Lesson Plan

LESSON PLAN Subject: Science

Trainee: Bashair Omar Topic or Theme: The four seasons

Class: Grade 1 E Date & Duration: 17/4/2019

Trainee Personal Goals

I am working on: I am working on: How I can be more confident when I present the lesson and how I can deal with the
misbehaviour and how I can use positive, negative and punishment reinforcement. In addition, how I can make the students
more active through doing different kinds of activities that can help students to understand the lesson easily. Also, how to do
suitable activities for the students who are at this level and do activities according to their different levels " differentiation".
Finally, I will develop my English skills especially in speaking, and that helps me to be more confident while I am speaking.

Lesson Focus

the main information about the seasons and what you can see in each of the seasons or what are the things that make each
season unique.

Lesson Outcomes

learners will be able to identify the four seasons.

Learners will be able to learn things that make each season unique.

Links to Prior Learning

I will ask them questions:

1. “how many seasons in the year?”

2. "what they are?".

Key vocabulary

Four seasons Winter Summer Autumn/Fall Spring

Possible problems for learners Solutions to possible problems

to understand my explanation about what will happen in I will explain to the learners about what happens in each season
each season orally through the pictures during the explanation
 Resources/equipment needed

- The Seasons Song teaches the Spring, Summer, Fall, and Winter.
https://www.youtube.com/watch?v=8ZjpI6fgYSY
- Power point includes information about the four seasons in the year
- worksheet about sorting pictures between four seasons
- puzzle of pictures
- Pictures for each season
- Computer and data show projector

TASKS/ACTIVITIES
Resources
& Time
PowerPoint slides Students will:
They will do the puzzles to explore the
It takes 15 minutes title. Then, they will listen to me while
I introduce the lesson and they will
respond to the questions that I will ask
them.
Resources
& Time
Worksheet about sorting the Students will:
four seasons They will listen carefully to the
structures about to do this activity.
It takes 15 minutes Then they will get two worksheets and
they will cut the images that in the
first worksheet and they will sort the
cards underneath the correct tree
depending on which season the image
represents and they will stick the
images on the second worksheet.
Differentiation activities (Support)
Introduction
Teacher will:
I will start the lesson with puzzle for each season. Then
I will tell the students we will do a quick revision about
the four seasons. After that, I will present for the
students' brief information about the four seasons and
the difference between them through slides of Power
Point.
Main activities
Teacher will:
I will tell the students how to do this activity by
showing them the steps. Then I will give each student
two worksheets, one of them features four trees, one
for each season. The other worksheet includes image
cards about things that characterize each season.

I will give them 4 images and they will cut and stick them on the right place and they should put 1 picture for each season.

Differentiation activities (Stretch)

I will give them 8 images and they will cut and stick them on the right place and they should put 2 pictures for each season.
 Resources
& Time Plenary/Conclusion

Pictures for each season Students will: Teacher will:

They will see the pictures from the
It takes 10 minutes board, and they will decide which
season that matching with the picture
and with my description for the
season.
Firstly, I will show them 4 pictures of the four seasons.
Secondly, I will describe each season to identify the
season for each picture.

Assessment Strategies: I will ask them about what they learned through this lesson and other questions about the four
seasons in the year.
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback