Student Teacher Science Lesson Planning Template
Science Lesson Plan for observation
Date
16/11/2016
Time
8:00
MCT
Garnel Desravins
Lesson
Light and shadows third lesson page 10
unit/page
Context of the lesson
Student
teacher
School
Class
No of
students
Fatima
GEMS school
2
30
This lesson is the third lesson in light and shadows unit (transparent, translucent and opaque lesson).
Teaching goal
The students at the end of my lesson have able to distinguish between transparent, translucent and opaque.
Learning objectives
Students will be able to
Reporting on findings from enquiries, include oral and writing explanation, displays or presentations of
result and conclusion
Develop science concepts such as transparent, translucent or opaque.
Discover which transparent, translucent and opaque objects by them self
Assumptions about prior learning
Light travels in a straight line
Light makes shadows
Source of light
Some object block the light to make a shadows.
Anticipated problems and possible solutions
Low level will face difficult to understand the new science concepts, so the teacher will use experiment
to help them understand
Some of the students will face difficult to comprehend the activities so that the teacher will give them
clear instruction before given them the activities.
Personal focus for this lesson
The teacher will focus on low-level students when working on activities.
Target language
Teacher language
Transparent
Translucent
What is the date of today?
Opaque
What you know about light and shadows?
What do you know about light and shadows?
Who can tell me any two sources light
What do you need to make shadows
Who remembers the last lesson we learn
about light and shadows?
Main tasks or activities
Resources and teaching aids
Group work
Computer
Individually
Data show
Engage: the teacher will ask the students open
Worksheet
questions.
Paper
Pencil
Explore: the teacher will explain to students the
Board
meaning of three science new concepts which is
Markers
transparent, translucent and opaque and then give them
an example to understand more.
Explain: the teacher will give each group flashlight and
some materials to let them discover which is
transparent, translucent or opaque.
Elaborate: ask the students critical question to extend
their thinking.
Evaluate: last activity the teacher will give them
individually worksheet.
Consider these grouping strategies:
Consider where the children are working:
Individual
At their desk
Group
On the carpet
Planning Stages Within the 5-E Inquiry Model
Engage
5
minutes
Opening questions to see what know about light and shadows.
The teacher will ask the students open question
Student
What do you know about light and shadows?
Who can tell me any two sources light
The majority of the students have able
What do you need to make shadows
to answer.
Who remembers the last lesson we learn
about light and shadows?
Explore
5 minutes
Activities (list)
Driving Question
The teacher explains the main concepts in
this lesson transparent, translucent and
opaque
Classify which object is
transparent and which is
translucent or opaque by
doing the experiments.
She will use pictures to help them more
understating the meaning of the new
concepts. She will use some real objects and
let them find some transparent, translucent or
opaque objects in the classroom.
Student Communication Product:
-
Oral discussion what they note
Explain
15 minutes do experiments
Teacher
Student
Students will be active with this
The teacher gives each group some materials
activity and will try to follow the
such as a torch, and some transparent,
teacher instructions and try to
translucent and opaque objects to do the
classify which is transparent,
experiment. And tell them clear instruction (for
translucent or opaque.
example, now I will give each group some
materials as you see and you should discover
The students will answer what
which is transparent, translucent and opaque
they recognize, and then they
after doing the experiments). You should to turn
will follow the teacher
the light and try to cover the objects which you
directions.
have and then note which is make shadows and
which is not make shadows. After that, you
Example of the questions
should classify.
Can you see from this object?
Yes that is mean transparent
repeat after me.
Then the teacher will discuss with them about
transparent, translucent and opaque and explain
Can you see from this object?
more
Yes and no or little bit that
means translucent repeat after
me.
And what about this?
No that is mean os opaque.
Elaborate
5 minutes
Ask the children critical question Are you possible to produce colored shadows?
Activities:
Teacher
Student
Ask the students
The teacher will give them critical
The students will
critical question and
thinking question and let them discuss
discuss with their
let them thinking and
with their group and explain how they
group and use their
communicate with
think this might have happened.
brainstorm to find
the answer.
their groups.
After that the teacher
The Question is
They fee exiting
will show the students
Are you possible to produce
when they see the
video about colored
colored shadows?
video.
shadows
Then the teacher will show the
students video about colored
shadows
Evaluate
10 minutes
Teacher
Student
Give the students individually worksheet
The students will follow her instruction
and try to do it.
For low level, she will give them match the picture
with the correct concept (transparent, translucent
and opaque) and then write two example of each
one
For middle level, she will give them to match the
picture with correct definition(transparent,
translucent and opaque) and then write two example
of each one
For high level, she will give them to write the
definition of transparent, translucent and opaque and
then write two example of each one.
My MST observation
Reflection
There is undeniable that, I apply 5 Es stage on my lesson. I think the five stages of my lesson helped the
learners to improve their skills and build. I think that, because the students have able to discuss with their
group, do the experiment and use their brainstorm to thinking. In fact, I note the third activity which when
the teacher asks the children to find examples of shadows which are much bigger than the object. The
students were using their brainstorm to think and try to use the experiment to use the light source to discover
how they can to make a bigger shadow than an object. Some of the students they discover that when closing
the light from an object the shadows become bigger than an object. I like this activity because I think this
can extend their knowledge. In fact, I think I have able to choose a correct time to apply my activities. That
can help the learners to build their level.
In my lesson, I try to engage the students and ask them an open question about shadows. Actually, the
learners were too active with my questions. However, I face some difficulties to control on the students
when I let them do the experiment with their groups. So I try to use negative reinforcement such as, move
their name from superstar to the think in your behavior. As a result, the learners follow my classroom rules
and decrease the misbehavior. As Skinner saya that Negative reinforcement strengthens behavior because it
stops or removes an unpleasant experience (Saul McLeod, 2007).
On the other hands, in my lesson I try to use effective strategies to control on the students and manage my
classroom. Firstly, I try to use easy language as you know it kids so they need simple language to help them
understanding. At the same time use some new vocab to acquisition their second language. Also, I try to ask
questions in my lesson to improve their background.
Reference
McLeod, S. (2007). Skinner - Operant Conditioning. Simply Psychology. Retrieved 3 Dec 2016, from
http://www.simplypsychology.org/operant-conditioning.html
My activities
I stick this at front of the students
I give this pictures for low level to distinguish between each words
For high level
For middle level
For low level
This experiment I let the students discover by themselves by using the light source which object is transparent,
opaque and translucent then classify.
