Grade 5 Overview

Overview Sheet – Science
Class 5 – First Term
First Term
Topic/Unit Orientation Duration 1 week
No of Lessons 6 lessons Text Book Pages Not applicable
PBL Title (if any) -
Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment
By the end of the Skeletal System: Teaching Resource/s Students will be
orientation week, students Mind mapping: Students to draw a mind map using online tool to show Mind mapping tool assessed through
will be able to their learning of human skeleton and muscle. https://app.mindmup.com
/map/new/156446706845 • classroom
• recall the concepts Online Game: Students to play an online skeletal game. 4 response
taught in class 4 • jottings
The Weirdo Family – Medicine is not candy: Students to watch the Online game • anecdotal
video ‘The weirdo family’ and note the important points related to the https://www.abcya.com/g records
use of medication. Teacher to ask questions related to the topic, ames/skeletal_system • responses on
afterwards. practice
The Weirdo Family Worksheet
Practice Worksheet: Students to complete a Worksheet related to https://www.poehealth.or • responses of
human skeleton, muscles and use of some common medicines. g/educational- video session
topics/general- • participation in
Habitat: health/prescription- Pictionary
Pictionary: Students in groups will play Pictionary. Each group will be medicine-safety- • responses of
provided a set of word cards based on habitat, each group member will resources-for-young- comic strip
©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
1|TEACH
pick up equal number of cards, each one will roll dice and whose children-prek-3rd-grade/ activity
number is highest will take a start. On their turn they will look at the • responses on TRP
word and then draw, rest of the members will guess it. Pictionary • responses on
Pictionary cards pass the chalk
Who am I: Students to prepare the riddles based on habitat and rest of activity
the Students to guess it in the allocated time. Comic strip • comments on
https://www.canva.com/c Google Docs
Comic Strip: Students to create comic strip, using an online tool ‘canva’, reate/comic-strips/ • participation in
to represent their learning about habitat. crossword
Brain Breaks – Freeze activity
Brain Break - Freeze Dance! Similar to Dance Party, except that every so dance • responses of
often the music stops, and students must freeze and hold the position https://minds-in- speed dating
they are in until the music begins again. bloom.com/20-three- activity
minute-brain-breaks/
Sounds:
Total Physical Response (TPR): Teacher to call out the statements based Total physical response
on concept of sound like sound is produced by vibrations, sound can https://www.usf.edu/atle
travel through water. Students either stand or sit to indicate their binary /documents/handout-
answers, such as True/False. interactive-techniques.pdf
Online Game – Changing Sound: Students to play an online game‘, Online game – Changing
changing sounds’ to explore the variation in sounds. sounds
http://www.sciencekids.c
Practice Worksheet: Students to complete a worksheet, independently, o.nz/gamesactivities/chan
2|TEACH
related to the topic ‘sound’. gingsounds.html
States of Matter: Online game – states of

Online Game: Students to play an online game, ‘states of matter’. matter
https://www.abcya.com/g
Pass the chalk: Provide chalk or a soft toy; whoever has it must answer ames/states_of_matter
teacher’s next question about changing state of matter, and they pass it
on to the student of their choice. Google Docs
https://www.google.com/
Google Docs: Each pair of students is allocated any one method docs/about/
including freezing, melting and evaporation to write their learning on
Google docs. They need to add comments on each other’s work. Crossword search:
Crossword search sheet
Magnetism:
Crossword Search: Students to be given cross word search sheet. They
will locate vocabulary from the concept of Magnets for example repel,
attract, magnetic etc.
Practice Worksheet: Students to complete a Worksheet, independently, Brain Breaks – Shuffle,

related to the topic ‘magnet and magnetism’. shuffle group
https://www.teachstarter
Brain Breaks - Shuffle, Shuffle, Group!: In this game, students shuffle .com/au/blog/26-brain-
around the classroom until the teacher says, “Groups of 5,” at which break-ideas-classroom/
point the students must quickly group themselves into groups with the
3|TEACH
correct number of people. Students who are left over must do three
jumping jacks before the next round starts. The teacher can call out any
number for the group size.
Speed Dating: Students write definitions, concepts, quiz questions, etc.

on index cards about all the taught topics. They form two concentric
circles, facing each other. For 30 or 60 seconds they share their
knowledge with the person opposite to them. Then, the outer circle
“rotates” so that everyone has a new partner, and the sharing is
repeated. This can be done until each student has completed the circuit.
Unit Review: Teacher to generate a review discussion based on all the

concepts taught in class 4 and to involve all students in the discussion
and motivate them to contribute in question and answer.
4|TEACH
First Term
Topic/Unit Investigating Plant Growth Duration 4 weeks
No of Lessons 24 lessons Text Book Pages 84 - 99
PBL Title (if any) -
By the end of the lesson, Entry Ticket: Students to recall their learning about plants and will share Teaching Resource/s Students will be
students will be able to through entry tickets. Teacher to generate a whole class discussion on Entry Ticket assessed through
their prior knowledge about plants for example different types of plants, http://sjesweebly.weebly.c
• identify the process of parts of plants and significance of plants in our lives. om/uploads/9/2/2/3/9223 • classroom
seed germination 579/formative_assessmen response
• explore the right ICT Integration - Word Cloud Guessing: Teacher to introduce the new t_document.pdf • jottings
conditions for seed concept to students by showing them a word cloud on the topic, using an • anecdotal
germination online generator ‘Wordle’. Teacher to paste a paragraph or longer of Sticky notes, chart papers, records
• relate each part of plant related text, and challenge students to guess about the topic. multimedia • participation in
with its function ICT activities
• explore the significance Inquiry - Learning Walk: Students to be taken outside and they will be Word cloud guessing • participation in
of light and water in asked to observe all the trees/plants in school environment. They will be https://www.usf.edu/atle/ Hands on
plant growth required to observe specifically the height of trees and their types, if they documents/handoutintera activities
• identify the source of are of same type/specie or different. ctive-techniques.pdf • responses on
energy in plants In groups, Students to record their observation, if plants growing on their Worksheets
• investigate the impact own are taller or those growing together. • responses on
of sunlight on plant written
growth Focused Listing: Students in group of four will prepare a list of plants they assignments
5|TEACH
• present the result of have observed. They will share their list with whole class. Pass the chalk • participation in
plant growth based on https://www.usf.edu/atle/ presentations
availability of sunlight Pass the Chalk: Teacher to provide chalk or a soft toy; whoever has it documents/handout-
graphically must answer teacher’s next question, and they pass it on to the student of interactive-techniques.pdf
their choice.
Word of the day
Word of the Day: Teacher to select an important term from the concept https://www.usf.edu/atle/
of plants and highlight it throughout the class session, working it into as documents/handout-
many concepts as possible. Challenge students to do the same in their interactive-techniques.pdf
interactive activities.
ICT Integration – Research: Students to research through bookmarked Circle time - talking stick
sites that why the trees growing together are taller than those who are http://readingwritingtrail.
growing on their own. weebly.com/uploads/1/4/
6/2/14629060/talking_sti
Circle Time: Students to sit in a circle and use talking stick to take turns. cks_discussions.pdf
They will discuss about growth of plants. Teacher to moderate the circle
time.
Socratic Questioning: Teacher to replace lecture by peppering students Socratic questioning
with questions, always asking the next question in a way that guides the https://www.usf.edu/atle/
conversation toward a learning outcome (or major Driving Question) that documents/handout-
was desired from the beginning. It can also be replaced by a group of interactive-techniques.pdf
students writes a series of questions as homework and leads the exercise
6|TEACH
in class.
Hot seating
Question Time: Students in groups will prepare a set of questions based https://www.usf.edu/atle/
on why plants grow taller, what are the factors that support plant growth. documents/handout-
Groups will ask questions from each other and also answer the questions interactive-techniques.pdf
asked by other groups.
Hot Seating: Volunteer group will be called to the hot seat. Rest of the
class will ask questions based on factors support plants to grow taller.
Volunteer group will respond to their questions.
Brain Break – The bean
Brain Break - The Bean Game: This active game encourages the game
development of listening skills, cognitive processing skills, physical activity https://www.teachstarter.
and social skills. Students move carefully and silently around a safe, open com/au/blog/26-brain-
space. As soon as they hear the ‘bean call’ ask the students to make the break-ideas-classroom/
shape or movement of the corresponding bean as quickly as they can. This
will become a class favorite.
Written Task: Students to individually complete the last question on Thumbs up thumbs down
textbook page no. 85 in their notebooks. Teacher to facilitate them during http://www.eworkshop.on
their independent task. .ca/edu/pdf/Mod08_think
_pair_share.pdf
Thumbs up and Thumbs down: Teacher to wrap up the lesson by asking
few relevant statement and Students to show thumbs up if correct and
7|TEACH
thumbs down if incorrect.
BINGO
ICT Integration – BINGO: Teacher to use Bingo Generator to create Bingo https://www.bookwidgets
game based on the vocabulary of the lesson. Students in pairs will solve .com/a/widgets/50462133
online BINGO. 68872960
Think Pair and Share: Students to be asked to think individually about the
process of seed growth and the places where seed grow best and why.
He/s/he will discuss with the partner and then pairs will share their Think pair and share
understanding with whole class. http://www.eworkshop.on
.ca/edu/pdf/Mod08_think
Inquiry Experiment: Students in groups will be asked to observe variety of _pair_share.pdf
picture to develop a statement about desired conditions for plant growth
and then predict the best places where seeds can grow. They will test
their prediction by sowing seeds at two of their selected places. They will
observe the growth of seed for three weeks. Groups will record their
observations on workbook page no. 50.
Gallery Walk: Students in groups will share their understanding about

seed germination by preparing flip charts. They will display their charts
around the room. Students to move around to visit everyone’s flip chart
and will give feedback using post it notes.
8|TEACH
Beach Ball Bingo: Teacher to write questions or prompts onto all surfaces Beach Ball Bingo
of a beach ball (or tape them on). When the next student catches the ball, https://www.usf.edu/atle/
he/s/he answers one of the questions where fingers are touching the ball. documents/handout-
interactive-techniques.pdf
ICT Integration – Mnemonics: Students in pair will use digital tool to
create mnemonics about factors affecting plant growth. They will share
their mnemonics with whole class. Mnemonics
https://www.mnemonicge
Team Debate; Teacher to give two statements for example; plants only nerator.com/
need fertile soil and water to grow and the second statement; plants need
warmth along with fertile land and water. All the students who will
support first statement will become Team A and supporter of second Team debate
statement will be Team B. A debate will be generated based on the https://www.usf.edu/atle/
evidences. documents/handout-
Brain Break - Timed Chatter: Allow students to do what they are
desperate to do. Set a 3 minute timer and allow the students to get up
and talk to their friends. Brain Break – Timed
Chatter
Letter Writing: Students in groups will write a letter to agricultural https://www.teachstarter.
department. They will share the needs of a fertile land. They will request com/au/blog/26-brain-
for the support to help in growing plants across whole city. break-ideas-classroom/
9|TEACH
Things You Know: Teacher to give an envelope to every student. Inside Things you know
are cut-up strips of paper with the concept they should know about https://www.usf.edu/atle/
already. They divide into two piles: things they know well, and things they documents/handout-
need help with. Then they debrief with nearby students on things any of interactive-techniques.pdf
them need help with.
Brain Break – Plates: Give each student a paper plate. Students must walk Brain Break - Plates
around the room balancing the plates on their heads. If a student drops https://minds-in-
his or her plate, the student must freeze until another student picks it up bloom.com/20-three-
and places it back on the student’s head (while keeping his or her own minute-brain-breaks/
plate in place, of course).
Written Task: Students to individually answer the two questions Whip around
mentioned on textbook page no. 87 in their notebooks. Teacher to https://www.usf.edu/atle/
facilitate them during the task. documents/handout-
Whip Around: Teacher to give students a few seconds to think of their
answer to a question, then move around the whole class with each one
giving their (one word?) answer. They will be disallowed repeat answers Muddiest point
(but do allow a ‘pass’, if necessary). http://sjesweebly.weebly.c
om/uploads/9/2/2/3/9223
Muddiest Point: Students to write their points which are not clear to 579/formative_assessmen
them and paste it in parking lot board in the class. t_document.pdf
10 | T E A C H
ICT Integration – Socrative: Teacher to prepare a set of questions about Socrative:
factors affecting plant growth. Students to answer the questions and will https://socrative.com
receive immediate feedback.
Word Search: Students to individually complete the word search based Who am I?
on the vocabulary from factors affecting plant growth. https://www.usf.edu/atle/
documents/handout-
Home Task: Teacher to discuss the homework on workbook page no. 51 interactive-techniques.pdf
about survey of best places for plant growth. They will be encouraged to
take pictures and upload on Edmodo.
Who am I?: Teacher to tape a term on the back of each student, out of PADLET
view. Each student then wanders about the room, posing yes/no www.padlet.com
questions to the other students in an effort to guess the term on his own
back.
ICT Integration – PADLET: Students to write their points which they have Virtual learning
collected after survey of their local area regarding best places for plant environment
growth. www.edmodo.com
Virtual Learning Environment: Teacher to upload Padlet link on Edmodo

