Reflection (Hurricanes formation and their

effects).

This is the third lesson of the Hend Alyammahi

Natural disasters’ unit (how
Lesson Student
we organize ourselves?).
unit/page teacher
Hurricanes types, formation,
and effects.
MST Mr. Joseph Townsend School RAK Academy PYP

Class Grade 4B Date November 6, 2018

Overall aim and context of the lesson

The students have to learn the three names Hurricanes, Cyclones, Typhoons and where are they
located in the world map, the steps of Hurricanes formation, and their effects on the surrounding
environment.

Select (S):
Identify a lesson and what standards are you addressing
Lesson: How the Hurricanes are formed and their effects?
Strand/ sub-strand: Earth and Space (how we organize ourselves?): Hurricanes (Natural Disaster).
Describe (D):
Who is the lesson for? Grade 4B (mixed level class: 6 HA/ 5 LA/ 10 MA)
Where did the lesson take place? at the classroom.

What were you trying to achieve in your lesson?

Through plotting the three types on the world map and the drama activity, I hope the students were
able to identify the steps of a Hurricane creation. Moreover, read and identify the effects of hurricanes
on the surrounding area.

What did the students do?

The students had to use the fact sheet to locate the three types of hurricanes. Then, they have been to
act out the steps of a hurricane formation after reading and analyzing the provided labeled pictures.
Finally, they extract the effects from the fact sheet and wrote them on the map as extra information.
Analyze (A):
Why do you think the students responded the way that they did?
Through the video at the beginning the students were able to identify the difference between the
three types (Hurricane, Typhoons, Cyclones “Location”). Some of the them don’t know the directions,
therefore they found hard to locate the hurricanes. The steps were clear and easy, so they could act
them correctly.

How well did your teaching relate to the students’ prior understanding?
The students know hoe to create a key map from previous lessons. Therefore, I didn’t spend much
time on explaining that. I made a quick review on the directions, it turns out that many of them don’t
know the directions. That is why I had a printed compass in advance. Moreover, I found it useful to
model the first example with the students, so they can follow up.

How well did you engage the students?

Providing a video, picture for each step and differentiated fact sheets, engaged the students and
attracted their attention. Also, giving them the chance to come up with their own performance was a
good student-centered activity.
Appraise (A):

Explain the nature of the experience from the students’ perspective

All the students liked the drama activity and they worked very hard on their performance to compete
with other groups. Also, having different fact sheets helped all the students according to their level to
comprehend the information. The students did the major role in the lesson and that increased their
self-esteem.

Did your lesson meet your teaching goals?

My teaching goal from last lesson was to use high level of bloom’s questions. After talking to my MCT I
turns out that I accomplished that goal. What I think that really helped is the detailed lesson plan.
Where we are supposed to write all the questions in each stage of the lesson.
Transform (T):
How might you enhance student learning of this lesson in the future?
In the future it would be grate if we can start with a quick review about the directions on the map.
Moreover, we can plot things like island using the information in a fact sheet. This would help the
students to understand the process more, and they will be able to plot the hurricanes correctly.
Finally, according to my MCT it would be better to practice the steps at home, because there were few
missing parts or linking steps in our acting.

What are the implications for your professional practice?

After achieving my goal with questioning, I will make sure to write specific and clear LOs as I discussed
with my MCT. My Objectives should include what the students will learn, how they will learn it.