Date: 7-11-2017 Student: 25

Time: 8:05-8:45 am School: Ajman Academy

MST: Miss Farah Class: FMA-Grade 2
Student-
Unit: Endangered animals. Najat Abdulkariem
Teacher:

Prior Knowledge (What knowledge are you building on?)

Describing animals.

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to

Identify the meaning of endangered animals.

Identify animals basic needs to survive.
Recognize the different types of endangered animals.
Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?)
Walk around to observe and monitor students to check their understanding.
Applying the peer-assessment and self-assessment.
Resources: (for each activity)

Activity 1:
Design a Panda. (sticks, picture of panda, colors and glues)
Activity 2:
Design a bear. (picture of bear, colors, cups and glues)
Activity 3:
Design a sea turtle. (sponges, cups and glues)
Activity 4:
Design an elephant. (cups, papers, colors and glues)

Activity 2:
Design a cow. (picture of cow, colors, sticks and glues)
 Activity What the teacher does
Name
1. Greeting the students
Opening(w and take the registration.
armer 2. Introduce the lesson
activity) through a story.
Circle time
3. Instruct the students
about the activities.
4. Model some animal crafts
for the students.
Activity 1. The teacher will get the
phase students to sit as groups.
(students
2. Observing and work around
will do the while students to check their
activity) understanding.
3. Give the students, their iPad
to video their work with an
explanation using flash cards.
4. Ask students while they are
working on the activities.
What the children do Comments:
1. Students will sit on the
carpet for the The greeting will
attendance.
make children
2. Students will then
feel welcomed
listen to the story and
and be focused.
participate with the
teacher. Clear and simple
3. Choose animal, instructions and
represent the animal model the
using different materials, activities are
such as papers, cups,
steps to facilitate
sponges, cubes .
and support
students.
1. Students will be working
on the activity and Applying peer-assessment and
discussing their self-assessment can help the
teacher to gather more
knowledge with the
information about the students.
teacher.
2. Video their work and use Integrating hands on activities
flash cards for more get the students deeply
involved in the learning.
explanation, ( the animal
need water, food and Using iPad is a way to apply
shelter to survive) . learning through fun and get
3. Students will assess their the students the chance to have
work. online learning.
4. Submit their work on
seesaw website.
5. Students then will assess
other students work by
adding comments on
their video.
Closing 1. Ask students to represent
their work to their
classmates.
2. Students will demonstrate
what they learned and
understand.
1. Present their work. Closing activities will give
2. Discuss with the teacher the teacher idea if the
using the new students achieved the
vocabulary words. learning outcomes.

Supporting activities:
Description of activities:

Students will choose one animal to represent. They will make the animal using different materials. Then they
will provide what animals need to survive using the flash cards to explain. The students will mention if the
animal they got is endangered animal or not and the reason. The students will video their works to explain
their understanding.

Students will use the main vocabulary words and get the chance to evaluate their work.

Reflection:

1. The explanation and the activity in the opening part went very fast, and it moved
concentrates on students.
2. I used the peer- assessment and self-assessment in order to check their understanding and
help them later.
3. Using a variety of activities and technology( iPad) engaged the students in this lesson as
they have chances to practice on explaining the lesson.
4. During the story, I allowed for the students to call out the answers. My point was to get
the students to participate in the story and check what everyones knowledge about
endangered animal. But then, my MCT clarifies an important thing that I missed. The
students will then get to used to call the answers in any lesson without raising their hands.
Which in result, it will create a messy and noisy.