Task 4

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that
uses the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is required
for all lessons (see Task 3) (CLOs 1-6).
Lesson Title living and non-living things
Level of Inquiry Learning about things

A brief description of the Students will explore what are living things and nonliving things
lesson

The Problem or Issue Not be able to understand that not all living things look the same /
move etc

Essential Question What are the living things and nonliving things? and what is differences
between them?

Guiding Questions Does living things move?

Can you give me examples of nonliving things?
Does the flower eat?
Does living things breath?
Ect.
Learning Outcomes (LOs) Students will be able to:

By the end of the lessons  classify objects as living and nonliving.

students will be able to:
 identify what living things and non-living things are.
 Create living and non-living thing craft.
 Predict if an object is a living or non-living thing by listening
to their characteristics. And naming it.

Hypothesis I think that if I show the students a real living thing and nonliving things,
they will understand the topic

Prediction I expected that Students will understand everything

The outcome or product I expected that Students will know what are living thing and non-living
of the students’ thing and talk about them
investigation (i.e. what
will the students be
expected to produce at
the end of their
investigation)
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I
 Differentiated Activities and I will ask students during each experiences for students to use at create experiences for
 formative evaluation, ‘E’ ( & at what level of each ‘E’ students to use at each ‘E’ that
including what will students Bloom’s is each of these (name, how, and where) students will use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Engagement - Ask students if they hear - What did you see in the - Observing Communicati
this topic before video? (understanding) - Observe the video and talk
 Access - Ask them what they know - What are the living about it ng
prior about living things and things? (remembering) - At the beginning of the Students will
learning nonliving things - Is the paper living lesson talk about the
 Engage - They will talk about their thing? (understanding)
students in new experience - Does living things
topic with the
concept. - I will show them a video move? (remembering teacher at the
 Elicit curiosity about living and nonliving and understanding) beginning of the
 things - Ect.
Act as a lesson.
bridge - Students will bridge
between past and present Speaking and
between past
learning experience listening
and present
- Make connections between
learning
past and present learning
experiences experiences
 Expose prior - Anticipate activities and
conceptions. focus students' thinking on
 Organise the learning outcomes of
students current activities. Students
thinking should become mentally
towards the Los engaged in the concept,
process, or skill to be
learned.

31
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I
 Differentiated Activities and I will ask students during each experiences for students to use at create experiences for
 formative evaluation, ‘E’ ( & at what level of each ‘E’ students to use at each ‘E’ that
including what will students Bloom’s is each of these (name, how, and where) students will use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Exploration - Does they move? - Observing and predicting - Speaking
- Bring real animals/pets (understanding) - Students will observe the - They speak and talk about
 According to the like fish, turtle, bird - What are the animals and predict if they what they saw
level of inquiry, etc. ask the students characteristics of living living or nonliving things - After the activity
students are given what do they notice things and nonliving - At the middle of the lesson
opportunity to about these animals. things? (understanding)
design and/or Ask questions like:” - Which of these are
conduct a living things?
does they move? (understanding)
preliminary
Breath? “ - Ect.
investigation. The
investigation allows
learners to use their
prior - Explain that some
conceptualisations living things doesn’t
to explore questions move, eat the way
and possibilities animals do. Bring a
surrounding the plant for an example
LOs, and to generate and explain how this
new thinking about plant is a living thing.
the LOs.
- Students will explore
the living things and
nonliving things by
them self
- Students identify and
develop concepts,
 processes, and skills.
During this phase,
students actively
explore their
environment or
manipulate materials.
-
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I
 Differentiated Activities and I will ask students during each experiences for students to use at create experiences for
 formative evaluation, ‘E’ ( & at what level of each ‘E’ students to use at each ‘E’ that
including what will students Bloom’s is each of these (name, how, and where) students will use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Explanation - Is the TV living thing? - Classifying
- Collaborating
- classify objects as living (Applying)
 Teachers provide and nonliving. - Does the tertial living? - classify objects as living - Students will work
opportunities for together to classify object
(applying) and nonliving. as living and nonliving
learners to engage - students will sort these - Ect. things
in the conceptual toys and classify them - During the activity - In the classroom
probing and into living and non-
development living things.
needed to explain
the science (or a - Students have
focus area of it) that opportunities to
supports the verbalize their
exploration, and its
conceptual
outcomes.
understanding or to
demonstrate new skills
or behaviors. This phase
also provides
opportunities for
teachers to introduce
formal terms, definitions,
and explanations for
concepts, processes,
skills, or behaviors.

-
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I
 Differentiated Activities and I will ask students during each experiences for students to use at create experiences for
 formative evaluation, ‘E’ ( & at what level of each ‘E’ students to use at each ‘E’ that
including what will students Bloom’s is each of these (name, how, and where) students will use at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Elaboration - Is the sheep living - Communicating - Creating and speaking
- Create living and non- thing? - Students will talk about their
 Teacher provides living thing craft. - Did you use cotton balls work - Create living and non-
students with there? living thing craft.
- In the classroom
experiences which - Students will make - How you made the
help to deepen and create a living “a paper boat? - They will speak about
broaden students’ sheep “and non-living (creating) their work
conceptual skills and thing “a paper boat”
knowledge around
using cotton, papers,
the LOs. The
paper plates etc.
elaboration,
- Students will talk
extension, and
about their work
application of the
LOs to real life
- Through new
phenomena is experiences, the
welcomed at this learners develop
stage deeper and broader
understanding of
major concepts, obtain
more information
about areas of interest,
and refine their skills.
-
 Stage What Experiences will Questioning Map Process skills
students participate in?

These must also include: What are some questions that What process skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use a
 formative evaluation, ‘E’ ( & at what level of each ‘E’
including what will students Bloom’s is each of these (name, how, and where)
produce by the end of this questions?)?
section.
Evaluation - Is the TV living thing? - Inferring and predicting
(Summative) - Predict if an object is a - Does the lion breath?
living or non-living thing - Ect - Students will predict if a
 Evaluation with the by listening to their Evaluating object is a living or non-
5E learning cycle characteristics. And living thing by listening
occurs at every
naming it. their characteristics. And
other ‘E’
naming it.
formatively; and at - Hide your object behind
the end of the
your back describe it and - In the classroom
lesson summatively.
ask the students to
predict what is it that
you are hiding for

- This phase of the 5 E's

encourages learners to
assess their
understanding and
abilities and lets teachers
evaluate students'
understanding of key
concepts and skill
development.