Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date

April 14, 2016

Student
teacher

Maryam Saeed Al Shehhi

Time

12:30 - 1:10 pm

School

RAK AGG School

SST

Mr. Garnel Deravins

Class

Grade 2 A

Lesson
unit/page

The unit: Solar System

Page:208
Lesson 1: What is the sun?
Inquiry - what can the sun's energy
do?

No of
students

28 students

Context of the lesson (Give information about the lesson and where it fits. Or, this lesson is a review of
.. covered in previous lessons)
This is the first lesson in the solar system unit. - Lesson: What is the sun? - (Inquiry - what can the sun's
energy do?)
Teaching goal (State clearly what it is you plan to teach in this lesson)
The overall goal is that teaching students the experiment about what can the sun's energy do?

Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson).
Students will able to
Imagine what is the solar collector
Build knowledge of showing solar collector word
Experiment with what can the sun's energy do?
Draw on timetable what do observe both of crayons and describe it.
Describe both crayons after 10 minutes on book, page 208.
Infer what they find out of observation.
Assumptions about prior learning (Mention what the ss know from previous lessons or their experience
eg The learners will have encountered or be familiar with or aware of...)
Students will be familiar of meaning of the sun.

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Anticipated problems and possible solutions (Mention problems and solutions related to management,
tasks or students)
Some learners will find problems in doing explore activities by themselves. So, the teacher will give students
simple language clear instruction card for each pairs.
Some students might misbehave in the lesson. Therefore, the teacher makes competition as group who
collect more sticks at the end will be winner. In this case, it will assist students behave in good way at the
same time keep challenging in solving activities.
Some learners may make noisy while teacher explains the lesson. Thus, the teacher makes sure to remind
students about classroom rules with using positive reinforcement.
Students in low level might find difficulty to do or share ideas while do the activities. So, the teacher makes
sure that the students in high level that can promote low level to do activities.
Students may waste time while doing activity. So, the teacher uses timer to make sure for all student finish
on time. Another way, the teacher can use tone way that informs students listen to tone while doing the
activity. And, when the teacher stops tone that means leave everything thing to pay attention and listen to
the teacher.
In the group working activity not all students participate as one hand. Therefore, the teacher makes sure to
give students responsibility in each group.
Students may find difficulty to solve question card that asses them at the end, especially low students' level.
Thus, the teacher explains the questions before giving students the question card to make it easily for
students.
Personal focus for this lesson (Based on your previous observed lesson, identify one or two aspects that
need improving. Eg. Be more animated, monitor children more closely, provide more challenging tasks etc.)
In this lesson, I will focus on concept of the lesson and how I can achieve it in creative way. I also will focus
on classroom management as well.
Target language (list language being taught)
Solar collector
Light
Heat
Energy

Teacher language (list language used by you, the

teacher, eg. questions, instructions and
explanations)
What they already know about the sun and sun's
energy?
Is sun important in the life?
What materials do you have?
Guess what are you going to do?
What do you think will happen?
What do you observe now?
What is the result?
Infer what do you observe?
Why is happened that?
Why clay is melting?
Which crayon will fail and why?
Which crayon will stand and why?

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Main tasks or activities (list the tasks in sequence Resources and

eg flashcard recognition, worksheet, drawing posters teaching aids (Teacher
etc)
Edition pp. 208
PowerPoint
Engagement: ( 5 minutes)
Puppet
Timer on iPod
Imagine what is the solar collector
Positive reinforcement
Build knowledge of showing new words
Exploring: ( 10 minutes)
Experiment with what can the sun's energy do?
Explaining: ( 10 minutes)
Draw on timetable what do observe both of crayons .
Elaborating ( 5 minutes)
Describe both crayons after 10 minutes on book,
page 208.
Evaluating: ( 5 minutes)

Materials
For Each Group:
Group 1: Solar collector
with crayon, clay, timer
or stopwatch,
unwrapped crayon,
book, time table,
poster, small card.
Group 2: Solar collector
with crayon, clay, timer
or stopwatch,
unwrapped crayon,
book, time table,
poster, small card.
Group 3: Solar
collector with crayon,
clay, timer or
stopwatch, unwrapped
crayon, book, time
table, poster, small
card.

