LESSON PLAN LESSON: 1

Teacher: Mariam Subject: Science

Mohammed – H00292379

Grade: 2 Unit: Stay Date: October 24, 2019

Alive

SKILLS AND UNDERSTANDING

Students will be able to: learn how different animals and insects use camouflage to blend in and stay safe in
their environment.

Link to prior learning: students will be able to link how the animals keep safe to the different types
of animals and their environment.

21st Century Skills: Students will be able to enhance the following skills: collaboration and
communication, critical thinking, creativity and innovation.
- Key vocabulary: Desert, Water, Forest, adaption, camouflage.

Common misconceptions for Ways of identifying and addressing these misconceptions:

learners:
 Teacher will explain the meaning with each vocabulary
 Students will be faced with using pictures and translate it in Arabic.

difficulties with the new

vocabulary.
UNIT: staying alive LESSON: staying alive. TASKS/ACTIVITIES

Chapter 2 lesson 3

Resources & Time Starter (15 minutes)

- Pictures. - Prior knowledge:

- PowerPoint. - Tr: last week we do an procure about “the animals and the plant in the
desert”.
- Tr “show the students the procure”
- Tr: who can come and tell me the animals that live in the desert?
- Tr will choose one student randomly.
- Ss will answer.
- Tr will give an example about “crocodile”.
- Tr: what do you think is “crocodile” lives in the desert?
- Tr: I will give you 1 min to turn and talk with your partner.
- Tr: before you give me the answer. If the crocodile not lives in the
desert where we can live? And why?
- Ss turn and talk with their partner.
- Tr: time’s up!
- Tr: who can tell the “crocodile” lives in the desert?
- Ss: no!
- Tr: who can tell me where the crocodile lives?
- Ss answer: water.
- Tr: why do the crocodile live in the water?
- Ss answer.

Modeling
- Today we will learn about how animals stay safe and alive.
- Tr will introduce the PowerPoint that have pictures with the vocabulary
with the meaning.
- Tr will read the vocabulary and the meaning.
- Ss will repeat after the Tr.
- Then, the Tr will introduce the pictures.
- Tr: who can tell me the name of this place? And what kind of animals
that live her?
- Tr choose students randomly.
- After that, Tr: if we bring “shark” to the desert what will happen?
- Ss: die.
- Tr: why?
- Ss: because its hot.
- So, the shark cannot live in the desert because its hot and the shark
need water to live.
Resources & Time Main activities (15minutes)

Emergent activity:

Emergent: Students will work in groups.

The teacher will model the activity to the students with showing an example.
- Colours
In this activity the students will have 3 colour circles “desert, water, forest”
paper.
and animals.
- Picture cards.
Students will put each animal in the right place.
Development:

- A4 papers.

- Pictures.

- Glue.

- Scissors. Development Activity:

Students will work individually.

Master
The teacher will model the activity to the students with showing an example.
- A4 papers. In this activity the students will have A4 papers with one place “forest, desert,
- Colours. water” and pictures.
Each student will cut the pictures and glue it in the right place.
 Master activity:

Students will work individually.

The teacher will model the activity to the students with showing an example.
In this activity the students will have A4 papers and colours. They will draw
the 4 places “sea, forest, desert” and they will hide the animals in their places.

- The teacher will use timer to clean up their table.

Resources Plenary (5 minutes)

- PowerPoint. - Tr will choose one or two students from each group.

- Student will introduce and explain what they did in their centers.
- Tr will write each student name that answers.

- Tr will put question on the board as an exit ticket.

- Tr will put a “Fish picture and write “Can I live in the desert? And why
not? Turn and talk.
- Tr will let the students to turn and talk.
Tr will choose one student from each group.

Homework Worksheet.

Learning styles catered for in the main activities (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓): evaluation during the lesson.

Observation Student self- Oral questioning Peer assessment Turn and

assessment talk (add question)
Quiz Student presentation Written work and Verbal feedback
feedback