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Lesson Plan 5

Name of Student Teacher : Amal Ibrahim Abdullah School : RAK Academy ( PYP )
Planning an Inquiry Based Lesson/Activity/Project Name:

Consider your PDP goals when lesson planning. Some points to keep in mind might be:

Professional Development Plan


(What do YOU need to work on in order to grow professionally?)

1-(Goal): The students will build their prior knowledge through the concept.
2- (Strategies Used) :
- Plan of the lesson and discuss with the MST about the lesson.
- Document the content of the lesson to use it as a reference.
- Fix and improve the mistakes of the lesson after getting feedback.

3- (Evidence) :
• Lesson purposes (Power Point, the experiment materials).
• Lesson plan (before & after feedback).
• Students works and assessment at the end of the lesson.

Grade Level: Subject: Learning Outcome (ADEC code and words):


Three Science -hands-on experiences with a variety of materials.
-making observations that are relevant to questions asked.
-working in cooperative learning teams in an enjoyable
learning environment.
-following guided inquiry principles to in order deepen their
understanding of topic.
 Title of Lesson: habitat A brief description of my Lesson in my own words:
 Strand: Living world  This lesson is second sessions of this course. It's all
Sub-strand: explain the functions of the flower head. about the animals and habitats, the students will focus
only about the three environment and do a research
about it then they will create and make a 4D triorama.
The problem that students are trying to solve or investigate The outcome or product of the students’ investigation :
(in my own words):
- The students will be able to know the name of
 The students will not know how to make a 4D triorama. the habitats
- The students will know how to divide each animal
with the name of habitat of this animal.
- The students will know how to do some research
from the book.

Essential Question: Guided Questions:


- can I recognize different habitats and their features? - Do you remember what we learned last week?
- What is a habitat?
- What are the names of the habitat?

Learning Outcomes (including strand and substrand)


Students will be able to identify the three environments (The arctic, The desert, The rainforest).
Student will be able to recognize different habitats and their features.
-The stages that the students will use to investigate the problem:

Stage What it Means/What students do at What are some Process skills Literacy skills
this stage of any inquiry lesson What students will Aim of this questions that I that students that students
do at this stage of section of will ask students will use at this will use at this
my lesson the lesson during this stage (name, stage (name,
section? (at and say how and say how
what level of and where) and where)
Bloom’s are
these
questions?)
Engageme I will show the students a poster and The students will look Remember & Prediction: Speaking &
nt the poster includes some questions at the question and . The Understanding The students Listening
and pictures. I will let each student they will discuss with students will will guess about
from each group to take one card of their group and think improve their - Do you The students will
their prior
about the answer.
question. thinking remember knowledge. read to the
skills. what we questions and
learned Hypothesis: listen to other
-Engage the last week? The students students, and
students. - What is a will take the they talk and
habitat? cards and think discuss about the
- What are about the answers.
the names answer.
of the Communicating:
habitat? Their
- What are hypothesis.
the
animals
that live in
the arctic
habitat,
desert,
and
ocean?
- What is
the
different
between
rainforest
and
forest?
Exploratio I will the students one activity - The students Speaking &
n that they have to do it on the will discuss The students Remember & Prediction: Listening
board. The activity about with the will improve Understanding The students
Match the picture of animals partner about their will guess about
with correct name of habitat, the answer. cognitive their prior The students will
and choose the word that skills. - Look at knowledge. discuss with the
match the picture from the - I will ask the the picture partner and then
box. students -Engage the what's the Communicating: they will share
about the students. name of The students their answers
answers. this will discuss and with whole class.
-The habitat? share the
- I will choose students will answer with
some remember - What do whole class.
students to some notes you think
write the from their where this
answer on prior animal live
the board. knowledge. in which
habitat?

Explanatio I will say to the students today we are - I will ask the Demonstrate Understanding: Observing: Speaking &
n focus only with three environments students conceptual What the When they see listening: As
which are: The Arctic, The Desert, questions understandin meaning of these the PowerPoint they discuss and
and the Rainforest. about the g by applying words (Arctic, and take some share their
Arctic which what they desert, notes from the thoughts.
is: where is see and they rainforest). video.
the arctic? will know the Analyzing: Can Communicatin Writing: When
What animals are information you explain again g: Explain and they write why
live in the arctic? about the what the meaning discuss what the camels lives
three of each habitat? the name of in the desert and
- I will show the environment. animals and share the
students where they live? answers.
short video Predicting:
about the Guess and write
camel and I what did they
will ask the think why the
questions camel live in the
about the desert?
video and why the animals
they will have a different
guess which habitat to live
environment in?
this through
the camel.
https://www.y
outube.com/w
atch?v=WViU
UMClAUQ

- I will show
them some
pictures and
information
about the
rainforest.

Elaboration - The students will do the - I will show the Create: Observing: Speaking:
+ activity about the 4D triorama students a The students The students will Through using Through their
Evaluation video to will improve create a shape of their senses discussion and
explain and their thinking 4D triorama. when they are ask questions.
show them skills and do it the shape
how to make kinesthetic because they
the 4D skills while will use their
triorama. they watch Evaluating: brain to think Writing:
- When the the video and I will evaluate the about how to do When they do
students will think about it, students if they it well, and use the shape and do
make the and when understand the their hands to the research to
shape of 4D they will lesson by know cut the paper to write the
triorama I will make the the information of do the shape, information of the
let them to shape of 4D the three and write the environment that
choose one triorama. environments information from they choose and
environment. (The desert, The the research think copy it in
https://www.y rainforest, The book. their 4D triorama.
outube.com/w - Asses arctic) and when
atch?v=bu80 the they will make the communicating
853TNw8&ap stude shape of the 4D :
p=desktop nts triorama.
under The students
- Then I will let stand will
them to communicate
choose one with the other
book and do students by
a research of share their
the shape and
environment share their
that they research of the
choose. environment
- Finally they that they
will color their choose.
shape and
write the
information
about the
environment.