so all can revisit.
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Create a Definition: In groups, students to be asked to define the term Categorizing grid
‘seed germination’. They will discuss in groups and create their own https://www.usf.edu/atle/
definition. Later, they will display their definitions and a discussion will be documents/handout-
generated on the presented definitions. interactive-techniques.pdf
ICT Integration - Google Docs: Teacher to assign slots to the groups and
each group while working in their own slot write about process of seed
germination. They will provide feedback to each other. Town hall meeting
https://www.usf.edu/atle/
Categorizing Grid: Teacher to hand out rectangles divided into cells and a documents/handout-
jumbled listing of terms about stages of seed germination that need to be interactive-techniques.pdf
categorized by row and column.
Town Hall Meeting: Teacher to abdicate the front of the room for a
student willing to speak out on factors needed for seed germination, and
when he/s/he is done with his/her comment, he/s/he selects the next
speaker from the hands raised. They can discuss methods to test this and
will also talk about different variables and fair test.
Whole Class Discussion: Teacher to generate a discussion based on

factors affecting seed germination. S/he will throw questions to trigger
and encourage maximum participation by the students.
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Inquiry Experiment - Fair Test: Students in groups will conduct a fair test
to investigate the factors required for seed germination. They will take
four pots of same size and fill them with same amount of soil and same
number of seeds i.e. 10 will be sown under four different conditions. i.e.
water and warmth, water but no warmth, no water but warmth, no water
no warmth. They will record the results of germination in table form for 4
weeks in their investigation book. They will refer textbook page no.88 and
89 for detailed guidelines.
Data Presentation: Later, groups will represent data through graph and
share their findings with whole class. Students to conclude the findings on
workbook page no. 52.
Pictionary: Each group will receive cards and each member will pick his
cards and then draw it rest of the members will have to guess.
Get One, Give One: Students to fold a piece of paper in half and will write Get one give one
‘Give One’ on one side and ‘Get One’ on the other side. On the ‘Give One’ https://www.usf.edu/atle/
side, as them to write four insights from today’s material. They will stand documents/handout-
up and find a partner. Each student will share one idea from their ‘Give interactive-techniques.pdf
One’ side of the paper and will write down one idea on the ‘Get One’ side
of the paper. Find a new partner until ‘Get One’ side of paper is full of new
ideas!
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Brain Break -5-4-3-2-1: In this simple game, students stand up and the Brain Break - 5-4-3-2-1
teacher (or leader) has them do five different movements in descending https://minds-in-
order. For example the teacher would say: ‘Do five jumping jacks, spin bloom.com/20-three-
around four times, hop on one foot three times, walk all the way around minute-brain-breaks/
the classroom two times, give your neighbor one high-five (pausing in
between each task for students to do it).
Carousel Brainstorming: Every student in the group will write out a Carousel brainstorming
problem statement related to germination, then passes the paper to the https://www.usf.edu/atle/
student on the left. This student records one possible answer or idea. At documents/handout-
the signal, all papers shift to the left again, until the entire circle has seen interactive-techniques.pdf
each paper and they return to their original owners.
student willing to speak out on germination of seed, and when s/he is Town hall meeting
done with her comment, s/he selects the next speaker from the hands https://www.usf.edu/atle/
raised. documents/handout-
Written Task: Students to individually answer the questions on textbook
page no. 88. Teacher to facilitate them during the task.
Home Task: Teacher to discuss homework on workbook page no. 53.
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One Minute Summary: Students to write a statement about the factors One minute summary
needed for seed germination and why. http://sjesweebly.weebly.c
om/uploads/9/2/2/3/9223
Bingo Riddles: Teacher to call out riddles based on seed germinations and 579/formative_assessmen
factors affecting seed germination. Students to locate the answers on t_document.pdf
bingo sheet. Whoever will complete in column or row first will be the
winner.
Circle time - talking stick
Circle Time: Students to sit in a circle and will use talking stick to take turn http://readingwritingtrail.
and speak. They will discuss about four basic parts of a flowering plant weebly.com/uploads/1/4/
and their functions. They will share their prior knowledge about 6/2/14629060/talking_sti
significance of each part of a plant. Teacher to facilitate the discussion in a cks_discussions.pdf
circle.
Jigsaw Reading: Students to be given text in short paragraphs. They will Jigsaw Reading
read their piece of information and will discuss in the group. Later groups https://www.readingrocke
will share their information with rest of the class. ts.org/strategies/jigsaw
Trio Rotation: Students to be grouped into threes and arrange the groups
into a large circle. Each team of three works on a concept of seed Trio rotation
germination. Then, each team assigns a 1, 2, and 3 number to each https://www.usf.edu/atle/
person. The 1’s stay put, but the 2’s rotate clockwise and the 3’s rotate documents/handout-
counterclockwise. Newly formed teams then work on a new concept of interactive-techniques.pdf
15 | T E A C H
the lesson.
ICT integration - Online game: Students to play online game to show their Online game - seed
understanding of factors of seed germination. germination
https://www.youtube.com
Labelling: Students to individually label four basic parts of a flowering /watch?v=GkilHu7Lw2w
plant on text book page no. 90.
Brain Break - Human Knot: Teacher to divide students into groups of Brain Break – Human knot
about eight students. Each student will grab right hands with someone https://minds-in-
who is not directly next to them. Then do the same with left hands. The bloom.com/20-three-
challenge is to untangle and become a circle without releasing hands. minute-brain-breaks/
Written Task: Students to individually complete the written task on text

book page no. 91. Teacher to facilitate them during the task.
List 3 things
Home Task: Teacher to discuss homework on workbook page no. 55. http://sjesweebly.weebly.c
om/uploads/9/2/2/3/9223
List 3 Things: Students to quickly write any three things they have learnt 579/formative_assessmen
from the lesson about parts of a flowering plan. t_document.pdf
Crossword Puzzle: Students in pairs will receive crossword puzzles based

on the parts of a flowering plant. They will find words across and
16 | T E A C H
downwards. Think, pair and share
http://www.eworkshop.on
Think Pair and Share: Students to individually think about all major parts .ca/edu/pdf/Mod08_think
of a flowering plant and their function. They will discuss with their _pair_share.pdf
partners and then share with whole class.
Snowball Discussions: Students to form pairs and respond to a discussion Snow ball discussion
question about parts of a flowering plant, and their functions posed by the https://www.usf.edu/atle/
teacher. After a few moments, pairs join together to form groups of 4 and documents/handout-
share their ideas. Groups of 4 then join to create groups of 8, and so forth interactive-techniques.pdf
until the entire class is engaged in discussion.
Key Word Splat: Teacher to write all the key words from the lesson. Two Key word splat
volunteer Students to be called at the board. Rest of the class will ask http://sjesweebly.weebly.c
questions and volunteer will identify which word from the board is the om/uploads/9/2/2/3/9223
answer. 579/formative_assessmen
t_document.pdf
Question Time: Students in groups will prepare set of questions based on
flowering plants. Each group will ask from the whole class and also answer
the questions asked by other groups. Speed sharing
Speed Sharing: Students to write definitions, concepts, quiz questions, documents/handout-
etc. on index cards about parts and their function of a flowering plant and interactive-techniques.pdf
17 | T E A C H
form two concentric circles, facing each other. For thirty seconds (or 60),
they share their knowledge with the person opposite them. Then, the
outer circle “rotates” so that everyone has a new partner, and the sharing
is repeated. This can be done until each student has completed the circuit.
Inquiry Experiment - Fair Test: Students in groups will conduct a fair test
to investigate the factors affect plant growth germination.
They will take four grass pots of same size and will be placed under four Town hall meeting
different i.e. both sunlight and water, water but no warmth, no water but https://www.usf.edu/atle/
warmth, no water no warmth. They will record the results of plant growth documents/handout-
table form for 2 weeks in their investigation book. They will refer textbook interactive-techniques.pdf
pg. 92 and 93 for detailed guidelines.
Data Presentation: Groups will represent collected data through graph

and share their findings with whole class. Students to conclude the
findings on workbook page no.52.
student willing to speak out on seed germination, and when s/he is done Mind mapping
with her comment, s/he selects the next speaker from the hands raised. www.mindup.com
ICT Integration - Mind Mapping: Students in pairs will use digital tool and
create a mind map about seed germination and its phases.
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Video Making - Time Lapse: Students in groups will prepare a Time lapse Time Lapse-Android app
video of seed germination using android tablet. They will share with whole https://techwiser.com/tim
class through multimedia. e-lapse-apps-for-android/
Virtual Learning Environment: Groups will upload Time lapse videos on

