Sample Science Lesson Plan for observation

Date 5/3/2017 Student Najat Abdulkariem

teacher H00283493
Time 12:30 School New World American Private School.
MCT Garnel Desravins Class 3C
Lesson No of 21
unit/page Lesson: Natural resources students

Unit 6: People and Resources

Pages: from 250 253

Context of the lesson

This is the first lesson in unit 3: Natural resources- people and resources.

Teaching goal
The overall aim of this lesson is to teach about the two kinds of natural resources ( the renewable resources
and non-renewable resources).

.
Learning objectives
Students will be able to identify the meaning of natural resources.
Students will distinguish between renewable and non-renewable resources.
Students will be able to discover the natural resources and renewable and non-renewable resources.
Assumptions about prior learning:

Im assuming that students know all the materials that they will have.
Students will be able to identify the renewable and non-renewable resources.

Anticipated problems and possible solutions

- I will arrange the students in pairs, and maybe some students will be absent on this day so, I will
take the attendance before the class and rearrange the names.
- Some students may take a long time doing the activity so I will give them specific time to finish.( ten
to fifteen minutes)
- Some students may create misbehavior so I will apply my management strategy in the lesson.
- Students may not discuss or work together during the activities so, I will ensure to prevent that be
working around.

Personal focus for this lesson

- Provide a safe learning environment for all students.

- Observe students while they are working.
- Use the reward system.

Target language Teacher language

Natural resources. Natural resources: All those things that we get from
Man-made resources. nature.
Renewable resources. Renewable resources: that can be replaced easily.
Air, land, animal, and soil. Non-renewable resources: that cannot be replaced
Non-renewable resources: easily.
Coal, fossil fuels, and natural gas. What we will use these resources for?
Why it is renewable/nonrenewable resources?
Main tasks or activities: Resources and teaching aids
- Baskets.
1. Classifying the natural resources, and man- - Cards ( natural resources)
made resources. - Board.
Each group will have a large board ( divided - Natural resources model: animal, soil,
in two categories) , and different models of and planet.
natural and man-made resources. - Natural resources and renewable resourcess
They need to put each model in a plastic notebook.
bag, and then stick it under either the natural - Classroom managements points
or man-made resources.
Then they will write a report about the
natural resources.
2. Distinguish between renewable and
nonrenewable resources.
There will be three different activities, but the
same six questions. The students will work
as pairs.( before the class the teacher will be
divided the students randomly, write their
names on a card, and put them on the desk.
Also, on the lab room, arrange the tables to
two, and put the material on the desks.)
Before moving into the lab room, the teacher will
explain the instructions to the students.
Activity one:
Students will get a dice. On each face of the dice,
they will find a question, and a space to write the
answer.
Activity two:
Students will have clothes hanger, two wool threads,
and the six questions. Students will be required to
bind the thread with the hanger, answer the
questions and stick the both questions and answer
on the thread.
Activity three:
Students will get a middle board, sticks, and the
questions. They should answer the questions, glue
the question card on the sticks, then put the sticks
on the board.

Consider these grouping strategies: Consider where the children are working:
- Group work - In the classroom.
- Pairs. - In the lab room.

Planning Stages Within the 5-E Inquiry Model

Engage
Key Question:
How we made these tools ( pencils, papers, and air)?
Teacher : Student
Show the students first the pencil.
Ask them who made it? Who give us? Work on designing the board.
Show the students the papers. Discuss with each other.
Ask them who made it? Who give us? Write a report.
Ask the students about the air.
Ask them who made it? Who give us?

Introduce the first activity to the students:

Classify the models to natural resources
and man-made resources, and then write:
What you discovered?
What we can use them in?
Where we can find them?

Explore
Activities (list)
- Students will explore the natural
resources, and discover if we can easily
found or replaced.
- Students will develop their knowledge by
discussing with the teacher:
Driving Question
How resource can be
replaced?
What we called the resources
if it is easily replaced?
What we called the resources
if it is not easily replaced?

Teacher Student

Guide the students to what they need to - Students will extract

do: examples.
- Students should think and answer
examples of natural resources
( from their daily life)

Student Communication Product:

- Oral discussion with each other to extract examples.

Explain
Content Media: teacher lecture

The teacher will present the activities for the students:

- Work on the activities and get the students to explain the renewable and non-
renewable resources.
-
Teacher : Student

- Facilitate and guide the students. Working as pairs.

- During the activities, students will get Explain to each other.
these six questions to check their Write what they understand and
understanding and correct for them: discuss with the teacher.
What are renewable resources?
Draw an example of renewable
resources?
Why do you think it is a renewable
resource?
Draw an example of non-renewable
resources?
Why do you think it is a non-
renewable resource?
Why do you think it is non- renewable
resource?
 Elaborate
Activities: the three Teacher Student
activities - Ask the students to
Content Media: give more -Answer the
examples. questions.
Activities. - Get the students to
explain.
Questions for Whole/Small
Group Discourse.
Student Communication Product
(assessment):
Answer the questions and explain to the
teacher.

Evaluate
Skill/Reasoning Learning Objectives Assessment Instrument
- Identify the questions.
- Students will be able to identify the - Communicate: answer
renewable and non-renewable resource. questions.
- Communicate with the teacher. - Observe the students while
they are working.
Knowledge Learning Objectives Assessment Instrument
-Ability to discuss and answer the questions. -KWL chart.

Teacher
Student
- work on the activities.
- Observe and support the students. ( predict, and observe)