Sample Science Lesson Plan

Lesson two: Sample Science Lesson Plan for observation
Date
Sunday 13 -11-2016
Noora Rashid Al Rawahi
55 minutes.
Student
teacher
School
Time
SST
Miss. Faten
Class
Grade 4
RAK AGG
Lesson
Unite 2:
No of
23
unit/pag Lesson 2: how living things get
student
e
energy?
s
Context of the lesson
This lesson is the second lesson in Unit 2: ecosystem How do living things get energy?
Teaching goal
Students will be able to compare between the producer and the consumer.
Learning objectives
Students will be able to:
Review the basic elements of the ecosystem.
Recognize the producer and the consumer by the experiment.
Assumptions about prior learning
Students already know:
Meaning of the ecosystem.
Living things and the nonliving things examples.
The interaction that happened between the living and the non-living things.
Anticipated problems and possible solutions
o Some students will find difficulties to know the different between the producer and the
consumer so teacher will provide pictures and use the students book to show them
o
o
o
more examples and discuss about it.

Personal focus for this lesson
Have a clear instruction and procedures which will avoid students misunderstanding.
Be friendly teacher with the students.
Target language
Producer
Consumer
Yeast
Main tasks or activities

Let students read about the yeast and
Teacher language
Producer: is an organism, either a green plant
or bacterium, which is part of the first level of
a food chain.
A consumer in science refers to an organism,
typically an animal that feeds on other
animals or plants. The consumer is part of the
food chain and is studied in the science field
known as ecology.
Resources and
Materials
teaching aids
For Each Group:
decide if its a living or non-living thing.

Let students do an experiment with the
yeast and the sugar.
Review the experiment result and
connect it to the producer and
consumer meaning.
Check their understanding by the work
sheet.
Consider these grouping strategies:

Group work
Whole class
Work sheet
Picture
Information sheet
about yeast
Each group should

Have yeast, spoon,
two cups, bottle of
water and sugar.
Consider where the children are working:

At their desk
Planning Stages within the 5-E Inquiry Model

Engage
Key Question:
Do you know the yeast?
Is the yeast a living thing or non-living thing?
Questions for whole group discussion:
Give students an information sheet about the yeast and let them decide if the yeast is a
living thing or non-living thing? Then repeat the question (Is the yeast a living thing or
non-living thing?) to know their answers.
Teacher (What will the teacher do/say
Student (What will the student
etcetera)
do/say etcetera)
Teacher will give the students an information
paper and then let them read it individually.
Students will read the information
After students finish reading, teacher will ask
sheet individually and then respond to
them: Is the yeast a living thing or non-living
the teacher question.
thing? Then discuss with them their answers.
Explore & Explain
Activities (list)
In the groups, learners will do the
experiment of the yeast and the sugar.
etcetera)
Teacher will let students work in groups
of 3-4 students.
Teacher will give students the
instructional sheet and let students do
Driving Question
How does the sugar effect the yeast
grow?
do/say etcetera)
o Students will start doing the
experiment in groups by
following teacher instructions.
o They will compare between
the experiment by following the

instruction.
After they finish doing their experiment
they will leave the cups for 10 minutes.
In this time teacher will show them other
cups that she already prepared by
following the same instructions.
Teacher will ask to think about the two
cups and compare between them. Then
ask them what happened to the yeast in
the cup? From where it gain energy to
grow?
teacher cups to find that the cup

which include the water, yeast
and sugar, shows yeast growing
by the layer that produced in
the water. However the other
cup does not show any growing
for the yeast. (So the yeast need
for the sugar to grow). Which
mean the living things need for
energy to grow and they cant
create the energy.
o
Elaborate
Activities
Teacher will show them a
picture of an ecosystem to
understand the producer and
the consumer.
Teacher
After teacher
present the picture,
she will ask them:
Give me an
example of a living
thing from the
picture.
She will let them
to write the names of
the living things on
the board.
Then she will
ask them to think
from were thing
living things get the
energy to grow by
looking to the
picture.
Student
Students will answer
teacher question.
Students will understand
that some living things
can produce their food
by them self like the
plants and we call them
producers.
Some living things cant
produce their own food
and they depend on
other sources like
animals and we call them
consumers.
Evaluate
Teacher will give them a work sheet to summary and evaluate their understanding
about producer and consumer.
Reflection:
For my second lesson, it was good but I thought that it should be better. The
first problem that face me was students attention, there are some students
how didnt focus with me. So I will search about some teaching strategy to
keep students attention on class. The second problem was the students
behavior, while I am teaching I note one students playing at the back with a
paper and I toke the paper from them and keep explaining. I think it was a
good strategy because this student stop playing and they focus with the
lesson.
My MCT said that the experiment miss the instructional sheet which include
questions to guide students and support them to think critically about the
experiment. Also the experiment was focusing on the living things features
while it should focus more in the producer and consumer. So the lesson plan
should be an alignment and sequence. For the next lesson I will do my best to
have a sequence lesson which achieve the lesson objective clearly. Also, I
wait for students to understand the concept even if it take the whale class
time, by giving them more examples or activities to support their grasp.
Information sheet about yeast
Have you ever looked closely at a piece of

