as toys, car, shoes, plane and chairs. Ask students to classify them according to living and non-living and glue them in
correct place.

Individual activity

Time of activity: 10 minutes

Recourses of activity: Worksheet, pencil

Explain the activity: worksheet has large table on the side of paper pictures of things and they have to answer by yes or
no.

The questions are:

Does it move all by itself Does it grow and change? Does it breathe? Does it need food and water to survive? Does it
reproduce?

Individual activity
Time of activity: 10 minutes

Explain the activity : Have each student go around the class and find a living thing and non-living thing

Teacher shall tell them to pick up one thing of living and one thing of nonliving.

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound

By the end of the lesson, students will be (better) able to:

Students will be able to identify and classify objects as living and non-living

Students will be able to recognize that living things need food, air, home and water.

Knowing the characteristics of living and non-living

Evaluation / Assessment: (How will you know your students have achieved the goal?)

(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?

By moving around the students and checking their work while they are on the activity, if I will notice students struggle with the
activity I will explain for them the concept of living and non- living thing by showing them video or give struggle students extra
time.
4

Lessons name: How can we help plant to grow?

Unit: life process

Target language: seed, flower, leaf, fruit, stem, root.


Prior Knowledge (What knowledge are you building on?)

Warming up on the carpet ( 5 minutes)

Ask student how can you help plant to grow unit become flower?

Showing them a video on YouTube about how does a seed become a plant?

Ask them what are plants need to grow?

Ask them about four part of plants?

Lesson Activities: (What will students do in the lesson?)

This activity related with video Individual activity

Time of activity: 10 minutes.

Recourse: worksheet incudes a big picture of plant, pencil.

Explain the activity: student will label the names of the four parts of plants and will write them down. Then, write what
does each parts do?

Individual activity

Time of activity: 12 minutes.

Recourses: worksheets, scissor, glue, note book.

Explain the activity:

They have six flowerpots that help show the growth of a seed to a plant then they will cut out the six boxes. Place them
in order from left to right on a long strip of paper. Then, glue them in your notebook.

Group activity Mixed Ability

Time of activity: 10 minutes.

Teacher will ask students some challenge question:


Have you ever seen flower walk as a human? Explain why?

How plants are similar to animals? How plants are different to animals?

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound

By the end of the lesson, students will be (better) able to:

Know how to keep plants alive.

Plants are living things and they need to stay healthy to survive.

The similar between plants and animals and the different between them.

They will know the parts of plants

Evaluation / Assessment: (How will you know your students have achieved the goal?)

(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?

While teacher ask them questions and observe the child during activity.