Infer what they find out of observation.

Group 4: Solar collector
with crayon, clay, timer
or stopwatch,
unwrapped crayon,
book, time table,
poster, small card.
Group 5: Solar collector
with crayon, clay, timer
or stopwatch,
unwrapped crayon,
book, time table,
poster, small card.
Group 6: Solar collector
with crayon, clay, timer
or stopwatch,
unwrapped crayon,
book, time table,
poster, small card.

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Consider these grouping strategies:

Individual work: evaluating activity.
Group work: exploring activity, explaining
activity and elaborating activity
Whole class: engagement activity and
elaborating activity else.

Consider where the children are working:

Moving around the classroom: elaborating
activity
At their desk: working on the activities.
Outside class: is to do experiment.

Planning Stages within the 5-E Inquiry Model

Engage
PURPOSE:
Students will able to
Show classroom rules and strategy by using puppet
Imagine what is the solar collector
Build knowledge of showing new word

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Key Question:
What is the sun?
Opening activity to surface student thinking:

What can the sun's energy do?

Opening activity to engage student interest and/or clarify context of the investigations:
.
Teacher uses puppet to tell a story that attract students to think deeply of what is the solar collector. So,
the teacher gives students paper to imagine what is solar collector to draw on paper. Next, the teacher
informs students to raise paper and show what they drew. Then, the teacher builds knowledge of showing
solar collector word with explain the meaning.. After, the teacher completes story to inform students go
outside class to do fun experiment.
Questions for whole group discussion
Ask what does it mean? For new words
Ask what is the sun and sun energy?
Teacher (What will the teacher do/say etcetera)
Teacher says gathering to students.
Teacher introduce lesson by using puppet to attract
students. (Say day, date, classroom rules, strategy,
unit, lesson and the learning objectives of the
lesson).
Teacher makes sure all students pay attention and
listen to her.

Teacher tells story about sun's energy

Teacher informs students to imagine what is solar
collectors to draw on paper.

Student (What will the student do/say etcetera)

Students reply gathering to the teacher.
Students are excited to hear story.
Students pay attention while the teacher introduces
the lesson.
Students pay attention and listen to the teacher
Students imagine what is solar collectors.
Students listen to the story
Students build knowledge of showing new word.
Students pay attention to listen teacher.
Students go outside
Students follow teacher's instruction of organizing
group.

Teacher builds students' knowledge of showing

solar collectors word.
Teacher completes story to tell students will go
outside to do the experiment.
Teacher takes students to outside, especially in the
garden.
Teacher organizes students to their groups and
hand out the materials.
.
Explore

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PURPOSE:
Students will able to
Experiment with what can the sun's energy do?

Activities (list)

Driving Question

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Comparing two rocks lab

In each group as group working students will have
the materials (Solar collector with crayon, clay,
timer or stopwatch, unwrapped crayon, book).
Students learning center ( outside class )
Instruction:
Tilt a solar collector toward the sun.
Place a lamp of clay near the bow.
Put a crayon into the clays.

What does mean solar collector?

Let's start exploring what is sun's energy?
Follow instruction card point by point
What do you observe?
What do you think will happen?
What is aim of this experiment?
What you will learn from this experiment?

Be quiet and raise your hand if you finished.

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Teacher (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and
listen to her.

Formative assessment
Note: the teacher only informs students what they
are going to do without helping. That means the
objective of the activity.
- Each group as group working should investigate
the lab or experiment.
- Each group has materials to do the experiment.
- Each group should follow teacher's instruction
Each group should explore experiment without
helping from the teacher.
Note:
The teacher gives students activity while waiting for
10 minutes to observe what is happened.

Student (What will the student do/say etcetera)

Formative assessment
Note: the students read the instruction card
and investigate the experiment by themselves.