sandwich breadreally closely? Notice all of those
tiny holes? They probably got there thanks to tiny
living organisms called yeast. Even though these
organisms are too small to see with the naked eye
(each granule is a clump of single-celled yeasts),
they are indeed alive just like plants, animals,
insects and humans. In fact, we have some interesting things in
common with these little creatures!
When you buy a packet of baker's yeast at the store, the organisms
inside are in a state of inactivity so they don't need to eat (keeping
them cool and dry helps keep them preserved this way). But when you
mix them into dough, they wake up and begin eatingand making
carbon dioxide.
Why do the yeast organisms "wake up" when you put them into a
dough mixture? Like other living organisms, they need food and water.
So by putting them in a moist environment with nutrients (such as
sugar), they become "active."
Information sheet about yeast

Have you ever looked closely at a piece of
sandwich breadreally closely? Notice all of those
tiny holes? They probably got there thanks to tiny
living organisms called yeast. Even though these
organisms are too small to see with the naked eye
(each granule is a clump of single-celled yeasts), they are indeed alive
just like plants, animals, insects and humans. In fact, we have some
interesting things in common with these little creatures!
When you buy a packet of baker's yeast at the store, the organisms
inside are in a state of inactivity so they don't need to eat (keeping
them cool and dry helps keep them preserved this way). But when you
mix them into dough, they wake up and begin eatingand making
carbon dioxide.
Why do the yeast organisms "wake up" when you put them into a
dough mixture? Like other living organisms, they need food and water.
So by putting them in a moist environment with nutrients (such as
sugar), they become "active."
Instructional sheet
Instructional sheet
What we need:
5.
6.
7.
8.
Spoon
Sugar
Yeast
Two cups
Producers:
7. In this experiment you will test if
the yeast is a living thing which
needs a food like (sugar) to grow
or not.
8. Take the labels which contain
(yeast and sugar) and glue it on
the first cup, and the label (yeast
without sugar) and glue it in the
second cup.
9. Take the two cups and pour some
water to the haft of the both
cups.
10.Take the spoon and but one
spoon of yeast in the first cup
and one spoon of yeast in the
second cup.
11. Take the cup which labeled by
(yeast and sugar) and but one
spoon of sugar on it. Then mix
the ingredients by the spoon very
well.
12.Leave the two cups for ten
What we need:
1.
2.
3.
4.
Spoon
Sugar
Yeast
Two cups
Producers:
1. In this experiment you will test if
the yeast is a living thing which
needs a food like (sugar) to grow
or not.
2. Take the labels which contain
(yeast and sugar) and glue it on
the first cup, and the label (yeast
without sugar) and glue it in the
second cup.
3. Take the two cups and pour some
water to the haft of the both
cups.
4. Take the spoon and but one
spoon of yeast in the first cup
and one spoon of yeast in the
second cup.
5. Take the cup which labeled by
(yeast and sugar) and but one
spoon of sugar on it. Then mix
the ingredients by the spoon very
well.
6. Leave the two cups for ten
Worksheet
From your understanding answer these questions:
What is a producer?
What is a consumer?
Write or draw an example:

producer
consumer
Lesson one: Sample Science Lesson Plan for observation

Date
Wednesday 9-11-2016
55 minutes.
Student
teacher
School
Time
SST
Miss.Faten
Class
Grade 4
RAK AGG
Lesson
Unite 2: ecosystems.
No of
23
unit/pag Lesson 2: what are ecosystems?
student
e
s
This lesson is the first lesson: what are ecosystems? In Unite 4: ecosystems.
Teaching goal
Students will be able to create triangle diorama to present their favorite animal and their
habitat.
Learning objectives
Review the meaning of ecosystem ecosystem.
Remember the types of ecosystem.
Describe some living and non-living things.
The meaning of habitat and population.
o Some students will find difficulties in following teacher direction; teacher will check
group by group how they are doing? And guide them.
o
o
o

