Lyceum Academy for Teacher Education – Nugegoda

PREVIOUSLY 02 PART 01

Ref : SM.02.03.2020
 LESSON PLANNING
The Need for Planning

For learning-teaching process to be completed successfully by the teacher, planning is

important. Any process, well planned, will help to reach the target easily. The learning –
teaching process is organized with a series of objectives to be achieved within some period of
time. Therefore planning becomes an important factor for the learning teaching process, in
order to achieve the objectives.

Advantages of Planning

Any process/activity which is planned will become orderly. There will be a good co-ordination
among various stages. A plan will provide us with an orderly guidance and objectives to be
achieved. Therefore, due to planning the teacher will have a clear understanding about the
broad objectives in the syllabus of the subject to be taught.

The two levels of planning that a teacher should engage are –

1. Preparation of Term Plans.
2. Preparation of Lesson Plans.

1. Preparation of Term Plans

As a subject teacher you are required to implement an efficient and an effective learning
teaching process with the use of the syllabus for the subject to be taught. Taking into
consideration the broad objectives given in the syllabus and the Teachers’ Guide Book you
may have to determine the knowledge, attitudes and skills to be developed in your students,
by the end of a period of an year.

How would you plan the day to day lessons for the whole year in order to develop the
expected knowledge, attitudes and skills prescribed in the subject syllabus by the end of the
year. As such, the process of your Lesson Planning will begin from the stage during which
you will have to prepare the Term Plan for the syllabus in your subject.

When preparing the Term Plan and Lesson Plans there are some resources to be referred to.
They are –
1. The prescribed syllabus for the subject.
2. The Course Document.
3. Teachers’ Guide Book, and
4. The prescribed Text Book.
 1. The prescribed syllabus for the subject – In the syllabus, the limits of the subject content
(themes/units) prescribed and the time allocated for the year are given.

2. The Course Document has been prepared according to the syllabus. The broad
objectives (competencies) to be achieved through the subject are specially given here.
When planning lessons understanding these broad objectives will be useful to you in
identifying and determining the specific objectives to be achieved through each lesson.

3. Teachers’ Guide Book – In this along with the syllabus, units and time, you get some
common and useful instructions relevant to subject-teaching. It also contains
information on assessment and reporting.

4. The Prescribed Textbook – This will guide you to identify the limits of the subject
content appropriate for the grade.

Process of Preparing a Term Plan

Step 1 : Go through all Themes/Units given in the syllabus and divide them among the terms
according to some sequential order. For this the following have to be taken into consideration –

School Calendar – The three terms/semesters, and school events to be implemented during
these terms/semesters.

Year Calendar – Public holiday (avoid these days when you spread the subject units/themes
among terms/semesters).

When preparing the Term Plan, consider the subject units/themes. What will be the most
appropriate sequential order in which these could be implemented? The need may arise to
implement certain units/themes before some others, according to the development level of the
student and their relevance.

Step 2 : Then determine the number of lessons which could be set apart for each unit/theme.
The lessons may be planned according to the time table of the school and distributed among
each month.
Step 3 : Then determine the number of lessons which could be set apart for each unit/theme.
The lessons may be planned according to the time table of the school and distributed among
each month.

Determine the time involved in lessons. Number of lessons for each unit and the time allocated
for all lessons, teacher-student activities and assessment also have to be thought about. What
knowledge, attitudes and skills have to be achieved by students at the end of each lesson unit
has to be kept in mind when deciding the number of lessons. Also determine topics for each
lesson.

Finally see whether the following have been planned in the preparation of the lesson plan –
1. Objective of the subject for the term.
2. Number of lesson units for the term.
3. Number of lessons to be included in subject units.
4. Time allocated for each unit.
5. Teacher – student activities to be completed.
6. Techniques to be followed.
7. Assessment techniques for the units.
 ENVIRONMENTAL STUDIES – GRADE 04

Number of hours allocated – 48 hrs. (55 hrs.)

1.0 The Environment

1.1 Introduction to the Environment
1.2 Weather and climate
Weather forecasts

2.0 Water
2.1 Introduction
2.2 Water as the most valuable natural resource in the environment
Water as the most common natural resource
2.3 Fresh water
2.4 Where does our water come from?
2.5 What makes water dirty?

