Name: Grade Level: Day: Monday 5th March 2018

Khadija Mohammed Al Teneiji Year 2 Rowling

CCSS Standards: To investigate living things.

Main Lesson Aims (Concepts, Procedures, & Processes):

The aim of this lesson is to make students identify animals in their habitats and also use information
they have gathered to answer a question. In which, students will be conducting a survey about
microhabitats in order to find what kind of minibeasts live there. In addition, this lesson will enable
students searching and enquiry skills since they will be investigating. Also, students will develop
their collaboration skills because they will be working in pairs.
Materials:

teacher books NA

student book(s) NA

worksheets/ papers Local Habitat Map, Microhabitats Enquiry- Location, Survey and Pictogram
worksheets.

teacher materials White board to write down names of the pairs that students will be in as well
as the classroom behavior rules.

student materials/ Magnifying glasses, Clipboards and pencils.

manipulatives
technology Projector and computer (present the microhabitats and minibeasts
presentations)

other Hats (students will wear their hats when they are investigating outdoor).

Key vocabulary with definitions (and pictures if appropriate):

Word Glossary definition Image

A small habitat or place where small creatures

Microhabitats live in.
 A minibeast is a small creature like an insect, a
Minibeasts worm or a spider.

Students’ Prior Knowledge:

Students have learnt previously about living and non-living things. Also, they have learnt about the
different habitats around the world and the four habitats found in Abu Dhabi. Adding to that,
students are able to identify living, dead and never alive things found in different habitats. In this
lesson, students will expand their knowledge and will be exposed to the microhabitats and
minibeasts topic. Thus, they will be conducting an outdoor investigation in order to apply the
‘Learning by doing’ strategy to fulfill their understanding.
Possible Problems and Misconceptions:

Negative behavior could occur throughout the lesson by not working in pairs and collaborating with
each other. Therefore, some students might be spreading out and playing once they go out to
investigate. In addition, some students might forget what they are supposed to do with their
investigation.

Solutions:

Behavior rules will be clearly announced at the beginning of the lesson in order to avoid any
negative behavior from occurring. To elaborate, students will be told that they are working in pairs
and they need to follow the teacher’s direction. In addition, teacher will inform the students that
whoever will not follow the rules and directions will not be able to investigate and get involved. In
such way, all students will follow directions and behave well because they will all want to
investigate and explore the outdoor microhabitats.
Lesson Schedule
Targeted teacher language: Throughout this lesson, teacher will use the following words:
Microhabitats, minibeasts, location, survey and pictogram.

Student language: Throughout this lesson, students will use the following words: Microhabitats,
minibeasts, location, survey and pictogram.
Engage (warm up, review prior knowledge): Time:

At the beginning of the lesson teacher will:

Clearly announce the classroom rules to the students and inform them what is expected
from them (raise their hands if they need support, listen carefully to the teacher/ follow
instructions and work collaboratively). Secondly, announce the goal and the aim of the 5 minutes
lesson to the students in order to give them an idea about what they will be learning and
doing throughout the lesson (learn and investigate about the minibeasts who live in
microhabitats). After that, refresh students brain by asking them ‘Year two, what do you
know about habitats?, Who remembers the differences between living, dead and never
alive things?’. Afterwards, engage the students by showing a fake insect or a spider then
ask them ‘Year two, how many of you like insects or spiders?, Do you think they are big
or small creatures? Where do you think they live in? (big habitats or small habitats). In
such way, the teacher is introducing them to the topic (microhabitats and minibeasts) in a
fun way. Also, she ensures that students attention and engagement exists within the lesson
because all of the students will be participating when answering the questions.

(Reward the students who behave well and participate within the classroom by giving
them house points and making them high five their teacher).
Core (introduce and practice new concepts & procedures):

At the middle of the lesson teacher will:

Present the power point to the students in which, firstly she will discuss and explain to
them the meaning of microhabitats and where they can be found in local habitats. Then,
explain to them that within microhabitats small creatures live there which are called
minibeasts. Provide them with some examples of microhabitats and minibeasts that they 45
can find in the local habitat. For example ask them ‘Year two, can we find butterflies and minutes
insects in our habitats? Where can we find them?’. After that, ask the students what are
their thoughts about if all minibeasts like to live in the same microhabitats. Give the
students time to think, and then hand out their local habitat map that they have created
from their previous lesson. Afterwards, inform them ‘Year two, I want you to look at the
map that you have created and tell me if you can find any micrhohabitats’. Once they have
finished looking at their maps inform them that they will be applying an investigation
about minibeasts who live in the microhabitats. Also, tell them that there are three parts of
this investigation. In which, firstly they will be divided into pairs of mixed abilities and
they will be three worksheets to complete individually. The first work sheet (Location)
requires the students to go outside in the field area and under the log. This is to make them
explore and draw the location of the two microhabitats that they are investigating about. In
addition, they will be writing one sentence about the habitat using the word bank that they
will find at the bottom of the sheet. This will help and guide the lower leveled students.
Hence, teacher will write within each sheet names of the two students that will work
together in order to avoid any arguments from occurring. Whereas, the second sheet
(Survey) requires the students to wear their magnifying glasses and look carefully under
the log and on the grass in order to count how many minibeasts they find and record the
numbers on their activity sheet. Finally, the third sheet (Pictogram) requires the students to
work in pairs to make a pictogram that shows the number of bugs they found in both of the
microhabitats they have visited and surveyed about. However, all students will be working
in pairs to discuss together their answers and findings. Although, each student will be
documenting their information individually to make sure that all students are working
equally. Hence, students will be asked to wear their hats for their safety, collect their
clipboards and divide themselves with the person that they will work with (they will look
at their papers and the name of the two students will be written their).

(Thus, reward the students who are working collaboratively by giving them stickers in
order to encourage other students to do as well).
Transition: Teacher will transition the students in to the last part of the lesson (plenary)
by clapping her hands.

(Reward the students who are working collaboratively and finished their work by giving
them stickers).
(Transition: Teacher will transition the students in to the last part of the lesson (plenary)
Close (wrap up, discussion, brief review activity or assessment):

At the end of the lesson teacher will:

Ask the students if they have enjoyed the lesson and what part they enjoyed the most. 5 minutes
Then, gather the students into the carpet area and make them share their habitat drawings
and descriptions. Make them share the two microhabitats that they found along with their
pictograms.