As a first lesson I will try to be friendly to make students except me.
Grab students attention as much as I can, to avoid any misbehavior.
Target language
Habitat
Ecosystem
Farm
Teacher language
A habitat is an ecological or environmental area that
is inhabited by a particular species of animal, plant,
or other type of organism.
A biological community of interacting organisms and
Polar
Forest
Wetlands
UK wild
Tropical rain forest
Savannah
Ocean
Desert
Domestic
Make a review for the previous lesson
by showing them a picture of an
ecosystem.
Let students do an experiment with the
yeast and the sugar.
Review the experiment result and
connect it to the producer and
consumer meaning.
Check their understanding by let them
write a reflection.
their physical environment.

Group work
Whole class

At their desk
Resources and
teaching aids
Triangle diorama
project
PowerPoint
Materials
For Each Group:
Colors
Papers
Pictures
Facts sheet
Glues

Engage
Key Question:
What Do you see?
What we call this picture?
Give me an example of the living things?
Give me an example of non-living things?
What are the ecosystem types?
Did you prang your material?
Did you search about your favorite animal?
Teacher (What will the teacher do/say etcetera)

Teacher will show students the picture of the
ecosystem then ask them the questions. Also she will
ask them if they do their homework which is
searching about their favorite animal and write some

do/say etcetera)
Students will respond to the teacher
questions.
facts about their habitat.

Explore & Explain
Activities (list)
By following teacher instruction students will create
their own triangle diorama to present their favorite
animals and their habitat.
Teacher will show Students how to do a triangle
diorama for their favorite animal and they will
follow her instruction step by step:
You start with squares (any size will do) and
fold them on the diagonals.
Then cut on any diagonal just to the center
point.
Overlap the two triangles adjacent to the cut
and glue them together.
Now you have a three -dimensional figure that
will stand on its own.
Write and design depending on your favorite
animal and their habitat.
After all the students finish, they will present
their work to their peers.
Driving Question
What is your favorite animal?

do/say etcetera)
o Students will follow teacher
instruction of doing the triangle
diorama.
o They will use the facts and the
pictures of their favorite animal
to design their triangle diorama.
o The students who didnt prang
the facts and pictures, they will
draw in their triangle diorama.
o Students will show and present
their work to their peers.
Elaborate
Activities
Ecosystem review sheet
Teacher
Teacher will
give students
the work sheet
and tell them to
solve it
individually.
Evaluate
As a homework students will write a reflection about:
What did they do in the class?
Which triangle diorama attracts them more? Why?
Write about some new information they learn it today?
Student
Students will
follow teacher
instruction to
solve the work
sheet.
Reflection:
Diorama was a nice idea as a first lesson for me with the students to be more
close to them. They enjoyed doing their own diorama but we met a problem
that there are some students who didnt paring their materials or pictures. So
I asked students to share their materials and draw their favorite animal if
they didnt paring the picture. Also to keep them safe while they used the
scissors I ask the monitor teacher and the assistant teacher to help me by
looking at some groups.
There are some points that I should improve in my class, firstly the class
management. I should remind students about the classroom rules before we
start the lesson and motivate students by having a point chart or gifts. Also,
Its very important to balance the focus on all students to keep their attention
with the teacher and avoid any misbehavior. For the next class I will change
some students places because they were noisy by taking and playing with
the materials. My MST advised me to repeat the instruction more than twice
and dont move to the next step until I am sure that all students in the right
track, because that west class time and cause losing students attention. Also
she likes the triangle diorama because it breaks class routine.
Pictures for creating the diorama:
Lesson three:
Sample Science
Lesson Plan
for observation
Date
Monday 14 -11-2016
55 minutes.
Student
teacher
School
Time
SST
Miss. Faten
Class
Grade 4
RAK AGG
Lesson
Unite 2:
No of
23
student
e
energy?
s
This lesson is complete the second lesson (How do living things get energy?) in Unit 2:
ecosystem.
Teaching goal
Students will be able to define the types of consumer.
Learning objectives
Define what animals eat related to their teeth.
Classify animals related to their eating (plants, animals, animals and plants)
Create their own consumer plate by using the terms (omnivores, carnivore, and
herbivores).
The meaning of habitat and population.
Living things and the nonliving of things examples.
Understanding the meaning of producers and consumers.
o Some students will find difficulties in creating the consumer plate, teacher will guide
o
o
them and ask the assistant teacher for help.

