Lesson Planning

Name of Student Teacher: Fatema Alshehhi School: RKA Academy BC

Professional Development Plan

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

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal): give clear
instructions to students.

2. Describe what you will do to help achieve your goal (Strategies Used): I will tell them enough instruction in
each step of the activities.

3. Describe how you can tell if you’re achieving your goal (Evidence): prepare to the activity and their steps as
how it will pass during lesson.

Grade Level: 3 Subject: Science Learning Outcome (ADEC code and words): Not included

Title of Lesson: A brief description of my Lesson in my own words: This is the lesson of the “forces and
investigate the poles magnets” unit and it take about investigate the poles of magnets. In this lesson the
of magnets. students are going to investigate the poles of magnets. They will understand that magnet
can repel or attract .they are going to sort objects which are magnetic or non- magnetic.

The problem that The outcome or product of the students’ investigation (i.e. what will the students be
students are trying to expected to produce at the end of their investigation)
solve or investigate (in
my own words) They will learn opposite poles is attracting each other and same poles is repelling each
How magnets can other.
repel or attract?
Learning Outcomes (including strand and sub strand)

 The students will be able to understand that magnets can repel or attracts.

Essential Question:

What is a force?
Guided Questions:

 What do you think about force and magnet?

 What happen when I push the marker?
 What happen when I pull the chair?
 What happens when you close same poles for each bar?
 What happens when you close opposite poles for each bar?
 What objects are Magnetic or non-magnetic and why?

Planning an Inquiry Based Lesson/Activity/Project

Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
Engagement  Prepare - First, I will tell the students about the - Students are Understanding: Listening:
students to learning objective of the lesson. going to think, - What do you think when they
the next - I will tell them to discuss in pairs to pair, and share about force and Communicate listen to
step of the the answers magnet? to answer others’
answer what do you think about force
lesson. about the questions. responses.
and magnet? Where do you see them in questions.
 Give them Speaking:
everyday life? Why are they needed? Analyze:
idea about when they
I will explain to them definition of force - Why are they will answer
what I will
and two types of it. needed? the
teach them
I will show them example about ‘’push ‘’ - What happen when I questions.
in this
by pushing the marker. push the marker?
lesson.
- What happen when I
 Make them - I will show them example about ‘’pull’’ by
pull the chair?
ready to pulling the chair.
the lesson. -

Explanation To prepare the -They will observe Analyze Predict to Observing

students to do - I will show them a magnet and how I sort the - What happens when answer what do the model
their ask them how magnet is work? objects and they you close same poles you think of the first
experiment. - I will explain to them the listen to instructions. for each bar? between two of step of the
definition and how it works. - What happens when samples. experimen
To give them - I will provide them 2 bars of They will close each you close opposite t.
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
clear understand magnets and ask them to close bar of magnet to poles for each bar? Speaking:
about concepts same pole to each other. And each other? First in to answer
of lesson. notice what happened? And I will the same poles and the
ask them to close opposite pole then in the opposite questions
To correct their to each other. And notice what poles. They will
misconception. happened? notice what
happens?
- I will tell them you will do
activity about sort objects which
are magnetic and non- magnetic.
- I will show them how they have
to sort them.

Exploration - - Students are Analyze : Inferring: what Speaking :

- I will provide the materials for activity to going to sort the shape it will when they
the students.(on their table) objects into - What objects are be. talk
two circles Magnetic or non- together
- I will tell them back to the table to do (Magnetic or magnetic and why? Experimenting: during do
their activity in their groups. (5 groups). non-magnetic). they will sort activity.
objects on two
- I will ask them to sort objects on two circles. Observing:
circles. (Magnetic or non-magnetic) in (Magnetic or when
then minutes. non-magnetic. sorting
two circles
Observing their of objects.(
two circles of Magnetic
objects. or non-
Stage Aim of this Teacher Role What students will What are some questions Process skills Literacy
section of the do at this stage of that I will ask students that students skills that
lesson my lesson during this section? (at will use at this students
what level of Bloom’s are stage (name, will use at
these questions?) and say how this stage
and where)
magnetic)

Elaboration To extend Discussion: what were you finding? They will discuss analyze: Inferring What speaking:
concepts about what they found it. objects are they will
the topic and get - I will ask each group to display what - What objects are Magnetic or interpret
deeper objects are magnets? Why? Magnetic or non- non-magnetic their
understand for magnetic and why? and why? results
it. - What are they non-magnetic? Why?

Evaluate To judge - I will give them worksheet to sort and Read and answer Understand: Writing:
students' draw objects which are magnetic and worksheet - Sort and draw when they
understanding of non- magnetic. individually. objects which are will solve
concept about - I will ask them to present their work magnetic and the
topic. to class. non- magnetic. worksheet