Edmodo. They will visit everyone’s video and will share their feedback. Virtual learning
Whole Class Discussion; Groups will share their results and discuss their environment
own conclusions based on the importance of light in plant growth. www.edmodo.com
Total Physical Response (TRP): Students either stand or sit to indicate

their binary answers, such as True/False, to the instructor’s questions. Total physical response -
TRP
Brain Break - Trading Places: Have students stand behind their pushed-in https://www.usf.edu/atle/
chairs. Call out a trait, and everyone who has that trait must change documents/handout-
places with someone else (students who do not have the trait stay where interactive-techniques.pdf
they are). Examples: ‘Everyone with curly hair’. ‘Everyone who ate cereal
for breakfast’. ‘Everyone who is wearing stripes’.
Brain Break – trading
Written Task: Students to individually answer the question on textbook places
page no. 93. Teacher to facilitate them during the task. https://minds-in-
bloom.com/20-three-
Home Task: Teacher to discuss homework on workbook page no. 56. minute-brain-breaks/
19 | T E A C H
Beach Ball Bingo: Teacher to write questions or prompts onto all surfaces Beach ball bingo
of a beach ball (or tape them on), for example; Why is light important for https://www.usf.edu/atle/
a plant to grow? What would happen, if an animal doesn’t get light for documents/handout-
three days? When the next student catches the ball, he/s/he answers one interactive-techniques.pdf
of the questions where fingers are touching the ball.
Doodle it
Doodle It: Students to quickly illustrate to show their learning and paste http://sjesweebly.weebly.c
to the class board. om/uploads/9/2/2/3/9223
579/formative_assessmen
3-2-1: Students to individually write three things about the lesson they are t_document.pdf
clear about, two things they are not sure and one thing they did not
understand. They will display on the board and Teacher to respond to it.
3-2-1
ICT Integration – BINGO: Teacher to use bingo generator to create BINGO. http://sjesweebly.weebly.c
They will complete the sheet and will receive the feedback. om/uploads/9/2/2/3/9223
579/formative_assessmen
ICT Integration- Edmodo Quiz: Teacher to prepare a quiz about factors t_document.pdf
affecting seed germination and plant growth respectively. The quiz will be
uploaded on Edmodo and Students to attempt it individually.
Edmodo quiz
Fish Bowl Activity: Students to sit in two circles inner and outer. Inner www.edmodo.com
circle will discuss if plants need more sunlight to grow better. Outer circle
will listen carefully and will take notes. One student from inner circle will
20 | T E A C H
keep on switching with one student from outer circle. Fish bowl
Inquiry Experiment - Fair Test: Students in groups will observe the impact documents/handout-
of sunlight on growth of grass. They will take four pots with same amount interactive-techniques.pdf
of soil and water but with different amount of sunlight.
They will measure the growth of grass for ten days and record their
findings in table form in their investigation book. For detailed instruction
they will refer textbook page no. 95 and workbook page no. 57. Brain Break – six spot
https://minds-in-
Data Representation: Students to represent the collected data through bloom.com/20-three-
graph. They will complete the graph for all four samples in their minute-brain-breaks/
investigation book.
Brain Break - Six Spots: Number six spots around your room from 1-6.
Have students each go to a spot of their choice. Choose a student to roll a
die (if you can make a big one out of foam, it adds to the fun). All the
students at the number rolled must go back to their seats. Students that
are left go to a new spot, and the die is rolled again. Continue until only a
few students are left.
Written Task: Students to individually complete their written task on

textbook page no. 96 and 97.
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Home Task: Teacher to discuss homework on page no. 58 - 60. Toss and commit
http://sjesweebly.weebly.c
Toss and Commit: Students to write one statement about factors om/uploads/9/2/2/3/9223
affecting growth of plant on a piece of paper, will make a ball of it and 579/formative_assessmen
throw on one side of the room. Later each student will pick one paper ball t_document.pdf
and read the statement, rest of the Students to agree or disagree.
Hot seating
Hot Seating: Any one group of Students to come to ‘Hot seat’ voluntarily. https://www.usf.edu/atle/
They will answer the questions of rest of the students about the ways to documents/handout-
keep plants healthy. interactive-techniques.pdf
Snowballs: Teacher to ball up several blank pieces of paper and throw Snowballs
them around the room. Each time a “snowball” lands on a desk, the https://www.usf.edu/atle/
recipient must write three takeaways from the unit, taking care not to documents/handout-
duplicate other ideas already on this paper, and then throw it onward. interactive-techniques.pdf
After nine ideas are on each page, pause for students to debrief the pages
in groups. Comic strip
https://www.canva.com/c
ICT Integration - Comic Strip: Students in pairs will make comic strips to reate/comic-strips/
show the process of seed germination.
Virtual learning
Virtual Learning Environment: Students to upload their comic strips on environment
Edmodo and provide feedback to each other. www.edmodo.com
22 | T E A C H
Brain Break - Mingle, Mingle, Group! In this game students mill about the Brain Break – mingle,
classroom saying, “mingle, mingle, mingle” in soft voices until the teacher mingle, group
says, “Groups of 5,” at which point the students must quickly group https://minds-in-
themselves into groups with the correct number of people. Students who bloom.com/20-three-
are left over must do three jumping jacks before the next round starts. minute-brain-breaks/
The teacher can call out any number for the group size. You can also add
rules such as: as soon as a group is complete, all members must sit down
in a line. List 3 things
http://sjesweebly.weebly.c
Written Task: Students to individually complete written task on textbook om/uploads/9/2/2/3/9223
page no. 98 and 99. Teacher to facilitate them during the task. 579/formative_assessmen
t_document.pdf
List Three Things: Students to individually write three main learning
points of the unit.
Key word splat
Home Task: Teacher to discuss homework on workbook page no. 61. http://sjesweebly.weebly.c
om/uploads/9/2/2/3/922s
Key Word Splat: Two volunteer Students to be called to the board. 3579/formative_assessme
Teacher to write scientific vocabulary for the whole unit. Students to call nt_document.pdf
out questions and the volunteers will find out which word from the board
is the answer. If one volunteer will not be able to answer will be replaced
by other student.
23 | T E A C H
Scrabble Students in groups will play scrabble to reinforce scientific
vocabulary of the unit. Teacher to be mobile and will provide immediate
feedback.
Unit Review: Teacher to generate a discussion regarding all the concepts

learnt during the unit including seed germination and plant growth,
factors affecting plant growth, role of water and sunlight in plant growth.
S/he will involve whole class in the discussion and encourage students to
ask questions and answer other questions.
24 | T E A C H
First Term
Topic/Unit The way we see things Duration 5 weeks
No of Lessons 30 Text Book Pages 4 - 21
PBL Title (if any)
By the end of the unit, Light Sources and Light Reflectors: Teaching Resource/s Students will be
students will be able to Elicitation: Teacher to ask focused questions about sources of light and assessed through
reflectors e.g. name few sources of light, compare light sources with Word cloud guessing
• identify sources of light reflectors etc. S/he will encourage maximum participation to gauge the www.wordle.com • classroom
• describe how light prior knowledge. response
travels • jottings
• define the term IT Integration - Word Cloud Guessing: Teacher to continue the lesson Socratic questioning • anecdotal
reflection of light by showing them a word cloud on the topic of light sources and https://www.usf.edu/atle/do records
• identify materials as reflectors, using an online generator e.g. Wordle to paste a paragraph cuments/handout- • participation in
good reflectors and challenge students to elaborate it. interactive-techniques.pdf ICT activities
• compare reflectors • participation in
with sources of light Socratic Questioning: Teacher to replace her exposition by peppering Hands on
• identify how shadows students with questions based on sources and reflectors of light why is activities
are formed moon a reflector and not a source of light etc., always asking the next • responses on
• sort objects as question in a way that guides the conversation toward a learning Worksheets
transparent, outcome (or major Driving Question) that was desired from the • responses on
translucent and beginning. Variation: A group of students writes a series of questions as written
opaque homework and leads the exercise in class. assignments
25 | T E A C H
• relate shadows with Inquiry Experiment: Students in groups will conduct an inquiry. They Empty outlines • participation in
type of object will use a torch and check the objects around the room if they bounce https://www.usf.edu/atle/do presentations
• identify mirrors as back light or not. They will collect the data of good reflectors and poor cuments/handout-
reflectors reflectors in form of a table on workbook page no. 8. interactive-techniques.pdf
• explore the formation
of mirror Empty Outlines: Teacher to distribute a partially completed outline of
• describe the uses of today’s lesson about sources and reflectors of light and ask students to Pass the chalk
mirror fill it in. https://www.usf.edu/atle/do
• draw ray diagrams cuments/handout-
using mirrors as Pass the Chalk: Teacher to provide chalk or a soft toy; whoever has it interactive-techniques.pdf
reflectors must answer the next question e.g. do good reflectors have shiny
• explore light ray surface or dull surface etc. and they pass it on to the student of their
changes its direction choice. Brain Break – dance off
when reflected https://www.teachstarter.co
• identify that white Brain Break - Dance Off: Teacher to choose an age appropriate song m/au/blog/26-brain-break-
light is made up of for the class. S/he will play the music and have the students dance. ideas-classroom/
seven colours When the music stops, Students to have to freeze. Whoever moves; is
• Investigate that out. S/he will keep playing until there is one person left. Those
appearance of colour is students, who are out, help spot students who move when the music is Town hall meeting
related to reflection of off. https://www.usf.edu/atle/do
light. cuments/handout-
Town Hall Meeting: Teacher to abdicate the front of the room for a interactive-techniques.pdf
student willing to speak out on, e topic of sources and reflector of light
26 | T E A C H
and when s/he is done with her comment, s/he selects the next
speaker from the hands raised.
Three part Interview
Written Task: Students to individually complete the written task on https://www.usf.edu/atle/do
textbook page no. 6 and 7. Teacher to facilitate during the task. cuments/handout-
Three Part Interview: Teacher to pose the following question to the
entire class: What do you think is the main source of light on earth?
etc. Choose the student with the birthday closest to today’s date and One minute summary
have them stand and share their 3 responses to the question for one http://sjesweebly.weebly.co
minute. Move clockwise around the room until all have shared. m/uploads/9/2/2/3/9223579
/formative_assessment_docu
Home Task: Teacher to discuss homework on page no.9. ment.pdf
One-minute summary: Students to write short statement about the

learning of the day based on sources and reflectors of light. Circle time - talking stick
http://readingwritingtrail.we
Formation of Shadows: ebly.com/uploads/1/4/6/2/1
Circle Time: Students to sit in a circle. They will use talking stick to take 4629060/talking_sticks_disc
turns and speak about formation of shadows. Teacher to also be part ussions.pdf
of the circle and moderate the discussion.
Mind mapping; Students to create a mind map by recalling all the
27 | T E A C H
information they have about shadow formation. They will use their Snow balls
notebooks to create the required mind map. Teacher to collect the https://www.usf.edu/atle/do
feedback. cuments/handout-
Snowballs: Teacher to ball up several blank pieces of paper and throw
them around the room. Each time a “snowball” lands on a desk, the
recipient must write three takeaways from today’s lesson about
shadow formation, taking care not to duplicate other ideas already on
this paper, and then throw it onward. After nine ideas are on each Focused listing
page, pause for students to debrief the pages in groups. https://www.usf.edu/atle/do
cuments/handout-
Inquiry Experiments: Students to work in groups to conduct inquiry. interactive-techniques.pdf
They will select any five objects to test; if they are good to form
shadows and can be used as plant shade. They will design their inquiry,
select the source of light and test it. They will note down the inquiry
details on workbook page no. 10.
Focused Listing: Students to list several ideas related to the main focus Beach Ball bingo
point i.e. materials that form good shadows e.g. why are few materials https://www.usf.edu/atle/do
cast better shadows than others etc. cuments/handout-
Beach Ball Bingo
Teacher to write questions or prompts onto all surfaces of a beach ball
28 | T E A C H
(or tape them on) based on formation of shadows e.g. Name any two
best material which form shadows and why? What happens when light
source is brought closer? When the next student catches the ball,
he/s/he answers one of the questions where fingers are touching the
ball.
Brain Break - Hot Potato: Students to gather in a circle and toss a

beanbag or tennis ball to each other while music plays. The player who Brain Break – hot potato
is holding the ‘hot potato’ when the music stops is out. The winner is https://www.teachstarter.co
announced when one player is left. m/au/blog/26-brain-break-
ideas-classroom/
Gallery Walk
Students to work in groups. They will prepare posters based on their
findings about materials in involved in shadow casting etc. All the
posters display around the room and each group will visit all posters.
Students to give their feedback using post-it notes.
Written Task: Students to individually complete the written task on Haiku