Let students enjoy their time in the class by the craft activity.
Target language
Herbivore
Omnivore
Carnivore

Comparing between the giraffe and
great white shark teeth and what they
eat
Sorting the animal pictures
Creating the consumer plate
Group work
individually
Teacher language
A herbivore is often defined as any
organism that eats only plants
An omnivore is an animal that eats both
plants and animals for their main food.
Animals that subsist on a diet consisting only
of meat are referred to as
obligate carnivores.
Resources
Materials
PowerPoint
For Each Group:
Animals pictures
Posters
Paper plates
colors
Glitters
At their desk

Engage
Key Question:
How can remind me what consumer mean?
Give me an example?
How can tell me what is the different between the consumer and producer?
Give an example of producer?
Look at the giraffe (is it a consumer or producer?)
Look at the great white shark (is it a consumer or producer?)
Think about the different between their teeth, why the great white shark have sharp teeth?
Think about the different between their teeth, why the giraffe have small teeth?
Show students the pictures in the PowerPoint and then ask them the questions.
Student (What will the student do/say
etcetera)
etcetera)
Teacher will review the producer and consumer
mean orally. Then she will show them two
pictures of the (giraffe and great white shark)
and compare between their teeth and what
they eat. After that she will show them the
black bear and ask them what it eats.
Students will respond to teacher question to

find out that the great white shark have sharp
teeth and it eat the fishs, while the giraffe
have a smaller teeth and it eats the leaves.
Also they will find out that the black bear eat
the plants and animals.
As a conclusion for this stage they will
recognize three types of animals (eat meet,
eat plant, eat plant and animals).
Explore & Explain
Activities (list)
In the groups, learners work to classify the animals
pictures in to the poster depending on what they eat
(plants, animals, animals and plants).
Driving Question
Think about each animal and classify
them depending on what eat.

Teacher will show students the poster which
already divided in two three parts eating
(plants, animals, animals and plants). And she
will give each group 15 pictures of animals.
Then she will let them to divide the pictures and
steak it in the poster.
Teacher will shack their answers and compare it
to the other groups answers.
Teacher will tell them that the animals that eat
plants we call them herbivores while the
animals who eat the meet is carnivore. The
animals who eat the plants and meet are
omnivores.
She will let them repeat the three terms
(omnivores, carnivore, and herbivores) to
be familiar with.
She will ask them to give her more examples
about these three types.

do/say etcetera)
o Students will work as groups to
solve the poster.
o Students will share their
answers and compare it with the
other groups.
o Students will understand the
three terms (omnivores,
carnivore, and herbivores)
by connected it with their
poster.
Elaborate
Activities
Students will create a small
the consumers plate.
Teacher
Teacher will give

students paper plates
and they will create
their own consumer
plate individually.
They will include the
three types of
consumers and one
example for each
type.
Student
Students will create and
design their plate by
following teacher
instruction.
Evaluate
Teacher will play with them an online game about the (omnivores, carnivore, and
herbivores).
http://www.switchzoo.com/games/pleasedofeedtheanimals.htm
Reflection:
Today class was better than the last class because students interest and
enjoy their science class time. They love the activities that were in the lesson.
So I think that I achieved my personal focused which is let students enjoy
their science by the crafts work.
My MST tells me that I should give students the instructions before I give
them the materials because they were playing with the materials rather than
hearing the instructions. Also while I am using the PowerPoint I can put the
instructions in the PowerPoint slide to not forget any instruction. But she like
that I was well prepared and students was engaged and paying attention with
me. For the next class, I will prepare the instructions and the lesson steps to
be more organized.
Raccoon feeds on the garbage of households across

America. In captivity, raccoons will eat everything
from table scraps to high-protein cat food.
Crow eat plants eat the Meat scraps and

Sunflower seeds.
Pictures (creating the poster and

the consumer plate):
Lesson four: Sample Science Lesson Plan for observation

Date
Tuesday 15 -11-2016
55 minutes.
Student
teacher
School
Time
SST
Miss. Faten
Class
Grade 4
RAK AGG
Lesson
Unite 2:
No of
23
student
e
energy?
s
This lesson is to complete the second lesson: How do living things get energy? In Unit 2:
ecosystem.
Teaching goal
Students will be able to recognize the Decomposers.
Learning objectives

Understand what decomposer means.
Predict what could be happened if decomposer removed from the ecosystem.
Connect the decomposer with producer and consumer.
Producer and consumer meaning and examples.
Consumers types.
o Some students find difficulties in having an idea for their poster, so teacher will discuss
o
o
with them to give them idea.

