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Ask students and choose one student what do we mean by classify things?
Then,
Give me features of the birds? Give me any two examples of the birds?
Give me features of the Reptiles? Give me any two examples of the reptiles?
Vertebrates: animals have a backbone and have a firm body because they have muscles.
Invertebrates: animals do not have a backbone and they have soft inner bodies.
Showing students on white board the photo of groups of animals and the features of each group with explanation.
Group Work
Explain activity: Students will put the animals inside the basket according to vertebrates and invertebrates.
Recourse: Different small cards each card has one feature of classifying animals, small boxes named (mammal, fish,
insects, Amphibians).
Explain activity: Students will read what is written in the small cards then will classify the features according to group of
animals. Then, They will put the related feature with the right group of animals inside the small boxes.
Questions:
Recourse of activity: Worksheet has different name of table include (mammals, Birds, reptiles, insects, Amphibians )
Explain activity: Students will classify animals and glue it in the correct place.
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation? Observing students during the tasks by walking around them / after they finish ask them to explain what they
did on the task or teacher can assess student by asking them to complete the questions inside their curriculum in next day.
2
Lessons name: staying alive.
10 Mins Find out how humans and a - Prior knowledge ( asking questions)
Including stay alive.
Greetings &
Warm Ups:
Imagine you are alone in the desert.
What do you need to stay alive?
Tell me about your experience when you are deciding to go to
desert, how can you prepare for this trip?
Assessments
Target language: run, walk, jump, swim, crawl, slide and fly.
Ask students what they are need to live such as water, food, air and home.
Explain the activity: Give students pictures of living things like humans, animals and plants and non -living things such
as toys, car, shoes, plane and chairs. Ask students to classify them according to living and non-living and glue them in
correct place.
Individual activity
Explain the activity: worksheet has large table on the side of paper pictures of things and they have to answer by yes or
no.
Does it move all by itself Does it grow and change? Does it breathe? Does it need food and water to survive? Does it
reproduce?
Individual activity
Time of activity: 10 minutes
Explain the activity : Have each student go around the class and find a living thing and non-living thing
Teacher shall tell them to pick up one thing of living and one thing of nonliving.
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
Students will be able to identify and classify objects as living and non-living
Students will be able to recognize that living things need food, air, home and water.
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?
By moving around the students and checking their work while they are on the activity, if I will notice students struggle with the
activity I will explain for them the concept of living and non- living thing by showing them video or give struggle students extra
time.
4
Ask student how can you help plant to grow unit become flower?
Showing them a video on YouTube about how does a seed become a plant?
Explain the activity: student will label the names of the four parts of plants and will write them down. Then, write what
does each parts do?
Individual activity
They have six flowerpots that help show the growth of a seed to a plant then they will cut out the six boxes. Place them
in order from left to right on a long strip of paper. Then, glue them in your notebook.
How plants are similar to animals? How plants are different to animals?
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
Plants are living things and they need to stay healthy to survive.
The similar between plants and animals and the different between them.
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?
While teacher ask them questions and observe the child during activity.