textbook page no.8 and 9. Teacher to facilitate during the task. https://www.usf.edu/atle/do
cums/handout-interactive-
Haiku: Students to write a haiku (a three-line poem: 5-syllables, then 7, techniques.pdf
then 5) on shadow formation, and then share it with others. They will
give feedback to each other.
29 | T E A C H
Home Task: Teacher to discuss homework on workbook page no. 11. Muddiest point
http://sjesweebly.weebly.co
Muddiest point m/uploads/9/2/2/3/9223579
Students to write the points which are not clear based on formation of /formative_assessment_docu
shadows. ment.pdf
Working of Mirrors:
IT Integration - Brainstorming
Teacher to use a digital tool to write the word ‘Mirror’. S/he will ask
students to use the same digital tool and write whatever comes to Brainstorming
their mind. www.milanote.com

working of mirror and its significance and encourages whole class to
participate in order to gauge their prior knowledge.
Whip Around: Teacher to give students a few seconds to think of their Whip around
answer to a question e.g. how images are formed on mirrors etc., and https://www.usf.edu/atle/do
then move around the whole class with each one giving their (one cuments/handout-
word?) answer. Disallow repeat answers (but do allow a “pass” if interactive-techniques.pdf
necessary).
Inquiry Experiment 1: Students in groups will conduct an inquiry. They
30 | T E A C H
will find out if mirrored images are back to front. They will place an
object in front of mirror and will first point out left of the object and
look in the mirror and then point right of the object and look in the
mirror. They will note down their findings on textbook page no. 11. Rotating chair
https://www.usf.edu/atle/do
Inquiry Experiment 2: Students to take two stars A and B. Starting with cuments/handout-
the first star A they will draw between two outer lines without interactive-techniques.pdf
touching the sides. They will then draw between two outer lines of star
B by only looking in the mirror and note down the difference between
star A and B. They will note down their findings on textbook page no.
11.
TRP
Rotating Chair: One volunteer student will take the microphone at a https://www.usf.edu/atle/do
time and talk about images on mirror, then calls on the next volunteer. cuments/handout-
Each subsequent speaker must summarize the previous one’s points, interactive-techniques.pdf
before adding original ideas.
Total Physical Response (TPR); Teacher to call out the statements like
Mirror is one of the best surfaces that reflect light etc. Students to
either stand or sit to indicate their binary answers, such as True/False. Brain Break – silent ball
https://www.teachstarter.co
Brain Break- Silent Ball: Teacher to find an area where s/he can safely m/au/blog/26-brain-break-
toss a ball around. No one can talk or make a sound – being silent is the ideas-classroom/
31 | T E A C H
aim of the game. The ball is tossed between classmates. Students Board of Art work
cannot throw the ball back to the person who threw it to them. If a https://www.usf.edu/atle/do
player misses the ball, talks or makes a bad pass, that student is out. cuments/handout-
The last two players are the champions. interactive-techniques.pdf
Board of Artwork: Teacher to post on Edmodo the collected drawings Virtual learning environment
of the concept students turned in earlier and create an opportunity for www.edmodo.com
discussion and debrief.
Practice Worksheet: Students to individually complete the worksheet

based on uses and working of mirrors. Teacher to facilitate during the Ask the winner
task. https://www.usf.edu/atle/do
cuments/handout-
Ask the Winner: Students to silently solve a problem based on how interactive-techniques.pdf
mirrors work, on the board. After revealing the answer, Teacher to
instruct those who got it right to raise their hands (and keep them
raised); then, all other students are to talk to someone with a raised
hand to better understand the question and how to solve it next time. Two star and one wish
Home Task: Teacher to discuss homework on workbook page no. 12. m/uploads/9/2/2/3/9223579
Two Stars and One Wish: Students to write any two point they learnt ment.pdf
from the lesson based on uses of mirrors and any one point they are
32 | T E A C H
not clear and want to know about.
More Uses of Mirrors:

Picture Prompt: Teacher to show enlarged images of different mirrors.
S/he will also show images of tall buildings and cars with mirrors. S/he
will ask questions based on uses of mirrors with reference to each
image e.g. why drivers use mirrors while driving, why do buildings have
mirrors inside and outside etc.
IT Integration – Padlet: Teacher to post a discussion point based on

different uses of mirrors and their significance on ‘Padlet’ wall. PADLET
Students to respond on the wall by sharing their own points and www.padlet.com
commenting on each other’s points.
True or False? Teacher to distribute index cards (one to each student)

on which is written a statement e.g. mirrors are used inside the
buildings to make their interior. Half of the cards will contain True or false
statements that are true, half false. Students to decide if theirs is one https://www.usf.edu/atle/do
of the true statements or not, using whatever means they desire. cuments/handout-
Variation: designate half the room a space for those who think their interactive-techniques.pdf
statements are true, and the other half for false.
33 | T E A C H
Inquiry Experiment: Students to work in groups and create a periscope
to see around the corners. They will follow the instructions on
workbook page no. 13 and test their periscopes.
Real World
Real World: Students to discuss in class how the topic ‘uses of mirrors’ https://www.usf.edu/atle/do
relates to a real-world application. Then let students write about this cuments/handout-
topic. Variation: ask them to record their answer on index cards. interactive-techniques.pdf
Socratic Questioning: Teacher to replace her exposition by peppering

students with questions e.g. how reflective surfaces can be a problem
etc., always asking the next question in a way that guides the Socratic Questioning
conversation toward a learning outcome (or major Driving Question) https://www.usf.edu/atle/do
that was desired from the beginning. Variation: A group of students cuments/handout-
writes a series of questions as homework and leads the exercise in interactive-techniques.pdf
class.
Brain Break- Heads and Tails: Students to stand in a group or at their

desks. The Teacher to call out true or false statements. If students think Brain Break- head and tail
the statement is true, then they put their hands on their heads. If they https://www.teachstarter.co
think that the statement is false, then they put their hands on their m/au/blog/26-brain-break-
bottoms. If their guess is incorrect, they must sit down. The last person ideas-classroom/
standing wins.
34 | T E A C H
IT Integration - Concept Cartoon: Students in pairs will use a digital Concept Cartoon
tool to create concept cartoon based on uses of mirror and their www.powtoon.com
significance. They will upload their concept cartoon on Edmodo and
will feedback to each other. Virtual learning environment
www.edmodo.com
Written Task: Students to complete the written on textbook page no.
13. Teacher to facilitate during the task.
Categorizing Grid
Categorizing Grid: Teacher to hand out rectangles divided into cells https://www.usf.edu/atle/do
and a jumbled listing of terms like mirror, image, etc. that need to be cuments/handout-
categorized by row and column. interactive-techniques.pdf
Home Task: Teacher to discuss homework on workbook page no. 14. List 3 things
List Three Things: Students to write any three points they learnt during m/uploads/9/2/2/3/9223579
the lesson based on uses of mirrors including periscope. /formative_assessment_docu
ment.pdf
Ray Diagram:
Make Them Guess: Teacher to begin the new lesson by asking an Make them guess
intriguing question like how light from moon travels to us (moon is just https://www.usf.edu/atle/do
a reflector not a source of light) etc., something that few will know the cuments/handout-
answer to (but should interest all of them). Accept blind guessing for a interactive-techniques.pdf
while before giving the answer to build curiosity.
35 | T E A C H
Think Pair Share: Teacher to share a statement e.g. if moon is not a Think pair share
source of light why does it look bright. Students to think individually http://www.eworkshop.on.ca
and then discuss with the partner. Pairs will then share their /edu/pdf/Mod08_think_pair_
understanding with whole class. share.pdf
Get One, Give One: Students to fold a piece of paper in half and write
“Give One” on one side and “Get One” on the other side. On the “Give
One” side, as they will write four insights from today’s lesson based on
how does light travel etc. Students to stand up and find a partner. Get one, give one
Each student shares one idea from their “Give One” side of the paper https://www.usf.edu/atle/do
and writes down one idea on the “Get One” side of the paper. Find a cuments/handout-
new partner until your “Get One” side of paper is full of new ideas! interactive-techniques.pdf
Inquiry experiment: Students to work in groups to conduct an inquiry.

They will make their ray box using a torch and a shoe box. They should
follow the instruction on textbook page no 15 and test their ray box by
using torch. Carousel Brainstorming
Carousel Brainstorming: Every student in the group will write out a cuments/handout-
problem statement based on travelling of light e.g. what are the interactive-techniques.pdf
examples from daily life that shows light travels in straight line, then
passes the paper to the student on the left. This student records one
possible answer or idea. At the signal, all papers shift to the left again,
36 | T E A C H
until the entire circle has seen each paper and they return to their Empty outlines
original owners. https://www.usf.edu/atle/do
cuments/handout-
Empty Outlines: Teacher to distribute a partially completed outline of interactive-techniques.pdf
today’s lesson about the concept of travelling of light and its ray
diagram and ask students to fill it in.
Brain Break – shuffle, shuffle,
Brain Break- Shuffle, Shuffle, Group! In this game, students shuffle group
around the classroom until the teacher says, “Groups of 5,” at which https://www.teachstarter.co
point the students must quickly group themselves into groups with the m/au/blog/26-brain-break-
correct number of people. Students who are left over must do three ideas-classroom/
jumping jacks before the next round starts. The teacher can call out
any number for the group size.
Empty table
Empty Table: Teacher to allot each group a blank table with headers in https://www.usf.edu/atle/do
place for rows and columns based on light rays, but interior cells are cuments/handout-
blank until the group fills them in. interactive-techniques.pdf
Written Task: Students to individually complete the written task on

textbook page no 15. Teacher to facilitate during the task. Things you know
Things You Know: Teacher to give an envelope to every student. Inside cuments/handout-
are cut-up strips of paper with the topic of light travelling they should interactive-techniques.pdf
37 | T E A C H
know about already. They divide into two piles: things they know well,
and things they need help with. Then they debrief with nearby
students on things any of them need help with.
Home Task: Teacher to discuss homework on workbook page no. 15. 3-2-1
3-2-1: Students to write any three points from the lesson based on m/uploads/9/2/2/3/9223579
travelling of light and its ray diagram they learnt well, any two points /formative_assessment_docu
which are not much clear and one point they want to ask. ment.pdf
Direction of Light Ray:

Fishbowl Activity: Students to sit in two circles i.e. inner and outer
circle. Students in inner circle will discuss about travelling of a light, if it Fish bowl
travels in straight line does it change its direction. Students to respond https://www.usf.edu/atle/do
on the basis of their prior knowledge and also their observations and cuments/handout-
experiences. Students in outer circle will listen attentively and take interactive-techniques.pdf
notes. One student from inner circle will keep on changing position
With any one student from outer circle.
Word of the day
Word of the Day: Teacher to select an important term from the lesson https://www.usf.edu/atle/do
e.g. incident ray, reflected ray etc. and highlight it throughout the cuments/handout-
lesson, working it into as many ways as possible. Challenge students to interactive-techniques.pdf
do the same in their interactive activities.
38 | T E A C H
IT Integration - Make it a Story: Teacher to encourage students to Make it a story
submit their group work as a comic based on direction change of light www.bitstory.com
rays to be created online.
Inquiry Experiment 1: Students in groups will work to conduct an

inquiry by using their ray boxes to draw ray diagram. They will draw
and label 3 different ray diagrams and measure the angle of incidence
and the angle of reflection. For details refer textbook page no. 16 and
17. Show and tell
https://www.upweegrow.co
Inquiry experiment 2: Students to work in groups to design and m/feats-techniques-teaching-
construct pinhole camera and observe the light travelling in straight tips-for-parents/show-and-
line and formation of image. They will follow the instructions on tell-scaffolding
workbook page no. 16 and note down their findings on the same page.
Show and Tell: Students to bring an object relevant to current

discussion of change of direction of light ray, and “display” it to the
class while talking about its properties
Town hall meeting
Town Hall Meeting: Teacher to abdicate the front of the room for a https://www.usf.edu/atle/do
student willing to speak out on a controversial subject, and when s/he cuments/handout-
is done with her comment, s/he selects the next speaker from the interactive-techniques.pdf
class.
39 | T E A C H
Brain Break - Timed Chatter: Teacher to allow the students to do what Brain Break – timed chatter
they are desperate to do. Set a 3-minute timer and allow the students https://www.teachstarter.co
to get up and talk to their friends. m/au/blog/26-brain-break-
ideas-classroom/
Question and Answer Cards: Teacher to make index cards for every
student in the class; half with questions about the lesson content i.e.
direction of light ray changes when it strikes a shiny surface etc.; half Question and answer cards
with the right answers. Shuffle the cards and have students find their https://www.usf.edu/atle/do
appropriate partner by comparing questions and answers on their own cuments/handout-
cards. interactive-techniques.pdf

textbook page no. 17. Teacher to facilitate during the task. Speed sharing
Speed Sharing: Students to write definitions and quiz questions, etc. cuments/handout-
about change of direction of a light ray while hitting a shiny surface on interactive-techniques.pdf
index cards and form two concentric circles, facing each other. For
thirty seconds (or 60), they share their knowledge with the person
opposite them. Then, the outer circle “rotates” so that everyone has a
new partner, and the sharing is repeated. This can be done until each
student has completed the circuit.
40 | T E A C H
Thumbs-up and Thumbs-down: Teacher to call out the statements e.g. Thumbs-up, thumbs-down
light travels in straight line etc. and if correct Students to thumb up and http://sjesweebly.weebly.co
incase incorrect, they will show thumbs down. m/uploads/9/2/2/3/9223579
Colours in Light: ment.pdf
Recall, Summarize, Question, Connect, and Comment: This method
has five steps to reinforce the previous lesson: Students to recall light
travels in straight line, it has ray of incidence and ray of reflection, etc. RSQCC
summarize it, phrase a remaining question, connect it to the class as a https://www.usf.edu/atle/do
whole and comment on that lesson. cuments/handout-
Think Pair Share: Teacher to share few statements like how many
colours you are aware of, why are some colours bright while other dark Think pair and share
or dull, why are some places coloured etc. Students to think http://www.eworkshop.on.ca
individually then discuss with partners and pair will share their /edu/pdf/Mod08_think_pair_
understanding with whole class. share.pdf
Trio Rotation; Students to be grouped into threes, and the groups will Trio rotation
be arranged into a large circle. Each team of three will work on a https://www.usf.edu/atle/do
problem about colours of different objects. Then, each team assigns a cuments/handout-
1, 2, and 3 number to each person. The 1’s stay put, but the 2’s rotate interactive-techniques.pdf
clockwise and the 3’s rotate counterclockwise. Newly formed teams
then work on a new problem.
41 | T E A C H
Inquiry Experiment 1: Students to conduct an inquiry in groups to
understand that few colours are absorbed by the object while rest is
reflected when white light hits a surface. They will make a colour wheel
and spin it and note down their observation on textbook page no. 18
and 19.
Inquiry Experiment 2: Students in groups will create shadow puppet

theatre. They will apply their learning of colour absorption and Who am I
reflection and use colour filter to observe. In groups, they will present https://www.usf.edu/atle/do
their stories in shadow puppet theatre. cuments/handout-
Who am I? Teacher to tape a term of the lesson e.g. reflection, on the
back of each student, out of view. Each student then wanders about
the room, posing yes/no questions to the other students in an effort to
guess the term on his own back. Socrative
www.socrative.com
IT Integration - Socrative: Teacher to post questions in Socrative
classroom based on colour absorption and reflection like why any
object appears black or why does any object appear white etc.
Brain Break – 5-4-3-2-2-1
Brain Break-5-4-3-2-1: In this simple game, students stand up and the https://minds-in-
teacher (or leader) has them do five different movements in bloom.com/20-three-minute-
descending order. For example the teacher would say: “Do five brain-breaks/
42 | T E A C H
jumping jacks, spin around four times, hop on one foot three times, Crossword puzzle
walk all the way around the classroom two times, give your www.eclipsecross.com
neighbor one high-five (pausing in between each task for students to
do it).
IT Integration - Crossword Puzzle: Students in pairs will use online tool Virtual learning environment
to create a crossword puzzle to review terms, based on the concept www.edmodo.com
‘Colours of light’. They will upload on Edmodo and will solve each
other’s puzzle.
Written Task: Students to individually complete written task on Bingo

textbook page no. 19. Teacher to facilitate during the task. https://www.bookwidgets.co
m/a/widgets/504621336887
IT Integration - Bingo: Students to fill out various answers about the 2960
concept of colours in light onto bingo sheets using digital tool. The first
with a whole row or column wins.
Home Task: Teacher to discuss homework on workbook page no. 18. Muddiest point
Muddiest Point: Students to write the points which are still not clear to m/uploads/9/2/2/3/9223579
them and will display on parking lot board. /formative_assessment_docu
ment.pdf
43 | T E A C H
Unit Review:
Unit Review Discussion: Teacher to generate a whole class discussion
based on light sources and its reflectors, light travels in straight line,
ray diagram is comprised of incident ray and reflective ray, how to
measure angle of incidence. S/he will address all the concerns
displayed on parking lot board. S/he will ensure each student’s
participation in the discussion.
Hot Seating: One volunteer group will be called to hot seat. Rest of the
class will ask questions based on whole unit; including light sources Hot seating
and its reflectors, light travels in straight line, ray diagram is comprised https://www.usf.edu/atle/do
of incident ray and reflective ray, how to measure angle of incidence cuments/handout-
Volunteer group will answer the questions. interactive-techniques.pdf
Role Play: Students in groups will prepare their role play based on the
concepts taught in the unit e.g. sources of light, colours of light,
reflection and light travelling etc. They will present their role plays in
front of whole class. Groups will provide feedback to each other. Key word splat
Key Word Splat: Teacher to write all the key terms on the board then m/uploads/9/2/2/3/9223579
two volunteer Students to be called to the board. Rest of the class will /formative_assessment_docu
ask questions from all the taught concepts of the unit Light. Volunteers ment.pdf
will identify the answers from the board.
44 | T E A C H
Brain Break - Trading Places; Students to stand behind their pushed-in Brain Break – trading places
chairs. Call out a trait, and everyone who has that trait must change https://minds-in-
places with someone else (students who do not have the trait stay bloom.com/20-three-minute-
where they are). Examples: “Everyone with curly hair.” “Everyone who brain-breaks/
ate cereal for breakfast.” “Everyone who is wearing stripes.”
Jigsaw Reading: Students to be provided small pieces of information Jigsaw Reading

about the concepts taught in the unit of light. They will share their https://www.readingrockets.
reading with each other. org/strategies/jigsaw

textbook page 20 and 21. Teacher to facilitate during their
independent task.
Pictionary: Students in groups will play it. Each member will pick one
card. First one will draw the term mentioned on the card e.g. reflection
etc. and rest of the group member will guess it. They will then switch
their roles.
Instruction for homework: Teacher to discuss homework on workbook

page 19.
45 | T E A C H
Exit Ticket: Students to fill up their exit ticket by mention the key Exit ticket
learning points from the unit of light. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Scrabble: Students in groups will play scrabble. They will use the /formative_assessment_docu
vocabulary from the unit light e.g. reflector, incident, ray etc. ment.pdf
Scrabble
46 | T E A C H
First Term
Topic/Unit Shadows Duration 4 weeks
No of Lessons 24 Text Book Pages 120 - 139
PBL Title (if any)
By the end of the unit, Transparent and Opaque Materials: Teaching Resource/s Students will be
students will be able to Entry Tickets: Students to fill the entry tickets by sharing their Entry Ticket assessed through
knowledge about the materials light can travel through. They will http://sjesweebly.weebly.co
• identify objects as display their tickets on parking lot board. m/uploads/9/2/2/3/9223579 • classroom
opaque, transparent and /formative_assessment_docu response
translucent Circle Time: Students to sit in a circle. They will use talking stick to take ment.pdf • jottings
• sort objects as opaque, turn and speak. They will talk about the terms opaque, transparent and • anecdotal
transparent and translucent material. They will discuss light can pass through which Circle time - talking stick records
translucent material. Teacher to also be part of the circle and will moderate the http://readingwritingtrail.we • participation in
• describe how shadows discussion. ebly.com/uploads/1/4/6/2/1 ICT activities
are formed 4629060/talking_sticks_discu • participation in
• explore the materials Empty Outlines: Teacher to distribute a partially completed outline of ssions.pdf Hands on
that form shadows today’s lesson and ask students to fill it in. e.g. captions of transparent, activities
• identify the relationship translucent and opaque and Students to fill up the examples. Empty outlines • responses on
between size of shadow https://www.usf.edu/atle/do Worksheets
and distance from source Inquiry experiment: Students in groups will conduct the inquiry based cuments/handout- • responses on
of light on opaque, transparent and translucent material. They will be provided interactive-techniques.pdf written
• investigate the pattern with number of objects. First, they will predict and then test, if can see assignments
47 | T E A C H
of shadows in relation through. They will note down the results in a tabular form in the • participation in
with distance from the investigation book. presentations
source
• find patterns of the size Gallery Walk: Students in groups will prepare their posters on their
and position of shadows findings about three type of materials i.e. transparent, translucent and
throughout the day opaque, their properties and examples. They will display their posters
• relate the size and around the room and will visit each presentation. Groups will share
position of the shadow their feedback using post-it notes.
with the time of the day
• identify the term Light Beach Ball Bingo: Teacher to write questions or prompts onto all Beach ball bingo
Intensity surfaces of a beach ball (or tape them on) e.g. Name the material https://www.usf.edu/atle/do
• explore the method of which allows lot of light to pass through it etc. When the next student cuments/handout-
measurement of light catches the ball, s/he answers one of the questions where fingers are interactive-techniques.pdf
intensity touching the ball.
• find out the uses of light
meter Brain Break - Dance Off: Teacher to choose an age appropriate song
• identify the units of light for the class. S/he will play the music and have the students dance. Brain Break – dance off
intensity When the music stops, Students to have to freeze. Whoever moves, is https://www.teachstarter.co
out. Teacher will keep playing until there is one person left. Those m/au/blog/26-brain-break-
students, who are out, help spot students who move when the music is ideas-classroom/
off.
48 | T E A C H
Haiku: Students to write a haiku (a three-line poem: 5-syllables, then 7, Haiku
then 5) on a topic of three type of materials i.e. transparent, https://www.usf.edu/atle/do
translucent and opaque, and then share it with others. cuments/handout-
Written Task: Students to individually complete the written task from
textbook page no. 122- 123 and workbook page no. 78. One minute summary
Home Task: Teacher to discuss homework on workbook page no.79. m/uploads/9/2/2/3/9223579
One-minute summary: Students to write a short statement about the ment.pdf
learning of the day based on transparent, translucent and opaque
materials. Think pair and share
http://www.eworkshop.on.ca
Shadow Formation: /edu/pdf/Mod08_think_pair_
Think Pair Share: Teacher to share a statement based on shadow share.pdf
formation e.g. why does some material have better shadows than
others? etc. Students to think individually and then discuss with the Word cloud guessing
partners. Pairs will share their understanding with whole class. https://www.usf.edu/atle/do
cuments/handout-
Word Cloud Guessing: Teacher to continue the lesson by showing interactive-techniques.pdf
them a word cloud on the topic of shadow formation, using an online
generator; Wordle to paste a paragraph, and challenge students to Woodle
elaborate. www.wordle.com
49 | T E A C H
Board of Artwork: Teacher to post on Edmodo the collected drawings Board of Art work
those students turned in earlier about shadows and creates an https://www.usf.edu/atle/do
opportunity for discussion. cuments/handout-
Inquiry Experiment 1: Students to work in groups. They will test
different materials if they make shadows. First, they will predict and
then test each provided material (transparent, translucent and Virtual learning environment
opaque). They will note down the results in their notebook. www.edmodo.com
Ask the Winner: Teacher to ask students to silently solve a problem

based on formation of shadows e.g. what is the feature of a material Ask the winner
which produces best shadows, etc. After revealing the answer, s/he will https://www.usf.edu/atle/do
instruct those who got it right to raise their hands (and keep them cuments/handout-
raised); then, all other students are to talk to someone with a raised interactive-techniques.pdf
hand to better understand the question and how to solve it next time.
Pass the Chalk: Teacher to provide chalk or a soft toy; whoever has it Pass the chalk
must answer the next question e.g. what the uses of opaque material https://www.usf.edu/atle/do
are, and they pass it on to the student of their choice. cuments/handout-
Inquiry Experiment 2: Students to work in groups and will test
materials as best sunshades. They will use a light source as sun. This
will be conducted as fair test and will begin with prediction. Results will
50 | T E A C H
be noted down in their notebooks and will be compared with the
prediction.
Brain Break- Hot Potato: Students to gather in a circle and toss a Brain Break
beanbag or tennis ball to each other while music plays. The player who https://www.teachstarter.co
is holding the ‘hot potato’ when the music stops is out. The winner is m/au/blog/26-brain-break-
announced when one player is left. ideas-classroom/
True or False? Teacher to distribute index cards (one to each student)

on which is written a statement e.g. Transparent materials produce
best shadows etc. Half of the cards will contain statements that are True or false
true, half false. Students decide if theirs is one of the true statements https://www.usf.edu/atle/do
or not, using whatever means they desire. Variation: designate half the cuments/handout-
room a space for those who think their statements are true, and the interactive-techniques.pdf
other half for false.

textbook page no. 124-125. Teacher to facilitate during the task. Muddiest point
Muddiest Point: Students to write the points of the lesson which are ment.pdf
not clear to them. Teacher to address the concerns.
51 | T E A C H
Shadows for Fun:
Whole Class Discussion: Teacher to generate a discussion about using
shadows for fun and will encourage students to participate. S/he will
ask them to share if they have played shadow games.
IT Integration - Mind mapping: Students in pairs will create mind map Mind mapping
based on different shadow games and ideas for fun with shadows. www.mindmup.com
Teacher to show their mind maps on multimedia and take responses
from whole class.
Real World
Real World: Students to discuss in class how the topic of shadows https://www.usf.edu/atle/do
relates to a real-world application. Then Students to write about this cuments/handout-
topic. Variation: Teacher to ask them to record their answer on index interactive-techniques.pdf
cards
Inquiry experiment - Shadow game: Teacher to provide torch to

students and will make room completely dark. Students to see
shadows of different objects and on their turn, they will describe the
object without looking at that object.
Inquiry Experiment - shadow puppets: Students in groups will prepare

their own shadow puppets and present their shadow puppets in front
of whole class.
52 | T E A C H
Inquiry Experiment-Silhouettes: Students in pairs will form their Categorizing grid
silhouettes using torch and pasting a paper o wall to be used for https://www.usf.edu/atle/do
drawing. cuments/handout-
Categorizing Grid: Teacher to hand out rectangles divided into cells
and a jumbled listing of terms about shadows and their application that
need to be categorized by row and column. TRP
Total Physical Response (TPR): Teacher to call out the statement based cuments/handout-
on shadow formation and Students to either stand or sit to indicate interactive-techniques.pdf
their binary answers, such as True/False.
Brain Break - Silent Ball: Teacher to find an area where s/he can safely Brain Break – silent ball
toss a ball around. No one can talk or make a sound – being silent is the https://www.teachstarter.co
aim of the game. The ball is tossed between classmates. Students m/au/blog/26-brain-break-
cannot throw the ball back to the person who threw it to them. If a ideas-classroom/
player misses the ball, talks or makes a bad pass, that student is out.
The last two players are the champions.
Get one Give one
Get One, Give One https://www.usf.edu/atle/do
Students to fold a piece of paper in half and write “Give One” on one cuments/handout-
side and “Get One” on the other side. On the “Give One” side, they will interactive-techniques.pdf
write four insights from today’s lesson based on shadow games. They
53 | T E A C H
will stand up and find a partner. Each student shares one idea from
their “Give One” side of the paper and writes down one idea on the
“Get One” side of the paper. Find a new partner until your “Get One”
side of paper is full of new ideas!
Written Task: Students to individually complete the written task on Two star, one wish
textbook page 127. Teacher to facilitate during the task. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Home Task: Teacher to discuss homework on workbook page no. 81. /formative_assessment_docu
ment.pdf
Two Star, One Wish: tudents to write two learning point from the
lesson and any one point which is not clear to them.
Size of Shadows: Brainstorming

IT Integration- - Brainstorming: Teacher to use digital tool to www.milanote.com
brainstorm about ‘size of shadow’ and invite students to use tool to
share their ideas about, how can it be changed or if it always be
remaining same etc. S/he will generate a discussion on the basis of
their responses. Hot seating
Hot Seating: One volunteer group will be called to the hot seat. Rest of cuments/handout-
the class will ask questions based on factors affecting size of shadows interactive-techniques.pdf
and volunteer group will answer.
54 | T E A C H
Empty Table: Teacher to allot each group a blank table with headers Empty table
based on size of shadow in place for rows and columns, but interior https://www.usf.edu/atle/do
cells are blank until the group fills them in. cuments/handout-
Inquiry Experiment 1: Students in groups will conduct the inquiry to
find the size of shadow by placing an object at different distances from
the source of light. They will fix a screen and a torch then measure the
size of the shadow by placing the object at 20cm, 30cm, 40cm and
50cm away from the source of light. They will record their findings in
tabular form in their notebooks.
Inquiry Experiment 2: Students in groups will conduct the inquiry

based on the size of a shadow in relation with size of objects. They will
take objects of two different sizes and by placing in front of light source
they will measure the size of shadow. They will note down their
findings on workbook page no. 82.
Things You Know: Teacher to give an envelope to every student. Inside Things you know
are cut-up strips of paper with the topic of size of shadow they should https://www.usf.edu/atle/do
know about already. They divide into two piles: things they know well, cuments/handout-
and things they need help with. Then they debrief with nearby interactive-techniques.pdf
students on things any of them need help with.
55 | T E A C H
Town Hall Meeting: Teacher to abdicate the front of the room for a Town hall meeting
student willing to speak out on the topic of factors affecting size of https://www.usf.edu/atle/do
shadow, and when s/he is done with her comment, s/he selects the cuments/handout-
next speaker from the class. interactive-techniques.pdf
Brain Break- Heads and Tails: Students to stand in a group or at their

desks. The Teacher to call out true or false statements. If students think Brain Break- heads and tail
the statement is true, then they put their hands on their heads. If they https://www.teachstarter.co
think that the statement is false, then they put their hands on their m/au/blog/26-brain-break-
bottoms. If their guess is incorrect, they must sit down. The last person ideas-classroom/
standing wins.
IT Integration - Make it a Story: Teacher to encourage students to Make it a story

submit their group task based on factors affecting shadow size as a www.bitstory.com
comic created online.
Written Task: Students to individually complete the written task on Toss and commit
textbook page no. 129.Teacher to facilitate them during the task. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Home Task: Teacher to discuss homework on workbook page no. 83. /formative_assessment_docu
ment.pdf
Toss and Commit: Students to write a learning point on a piece of
paper and crumple it in a ball. All the Students to throw their paper
56 | T E A C H
balls in a bucket. Then each student will pick one paper ball and read
this is how a discussion will be generated.
Tracking of Moving Shadows: Fish bowl

Fish Bowl Activity: Students to sit in two circles i.e. inner circle and https://www.usf.edu/atle/do
outer circle. Students in inner circle will discuss about their observation cuments/handout-
of apparent movement of shadows throughout the day and their interactive-techniques.pdf
reasons in their opinion. Students in outer circle will listen attentively
and take notes. Students from inner circle will keep on changing their
seat with one person from outer circle and this is how everyone will get Padlet
a chance to speak. www.padlet.com
IT Integration – Padlet: Teacher to post a statement on PADLET wall

based on the reasons of movement of shadows or if it is real or an
illusion etc. and will share the link with students. They will respond to Show and tell
the statement and will share their ideas. https://www.upweegrow.co
m/feats-techniques-teaching-
Show and Tell: Students to bring an object relevant to current tips-for-parents/show-and-
discussion about size of shadow, and “display” it to the class while tell-scaffolding
talking about its properties if it can produce large or dark shadow etc.
Inquiry Experiment 1: Students to conduct an inquiry in a group. They

will go out and will observe the size, shape and darkness of their
57 | T E A C H
shadows, they will note it down for different part of the day and even
for many days and months. They will note down for a longer period in
form of table in their notebooks.
Whole Class Feedback: Teacher to collect feedback from all the groups
regarding their results and conclusion based on movement of shadows.
Inquiry Experiment 2: Students to go outside and will play Shadow

hide and seek. One person will be seeker and rest of the class will hide
them and only their shadows will be visible. Seeker will identify them
through their shadows. They will take turns to be seeker and hider.
Question and Answer Cards: Teacher to make index cards for every Question and answer cards
student in the class; half with questions about features of a shadow if https://www.usf.edu/atle/do
we bring an object close to source of light its shadow will be, etc.; half cuments/handout-
with the right answers. Shuffle the cards and have students find their interactive-techniques.pdf
appropriate partner by comparing questions and answers on their own
cards.
Three part interview
Three Part Interview: Teacher to pose the following question to the https://www.usf.edu/atle/do
entire class: “What do you think is the main reason related to change in cuments/handout-
size, shape and colour of a shadow.” Choose the student with the interactive-techniques.pdf
birthday closest to today’s date and have them stand and share their 3
58 | T E A C H
responses to the question for one minute. Move clockwise around the
room until all have shared.
Brain Break- Shuffle, Shuffle, Group! In this game, students shuffle Brain Break – shuffle, shuffle,
around the classroom until the teacher says, “Groups of 5,” at which group
point the students must quickly group themselves into groups with the https://www.teachstarter.co
correct number of people. Students who are left over must do three m/au/blog/26-brain-break-
jumping jacks before the next round starts. The teacher can call out ideas-classroom/
any number for the group size.
Speed Sharing: Students to write statements and questions based on

features of shadows, etc. on index cards and form two concentric Speed sharing
circles, facing each other. For thirty seconds (or 60), they share their https://www.usf.edu/atle/do
knowledge with the person opposite them. Then, the outer circle cuments/handout-
“rotates” so that everyone has a new partner, and the sharing is interactive-techniques.pdf
repeated. This can be done until each student has completed the
circuit.

text book page no. 131. Teacher to facilitate during the task.
59 | T E A C H
List Three Things: Students to write any three learning points from the List 3 things
lesson based on movement of shadows on a piece of paper and will http://sjesweebly.weebly.co
paste it in their notebooks. m/uploads/9/2/2/3/9223579
Shadows as Time Teller: ment.pdf
different sizes of shadow at different hour of the day. S/he will
encourage all students to participate in the discussion and share their
own observations and experiences. Snowball discussion
Snowball Discussions: Students to form pairs and respond to a cuments/handout-
discussion question posed by the teacher e.g. does a shadow always interactive-techniques.pdf
remain same throughout the day etc. After a few moments, pairs join
together to form groups of 4 and share their ideas. Groups of 4 then
join to create groups of 8, and so forth until the entire class is engaged
in discussion. Trio Rotation
Trio Rotation: Students to be grouped into threes and groups will be cuments/handout-
arranged into a large circle. Each team of three works on a problem interactive-techniques.pdf
based on sizes of shadows in different hour of the day and reasons
related to it. Then, each team assigns a 1, 2, and 3 number to each
person. The 1’s stay put, but the 2’s rotate clockwise and the 3’s rotate
counterclockwise. Newly formed teams then work on a new problem
60 | T E A C H
based on the same concept.
Inquiry Experiment 1: Students to work in groups. They will place a

stick on a flat surface and will mark its shadow with a chalk after every
hour. They will observe the difference in size and direction of shadow
and will observe that shortest shadow is at midday. They will record
the results in tabular form in their notebook and conclude their
findings on the textbook page no. 132.
Inquiry Experiment 2: Students to go outside and work in pairs. One

will stand and other partner will draw his/her feet with the help of
chalk. They will do the same exercise after every hour and will note
down the difference.
Hands-on Activity – Sundial: Students in groups will make a Sundial.

They will push through the center of a paper plate and write the time
for e.g. 12 at the edge of the plate and will draw a line from the centre
to the number. They will take the plate outside and adjust the shadow
of the place on the line drawn. After every hour they will observe the
shadow and will draw the lines and predict for the next hour. They will
finally predict for the next morning.
61 | T E A C H
Wheel in a Wheel; Half of the class will form a circle facing outward. Wheel in a wheel
Then have the other half of the class form a circle around those https://www.usf.edu/atle/do
students, facing inward, so that they are facing one of the students in cuments/handout-
the inner circle. The inner circle remains seated throughout the interactive-techniques.pdf
exercise, while the outer circle rotates to the right, one person at a
time. With each new pairing Teacher to provide a discussion question Focused Listing
based on time telling through shadows e.g. why size of the shadow in https://www.usf.edu/atle/do
sun change after every hour does etc. that will help the students get to cuments/handout-
know one another. Make sure both partners have time to share. interactive-techniques.pdf
Focused Listing: Students to list several ideas related to the main focus Brain Break – timed chatter
point i.e. how shadows tell us time. Teacher to take random feedback https://www.teachstarter.co
from the class. m/au/blog/26-brain-break-
ideas-classroom/
Brain Break - Timed Chatter: Teacher to allow the students to do what
they are desperate to do. Set a 3-minute timer and allow the students Crossword puzzle
to get up and talk to their friends. www.eclipsecross.com
IT Integration - Crossword Puzzle: Students to create a crossword Virtual learning environment

puzzle using online software to review terms based on time telling www.edmodo.com
through shadows. They will upload their puzzles on Edmodo and will
solve each other’s puzzles.
62 | T E A C H
textbook page no. 133. Teacher to facilitate them during the task. 3-2-1
3-2-1: Students to write 3 learning points from the lesson, two points ment.pdf
they are not much clear and 1 point they want to know.
Measurement of Light Intensity: Circle time - talking stick

Elicitation: Teacher to ask focused questions based on brightness of http://readingwritingtrail.we
light e.g. do all sources of light has same brightness? Why or why not. ebly.com/uploads/1/4/6/2/1
Teacher to ask from the whole class randomly. 4629060/talking_sticks_disc
ussions.pdf
Circle Time: Students to sit in a circle. They will use talking stick to take
turn and speak. They will recall and discuss the brightness of different
sources.
Who am I
Who am I? Teacher to tape a term based on brightness of light on the https://www.usf.edu/atle/do
back of each student, out of view. Each student then wanders about cuments/handout-
the room, posing yes/no questions to the other students in an effort to interactive-techniques.pdf
guess the term on his own back.
63 | T E A C H
Inquiry Experiment: Students in groups will conduct the inquiry to
measure the amount of light; a calculator needs to work. They will type
number and will cover solar panel of calculator with a tissue paper.
They will keep on adding up the layer of tissue paper and will observe if
it is still working. They will note down the findings in their notebook.
Design Thinking - Design an inquiry: Students in groups will design an

inquiry experiment. They will decide for the resources and procedure
to compare light intensity of sun, candle and torch. They will write their
inquiry plan in their notebooks.
IT Integration – Socrative: Teacher to post questions in ‘Socrative’ Socrative

classroom based on different level of brightness of light in different www.socrative.com
sources of light. Students to answer the questions and Teacher to
provide immediate feedback.
Whip Around: Teacher to give students a few seconds to think of their

answer to a question e.g. why do different objects have different light Whip Around
intensities? Then move around the whole class with each one giving https://www.usf.edu/atle/do
their (one word?) answer. Repeat answers will be disallowed (but do cuments/handout-
allow a “pass” if necessary). interactive-techniques.pdf
64 | T E A C H
Brain Break- 5-4-3-2-1: In this simple game, students stand up and the Brain Break – 5-4-3-2-1
teacher (or leader) has them do five different movements in https://minds-in-
descending order. For example the teacher would say: “Do five bloom.com/20-three-minute-
jumping jacks, spin around four times, hop on one foot three times, brain-breaks/
walk all the way around the classroom two times, give your
do it).
Pictionary: Students to play it in groups. Each member will pick one

card where key terms of the lesson e.g. light intensity, light energy etc. Pictionary cards
are mentioned on the cards. One member will draw the term
mentioned on his/her card and rest of the members will guess the
term. They will then switch the roles.

textbook page no. 134-135. Teacher to facilitate them during the task.
Ping pong
Home Task: Teacher to discuss homework on workbook page no. 88. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Ping pong: Teacher to ask one question e.g. define the term light /formative_assessment_docu
intensity etc. whoever will answer the question will then ask a question ment.pdf
from another student and this will go on until all students answer once
and will ask one question.
65 | T E A C H
Brightness of Light: Think pair and share
Think Pair Share: Teacher to call out a statement e.g. what would http://www.eworkshop.on.ca
happen if light cannot be measured etc. Students to think individually. /edu/pdf/Mod08_think_pair_
Then discuss with the partner and pair will share with whole class. share.pdf
Active Listening: A time slot of four minutes will be given to each pair
discussion. First partner will speak for first two minutes and the other
will listen attentively and will take notes then will switch the roles in
next 2 minutes. Press conference
Press Conference - Guest Speaker: A guest speaker will be invited, and cuments/handout-
class will be run like a press conference, with a few prepared remarks interactive-techniques.pdf
based on light intensity and its measurement and then fielding
questions from the student audience.
Inquiry Experiment: Students in groups will study different provided

tables and will identify light intensities for different activities; they will
also study if distance from light source will also affect the intensity of
light. They will make bar/line graphs for the provided table.
Role Play: Students in groups will prepare a role play to present their
understanding based on intensity of light and significance of its
measurement. Each group present its role play in front of whole class
66 | T E A C H
and rest of the groups will give their feedback. Rotating chair
Rotating Chair: One volunteer will take the microphone at a time and cuments/handout-
will talk about intensity of light, how it can be measured what is the interactive-techniques.pdf
unit etc. then calls on the next volunteer. Each subsequent speaker
must summarize the previous one’s points (or, if desired, ALL the
speakers thus far) before adding original ideas.
Brain Break- trading places
Brain Break - Trading Places: Students to stand behind their pushed-in https://minds-in-
chairs. Teacher to call out a trait, and everyone who has that trait must bloom.com/20-three-minute-
change places with someone else (students who do not have the trait brain-breaks/
stay where they are). Examples: “Everyone with curly hair.” “Everyone
who ate cereal for breakfast.” “Everyone who is wearing stripes.”
Jigsaw Reading
Jigsaw Reading: Students in groups will read a piece of information https://www.readingrockets.
based on intensity of light, its unit and its significance. Each group will org/strategies/jigsaw
read a different and they will compile it through whole class discussion.
Written Task: Students to individually complete the written task on Muddiest point
textbook page no. 137. Teacher to facilitate during the task. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Muddiest Point: Student will write a statement of the point which was /formative_assessment_docu
not clear. Teacher to address the concerns on spot. ment.pdf
67 | T E A C H
Unit Review: Circle time - talking stick
Circle Time: Students to sit in a circle. They will use a talking stick to http://readingwritingtrail.we
take turn and speak. Students to discuss all the topics taught in the unit ebly.com/uploads/1/4/6/2/1
e.g. the materials that allow light to pass through, how shadows are 4629060/talking_sticks_disc
formed, how light intensity is measured, etc. ussions.pdf
Carousel Brainstorming: Every student in the group will write out a Carousel Brainstorming
problem statement based on the subtopics of the unit light, then https://www.usf.edu/atle/do
passes the paper to the student on the left. This student records one cuments/handout-
possible answer or idea. At the signal, all papers shift to the left again, interactive-techniques.pdf
until the entire circle has seen each paper and they return to their
original owners. Socratic Questioning
Socratic Questioning: Teacher to replace her exposition by peppering cuments/handout-
students with questions from whole unit e.g. what are the materials interactive-techniques.pdf
which form best shadows, what is the purpose of measuring light,
name the unit in which intensity of light is measured etc. always asking Key word splat
the next question in a way that guides the conversation toward a http://sjesweebly.weebly.co
learning outcome (or major Driving Question) that was desired from m/uploads/9/2/2/3/9223579
the beginning. Variation: A group of students writes a series of /formative_assessment_docu
questions as homework and leads the exercise in class. ment.pdf
Key Word Splat: Teacher to write all the key terms from the unit of
68 | T E A C H
shadows. Two volunteer Students to be called at the board. Rest of the
class will ask the questions and volunteer swill identify the answers
from the terms written on the board.
Brain Break-5-4-3-2-1: In this simple game, students stand up and the Brain Break- 5-4-3-2-1
teacher (or leader) has them do five different movements in https://minds-in-
descending order. For example the teacher would say: “Do five bloom.com/20-three-minute-
jumping jacks, spin around four times, hop on one foot three times, brain-breaks/
walk all the way around the classroom two times, give your
do it).
Exit ticket
Written Task: Students to individually complete the written task on http://sjesweebly.weebly.co
textbook page no. 138 and 139 based on all the concepts taught in the m/uploads/9/2/2/3/9223579
unit of shadows. Teacher to facilitate during the task. /formative_assessment_docu
ment.pdf
Exit ticket: Students to fill up their exit tickets by writing at least three
learning points from the unit.
Scrabble
Scrabble: Students to play scrabble using all the key terms learnt in the
unit of shadows.
69 | T E A C H
First Term
Topic/Unit Reinforcement Duration 2 weeks
No of Lessons 12 Text Book Pages NA
PBL Title (if any)
By the end of the unit, Seed Germination: Teaching Resource/s Students will be
students to be able to Circle Time: Students to sit in a circle. They will use talking stick to take Circle time - talking stick assessed through
turns and speak about process of germination. Teacher to also be part http://readingwritingtrail.we
revisit all the concepts of the circle and s/he will moderate the discussion. ebly.com/uploads/1/4/6/2/1 • classroom
learnt in the term 4629060/talking_sticks_discu response
IT Integration - Mind mapping: Students to use digital tool to create ssions.pdf • jottings
mind map based on germination. • anecdotal
records
Beach Ball Bingo: Teacher to write questions onto all surfaces of a Mind mapping • participation in
beach ball (or tape them on) about process of germination and factors www.mindmup.com ICT activities
affecting germination etc. When the next student catches the ball, • participation in
he/s/he answers one of the questions where fingers are touching the Hands on
ball Beach ball bingo activities
https://www.usf.edu/atle/do • responses on
Practice Worksheet: Students to individually complete the worksheet cuments/handout- Worksheets
based on the concept of shadow formation. Teacher to facilitate them interactive-techniques.pdf • responses on
during the task. written
assignments
70 | T E A C H
One-minute Summary: Students to write a short statement about One-minute summary • participation in
learning of the day. http://sjesweebly.weebly.co presentations
m/uploads/9/2/2/3/9223579
Role of Light and Water in Plant Growth: /formative_assessment_docu
Think Pair Share: Students to think individually about the role of water ment.pdf
and sunlight in plant growth. They will discuss with their partner and
then pairs will share their learning with whole class. Think pair and share
http://www.eworkshop.on.ca
Elicitation: Teacher to ask focused questions about role of sunlight and /edu/pdf/Mod08_think_pair_
water in plant growth. S/he will encourage all students to recall their share.pdf
previous learning and participate in the discussion.
Pass the chalk
Pass The Chalk: Teacher to provide chalk or a soft toy; whoever has it https://www.usf.edu/atle/do
must answer the next question based on significance of sunlight and cuments/handout-
water in plant growth, and they pass it on to the student of their interactive-techniques.pdf
choice.
Muddiest point
Practice Worksheet: Students to individually complete the worksheet http://sjesweebly.weebly.co
based on the concept of role of water and sunlight in plant growth. m/uploads/9/2/2/3/9223579
Teacher to facilitate them during their independent task /formative_assessment_docu
ment.pdf
Muddiest Point: Students to write a short statement from the lesson
which is not clear to them. Teacher to address their concerns.
71 | T E A C H
Sources and Reflectors of Light: Fish bowl activity
Fish bowl Activity: Students to sit in two circles i.e. inner and outer. https://www.usf.edu/atle/do
Students in inner circle will discuss the topic of sources and reflectors cuments/handout-
of light. They will share the examples and also point out the common interactive-techniques.pdf
misconceptions. Students in outer circle will listen attentively and will
take notes. One student from inner circle will keep on changing
position with a student from outer circle so everyone will get a chance Padlet
to speak. www.padlet.com
IT Integration - Padlet Teacher to post a discussion statement about