Have a creative and interesting discovery science class.
Target language
Decomposer

Students will see video and picture
presenting the decomposers
Create poster about (what happened if
these decomposers things are
disappeared?).
Solve a worksheet to connect
decomposer with the producers and
consumers.
Solving books questions.
Cosider these grouping strategies:
Group work
Whole class
Teacher language
Decomposers are organisms that break down dead
or decaying organisms, and in doing so, they carry
out the natural process of decomposition. Like
herbivores and predators, decomposers are
heterotrophic, meaning that they use organic
substrates to get their energy, carbon and nutrients
for growth and development.
Resources and
Materials
teaching aids
For Each Group:
Work sheet
Colors
Picture
A3 paper
Video
Science book

At their desk

Engage
Key Question:
See this tree in the picture; think about the leaves that full down. Where Do you think it go
after it full down?
What happened if these leaves stay at ground by the time?
Present pictures of (tree with leaves, and bird and orange
Teacher will show students pictures of (tree with leaves,
and bird and orange with musty) and ask them
questions to help them discover the (decomposer).
Teacher will show them a video of the decomposers
examples and roles in the ecosystem.
https://www.youtube.com/watch?v=Z6V0a_7N1Mw
Explore & Explain
with musty).
do/say etcetera)
Students will see the pictures and
answer teacher questions.
By the video students will learn
more examples of the decomposer
and understand it.
Activities (list)
In the groups, learners will do create poster to
present and explain (what happened if this decomposers
things are disappeared).
Driving Question
(what happened if this
decomposers things are
disappeared).

Teacher will give students the materials (A3 papers,
colors).
She will tell them that they should think about what
could be happen it there is now a decomposers.
Students will work in groups.
They will divide the A3 paper to two parts and draw
in the first part the life with the decomposers and in
the second part the life without the decomposers.
After they finish designing their poster they will
present their work for other students.
Student (What will the

student do/say etcetera)
o Students will follow
teacher direction to
create and present their
own poster.
Elaborate
Activities
Connecting the decomposer with the
producer and the consumer.
Teacher
Teacher will
give students a
work sheet
includes
(consumer,
producer and
decomposer)
animals pictures
and students
should sort them.
After that
teacher will ask
them to think how
this living things
are interact.
Student
Students will
solve the
worksheet.
Students will
answer teacher
question.
Evaluate
Teacher will let them solve the questions in their book page 152 and 153 to evaluate their
understanding.
Reflection:
This lesson was better than the last one because I think that my activities
were sequenced and students learnt and understand more. Showing students
picture with tree and leaves falling from the tree were a good example to let
them think about what happen after it die. Also the open ended questions
help to scaffold the information very well, because students were thinking
and answering a lot of answers. After they sow the video they have an
understanding of the term decomposers and examples of it. In order to let
them understand that producers, consumers and decomposers are very
important and connected to each other in our ecosystem I let them to
imagine what could happened if there is no decomposers. There posters were
reflecting their understanding of the role of the decomposers, producers and
consumers. Some of the expectation was that animals and plants will die and
it will stay at the ground causing other die by the diseases.
Related to my MST feedback, she like the activity of predicting and the
worksheet, because all it was reviewing the previous lessons and checking
students understanding of the new lesson. So it was connecting and building
each other. But for the next time I will be focus in the hyper active students
how were king moving between the groups causing misbehavior problems. So
I will do more active activity or doing more likely activities to the hyper active
students to keep them busy at the class.
Lesson five: Sample Science Lesson Plan for observation

Date
Sunday 20 -11-2016
55 minutes.
Student
teacher
School
Time
SST
Miss. Faten
Class
Grade 4
RAK AGG
Lesson
Unite 2: ecosystem
No of
23
unit/pag Lesson 3: How living things get
student
e
energy?
s
This lesson is the second lesson: food chain? In Unit 2: ecosystem.
Teaching goal
Students will be able to create a food chain.
Learning objectives
Review the (producer, consumer, and decomposer).
Explain how the energy transferees throw the food chain.
Design a food chain.
Decomposers, producer and consumer meaning and examples.
Consumers types.
o If some students find difficulties in creating their food chain teacher will help them or
o
o
ask the assessment teacher to help them.

