Date 1-3-2016 (Wednesday) Student teacher

Time 10:35 AM - 11:20 AM (45 minutes) School The First Academy School
MCT Garnel Desravins Class Grade: 1 E
Lesson Unit: Earths resources No of students 30
unit/page Lesson: How we can save
resources?
Page: 273
Context of the lesson
This lesson is about the pollution solution and care for earth .It is the sixth lesson in the
earths resource unit.
Teaching goal
The aim of this lesson is to teach the students that reduce, reuse and recycle resources can
we helps the environment stay clean and safe for people plants and animals.
Learning objectives (Students will be able to)
Define the words pollution, reduce, reuse and recycle.
Identify examples of things that either reduced, reused or recycled for different
groups:
Look at the picture and circle if it is reduced, reused and recycled (low ability).
Match the picture which is reduced, reused and recycled (middle ability).
Imagine things which is reduced, reused and recycled and draw it (high ability).
Assumptions about prior learning
Students already what cause pollution. In this lesson they will learn the solution to stop
pollution.
Anticipated problems and possible solutions
Students might get confused between reduce, reuse and recycle.
The teacher will show them different examples and pictures of it to understand the
difference between them.
Personal focus for this lesson
My personal focus in this lesson is asking the students different questions and give them
different real life examples to help them understand and check their understanding of the
lesson.
Target language Teacher language
Reduce What is pollution?
Recycle Think about solution that might help to stop
Reuse solution
Pollution Can you tell me some cause of pollution that
you know?
What does reduce mean?
What does reuse mean?
What does recycle mean?
Main tasks or activities: Resources and Materials For whole
teaching aids: class:
Water pollution(experiment) Data show to present Worksheets
Video a PowerPoint. Containers, trashes
Presentation Flashcards (plastic bottles, cans
Assessment and papers), tongs.
Worksheets Worksheets

Consider these grouping strategies: Consider where the children are working:
Whole class On the floor
Pair work At their desk

Planning Stages Within the 5-E Inquiry Model

Engage (10 minutes)
Key Question:
What is pollution?
Can you tell me some cause of pollution that you know?
Opening activity to surface student thinking:
Think about solution that might help to stop solution
What does reduce mean?
What does reuse mean?
What does recycle mean?
Opening activity to engage student interest and clarify context
of the investigations:
Now lets see what this video
Questions for pair discussion:
Talk to each other and think about things that we can reuse, recycle and
reduce.

Teacher (What will the teacher do/say Student (What will the student do/say
etcetera) etcetera)

The teacher will start the lesson by The students will watch the video
asking the students about the carefully; Then they will respond to
previous lesson and what they the teachers questions.
remember about it. The previous
lesson is about the causes of
pollution. Then she will ask them
about the solution of pollution. After
that the teacher will let the students
to see the video of the three Rs
Reduce, Reuse, and Recycle. After that
the teacher will ask the students
about the meaning of recycle, reuse
and reduce?
Then she will listen to their responses.
 Explore (30 minutes)
Activities (list) Driving Question
Water pollution( experiment) How we can keep the water clean?

Teacher (What will the teacher do/say Student (What will the student do/say
etcetera) etcetera

In this activity the students will be on - The students listen to the

their desks. There will be container, teacher and do the experiment.
tongs, water and trash. - Students will answer teachers
The teacher will ask students to question and draw the
Pour a water inside the conclusion of the experiment.
container.
The teacher will ask students to
describe how the water looks
like?
The teacher will ask students to
put trash inside the container?
Find a solution to clean the
water
Imagine what will happen if
someone drink this water?
Draw the conclusion of the
experiment.

Student Communication Product: The teacher will be asking them questions

while they are doing the activities to see how they are going.

Explain (30 minutes)

Content Media: PowerPoint
Clarifying Questions for Whole/Small Group Discourse: What did you learn from this
experiment? What the different are between recycle, reuse and reduce?
Student Communication Product (assessment): The student will write and draw
their finding in the board and then they will present it.

Teacher (What will the teacher do/say Student (What will the student do/say
etcetera) etcetera)
- The teacher will explain the
three Rs Reduce, Reuse, and The students listen to the teacher
Recycle. explanation and then they work
- The teacher will ask the together in group to do the work.
students to
Write and draw their finding in
the board then they will present
it to the class.
 Think how we can use
resources in another way rather
than just throwing them away.
Define the three Rs Reduce,
Reuse, and Recycle.

Elaborate (10 minutes)

Activities: Teacher: Student:
Look at the picture and
circle if it is represent The teacher will do - The students
reduced, reused and example of each respond when the
recycled (low ability). worksheet together with teacher asks while
Match the picture which the students, then she she is showing
is represent reduced, will say there are papers them example of
reused and recycled in your groups take one the worksheets.
(middle ability). write your name and do - Students will do
Imagine things which are it, if you finish just rise the worksheets.
reduced, reused and your hand and I will
recycled and draw it come. If you do it
(high ability). correctly I will give you a
Materials: sticker.
Worksheet
Picture

Content Media:
PowerPoint

Extending/Application
Questions for Whole/Small
Group Discourse: Which
picture represent
recycle? Which picture
represent reduce?
Which picture represent
reuse?
Student Communication
Product (assessment):
written paper.

Evaluate (10 minutes)

Skill/Reasoning Learning Objectives Assessment Instrument
Communication By discuss together and share their
knowledge.

Presenting By presenting their finding of the

experiment and differences of Rs
Reduce, Reuse, and Recycle.

Knowledge Learning Objectives Assessment Instrument

The students will understand the The teacher will give them a
different between Rs Reduce, Reuse, worksheet to make sure that they
and Recycle. understand the meaning of Rs
Reduce, Reuse, and Recycle.

Teacher (What will the teacher do/say Student (What will the student do/say
etcetera) etcetera)

The teacher will check the students The students set in the chairs.
work which is in the worksheet she
will give the students who do it
correctly a sticker.