Final assessment- Report.

Course name: Introduction to math and science in the classroom.

Course code: EDU-1802.
Ayesha Hassan Al-Ali.
H00328412
Basel Badran.
Word count: 787.
21st of April 2016.

Introduction:
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Ayesha Hassan Al Ali.
H00328412

Creating a recorded video lesson is not easy, especially when you dont have
students. The first video recording failed but then we wrote down what we
needed to do again and the second one was successful. Creating the video
helped us with managing our time as we know how long will we be working
in each stage. Our lesson was about the earth and environmental science. It
was about the water cycle.
The lesson was aimed for Grade two students 7 to 8 years old.
Lesson objectives:
Students will:
Discuss the water cycle.
Identify the stages of the water cycle.
Given a worksheet, students will label the stages of the water cycle.
5es description:
Engage: While engaging, teachers have the opportunity to find out what the
students already know about a certain concept. It gives the learner the
opportunity to recall his current ideas about this topic. In this stage, teachers
try to capture the students interest and make them curious and eager to
learn by asking them general questions about a certain topic or showing
them a video.
Explore: Students in this stage investigate the materials. They interact with
each others when they experiment a certain topic. After engaging, students
would produce questions that are related to the material they just had.
During the exploring stage, students get some experience, and they start
constructing their understanding.
Explain: In this stage, learners have the opportunity to connect their
experience with the learning in the lesson. Students share ideas and justify
their explanations about the experiment. By doing this, students learn the
scientific terms of the concept. The students also understand the content
easier, and they become able to express and explain the ideas.
Elaborate: While elaborating students extend the previously introduced
concepts and experiences they know in new situations. They can connect
their experiences to real life or other situations that have the same concept,
but they didnt notice before.
Evaluate: Teachers gather and test students understanding of the whole
lesson. Teachers test the students ability to use the concepts and definitions
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Ayesha Hassan Al Ali.
H00328412

and how to apply them. Evaluating shows the teacher what the students
understood so far and where have they come from where they began.
How do the activities fit the 5Es?
Engage: In the lesson, we engaged the students by asking them some
general questions about the weather outside. From these questions, we tried
to connect to the lesson topic. After that we started asking them about rain
and how does it form. We got students answers that showed us their prior
knowledge. After that, we showed them a video about the water cycle, and
we explained the important definitions and how does the water cycle go as
mentioned in the video.
Explore: At first, we provided the materials for the experiment for each
group. We gave instructions for the students and modeled the activity in
front of the students. The experiment was about making a cloud. After
instructing and modeling the experiment, we gave the students the chance
to repeat the experiment as much as they would like, to observe it well and
give us their feedback about what they observed.
For the second experiment, we showed the materials to the students and did
the experiment. Students were observing. After that, we explained what
happened in the experiment by linking it to the process of the water cycle.
Explain: After the experiments, Students Analyzed what they have recorded
while doing the experiments. Each group gave some explanations and then
we gathered all of the information they had. We were asking some questions
to make them think and talk more about what they observed. Finally, we
tried to connect the concepts of the water cycle with the experiments we just
had together.
Elaborate: we gave the Students some papers and instructions about
designing their own water cycle. After giving them some time to finish their
work. Students came up, and they started presenting their water cycles in
front of their classmates.
Evaluate: We evaluated the students by giving them a worksheet. The
worksheet included a picture of a water cycle. We gave instructions to the
students. They had to label the terms on the water cycle diagram. After
giving them some time, we checked students answers, and that showed us
how much the students understood and how far have they gotten after the
lesson.

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Ayesha Hassan Al Ali.
H00328412

Table of work:
Fatima
1 Search for a topic.
2 Explained the experiment
3 Presented the second
- experiment(explore)
4 Design the
- worksheet(Evaluate)
5 Convert the PowerPoint slides
- into videos.
6 Write the definitions of the
- 5es.

Ayesha
Search for a topic
Engaged the students.
Introduced the first
experiment( explore)
Explained the first experiment(explain)
Created the PowerPoint.
Created the final video.

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Ayesha Hassan Al Ali.
H00328412

References
Chitman-Booker, L., & Kopp, K. (2013). The 5Es of Inquiry-Based Science.
Shell Education.
Inquiry, the Learning Cycle, & the 5E Instructional Model. (2016) (1st Ed.).
Retrieved from http://www.kacee.org/files/Inquiry%20&%205E
%20Instructional%20Model.pdf
Primaryconnections.org.au. (2016). 5Es Teaching and Learning Model.
Retrieved 19 April 2016, from
https://primaryconnections.org.au/about/teaching

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Ayesha Hassan Al Ali.
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