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Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.
Date/Time: 28/10/2018 Name of Student Teacher to be observed: shikha
Topic for the lesson: Seven life processes Name of Observer/Critical Friend: Fatema Altenaiji
Learning Outcomes:
Students will be able to identify the seven life Students will be able to discuss about the seven-life process.
processes and their meaning (movement, growth,
reproduction nutrition, sensitively, respiration and
excretion).
Reflection: it feels good conducting a formal observation with a student-teacher in a higher-grade level
which is grade 5. I think the lesson topic is interesting. My colleague feels happy about being observed and
she accept my comments. She thinks that she will provide hands-on material for next lessons to make it
more scientific. In my opinion It is a valuable experience for us both, as we can learn from each other
strategies and way of teaching
Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5
Displays a high standard of professional behavior, which includes
punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.
Promotes a positive learning environment & builds good rapport with the
learners.
Comments or reasons for scoring above: show professional behavior and punctuality to class time, enthusiasm for
learning during the lesson, and positive relationship with learners
Planning for Learning 1 2 3 4 5
Provides a lesson plan, which includes all the required information and
has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan.
Materials and resources for teaching are of high quality and appropriate
to the level of the learner.
Formative and/or summative assessment activities are included in the
plan.
Comments or reasons for scoring above: provide well planned lesson plan, student-centered focus in the lesson
activities was highly shows, differentiation through activities and assessment, and all materials are provided
Comments or reasons for scoring above: appropriate language for the grade level, maintaining engagement and
learner's independence through activities, clear rules, and appropriate pace to challenge with range of teaching
strategies, for further development she may uses effective questioning technique (probe, praise, rephrase, redirect)
Comments or reasons for scoring above: provides ongoing feedbacks to students to enhance their progress of the
activities during the session, no summative assessment is provided.
Please share feedback immediately following the observation once the forms are completed.
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal):
In this lesson, I will be working if (questioning). Grade 5 students must be getting to learn independently, so I will keep
ask them questions about the lesson to pay their attention and let them develop their knowledge.
2. Describe what you will do to help achieve your goal (Strategies Used) make a list of questions at different
levels of bloom’s when lesson planning:
I will use the communication process when I will ask any question to the students. I will always ask them to discuss
together so they can share ideas and learn from each other.
3. Describe how you can tell if you’re achieving your goal (Evidence) list of student responses, or
worksheets
Grade Level: 5 Subject: Science Learning Outcome (ADEC code and words):
Students will be able to identify the seven life processes
and their meaning (movement, growth, reproduction
nutrition, sensitively, respiration and excretion).
Students will be able to discuss about the seven-life
process.
Students will be able to classify the seven-life process.
Explore It’s about giving In this stage, students will be exploring about Identify the Commun
the students a the seven life processes by doing this meaning of each One of ea
chance to activity: reading a passage in a group about stage of life group wi
explore the the seven-life process and identify the processes. present t
concept by meaning of it (each group will have two work and
themselves. process to read). (see attachment 1). - discuss th
Whether through Low level group will do the same activity, but finding w
doing an the teacher will provide pictures with the whole cla
experiment or passage (see attachment 1).
reading a journal
about the
concept.
Explain Students here Students will present the ideas that they Determining Understanding: Commun
are transforming collect it from the passage and they will student’s Through
their present it for the class. presentin
understanding to Each group should discuss what they understanding of What is the two proc
the teacher and understand from the passage. the concept. meaning of each that each
rest of the class. The teacher will give a free way to present life process? reads abo
They can use their ideas for the class such as, talking in show it fo
different ways to front of the class or drawing a picture and rest of th
present their explain it for the students.
information
Elaborate
Evaluate Move to the next class
Attachments:
Engage part
Living and non-living things activity:
1. Movement
Both animals and plants can move. Plants are rooted and move slowly as they grow. Their
roots move down into the soil and their stems move up towards the light. Animals on the
other hand move quickly and can move their entire bodies. They can move in search of
food, shelter or to avoid danger.
2. Respiration
Respiration is the process of extracting energy out of the food we eat. All living things
respire because they need energy to grow, to replace worn out parts and to move.
3. Sensitivity
All living organisms are sensitive, this means that they have an awareness of changes in
their environment. Animals respond quickly to stimuli such as heat, light, sound, touch
and chemicals which have taste and smell.
4. Growth
All living organisms grow. Plants continue growing throughout their lives. Humans and
animals stop growing once they reach adulthood. Even when growth stops, materials
within an animal’s body are still being replaced from its food.
5. Excretion
All living things make waste products these can be useless or harmful to it and therefore
need to be got rid of. Excretion is the process of getting rid of metabolic waste. Humans
and animals breathe out waste carbon dioxide, other waste substances leave the body in
urine and sweat.
6. Reproduction
All living things must produce offspring like themselves for their species to survive. This
is the process known as reproduction. Plants produce seeds that give rise to new plants
of the same species. Animals lay eggs or have babies.
Low level group will get pictures that describe the last process which is Nutrition
7. Nutrition
Nutrition is needed for energy and growth, all humans, plants and animals need food. Plants can
make their own food by photosynthesis. They use sunlight to turn simple molecules like carbon
dioxide and water into more complex carbohydrate molecules. Animals are unable to make their
own food so rely on other plants and other animals for their nutrition.