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Science WEEKLY LESSON PLANNER

2015—2016
TERM:1

WEEK OF: 18/10 – 22/10/2015

TEACHER: Nina /Beverley

FOCUS/THEME: Plants and Animals
( Chapter 3)
What are some parts of animals ( Lesson
2)
What are the parts of plants ( Lesson 3)

CLASS LEVEL:Grade 2

Term 2

COMMON CORE STANDARDS:

LS.1 Organization and Development 
Students will understand that all life forms, at all levels of organization, use specialized structures and similar processes to meet
life’s needs
LEARNING OBJECTIVE(S):

Students will be able to explain how animals use body parts to meet those needs.
Students will be able to identify the needs and different parts of plants.
TEXTS/ MATERIALS/ RESOURCES:

Workbook ( pp 89-93), , Powerpoint activities, Worksheets and sorting activities, equipment for
experiment, flashcards showing the scientific method
WARMING UP/ LEAD IN / Preview / Review
1.
2.
3.
4.

Quick brainstorming activity on what students can remember about the animal group - birds
Show ppt of students carrying out experiment
Brainstorm activity to know what students already know about plants
Fun true and false game to test what students remember about the needs of plants.

TEACHER INSTRUCTION AND LEARNING ACTIVITIES:
Day 1:

Remediation
-

Work in small groups with the
teacher. ( one group assigned

Science WEEKLY LESSON PLANNER

2015—2016

-

Students look at the picture of the hummingbird on page 82. Teacher elicits
from students how the bird gets its food and what is special about the bird’s
beak. Teacher asks if all birds have the same kind of beaks (no) - and shows
photos if necessary. Elicits from students why they think birds have different
types of beaks.
- Students carry out a simple experiment testing different items as beaks. Get
students to predict which item will be the best before starting – explain that
this is part of the scientific process. Remind them of the safety rules they
need to follow when doing an experiment.
- To end lesson, review findings.
Day 2:
- Remind students what they carried out in the previous lesson.
- Teacher gets students to talk through what they did last lesson in the
experiment. Writes main words on the board. If possible shows photos
of the experiment on a ppt to help students explain.
- Show students the main headings of the scientific method. Explain
briefly to students what they.
- Students write up what they did and their findings. ( This activity will be
differentiated with some sequencing, others filling in the gaps etc) Draw
pictures of what they did.
- Some students read their work to the class. Other students complete 2
stars and a wish – saying what they liked and what could have been
done better.
Day 3:
-

-

Teacher plays a game with students to remind them of the basic needs
of animals.
Then shows them a picture of a plant. Teacher elicits from students what is this?, Is it living or non living – How do we know etc? In groups
students write down what they think are the basic needs of plants.
Teacher writes them up on the board and as a class they compare and
contrast them with animals. Teacher through questioning again elicits
from students why there are differences and why these needs are
important.
Students complete a range of activities which show the needs of plants
and what happens if these needs are not meant.

-

-

to TA another to the student)
Term 2
Read and stick activity
instead of independent
writing for experiment write
up
Structured support during
lessons
Differntiated activities during
the work stations
Enrichment

-

-

Pairing work where students
use rubric to check each
other’s answers and to ask
each other questions to
further consolidate learning.
Independent writing on
experiment.
Pp 90-91 activities

Science WEEKLY LESSON PLANNER

2015—2016

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As a plenary students play yes or no game to show understanding of
topic.

Day 4:
-

Teacher plays a quick game with the students to remind them of the
needs of plants.
Teacher puts a picture of a plant on the data show and gets from
students the names of the different parts of the plant.
Teacher elicits from students the different roles of the parts of the plant.
Students take part in a number of work stations completing activities
about the parts of the plant.
As a plenary students write on sticky notes what they have learnt that
lesson.

EVIDENCE OF LEARNING (ASSESSMENT):
Ongoing – yes/ no cards to gage basic understanding of animal needs.
Completed write up of experiment
2 stars and a wish activity
Stick it notes

HOMEWORK:
What plants need activity
TEACHER’S COMMENTS/ REFLECTIONS:
The student will be carrying out the plant lessons

Term 2