Name of Student Teacher: Sara Unite: living and nonliving things

Theme of the week: insect and plant

Date & Duration of lesson: Number of students: Age Range of students:

03/07/2017 20 4-5 years old

Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: Make a ladybug
Learning different kind of insect and where
they live.
Learn about the plants Activity 2: Make flower
Identify not all the insect fly or walk.
Identify the body part of the insect.

Activity 3: create caterpillar or

play Dough

Activity 4:

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored Description of activity 2: Monitored
by__________ by__________
Make a ladybug: use the materials and Create flower: sue different paper like
resource to create ladybug. cupcake paper and the color one and make
the flower.
Learning Outcome(s):
Learning Outcome(s):
Children know and
identify the spot in the children will learn
body of the ladybug about the plants.
(body part)

Description of activity 3: Monitored

by__________

Caterpillar: they will use materiel to make

the circle (body of the caterpillar.
Learning Outcome(s):
They will chose how many circle they want
to make and learn about the body.
 The Structure of the Lesson
What the teacher does What the children do Comments:

Greeting. Online game

Greeting Play online game http://www.topmarks.co.uk/lear
Online game ning-to-count/ladybird-spots
Review about living and Move to activity in three
nonliving in general. group then they will
Move to activity area. swipe.
Back to circle Bring name of students

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection: in this lesson I feel comfortable and like it because all

student interaction with me very well and they like all activities and
they move through it and comfortable. But two of them misbehavior
and interrupted the class I have to work more to deal with them
 because I shout to them but I have to use my hard voice not
shouting.

Name of Student Teacher: Sara Unite: living and nonliving things

Theme of the week: Sky animals

Date & Duration of lesson: Number of students: Age Range of students:

26/02/2017 20 4-5 years old

Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: create the animals
Compare between living and nonliving in the land. face
Learn about the animals body.
Activity 2: color the animals body
Learn patterns

Activity 3:

Activity 4:.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored Description of activity 2: Monitored
by__________ by__________

Create the animals face: provide different Color the animals body: students will able
materials and students will use to make to use different kind of color and color the
owl face and lion. animals body and they can take it to home
also they can make patterns.
Learning Outcome(s):
Learning Outcome(s):

Description of activity 3: Monitored Circle area:

by__________
Learning Outcome(s):

The Structure of the Lesson

What the teacher does What the children do Comments:

Greeting.
Greeting Answer the question.
Listen to story.
Review about living and The move to activity in
nonliving in general. three group then they
will swipe.
Ask a question Come back to circle area
and make a little
Read story (counting in the review.
forest)

Move to activity area.

G o back to the circle area and

ask question.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection: in this lesson I read a story about the animals in the land I feel
happy with the story and students like, I ask them different question
about the story and I let them to count but I face a problem with student
who didnt want to listen to story but my MST help me and told me how to
deal with them.

In circle are I did a discussion They did the activity which is line
and use the technology. At the of the animal picture and student
beginning I ask them which will cut the paper that related to
animals they like and I find a animals such as zebra, tiger or bee
picture of it from the internet then they stick it.
and show it to all students and And others use different area in
also ask them why they like it classroom.
Number of students:20 Unite: living and Theme: land animals
nonliving thing

Reflection: I like this lesson because its different when I sit with children
and take to them about what they like in animals category and ask them
about the reason this way help me to build a good relationship with the
children. In my next lesson I will focus in how does this activity in group, I
mean each group chose one animal.
 Name of Student Teacher: Sara Unite: living and nonliving things
Theme of the week: Sky animals

Date & Duration of lesson: Number of students: Age Range of students:

03/07/2017 20 4-5 years old

Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: create a jelly fish
Learn about the sea animals.
Learn where fish live and what the animals in the
sea such as ( jelly fish, star fish, shark, whale.) Activity 2:

Activity 3:

Activity 4:

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored Description of activity 2: Monitored
by__________ by__________

Create a jelly fish: student be able to

create a jelly fish by using paper thread or Learning Outcome(s):
string
Learning Outcome(s):

Learn about the sea animals.

Description of activity 3: Monitored

by__________

Learning Outcome(s):
 The Structure of the Lesson
What the teacher does What the children do Comments:

Greeting
Review about living and
nonliving in general.
Move to activity area.
Greeting.
Answer the question.
The move to activity in
three group then they
will swipe.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection: in this lesson I did the jelly fish activity an complete the
previous activity children like the activity but feel disappointed
because I have to explain the activity more one time to make
children understand.
 Name of Student Teacher: Sara Unite: living and nonliving things
Theme of the week: Sky animals

Date & Duration of lesson: Number of students: Age Range of students:

28/02/2017 20 4-5 years old

Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: classify
Compare between living and nonliving in the sky and
in the land.
Activity 2: Create the big birds

Count how many feathers they will use and chose the
color.

Activity 3: color feathers

Learn about the birds feather.

Activity 4: : Complete the

previous activity.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored Description of activity 2: Monitored
by__________ by__________

Classify: in circle area students will play a Create the big birds: I prepare a line of the
game as a review about the sky and land big birds, so students will fill it with hand
animals so all of them chose one picture print.
and put it in box.
Learning Outcome(s):
Learning Outcome(s):

Compare between living and nonliving in

the sky an in the land.

Description of activity 3: Monitored

by__________
Color feathers: I will put some different
box with color so children will classify the
feather by the color. Complete the
Learning Outcome(s): previous
Count how many feathers they will use activity( animals
and chose the color.
face).

The Structure of the Lesson

What the teacher does What the children do Comments:

Greeting.
Greeting Answer the question.
Play a game
Review about living and The move to activity in
nonliving in general. three group then they
will swipe.
Play a game. Come back to circle area
and make a little
Move to activity area. review.

G o back to the circle area and

ask question.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

 Reflection: generally this lesson was good with activities and
children like and do it also they swipe to other one smoothly but
face one problem in circle area, I prepare one activity in circle by
choosing two students each of them have one picture and all of
them want to work but it takes lone time and they feel bored. I have
to think in another lesson to make them engage more.

Name of Student Teacher: Sara Unite: living and nonliving things

Theme of the week: Sky animals

Date & Duration of lesson: Number of students: Age Range of students:

20 4-5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: Color
Compare between living and nonliving in the sky and feathers( previous activity)
in the land.
Activity 2: using different area in
class

Count how many feathers they will use and chose the
color.

Activity 3:
Learn about the birds feather.

Activity 4:

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored Description of activity 2: Monitored
by__________ by__________

Color feathers: I will put some different

box with color so children will classify the Learning Outcome(s):
feather by the color.

Learning Outcome(s):

Count how many feathers they will use

and chose the color.
Description of activity 3: Monitored
by__________

Learning Outcome(s):

The Structure of the Lesson

What the teacher does What the children do Comments:

Greeting.
Greeting Answer the question.
Listen to story (best
Review about living and bird)
nonliving in general. The move to activity in
three group then they
Read story (best bird) will swipe.
Come back to circle area
Move to activity area. and make a little
review.
G o back to the circle area and
ask question.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Recommendations / future personal targets / areas of focus for next week:

Reflection: in this lesson I read a story and did the previous activity, I feel
happier in this lesson because students enjoy with story.