Student Teacher Science Lesson Planning Template
Date
2\November\2016
Student
Athari Obaid Aleghefli
teacher
H00271668
Time
11:25 12:15
School
GEMS Westminster RAK school
MCT
Garnel Desravins
Class
Grade 2 OTO
Unit 1: Lights
Lesson
No of
33
unit/page
students
Lesson: sources of lights
Context of the lesson
This is the first lesson in unit 1: light sources and reflector sources
Teaching goal
The overall aim of this lesson is to teach about sources of light and reflector sources.
Learning objectives: Students will be able to:
Identify the differences between lights has two type of sources primary/natural and secondary/human made
Classify the light sources and reflector sources.
Assumptions about prior learning: Students will be familiar with:
- The sun light, lamp and flashlight as source of lights.
- The names of each source
Anticipated problems and possible solutions:
- Students may will misconception the moon and reflector sources and put them in the light sources
so I will not correct for them at the moment till I explain it for all students.
Personal focus for this lesson
- Provide safe learning environment for all students.
- Check that all students doing the right thing.
- Give reinforcement points for whom doing well and not making noise.
Target language
Teacher language:
- Sun
- Engage open-ended questions:
How can we see what is in front of us? If we are in a darkness place
- Flashlight
shall we see anything?
- Lamp
So we need the light to see whatever is surrounds us yeah? Tell me
- Moon
what are the sources of light? Can you decide if the sun is main source
- Stars
of secondary? Now we will find out the type of sources.
- Candle
- Divide the sources:
- Torches
Divide the board in two categories.
- Light bulbs
Now I will do on the board two categories and I will say the name of
- Strings of lights
the light and I want you to tell me is this source main or secondary,
- Mirrors
are you ready?
- Bike reflectors
Sun, moon, lamp, start, candle, torches, car lights
- Baubles
- Stick the words to make a sentences:
I will give each group one paper with glow and scissors
and I want you to cut the word and make a sentences.
Main tasks or activities
- Open-ended questions
- Divide the sources
- Stick the words to make
sentences.
- Drawing in black paper.
- Presentation what did you
learnt?
Consider these grouping
strategies:
- Whole class
- Groups
Drawing in a black paper:
Now I will give each group a big black paper and I want you to draw the
source of lights that you can see in your daily life and name each source.
Presenting their drawing:
Who finish I want you to come and present what have you drown and
explain for what do you learnt today?
Resources and teaching aids
- Laptop
- Data Show
- PowerPoint
- Black papers
- worksheets
- Colors
- Classroom managements points
Consider where the children are working:
- On their desk
Individually
Planning Stages Within the 5-E Inquiry Model
Engage
Key Question:
How can we see what is in front of us?
Teacher:
- Greeting students and set up the class:
"Hello students, how are you today? Who will be
nice today to erase the board?
- Ask open-ended questions:
How can we see what is in front of us?
If we are in a darkness place shall we see
anything? So we need the light to see whatever
is surrounds us yeah? Tell me what are the
sources of light? Can you decide if the sun is
main source of secondary? Now we will find out
the type of sources.
Student:
- Greet the teacher.
- Answer questions.
Explore
Activities (list)
Asks students about the sources. And explain for
them why are these sources in these categories
while they answering.
Driving Question
Now I will divide the board in two
categories and I want you tell me
where I should put the source of
light that I will say. Remember
that main sources are natural
while the secondary are humans
made.
-
Teacher:
Divide the board primary / secondary
sources
Ask driving questions.
Student:
Student Communication Product:
Where shall I put the
sun?
Mmm the lamp?
What about the mirror?
Is it source of light?
Where I can put the
stars?
The car lights?
How about the candle?
Does torches main or
secondary source?
Participate and discuss with the questions as whole class.
Answer the questions.
Explain
Content Media:
One worksheet for each group with glow and scissors t
Cutting the words and make a sentences.
"stick the words and make a sentences : (group work)
Through the worksheet students will order the words to make a full sentence about light:
- Students will cut words and order it to make a sentence with full meaning.
- Students will read their sentences.
Teacher:
Student:
- Show the students the worksheet:
- Cutting and stick the words
And explain for them what they have to do.
orderly to make full
Here I want you to cut the words and make a full
sentences.
sentences for example I will chose these words
- Present their work.
light, moon, reflector, night in the night we see
the reflector light on the moon.
- Give the activity's instructions.
"I will give each group a worksheet and I
want you to arrange your sentences.
Elaborate
Activities:
Teacher
Student
"the sources of light that we used
Ask open- ended question:
- Work in
in our daily life
"Why do you need the light?"
groups
Give the activity's instructions.
Content Media:
"I will give group a black paper Low: draw the
Big Black Papers
to draw. Use the colors or
Colors
sources of light.
chalks on your group to draw.
chalks
Extending/Application
Middle: draw the
Low: "Draw what type of light
Questions:
sources of light and
that we see every day and
What is the type or sources of
write its names
use?
lights in our daily life? When can
beside them.
we see the sun and the moon?
Middle: "Draw types of lights
(Justify and draw the sources of
High: draw the
and name each sources.
the light on their life).
sources of light and
Student Communication
write a one full
High:
Product (assessment):
sentence about the
"Draw the sources of light
- Drawing paper
light.
Evaluate
Skill/Reasoning Learning Objectives
Students will be able to:
- Communicate their ideas and why do they need
these types of lights and what are sources.
Present their work in front of the class (Speaking
and presenting skills)
Writing and drawing skill
Knowledge Learning Objectives
Justify the importance of the light in their daily
life
Teacher:
- Monitor the presentation.
- Reinforce the students.
- Wrap up the lesson:
What do you learnt today?"
Assessment Instrument
Oral presentation
Assessment Instrument
- Student's presentation.
Student:
- Present their work.
