Lesson plan for critique

Your personal judgement should include strengths, weaknesses, and recommendations.

An ecosystem is a structural and functional unit of ecology where the living organisms interact with
each other and the surrounding environment. Therefore, below is a lesson plan that outlines the topic of
ecosystem to be taught to a grade nine class. The lesson plan usually consist of six (6) different parts
which are; the learning outcomes (LO), Materials & Resources, Introduction, Body, Conclusion and
Reflection. However, in this critique, I will provide my personal judgement/critical commentary on each
of the 6 different parts of the lesson plan by considering their strengths and weaknesses in the provided
lesson plan for critique.

Firstly, the lesson plan provided does not consist of the first part of a lesson plan which is the Learning
outcome (LO). The LO is what is to be learn by the students/ should be achieved by the end of the
lesson. It should consist of the stem phrase, verb, concept and context. However, for this lesson plan it
does not have the four parts of a LO. Therefore, I have provided an example of an LO which is indicated
below of the learning outcome of the topic Ecosystem of the lesson plan for critique.

Secondly, the lesson plan does not specify the specific materials/resources to be used in the lesson plan.
Therefore, I have indicated some of the materials/resources to be used in the teaching. The
Materials/resources are; Chart, Ruler, Marker, black/whiteboard, duster/black/whiteboard cleaner.

Thirdly, the introduction of the lesson plan does not indicate the three ways of introducing a lesson,
which are; the motivational activity, revision of previous lesson and stating of the learning outcome. In
the motivational activity section, it should indicate something that should motivate the students
especially a role play, story, object or picture. For this lesson plan it should do a role play. For instance,
asking four students to come up and represent producer, consumer, herbivore and omnivore. Then the
content should indicate revision of previous lesson in which the teacher should ask questions/rapid fire
questions based on the previous LO. Then it should state the learning outcome. So the teacher goes on to
indicate what is to be achieved at the end of the lesson.

Fourthly, in the body of the lesson plan, it should indicate the content of the lesson, how it is to be
taught with an indication of what teacher and student will do. In the content of the body it indicate food
chains and food webs. In the teacher activities it indicates; “Put chart of an aquatic ecosystem on the
board.” Therefore, in the student activities, it should indicate what the student should do. For instance,
the student have to observe the chart of the aquatic ecosystem on the board. Which means that by
observing or looking at the chart of the aquatic ecosystem on the board, the students can grasp the
picture of what is to be taught. The second part of teacher activity, it state that teachers have to ask
students to copy the diagram into their books. The weak point is that it does not indicate what the
students will do. Therefore, in the student activities section, it should indicate that the students are
copying the diagram into their books. In the third part of teacher activities it indicate, ‘”Ask students to
identify different food chains from the ecosystem”. However, the weak point is that it does not indicate
what the student will do. Thus, in the student activities, it should indicate for the students to identify
different food chains from the ecosystem. In the fourth part of teacher activities, it indicates for the
teacher to “Tell students to draw 2-3 food chains from the ecosystem in their books. “Aligning to this,
the students draw 2-3 food chains from the ecosystem into their books. However, the weak point is that
it indicates for the students to use the chart to draw 3 food chains in which the teacher activities does not
mention that. This statement is incorrect/weak, as it does not align to the teacher activities. The second
content of the body state about feeding levels in an ecosystem. In the first part of teacher activities it
indicate, “Write definitions of producer, consumer, herbivore, omnivore on the board. The strength in
student activities is that, it state that the students copy the definitions of producer, consumer, herbivore,
and omnivore. The third content should indicate Activity. In the teacher activities, it state that “Set 4
questions about feeding relationship in an ecosystem”. However, it should indicate whether the activities
should be done individually or in group. It should indicate for the students to get the activity done in
groups of four. Since, there are 4 questions to be given to the students. While the students are busy
discussing the answers. The teacher has to go around supervising them to check students’ progress in
doing the activities. Therefore, in the student activities it will indicate for them to be busy discussing.
Then it will be the time for correction. Instead of generalizing, students answer questions in their books.
It should be specific stating that the representatives of the four groups present their answer. After
correction to the activity. Homework is to be given if there is any. In this lesson plan, there is an
indication of homework to be given. However, it is given under the conclusion section, in which it
should not be. The homework should be given straight after the correction of the activity. The term
homework should be stated under the content section. In the teacher activities it will indicate, “Set 2
homework questions & explain the questions to the students”. Thus, the students will listen and copy the
2 sets of homework into their exercise books. Finally, to the conclusion of the lesson plan. The lesson
conclusion should indicate teachers to ask rapid questions based on the learning outcomes to check
whether the LO was achieved or not and provide link to the next lesson.

Recommendation

I recommend the following parts of the lesson plan to be included for this lesson plan; the lesson plan
should;

 List and fill the particulars especially the name, Date, Time, Period, School, Class, Grade,
Subject, Unit and the Topic to be taught.
 State the Learning Outcome (LO) – what is to be achieved at the end of the lesson
 State the Materials/Resources to be used in the teaching process
 Give a proper Introduction of the topic with links to the previous lesson
 Indicate clearly in the body; the main content to be taught and teacher activities and student
activities must be aligned with each other.
 Indicate clearly the activities, correction and homework in their right section
 Conclude lesson properly

EDT 5231: Assessment Task 2 – PROJECT Part 1, Construction of Lesson Plan

Name: Sucy Gipint, Date: 4-05-2023, Time: 10:30am, Period:3, School: Donna High School, Class:
9B, Grade: 9, Subject: Science, Unit: 3: Ecology

Topic: Ecosystem
Learning outcomes: At the end of the lesson students can;
 Define ecosystem
 Draw a food chain and food web
 Provide examples of producers and consumers in an ecosystem
Materials/Resources: Chart, Ruler, Marker, black/whiteboard,
Tim Content Teacher Activities Student Material
e Activities s/
 Resourc
es
INTRODUCTION
5 1. Recap 1. Ask questions 1. Respond
Min Previous based on the orally
s Lesson previous LO
2. Explain LO to 2. Listen &
2. Share Learning the students take note
Outcome 3. Tell a story 3. Listen
3. Motivational 4. Give/explain 4. Listen &
activity the definition take note
4. Introduce New of Ecosystem
Topic;
Ecosystem
BODY
Food Chain and Food 1. Put chart of Observe Chart of
Web an aquatic an
ecosystem on aquatic
the board Copy the ecosyste
2. Ask students diagram into m
to copy the their exercise
diagram into books
their books students
3. Ask students identify
to identify different food
different food chains from the
chains from ecosystem
the
ecosystem students use the
4. Tell students chart to draw 2-
to draw 2-3 3 food chains in
Feeding level in an food chains their books
ecosystem from the
ecosystem in
Activity their books
Write definitions of
students copy
producer, consumer, definitions in
herbivore, omnivore on their exercise
Supervision the board books
Set 4 questions about
feeding relationship in an
Correction ecosystem & put students
into group of 4 to discuss
the 4 questions
Discussion
Teacher goes around to among students
check students’ progress in progress
in doing the activities
Ask students to provide The
Homework answer to the four
1. What is an questions
representatives
ecosystem/foo of the four
d groups present
chain/produce their answer
r/consumer? Listen and copy
2. Draw an Set 2 homework the homework
example of a
questions & explain the into their
questions to the students
terrestrial exercise books
food web
CONCLUSION
 Check to see  Students
if LO was respond
achieved by orally
asking
questions
orally  Listen &
take note
 Provide link
to next lesson
REFLECTION