Focusing in presenting and explaining in sequence way, by connecting the ideas.
Target language
Food chain

Discuss about the pictures in the
PowerPoint.
Create food chain
Describe the food chain

Group work
Whole class
Teacher language
A food chain is a linear network of links in
a food web starting from producer organisms
(such as grass or trees which use radiation
from the sun to make their food) and ending
at apex predator species (like grizzly bears or
killer whales), detritivores (like earthworms or
woodlice).
Resources and
Materials
teaching aids
For Each Group:
Worksheets
Colors
PowerPoint
Papers
glue

At their desk

Engage
Key Question:
Did living thing need energy to live?
How did they get energy?
Lets see the picture tell me, what this picture show?
From where each animal get energy?
For how many directions the pictures go?
What did we call the animals that eat plant?
What do we call the animals that eat both animals and plants?
What do we call the snack that eats other animals?
What do we call the hawk that eats the snack?
How feed in the hawk after it dies?
What do we call the fungi?
What do we call this process?
Show students the picture
Teacher will show students a picture and ask them
question to review (consumer types, producers,
decomposers) which will led them to understand the
food chain content.

do/say etcetera)
Students will see the pictures and
answer teacher questions. They
will discover the meaning of food
chain and it content?
Explore & Explain
Activities (list)
In the groups, learners will create food chain.
Driving Question
How the energy transferee
between the living things?

Teacher will ask students to prepare the materials
( rectangle papers, glue and colors)
Teacher will give them instructions to work in group
cooperatively and create the food chain.
Use the rectangle papers to write and draw the
organisms for your food chain. Each paper should
include one organism with the name and drawing.
After you finish preparing your organisms start to
make the chain by the glue. Make one ring from one
rectangle paper. Take another paper and make a
ring but going inside the first ring. complete by this
way until you finish all your rectangle paper.

o Students will follow
teacher direction to
create their food chain.
o After they create the food
chain, one student from
each group will present
their food chain.
Then she will show them more a video of food chain

https://www.youtube.com/watch?v=ttpNGJcpJ68
Elaborate
Activities
Building a food chain and describe
how the energy transferee?
Teacher
Teacher will
give them the work
sheet and explain
to them that they
will cut the
pictures from the
work sheet and
stick it in the
circles of the food
chain then
describe or write a
story.
Student
Students will
work
individually to
solve the work
sheet then
discuss their
answers with
the teacher.
Evaluate
Teacher will play with them an online game
http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
Reflection:
My fifth lesson was a very good lesson which shows a great
improvement in teaching science. My students were polite and
following the direction clearly. Also students were showing that they
are enjoying my activity. I think that my questions that I asked related

to food chain scaffolding them very well. But my mistake that I forget
to assess them after each thing they learn. Such as, after I thought
them how to describe the food chain, I should let them solve the
worksheet which include building the food chain and describing it. By
this way, I will make sure that they understand what I was explaining.
Food chain work sheet

By the giving pictures below: Cut the pictures from down and build your food
chain. Then describe how the energy transferee in this food chain? You can write
a story or describe each animal are eaten by the other animal.
lojp
Lesson six: Sample Science Lesson Plan for observation

Date
Tuesday 20 -11-2016
Time
55 minutes.
Student
teacher
School

RAK AGG
SST
Miss. Faten
Class
Grade 4
Lesson
Unite 2: ecosystem
No of
23
unit/pag Lesson 3: How living things get
student
e
energy?
s
This lesson is the third lesson: food web. In Unit 2: ecosystem.
Teaching goal
Students will be able to create a food web.
Learning objectives
Review how the energy flow through the food chain
Create food web
Compare between food web and food chain
Decomposers, producer and consumer meaning and examples.
Consumers types.
Food chain
o If some students find difficulties in comparing between the food web and the food chain
teacher will show them to pictures one of the food chain and another about food web to
o
o
compare easily.
I will concentrate in students understanding clearly the meaning of food web by
connected to different habitat.