sources and reflectors of light on PADLET wall. S/he will share the link TRP
with the students, and they will share their ideas on the same. https://www.usf.edu/atle/do
cuments/handout-
Total Physical Response; Teacher to call out a statement based on interactive-techniques.pdf
sources and reflectors of light and Students to either stand or sit to
indicate their binary answers, such as True/False.
List 3 things
Practice Worksheet: Students to individually complete the Worksheet http://sjesweebly.weebly.co
based on the concept of sources and reflectors of light. Teacher to m/uploads/9/2/2/3/9223579
facilitate them during the task. /formative_assessment_docu
ment.pdf
List Three Things: Students to write any three learning points from the
lesson based on sources and reflectors of light and paste it in the
72 | T E A C H
notebooks. Snow ball discussion
Journey of Light: cuments/handout-
Whole Class Discussion: Teacher to generate a discussion based on interactive-techniques.pdf
how light travels and reaches us. S/he will encourage all students to
participate in the discussion, recall their previous learning and ask
questions from each other.
Snow Ball Discussion: Students to form pairs and respond to a

discussion question based on light travelling and its ray diagram posed
by the teacher. After a few moments, pairs join together to form
groups of 4 and share their ideas. Groups of 4 then join to create
groups of 8, and so forth until the entire class is engaged in discussion.
Socrative
IT Integration –Socrative: Teacher to pose questions based on www.socrative.com
travelling of light and its ray diagram on her Socrative classroom.
Students to attempt the questions and Teacher to immediately share
the feedback.
Practice Worksheet: Students to individually complete the Worksheet

based on the concept of travelling of light ray. Teacher to facilitate
them during the task.
73 | T E A C H
3-2-1: Student will write three points from the lesson they have learnt, 3-2-1
any two points which are not clear to them and anyone point which http://sjesweebly.weebly.co
they want to ask. m/uploads/9/2/2/3/9223579
Shadow Formation: ment.pdf
IT Integration – Brainstorming: Teacher to use digital tool to write the
word ‘shadow formation’ and encourage students to give responses
using the same tool. A discussion will be generated.
Gallery Walk: Students in groups will prepare their posters based on Brainstorming
how shadows are formed. They will display their posters around the www.milanote.com
room and will visit each. They will give feedback to each poster using
post-it notes.
Socratic Questioning: Teacher to replace her exposition by peppering

students with questions based on shadow formation e.g. How are Socratic questioning
shadows formed etc., always asking the next question in a way that https://www.usf.edu/atle/do
guides the conversation toward a learning outcome (or major Driving cuments/handout-
Question) that was desired from the beginning. Variation: A group of interactive-techniques.pdf
students writes a series of questions as homework and leads the
exercise in class.
74 | T E A C H
Practice Worksheet: Students to individually complete the worksheet
based on the concept of shadow formation. Teacher to facilitate them
during the task.
Two Star, One Wish: Students to write two learning points from the Two star one wish
lesson and one point they could not understand. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Measurement of Light Intensity: /formative_assessment_docu
Elicitation: Teacher to ask focused questions based on intensity of light ment.pdf
for e.g. why is it important to measure intensity of light accurately.
S/he will encourage whole class to participate and respond to the
questions.
Round Robin
Round Robin: Students to work in groups about techniques to measure https://www.usf.edu/atle/do
light intensity, its unit and its significance. Two of the members will cuments/handout-
stay on their stations while rest two will visit all the other groups and interactive-techniques.pdf
will collect information. On return to their original station they will
share collected information with the staying members.
Town Hall Meeting: Teacher to abdicate the front of the room for a Town hall meeting
student willing to speak out about measurement of light intensity, and https://www.usf.edu/atle/do
when s/he is done with her comment and selects the next speaker cuments/handout-
from the class. interactive-techniques.pdf
75 | T E A C H
Practice Worksheet: Students to individually complete the worksheet Toss and commit
based on the concept of intensity of light. Teacher to facilitate them http://sjesweebly.weebly.co
during the task. m/uploads/9/2/2/3/9223579
Toss and Commit: Students to write a statement about their learning ment.pdf
of the day and will crumple the paper into a ball. They will throw this
paper ball in to a bucket. Now each student will pick one paper ball and
will read aloud.
76 | T E A C H

Grade 5 Overview

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Overview Sheet – Science

Class 5 – First Term

States of Matter: Online game – states of

Practice Worksheet: Students to complete a Worksheet, independently, Brain Breaks – Shuffle,

Speed Dating: Students write definitions, concepts, quiz questions, etc.

Unit Review: Teacher to generate a review discussion based on all the

Gallery Walk: Students in groups will share their understanding about

Virtual Learning Environment: Teacher to upload Padlet link on Edmodo

Whole Class Discussion: Teacher to generate a discussion based on

Home Task: Teacher to discuss homework on workbook page no. 53.

Written Task: Students to individually complete the written task on text

Crossword Puzzle: Students in pairs will receive crossword puzzles based

Data Presentation: Groups will represent collected data through graph

Virtual Learning Environment: Groups will upload Time lapse videos on

Total Physical Response (TRP): Students either stand or sit to indicate

Written Task: Students to individually complete their written task on

Unit Review: Teacher to generate a discussion regarding all the concepts

One-minute summary: Students to write short statement about the

Mind mapping; Students to create a mind map by recalling all the

Brain Break - Hot Potato: Students to gather in a circle and toss a

Written Task: Students to individually complete the written task on Haiku

Whole Class Discussion: Teacher to generate a discussion based on

Inquiry Experiment 1: Students in groups will conduct an inquiry. They

Practice Worksheet: Students to individually complete the worksheet

More Uses of Mirrors:

IT Integration – Padlet: Teacher to post a discussion point based on

True or False? Teacher to distribute index cards (one to each student)

Socratic Questioning: Teacher to replace her exposition by peppering

Brain Break- Heads and Tails: Students to stand in a group or at their

Inquiry experiment: Students to work in groups to conduct an inquiry.

Written Task: Students to individually complete the written task on

Direction of Light Ray:

Inquiry Experiment 1: Students in groups will work to conduct an

Show and Tell: Students to bring an object relevant to current

Written Task: Students to individually complete the written task on

Home Task: Teacher to discuss homework on workbook page no. 17.

Inquiry Experiment 2: Students in groups will create shadow puppet

Written Task: Students to individually complete written task on Bingo

Jigsaw Reading: Students to be provided small pieces of information Jigsaw Reading

Written Task: Students to individually complete the written task on

Instruction for homework: Teacher to discuss homework on workbook

Ask the Winner: Teacher to ask students to silently solve a problem

True or False? Teacher to distribute index cards (one to each student)

Written Task: Students to individually complete the written task on

Inquiry experiment - Shadow game: Teacher to provide torch to

Inquiry Experiment - shadow puppets: Students in groups will prepare

Size of Shadows: Brainstorming

Inquiry Experiment 2: Students in groups will conduct the inquiry

Brain Break- Heads and Tails: Students to stand in a group or at their

IT Integration - Make it a Story: Teacher to encourage students to Make it a story

Tracking of Moving Shadows: Fish bowl

IT Integration – Padlet: Teacher to post a statement on PADLET wall

Inquiry Experiment 1: Students to conduct an inquiry in a group. They

Inquiry Experiment 2: Students to go outside and will play Shadow

Speed Sharing: Students to write statements and questions based on

Written Task: Students to individually complete the written task on

Home Task: Teacher to discuss homework on workbook page no. 85.

Inquiry Experiment 1: Students to work in groups. They will place a

Inquiry Experiment 2: Students to go outside and work in pairs. One

Hands-on Activity – Sundial: Students in groups will make a Sundial.

IT Integration - Crossword Puzzle: Students to create a crossword Virtual learning environment

Measurement of Light Intensity: Circle time - talking stick

Design Thinking - Design an inquiry: Students in groups will design an

IT Integration – Socrative: Teacher to post questions in ‘Socrative’ Socrative