3.0 Natural Hazards – related to water

3.1 Droughts
3.2 Droughts in Sri Lanka
3.3 Floods and effects of floods

4.0 Wind
4.1 Introduction
4.2 Wind speed and wind direction
4.3 How can we measure wind speed
4.4 Wind our friend
4.5 Wind our enemy
* Hurricane
* Tornadoes
* Cyclones

5.0 Wetlands
5.1 Introduction
5.2 Groups of wetlands
Inland, saltwater and man-made
5.3 Importance of wetland to us

6.0 Homes around the world

6.1 Introduction
6.2 Types of homes
 Ancient-caves, tents
Houses
Igloos
Adobe Inuit house
Modern home

7.0 Transport
7.1 Introduction
7.2 Importance of transport
7.3 Different forms of transport
7.4 Advantages and disadvantages of each from of transport
7.5 Traffic problems

8.0 Pollution
8.1 Introduction
Pollution – A man-made hazard
8.2 Air pollution caused by road transport
8.3 Energy and environment

9.0 Coasts
9.1 Introduction
9.2 Why are coasts important?

10.0 Forest destruction

10.1 Introduction
10.2 Soil erosion

11.0 Wildlife destruction

11.1 Introduction
11.2 Wildlife de-structure – The future
11.3 Sri Lanka – Conservation of wildlife
11.4 Conserving the environment
similes verbs in the post tense personal letter
‘ure’ pattern
possessive nouns planning a story – characters
finishing a story
research – finding out about
China
singular and plural purpose/audience writing for young children
nouns
collective nouns research-thesourus
better words personal letter
descriptive
word shapes antonyms poem
punctuation compound sentences soft ‘c’ words

alliteration synonyms newspaper reports – front page

‘le’, ‘el’ and ‘al’ editing story
endings
odd-one-out synonyms sentences – punctuation
plurals of words direct speech
ending in ‘o’
adjectives made direct speech
from countries
‘ie’ and ‘ei’ words
superlatives ‘ness’ suffix over-used words-‘nice’, ‘got’
root words
prefix ‘al’ time line personal/autobiographical
suffix ‘ful’ letters

prefix – ‘dis’, ‘un’, classifying types of writing

‘in’, ‘im’ purpose and audience
describing a planning a story – endings
narrative picture
‘fire’ words descriptive
irregular adjective short story using ‘age’ words
forms
‘ible’ and ‘able’ auxiliary verbs
endings
present and past interviews – note taking
tense
gender words syllables science fiction
adverbs planning a story – plot,
characters, setting
 Pages
1. How Mowgli joined the wolves 4-7 How Mowgli joined the wolves (fiction)

2. A Chinese Story 8-11 A Chinese story (traditional story)

3. In the beginning 12-17 The Egyption story of creation

The Yoruba story of creation
4. Gale warning 18-21 Beaufort Scale (non-fiction)

5. Wings 22-25 Wings (non-fiction, photographs)

Check-up I 26-27

6. Newspapers 28-33 Newspapers (non-fiction, graph)

7. Fire beneath our feet 34-37 Fire beneath our feet (non-fiction)

8. The Ganges – a holy river 38-41 The Ganges – a holy river (non-fiction)

9. Caves and underground rivers 42-45 Caves and underground rivers

(non-fiction, labelled diagram)
10. The days of the banyan tree 46-51 The days of the banyan tree (autobiography)

Check-up 2 52-53

11. Forests 54-59 Lord of the Rings (fiction)

Learning about forests (diagram)
12. Bushfire 60-65 Bushfire (modern fiction)

13. Fascinating body facts 66-69 Fascinating facts (non-fiction)

14. Printing and writing 70-73 Printing and writing (non-fiction)

15. Earth 74-77 Earth (poem)

Check-up 3 78-80
 GRADE 04 PRIMARY MATHEMATICS
TERM PLAN

01 Numbers to 10 000
02 Addition of three digit numbers
03 Subtraction of two digit numbers
04 Multiplication by 2,3,4,5 and 10

05 Measuring lengths in m and cm

06 Identifying fractions, ½, ¼, 1/10 1/3 and 1/5 of a set
07 Identifying 3D and 2D shapes
08 Data handling and interpreting graphs

09 Weight kilograms/grams relationship

10 Capacity, litres/millilitres relationship
11 Multiplication by 6,7,8 and 9
12 Division two digit numbers by 2,3,4 and 5

13 Place value of numbers up to 1000

14 Comparing, ordering of numbers, ordinal numbers
15 Right angle and the 4 compass directions
16 Time Reading the time to the hour, half an hour, quarter –am, pm

17 Money Identifying coins and notes (Rs and Cts) using and applying
18 Addition of three digit numbers
19 Subtraction two/three numbers with exchange
20 Measuring the area with nonstandard units

21 Division of three digit numbers by 2,3,4

22 Bar charts and pictograms
23 Money transactions using rupees and cents
24 Identifying Roman Numerals I to XX
25 Estimating and measuring in m and cm and recording

26 Measuring in kilograms and grams and recording

27 Solving problems on litres and millitres
28 Multiplying two digit numbers by 6,7,8 and 9
29 Division two digit by 6,7,8 and 9

30 Numbers estimating, rounding to the nearest 100, 10

31 Addition, Three digit Numbers, with bridging
32 Subtraction, using and applying
33 Decimals, Notation for tenths, ordering, using and applying

34 Numbers, Negative numbers, temperatures

35 The 8 point compass
36 Identifying and constructing symmetrical figures Prepard by Mr. D. Gunasinghe