Target language
Food web
Main
tasks or activities
Comparing between the two pictures
Looking at the video
Creating food web
Solving worksheet
Playing online game about food web

Group work
Whole class
Teacher language
Food web is a system of interlocking and
interdependent food chains.
Resources and
Materials
teaching aids
For Each Group:
Worksheets
Board
Pictures
Living things cards
glue

At their desk

Engage
Key Question:
Look at these two pictures; tell me the different between these two pictures.
How many directions dose the energy lines through?
How many (consumer, producer, decomposer) in the first and the second picture?
Showing two pictures for the whole class.
Teacher will show them the two pictures of the food
do/say etcetera)
web and food chain then ask them questions.
Students will respond to teacher
Teacher will show them video of food web:
question and see the video.
https://www.youtube.com/watch?v=Vtb3I8Vzlfg
Explore & Explain
Activities (list)
In the groups, learners will create food web.
Driving Question
How the energy transferee
between the living things in a
food web?

Teacher will give each group different cards of
(consumer, producer, and decomposer), board,
glue.
She will give them an instruction to create the food
web:
Look at the card that you have and sort it to three
groups (consumer, producer, and decomposer).
What kind of living thing that even food chain or
food web should start with? Students will answer
(producer)
They will stick the producer card in the board.
What kind of consumer that eat the producer? Find
an example in your card and stick it in the board.
What kind of consumer that can come after the
primery consumer? Find an example in your card
and stick it.
Find a decomposer and stick it. Dont forgt to drow
the lines of energy.
Try to extend your food chain by adding more lines
and cards to the board; you should use all the
cards.

o Students will follow the
instruction and answer
teacher question which
will help them to create
the food web.
Elaborate
Activities
Food web work sheet
Teacher
Teacher will
give students the
work sheet and let
them to solve it
individually then
discuss with them
the answers.
Evaluate
Teacher will play with them an online game
http://coolclassroom.org/cool_windows/home.html
Reflection
Student
Students will
solve the paper
individually
I observe that students enjoy learning when teacher include

a craft work or activity in the lesson. Creating a food web
activity was a good revision for students understands of the
last lessons which were about food chain, decomposer,
producer, consumer and energy flow primed. Furthermore, I
note that after the activity which was in the explore stage
students need for another activity to let them calm so I
select the food web work sheet.
My MST said it was really good to ask them question while
creating the food web because it keep them attention with
the teacher step by step. For more progressing, in the next
lesson I will provide more challenging work sheet and let
students work in peers rather than using (individual or group
work)as always.

Sample Science Lesson Plan

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Lesson two: Sample Science Lesson Plan for observation

Noora Rashid Al Rawahi

more examples and discuss about it.

Main tasks or activities

decide if its a living or non-living thing.

Consider these grouping strategies:

Each group should

Consider where the children are working:

Planning Stages within the 5-E Inquiry Model

the experiment by following the

teacher cups to find that the cup

Information sheet about yeast

Have you ever looked closely at a piece of

Information sheet about yeast

Write or draw an example:

Lesson one: Sample Science Lesson Plan for observation

Noora Rashid Al Rawahi

Personal focus for this lesson

their physical environment.

Consider these grouping strategies:

Consider where the children are working:

Planning Stages within the 5-E Inquiry Model

Teacher (What will the teacher do/say etcetera)

Student (What will the student

facts about their habitat.

Student (What will the student

Pictures for creating the diorama:

Noora Rashid Al Rawahi

them and ask the assistant teacher for help.

Main tasks or activities

Planning Stages within the 5-E Inquiry Model

Students will respond to teacher question to

Explore & Explain

Teacher (What will the teacher do/say etcetera)

Student (What will the student

Teacher will give

Raccoon feeds on the garbage of households across

Crow eat plants eat the Meat scraps and

Pictures (creating the poster and

Lesson four: Sample Science Lesson Plan for observation

Noora Rashid Al Rawahi

Students will be able to:

with them to give them idea.

Main tasks or activities

Consider where the children are working:

Planning Stages within the 5-E Inquiry Model

Teacher (What will the teacher do/say etcetera)

Student (What will the

Lesson five: Sample Science Lesson Plan for observation

Noora Rashid Al Rawahi

ask the assessment teacher to help them.

Main tasks or activities

Cosider these grouping strategies:

Consider where the children are working:

Planning Stages within the 5-E Inquiry Model

Student (What will the student

Explore & Explain

Teacher (What will the teacher do/say etcetera)

Student (What will the

Then she will show them more a video of food chain

are enjoying my activity. I think that my questions that I asked related

Food chain work sheet

Lesson six: Sample Science Lesson Plan for observation