LESSON PLAN LESSON: 1

Teacher: Fatima Obaid Subject: Science

Grade: 2 Unit: camouflage Date: 20/10/2019

SKILLS AND UNDERSTANDING

Students will be able to:

• Students will be able to identify how camouflage help animals stay safe.
• Students will be able to explain how animals protect themselves.

Link to prior learning: Students will need to be familiar with the animal’s habitats.
21st Century Skills: Students will be able to enhance the following skills:
Social skills and Collaboration: When they work together.
Creativity: when the students work on activities.
Presentation skills: when they present their work front of class.

Key vocabulary: camouflage- Hibernate- protect- Safe.

Common misconceptions for learners: Ways of identifying and addressing these misconceptions:
• Understanding they key words *Provide key words with pictures.

Resources/equipment needed:

Video
Key words cards
A5 paper
Color paper
animals’ picture
Camouflage pictures

UNIT: LESSON: 1 TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

• Video:
https://www.youtu 1. Teacher will begin asking the students what are 1. Students will suggest a way
be.com/watch?v=V the biggest problems that animals face? in which an animal can try to
fKVRwDtCho avoid this.
• Key Vocabulary 2. Show them the video about camouflage. 2. Ask individual students to
• Camouflage describe the colors and
pictures patterns in detail.
 3. Explain the word camouflage: Animals use their 3. Students Will turn and talk
colors or patterns to hide and to protect them and then share their ideas.
self.
4. Students will participate
4. Ask the students Why these animals need with teacher to find the
camouflage? animals.

5. Explain how camouflage can protect animals.

6. Show students same pictures about camouflage

and they have to find the animals.

Resources & Time Main activities (30 minutes)

Centre 2: low group The teacher will give them an environment

animals’ picture picture, for example, grass, sand, sea. Students
color paper will liable animals’ picture into their
environment and how they protect themselves
or camouflage. For example, in sand they will
put lizard picture depend in the animal’s color.
Teacher will do one example for them.

Centre 3: Middle group This group will work in pairs, the teacher will
A5 paper give each pair an A5 paper and animal pictures.
Color paper Depending on what animals they get, they
animals’ picture make the environment to assist the animals to
hide. For example, if they git frog they will
make their environment green to help the frog
hide. Teacher will show them pictures to help
them and to understand more what they have
to do.
Centre 4: high level This group will git A5 papers and some colorful Example, what students
Key words cards paper. They will make an environment and going to do
A5 paper draw an animal and they have to write
Color paper sentences. For example, they will use leaves to
animals’ picture make the environment and they put frogs,
after that they will write” frog hid to hunt
insects”. Or the “frog hid to be safe “. Video
will help them to choose what animals or
environment they want to make.
Resources Plenary (5 minutes)

At the end of the lesson,

Students posters teacher will ask each group to come in the front
and explain what they did and why they did this
way .the students will be able to explain why the
draw this animal or why they color it this way .they
will be able to explain a camouflage meaning.
Learning styles catered for (✓):

Visual: They will Auditory Read/Write Kinaesthetic: students will

see deferent participate with teacher.
Writing sentences.
pictures about
Camouflage

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning: Peer assessment:

assessment
whole group questioning: Turn and talk

(what are the biggest problems that (what are the biggest
animals face) problems that animals face)

(describe the colors and patterns in (Why do these animals need

detail. camouflage?)

Asking questions during center time.

Quiz Student presentation: Written work and feedback Verbal feedback

Students show their

work.