Student

Date: 1st / November/ 2017 Juwaher Rashed Ali ALnaqbi

teacher:
Time: 9:10 10:00 School: Khatt School
MST: Sultana Abdullah Class: Grade 4

Unit 3: The UAE desert- introduction

Unit: No. Ss 26 students
to the unit

Learning objectives:

There will be four learning centers which are the desert weather, the desert animals, the desert plants, Bedouin
lifestyle.
o Introduce the new unit about the UAE desert.

o Identify the desert weather by watch a video.

o Recognize the desert animals (Oryx- jerboa- camels- wolf- fox- scorpion- lizard- gazelle- sheep-
goats).

o Distinguish the desert plants and make a plant craft (palm tree, Ghaf Tree, cactus) .

o Explore Bedouin lifestyle in the desert and their activates by make a poster.

o Apply KWL strategy

Prior Knowledge (What knowledge are you building in?)

o Writing sentences in present simple.
o Lexis of animals, plants and weather
o Students have skills to select the answers from listening to a video.
o Understanding of the question form: What is X like?
st
21 Century Skills:

Global awareness: understand and address global issues.

Environmental literacy: demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.

Materials:
o Find the missing words worksheet.
o Tent crafts using colored papers.
o Write animals names worksheet using flashcards.
o Cactus craft and palm tree crafts and use color pencils.
o Video about Bedouin life and about the desert weather.
o A3 papers.

Key vocabulary: vocabs that are related to the desert are sectioned according to the:

o Desert weather: sunny, dry, cold, hot, rainy, sandy, windy

o Desert animals: Oryx- jerboa- camels- wolf- fox- scorpion- lizard- gazelle- sheep-goats).


o Desert plants: (palm tree, Ghaf Tree, cactus)

o Bedouin lifestyle: (tent, care sheep, )

Common misconceptions for learners, ways of identifying these and techniques for addressing these
misconceptions:

Learners may need further explanation and consolidation of using the KWL strategy.

Students may confuse when I ask them to go to the learning centers, so first I will briefly give explanation about
each center to know what they have to do.

Evaluation / Assessment: (How will you know your students have achieved the goal?)
Groups works after they get finished from each learning center.
There are crafts will be created, and various of worksheets depend on each center.
After that they have also to write what they have learned using KWL for each students.
Personal focus (related to PDP): In this lesson I am working on my
o Building my management skills and focus on teaching strategies that include writing, listening, speaking
and reading skills.
o Focus on myself to be a guide teacher rather than just take long time to lecture and talk
o Let each student to be busy with learning something new

ACTIVITY INTER- TEACHER STUDENTS
TIME PURPOSE / OBJECTIVE
ACTION (Activity and Language) (Activity and Language)
OF ACTIVITY

The teacher will: The students reply on the
Engage students - Greet the students and ask them teacher questions and
1 10 minutes T-S about the date of today. discuss with her the
Starter (Whole class) An introductory to the - Show students a box has a desert Questions.
(little discussion) on the carpet new unit. animal (camel) and I will ask them to
guess what is inside it by give them Listen to T
some description.
- After they knew the animal I will ask
them questions:
Brainstorming Where does the camel live? Write:
How does it look like? - K: What do you
what color is it? know about the
desert?
How big is it? size - W: What do you
want to know?
Camel physical features

- Write the objectives on the board.
- Remind students about the KWL
strategy:
What do you know about the
desert? What do you want to know?
Give instructions to the learning center and
what students have to do

There will be 5 minutes for each group then
they have to move to next learning center

Each group will work on different centers.




5 minutes Groups Identify the desert Move around the class and check on all This group who works on
center 1 weather students if they do good and they get on the this center:
(Desert weather) right way. 1- They will watch a
video together.
2- Each one will
have a worksheet
that they have to
fill it according to
the watched
video describing
the desert
weather.
Individually Recognize the desert Move around the class and check on all They have flashcards and
animals (Oryx- jerboa- students if they do good and they get on the each one has to get two
center 2 5 minutes camels- wolf- fox- right way. worksheets.
(Desert animals) scorpion- lizard- They have to write each
gazelle- sheep-goats). animals name and then
play with find the missing
words.


S-S (into Distinguish the desert Move around the class and check on all They have flashcards of
5 minutes groups) plants and make a plant students if they do good and they get on the some desert plants and
craft right way. then they have to create
center 3 Individually - Teacher will watch students their own desert plant
(Desert plants) performance. craft using colors and
- Give feedback. drawing.
- Encourage students. Write short sentences on
their crafts
For example:
My name is Reem
I am a cactus
I live in the desert.
As a group Explore Bedouin Move around the class and check on all - Students watch a
Center 4 lifestyle students if they do good and they get on the video about
(Bedouin lifestyle ) 5 minutes right way. Bedouin lifestyle
- Teacher will watch students - Make a poster
performance. about Bedouin
- Give feedback. lifestyle building
a tent and draw
some activates
such as Bedouin
take care of sheep.
Complete KWL 10 minutes Group post Students write and post Listen and encourage the students L: Write what do they
Individual what did they learn have learned?
The last section writing today? Post their writing as a
only (L: what do One student group on the wall
students have from each Read what they wrote.
learned?) group will
Note: read there
are 5 minutes
to get prepared and trans from one center to another one minute for each time.

Remember that your plan should be detailed enough so another teacher can deliver the lesson without contacting you. Please check the language before
submission.
 The groups titles

------------------------------
The desert weather
------------------------------
The desert animals
------------------------------
The desert plants
------------------------------
The people live in desert
For the first group center (desert weather)

The link of the video for this worksheet

https://www.youtube.com/watch?v=ht1JqhmtCEQ
 For the second group center (desert animals)

Some reading text on the animals pictures

Camels are amazing mammals. Did you know

that they can travel long distances without
eating or drinking water for a week.

Oryx does not drink water, but it gets water

from eating roots, fruits, and grass.

Jerboa hops like a kangaroo on its long back legs.

Wolves eat birds, insects, sheep and goats. People

killed wolves to keep their sheep and goats safe.
 Desert Animals
My name is Grade 4/.

Oryx Jerboa- Camels - wolf - fox - scorpion lizard Gazelle- Sheep- goats

. .. .

... ..

.. ..

.. ..

.. ..
 For the third group center (desert plants)

Example: Laminated pictures with the name of animals and plants hang on it and some reading
texts are stick on the picture:
These are plants crafts, students can just choose one and write on it their names and the plant
names
For the forth group center (Bedouin lifestyle)
1- A video about Bedouin:
https://www.youtube.com/watch?v=4Q3uhqv8epM

KWL worksheet on A3:

K W L