Students pay attention and listen to teacher

Students be ready for taking instruction
Students follow the instruction
Students as group working raise hands when they
finish.

The students follow teacher's instruction to do the

gap question while waiting to observe experiment.

The activity is the teacher gives students gap

question card and key words that related to the sun.
So, the students need to write question, then find
which key word is appropriate to complete
sentence.
As the challenge way, the teacher gives students
more words to challenge students to select words
that related to question.
Ex:
The sun makes ................. and ............
It collects heat by absorbing sunlight is
a ..............................
The sun is an .................... source.

Answers :
Light / heat.
Collector .
Energy.
After that, the teacher informs students to observe.

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Student Communication Product: (written report, oral presentation, poster, etc.)

(consider showing Models of student products to help student identify characteristics of quality)
Investigate the experiment ( inquiry)
Explain
PURPOSE:
Draw on timetable what you observe both of crayons .

Content Media: (written material, video, teacher lecture, technology)

PowerPoint - poster - pencil and timetable
Questions for Whole/Small Group Discourse:
Student Communication Product (assessment):
Group working
Discuss together - pick up ideas- organize ideas - share ideas - present it and explain it
Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure that all students pay attention

and listen to her
Teacher explains instruction
Teacher informs students that each group have time
table.
Then, the teacher informs students should draw
what they observe in both of crayons on time table .
The teacher reminds students should work as group
The teacher tells students have10 minutes to do
this activity
Teacher uses timer to make sure for organizing
time.
Teacher let's students start doing activity.

Students pay attention and listen to teacher

Students listen carefully to instruction
Then, the students be aware of what they should do
The students are aware of importance work in
group.
The students are aware of having 10 minutes.
Students see timer to make sure of organizing time.

Elaborate
PURPOSE:
Describe both crayons after 10 minutes on book, page 208.

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Activities:

Teacher

Student

Content Media:
The teacher moves on
elaborating part. In this part,
the students as group
working discuss the poster
that designs it.

Teacher makes sure all students

pay attention and listen to her.

Students pay attention and listen

to teacher

Teacher explains instruction

Students listen carefully to

instruction

How to recorded data and result

that investigated in applying the
experiment about what can the
sun's energy do?
.
Extending/Application
Questions for Whole/Small
Group Discourse:
Show it as whole class; solve it as
a group working.
Question to whole class:
What can the sun's energy do?
Student Communication
Product (assessment):

Teacher informs students to open

book in page 208 and describe
both crayons.

Students open book in page 208

to answer question.

Teacher informs student have 5

minutes to do it

Students make sure to do it in 5

minutes.

Teacher informs students to start

discussing the results that found
out.

Students discussed with the

teacher.
Students answer.

Teacher selects students in each

group to answer.

Oral presentation

Evaluate
PURPOSE:
Infer what do the layers tell you about soil
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives
Skill/Reasoning Learning Objectives

Assessment Instrument

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Students able to

Infer observation

Imagine what is the solar collector

Build knowledge of showing solar collector word
Experiment with what can the sun's energy do?
Draw on timetable what do observe both of crayons
and describe it.
Describe both crayons after 10 minutes on book,
page 208.
Thus, after all these learning objectives assisted
students to acquire skills. That is totally promoting
students to infer observation. .

Knowledge Learning Objectives

Assessment Instrument

Students will able to infer what they find out of

observation.

Infer your observation

Teacher (What will the teacher do/say etcetera)

Student (What will the teacher do/say etcetera)

Teacher makes sure all students pay attention and

listen to her
Teacher explain instruction
Teacher ask students to infer their observation
Teacher informs students have 5 minutes to do it
with using timer to make them sure of organizing
time.

Students pay attention and listen to the teacher

Students listen to the instruction
Students think about question
Students are aware of what they do and start doing
thing that teacher informs them.
Students organize time to finish after 5 minutes.

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Feedback
(Focus on competency areas)

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