Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date 8/3/2017 Student Najat Abdulkariem

teacher H00283493
Time 10:30 School New World American Private School
MCT Garnel Desravins Class 3/C
Lesson No of 21
unit/page Lesson: The effects of students
pollution.

Unit 6: People and Resources

Pages: from 256 257

Context of the lesson

This is the second lesson in unit 3: The effects of pollution- people and resources.

Teaching goal
My goal is to be able get the students to recognize the effects of pollution.
.
Learning objectives

Students will be able to identify the meaning of pollution.

Students will be able to discover the causes and results of pollution. ( land pollution, water pollution, and air
pollution)

Assumptions about prior learning

Im assuming that students know all the materials that they will have.
Students will be able to memorize the natural resources.
They are familiar with the causes of a dirty environment.

Anticipated problems and possible solutions

- The video may not work so, I will be sure to have saved it in CD.
- The school can lose power at any moment, and I may not be able to use the computer. So, I will ensure
to present the video orally.
- Some students may take a long time doing the activity so I will give them specific time to finish.
- Students may need more materials to finish the activities so, I will provide extra.
- Some students may create misbehavior so I will apply my management strategy in the lesson.

Personal focus for this lesson

- Provide a safe learning environment for all students.

- Observe students while they are working.
- Give more prizes for students.
- Work closely with the struggle students.
- Speak slowly as possible.
Target language Teacher language

Pollution. Pollution: is harmful substances in the

Effects. environment.
Land, water, and air pollution. Effects: the results of things.
Land, water, air pollution: affected by some harmful
ways of using natural resources
Main tasks or activities Resources and teaching aids

1. Meet the earth. Computer.

Watching the video and enter the lesson. Board.
2. Finding the hiding word. Envelopes.
Identify the pollution word. Models (land, and air)
Work as whole class. Water.
3. Visiting the environment. Cards.
Discovering the effects and causes of the Magnet.
pollution, from the real life. Instruction cards.
Consider these grouping strategies: Consider where the children are working:

Students work individually, and as a whole class. Classroom and science room.

Planning Stages Within the 5-E Inquiry Model

Engage
Key Question:

Where do we live?

Before the view the video.

1. There is a guest wants to meet you, and he has a story to tell you.
2. Are you ready to meet him?
3. Listen carefully because, Im going to ask you questions?

Teacher Student

Students will watch a video on

movie maker. After the video I will Watch the video
ask the following questions: Answer the questions.
1. Who is the friend that you
saw?
2. What do you think happened
to the earth?
3. Why do you think?
4. What we called this process?

Lets find out in the next game.

( find the pollution word)

Explore
Activities (list) Driving Question
 - Finding envelopes:
Before the class, the teacher will hide the
six envelopes under the desks randomly 1. What do you think the word
(choose one desk from each group, and behind the dirty place?
because there are five groups, hide one 2. Work as a whole class, read the
envelop under the teachers desk). questions, and then find the
After the video, the teacher will hang the word.
instruction card on the board, and ask the 3. After you solve each question
students to read the instruction, and play. correctly, come to the teacher
The six questions will be related to the and take the letter.
previous lesson ( Natural resources):
What are renewable resources?
Draw an example of
renewable resources?
Why do you think it is a
renewable resource?

Draw an example of non-

renewable resources?
Why do you think it is a non-
renewable resource?
Why do you think it is non-
renewable resource?

The students will solve the questions,

and after each question they will go to
the teacher to get a letter and than hang
it on the board, the final word will be
( Pollution)

- Visiting the environment:

After finding the word (pollution), the teacher - Do the experiment and solve the
will take them to the Lab room to develop investigating.
their knowledge and test the idea of pollution
in the environment.
Before the class the teacher will prepare the
model of land, water, and evaporator for
perfume ( to present the air), and some
papers(to present the rubbish).

Distribute the investigating cards for each

student and allow them to discover the
causes and results of pollution.

The questions are:

- What is pollution?
- Why do you think pollution is not
good for the environment?
- What are some ways that you
might contribute to air pollution?
- What are some actions you can
take to help stop pollution?
- Write one sentence to describe
how people caused each type of
pollution? (Land pollution, air,
 and water pollution).
- Why did the snack wrappers stay
in the park and pollute the land?
(Develop inquiry skills) possible
answer:People did not throw it in a
trash can.
- Brainstorm ways to prevent or
clean up land and water
pollution?
Teacher Student

Guide the students to what they

Work on solving the cards.
need to do:
Discovering the causes and
results of pollution.

Student Communication Product: ( what the students should produce)

- Discussing with the teacher about the findings ( answers).

Explain
Content Media: teacher lecture
Work around the students and ensure they provide the relevant vocabulary words
(pollution, polluted, and causes).
Teacher : Student

During the activity I will ask them Explain to the teacher.

these questions to check their Write what they understand and discuss
understanding and correct for with the teacher.
them.

Why do you think its one of the

causes?

Why do you think it is one of the

results?

How did you discover this answer?

Elaborate (Extend)
Activities: Teacher Students:

Content Media: Brainstorm ways to

Investigating cards.
(worksheet) including a
challenge question.
Extending/Application
Questions for Whole/Small
Group Discourse:
prevent or clean up land Middle: they may write tips
and water pollution? only.
High: write a paragraph to
describe ways to prevent
pollution.

Describe ways to prevent

land and water pollution.

Student Communication
Product (assessment):
Produce the investigating
cards.

Evaluate
Skill/Reasoning Learning Objectives Assessment Instrument
Ability to define and give examples of Observe: while working on the activities.
pollution. Define: answering the questions.
Knowledge Learning Objectives Assessment Instrument
Ability to discuss, demonstrate, and -KWL chart.
describe about the effects of pollution.
Teacher Student
- work on the activities.( predict,
- Observe and support the and observe)
students.