Date: 16-10-2017 Student: 24

Time: 9:35- 10:15 School: Westgreen Primary School

MST: Miss. Leila Ali Class: 3G

Life process What group does this

Unit: animal belong to? No. Ss students

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 kilometer 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.

Personal focus (related to PDP): In this lesson I am working on my time management and using timer on the board.

Reflection:

I did differentiation between students abilities and they were sitting in the tables
as their abilities and each table has color and it was easy for me to apply different
activities according to their level and it was easy for me to assess students while
they were on the task. Also, I learned from this lesson to use eye contact while
some students were talking during the lesson. Students were interesting in group
activity while they were classifying vertebrates and invertebrate. I have noticed
that the MA took more than 8 minutes and I thought their activity maybe not
linked with their level and I have to ask MST to help me how to arrange the
activities which linked with their level.