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Lesson Plan Template

School: Mubarak Bin Mohamed Date: 24-10-2018

PST: Khadeja Ahmed Time: 8:15 – 9:00

MST: Bishara Unit: Chapter 3

Class: Number
4D 24
of
Students:

ADEC Learning Outcome: Include the L.O. code and words.

WALT Identifying life cycle of an animal

Prior Knowledge: What knowledge are you building on?

The objective of the lesson is that the students will become familiarized with the “life cycle of an
animal” and build knowledge on everything in life goes through a growth cycle which eventually
ends. For instance, both animals and humans have different stages of growth before the final stage
of death. Furthermore, students will acquire knowledge about two types of animal births which are:
the first type is mammals which have live babies, and the other group is animals that hatch eggs.
Finally, the students will learn some new vocabulary.
In the classroom, the students are of mixed abilities. That means each student will learn different
information from others. The overall lesson outcome is that all the students will be able to build
knowledge on the animals’ growth stages before the stage of death, and what the differences are
between every stage that can determine moving from one stage to the next. In the beginning of the
lesson, I plan to ask them questions and they answer from their experience before I start reading and
getting the information from the paragraph in the Science book. I will let all the students answer to
exchange information with their peers, so all the class gets the information by listening to each
other’s answers, and improve their reading skills by reading the paragraph in the book. In addition, I
have created one activity to include all abilities: first, students will learn new words from the activity
because their activity uses words to describe the picture through box words. Second, they will
acquire knowledge of the different stages of animal growth during the activity when they draw the
steps. Finally, the acquisition of writing skills by writing sentences that express the steps of the
growth cycle.
Lesson Objectives: These must be SMART objectives – specific, measurable, achievable, relevant,
time bound
By the end of the lesson, students will be (better) able to:

1) Identify the growth stages of animals.

3) Demonstrate knowledge in the differences of growth stages.

2) Learn that everything in life will die.

3) Improve reading skills

4) Improve writing skills.

5) Retell the cycle of animals using words, drawings and gap-fill sentences.

Lesson Activities: What will students do in the lesson?

 Good Morning students.


 Then they will answer: Good morning teacher.
 First of all, I will let the class monitor to bring Science book.
 Secondly I will ask them about what they think we will learn today. I will let them think
about it and I will listen to their answers.
* They will respond with we will learn about animals because they have the science book
on their desks.
 After that, I will ask them a few questions before start the lesson such as:
1) What does life cycle of animals mean?
AS: it means when the animals grow or they will give me an example of any animal cycle
2) What do you think the last stage of animal’s life cycle is?
AS: some of them maybe (when the animals become big or will die)
3) Do think people move at the same stage as animals?
AS: Yes, I think so or no I didn’t think so.
4) Who will tell me the cycle life of people?
AS: One student says: First baby, second boy/girl, then adult, last become like my father.
5) Who will tell me, which animals hatch eggs?
AS: chicken, tortoise, snake, fish, pigeon or someone will say (The small animals)
6) What are the mammals that have babies?
AS: dog, giraffe, cow, camel or someone will say (The big animals)
 Then, I will provide an example for the students of what the cycle means.
 Each animal moves to every stage before it dies.
 I will let them to open the book page 76 to read the paragraph.
 After that I will ask them the definition of word “organisms”?
AS: the animals go to another stage
 Then we will discuss about the paragraph and they will highlight the words of the stages of
the life cycle, which are birth, growth, reproduction and death.
 I will let them to turn the page to 77 page and answer the question.
 Also we will talk about the life cycle of penguins and what happen in each stage.
For example:
1) What is the first stage for a penguin?
AS: penguin egg
2) What are the stages of the penguin?
AS: penguin egg, newly hatched chick, young penguin, the last stage is adult penguin after
that death.
3) What is the difference between stages of a newly hatched chick and a young penguin?
AS: a newly hatched chick doesn’t have hair and his color is black but a young penguin has
a lot of hair and the color is brown with white.
 Let’s move on to page 78, I will ask: who will read for me?
 When we finished reading we will discuss and I will ask them, what does “metamorphosis”
mean?
AS: It means a change like the butterfly, The student will know the answer for the
paragraph.
 Finally we will talk about the butterfly on page 79.
 I will let the students discuss as a group, they will tell me the stages of a butterfly life cycle
and the differences of each.
 After that I will choose one student from each group to say what they discussed about the
stages of a butterfly.
 They will respond individually to the question on page 79.
 The activity for the whole class:
In the worksheet, there are different words, empty boxes and lines. The students have to
draw the stages of the butterfly then they will write sentences to describe their drawing by
using the word from the box.

Evaluation / Assessment: How will you know your students have achieved the goal?

*I will walk around the students when they are doing their activities so I can monitor and
make sure that all students understand what they are working on.
* The worksheets must be answered alone and this will demonstrate who has understood.
* I will assess the children by teacher observation and by questioning them.
* I will choose one student in each group to present their activity to benefit other students
and I will ensure they have understood the lesson.
*At the end of the class, I will ask them what they learned today.
First, I will listen to their answers then I will ask them the same questions I asked at the
beginning of the class.
They will tell me what they learned so I can make sure that all the students understood.

Personal focus: Related to PDP

*To focus on time management.

* It helps provide what to do in the lesson.

*It helps maintain lesson organization.

* To have classroom management.

* To know the goal of the lesson.