Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan – for observation

Date 26/2/2018 Student Hiya Ibrahim

teacher

Time School Ajman First Academy

MCT Garnel Desravins Class 3
Lesson People and resources No of
unit/page Pollution students
Context of the lesson
- Pollution
- Sort types of Pollution
- what are the causes and effects of pollution

Teaching goal
To make student aware of the types of pollution , and how its happened , and what is our role trades the pollution to stop
it.

Learning objectives
In the end of the lesson student will be able to:
-Identify what is pollution.
-Recognize what are the tree kinds of pollution.
-Create example of land, water Pollution.
-Explain the effects and causes of pollution.

Assumptions about prior learning

I think that the students are aware of bad action that its happen in our environment , but they don’t know what irs
called, and what are the causes of it , also the effect .
Anticipated problems and possible solutions

Personal focus for this lesson

I have to be enthusiastic and show my students that am so excited for the lesson which will make them excited and
active.

Target language Teacher language

Pollution, Cause, Effect, Kinds, Land, Air, Water, The teacher will be using an appropriate language that
Environment, Smoke, Garbage, Fossil Fuels, Trash, match the students level and comprehension. As well as I
Wastes will ask different open ended and close ended questions to
check their understanding to move to the next steps.

Main tasks or activities Resources and teaching aids

- Engage: In this part i will show them pictures of Key words

unlike pollutions , and ask them what they can see in each
picture ( asking them questions about each pictures until Papers
we reach to the name of the lesson from the questions of
pictures and dissection) Markers

I will be consuming PowerPoint to teach them the lesson, Pictures of Renewable and Non Renewable resource
were after showing them the pictures and figure out the
name of the lesson, I will provide them with definition of Glue
the Pollution and information about them , were I will be
do a quick activity in PowerPoint which is select the Sticks of Renewable and Non Renewable
picture that shows pollution. After that they will watch to
a video that tells more about the pollution and kind of it. Online website “ Kahoot”

-Explore: students will be in groups and they will model Shapes Cards
the land pollution, and water.

-Explain: Students will get chance of explain their

work, and what they did. Also I will be asking the
questions for each group.

-Elaborate: students will be working in groups and do

the cards activity where they have to determine the
pollution type.
-Evaluate: the students will do a self- evaluation where
teacher will ask them questions about understanding the
lesson , and if they understand they will show thumps up ,
and if not thumps down .
Consider these grouping strategies:((groups individual Consider where the children are working:
pairs)) Inside the classroom.
Groups

Planning Stages Within the 5-E Inquiry Model

Engage
PURPOSE: of the engagment
 to convey the context of the lesson(s)/unit by conveying an important Key Question
to engage students in investigations that reveal their thinking to themselves and the teacher
to record the initial ideas of students
to engage their interest
Key Question:

Questions for whole group discussion:

Teacher (( what they do in engagment in Student (( what they do in engagment in

detail detail))

In the starting teacher will show them pictures Students will be giving comments on each
that represent unlike types of pollution. picture, and answer teachers questions.
Where teacher will ask them what they can see? Were also they will be providing an examples of
Does this picture represent a good act? these acts from their real life observation.

In their opinion who or how does this act

appear? … And other questions

I will be doing the same processor with all

pictures, until teacher and students reach to the
title of the lesson.

Explore
PURPOSE:
to test ideas and develop knowledge using explorations, investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list) Driving Question
- Pollution experiment How the pollution is happening?
materials: bowels, oil, water, garbage
Teacher Student

Before teacher will start the activity, she will

review with students what they take from the
information.
I will make sure that students are in their groups.
I will provide each group with materials, and will
select one student that will be in-charge of the
materials.
Then, I will introduce the activity for the students,
were each group will have to model water and land
Pollution.
I will give also the instructions of the activity were
she will say, each group have materials that cause
pollution for the land and water, use materials that
cause for example land pollution and water, also
ask from each group what they will be doing to
make sure that they know.
Students will be in groups
One student will be in charge of materials were
she will receive it from the teacher , and put the
materials front of them.
Student will get two bowls, in one bowl they will
put clean water, and in other one they will put
soil. (they will create two unlike environment )
Student will get materials that pollute the land
and water,
-They will get different types of of garbage.
-Oil
-Water color that represent “Fake chemical
water “
Student will start to Pollute the two
environments from the materials that they have.

Student Communication Product:

- Oral discussion of what they do and the reason of that.

Explain
PURPOSE:
 to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and explanations of concepts
Content Media: teacher lecture

materials: students work

Teacher Student

After that first activity I will ask each group Each group will illustrate to the teacher what
questions. they did.
Which experiment they did? Also they will be answering to teachers question
were they will say the name of materials that
Which kind of pollution they get? they used in the activity, and why.
How the pollution revel?

Do they can use this water agene?

In their part teacher will act as she don’t know

what happen! So she will observer their work and
ask questions.

After the second activity teacher will review with

them the answers and ask questions if its necessary

Elaborate
PURPOSE:
to extend students' conceptual understanding through application or practice in new settings
Materials: cards
Activities: Teacher Student

Determine the pollution - I will give the students in - the group leader will take
type. groups cards labeled with three responsibility of the cards.
types of pollution air, land and - they will listen carefully to the
water, so each group has 3 cards. teacher instructions in order to
- I will show the students get the correct answer.
pictures of pollution and they - the first group who raise the
have to raise the card that correct answer get a point.
represent the picture. Or I will
say the cause and they have to
know this cause related to which
one. For example, I will say the
smoke cause pollution in ….?
and they have to raise the air
card.

Evaluate
PURPOSE:
for students to assess their understand of the learning objectives
for the teacher to assess student understanding of the learning objectives

Teacher Students

In the end I will ask students if they have an Students will ask questions if they need about
question to her. the lesson .

If they did not understand the lesson or any part They will do the act of thumps up if they get
she may reteach it again understand to the lesson .

I will ask students to show her thumbs up if they Thumps down if they need form the teacher to
 are fine with the lesson , and thumbs down if re-teach the lesson of part that they couldn’t
they feel that they are not much familiar with the understand it .
lesson even after the illustrating

Reflection:
In this lesson the students were super excited and engaged. But I think there was some
misbehaving and that's because of overload excitement in the explore part which is the part that
they like because they have the opportunity to do hand-s on activities and investigating new
things. And in my lesson today they were provided with water and other materials that they have
to mix them together and these kinds of activities they really like. But I think I will plan for
activities from this type I have to choose more management strategies to avoid making the class
noisy and missy.