Lesson planning
This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s name: Ms. Christine Cartagena School: Ellipse International School
Subject/age group: Year 5 Global Perspectives Date: Sept. 22-26, 2025
Learning objectives from the Cambridge
By the end of the lesson, learners will be able to:
1. Research – Identify simple information from a short text or image about water issues.
2. Analysis – Describe how water is important and explain simple problems related to water.
3. Collaboration – Contribute to group discussions and share findings with peers.
4. Communication – Present ideas clearly using simple language and visuals.
5. Reflection – Suggest personal actions for responsible water use.
Unit/Lesson: Research about water Learning Intentions: Success criteria:
I can explain at least one global
Identify the importance of water issue about water.
for people, animals, and the
environment. I can work with my group to find
and share information.
Recognize some global
challenges related to water (e.g., I can listen to others and ask a
scarcity, pollution, access). simple question about their ideas.
Work collaboratively to discuss I can reflect on how I can save
and present ideas about water in my daily life.
responsible water use.
1 Resources:
Projector or printed images of water use/problems.
Fact sheets or simplified articles (teacher-prepared).
Chart paper, markers, sticky notes for pledges.
2 Language support, pictures, cue cards, and including any key vocabulary:
Key vocabulary introduced with visuals: scarcity, pollution, flood, save water, clean water, river, tap.
Sentence starters provided for presentations and discussions:
“Water is important because…”
“The problem we learned about is…”
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“We can help by…”
3 Introducing the lesson: Timing: 5 minutes
Starter Activity– Water in Our Lives
Show 3–4 pictures: children drinking water, crops growing, dirty
river, people collecting water.
Quick discussion: What do you see? Where do we use water
every day?
Teacher writes students’ ideas on the board.
4 Main activities Timing: 30 minutes
Activity 1 – Group Research (10 minutes)
Divide class into 4 groups. Each group receives a “Water
Problem Card” with a short text and picture.
o Group A: Water scarcity
o Group B: Water pollution
o Group C: Floods
o Group D: Saving water at home
Task: Read/discuss the card and answer on paper:
o What is the problem? Who is affected? Why is it
important?
Activity 2 – Collaboration & Sharing (10 minutes)
Each group shares findings in 2 minutes.
Teacher prompts listening: after each presentation, another group
asks one question.
Activity 3 – Personal Reflection (5 minutes)
Students do “Think-Pair-Share”: What is one way I can save
water at home or school?
Teacher collects answers and adds to a “Water Pledge Wall”
(sticky notes/board).
5 Assessment opportunities:
Observation of group discussions and participation.
Quality and clarity of group presentations.
Individual responses in Think-Pair-Share and “Water Pledge Wall.”
6 Differentiation opportunities:
Support: Provide sentence starters and picture clues for students who need help. Pair them with
stronger readers in groups.
Challenge: Ask higher-ability learners to suggest why water problems happen and connect to global
responsibility.
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7 Plenary and reflection: Timing: 5. minutes
Quick recap Q&A:
Why is water important?
What water problems did we learn about today?
What can YOU do starting today?
8 Homework (if required):
Task: Draw or create a simple chart showing how your family uses water at home (e.g., cooking,
washing, gardening, drinking).
Extension: Write or illustrate two ways your family can save water.
Notes: Monitor groups, support weaker readers.
Give each group a leader or scribe to keep them focused.
If time is short, reduce to 2 questions instead of 3.
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