Task 4

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson
that uses the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is
required for all lessons (see Task 3) (CLOs 1-6).
Lesson Title English lesson “weather”
Level of Inquiry Kg 1
This lesson will help the students to count and be able to know
the numbers from the beginning, as they are kg1 level so in this
A brief description of the lesson they will just know the counting from 0 to 5. I linked the
lesson lesson with the theme which is farm. So, they will see the farm
that have animals and they will count the animals.

I will till the students a story about the weather. There’s a girl
her name is Sara she finished school she was walking to arrive
The Problem or Issue
the car but suddenly it rains. How they will help her to let her
arrive the car without getting dry?

How can you help Sara arrive the car without getting dry?
Essential Question

Guiding Questions  Think about something that we wear in winter?

 What materials do we need?
 What is thing we take with us when it’s raining?

Know the 4 seasons.

Learning Outcomes By the end of the lesson the students will be able to know the 4
(LOs) seasons
By the end of the lessons By the end of the lesson the students will able to make
students will be able to: difference between winter and summer

The students will communicate and talk to each other or talk to

Hypothesis
their parents to think about the materials they will use

The students will think about how they can help Sara.
Prediction They can gather information from the story or ask an adult.

The outcome or product The students will collect their information’s to know and be
of the students’ able to know how can they help Sara to arrive the car
investigation (i.e. what
will the students be
expected to produce at the
end of their investigation)
 Stage What Questioning Process Literacy
Experiences Map skills skills
will students
participate in?
What are some What process Which
These must also questions that I skills will I literacy skills
include: will ask students create will I create
during each ‘E’ (& experiences experiences
 Differentiated
at what level of for students for students
Activities and
Bloom’s is each of to use at each to use at
 formative
these ‘E’ each ‘E’ that
evaluation,
questions?)? (name, how, students will
including
and where) use at this
what will
students stage
produce by (name, and
the end of say how and
this section. where)
Engagement
 Access prior learning Let the students Ask the students After Give the
 Engage students in new tell me what what comes in reading the students
concept. they know winter and that story for the chance to
 Elicit curiosity about the topic it can rains in students: share their
 Act as a bridge between past and what can summer and thoughts
and present learning I’ll ask them
they see in the winter but more and ideas in
experiences what is the
seasons. Read in winter the class.
 Expose prior conceptions. problem
for them the
 Organise students thinking that Sara is
towards the LOs story and give
facing
them a hint Ask the
about the students: And how
problem they will
“what can we
help her to
They will be use to help
get to the
already knowing Sara”
car without
from the life
“what we wear getting dry
that there’s
summer and when it’s
winter. winter”

They will learn “what we hold

how to make when it’s
difference raining”
between
summer and
winter season.
 Stage What Questioning Process Literacy
Experiences Map skills skills
will students
participate in?
What are some What process Which
These must also questions that I skills will I literacy skills
include: will ask students create will I create
during each ‘E’ (& experiences experiences
 Differentiated
at what level of for students for students
Activities and
Bloom’s is each of to use at each to use at
 formative
these ‘E’ each ‘E’ that
evaluation,
questions?)? (name, how, students will
including
and where) use at this
what will
students stage
produce by (name, and
the end of say how and
this section. where)
Exploration Let find out What we can do I will tell the
what is the to help Sara? students to
 According to the level of inquiry,
problem think about
students are given opportunity to
how they
design and/or conduct a preliminary Find out how
investigation. The investigation Why it’s raining? will help
can we help
allows learners to use their prior it is winter or Sara, they
Sara to arrive
conceptualisations to explore summer can share
the car?
questions and possibilities their ideas
surrounding the LOs, and to What are the first with
generate new thinking about the different ways the parents
LOs. then share it
we can help her
with me and
their
classmates

Explanation I’ll introduce for

them about the
 Teachers provide opportunities for What did you
problem, first I
learners to engage in the conceptual learn f
probing and development needed to will read for
explain the science (or a focus area them the story
 Stage What Questioning Process Literacy
Experiences Map skills skills
will students
participate in?
What are some What process Which
These must also questions that I skills will I literacy skills
include: will ask students create will I create
during each ‘E’ (& experiences experiences
 Differentiated
at what level of for students for students
Activities and
Bloom’s is each of to use at each to use at
 formative
these ‘E’ each ‘E’ that
evaluation,
questions?)? (name, how, students will
including
and where) use at this
what will
students stage
produce by (name, and
the end of say how and
this section. where)
of it) that supports the exploration, then starts What is the
and its outcomes. asking them problem in the
question story?

They will tell me

what they
understand
from the story
and what is the
problem

Elaboration
 Teacher provides students with Provide the What we can You can
experiences which help to deepen materials that see in winter? create a car
and broaden students’ conceptual the students will with papers
skills and knowledge around the
 Stage What Questioning Process Literacy
Experiences Map skills skills
will students
participate in?
What are some What process Which
These must also questions that I skills will I literacy skills
include: will ask students create will I create
during each ‘E’ (& experiences experiences
 Differentiated
at what level of for students for students
Activities and
Bloom’s is each of to use at each to use at
 formative
these ‘E’ each ‘E’ that
evaluation,
questions?)? (name, how, students will
including
and where) use at this
what will
students stage
produce by (name, and
the end of say how and
this section. where)
LOs. The elaboration, extension, and need It is cold or hot Create
application of the LOs to real life in winter? umbrella
phenomena is welcomed at this with strews
stage
Let the students
share their
ideas.

Evaluation (Summative) Students will What did you

share their ideas learn today?
 Evaluation with the 5E learning cycle
occurs at every other ‘E’ formatively; Use the thumbs
and at the end of the lesson up and down to
summatively. know if they
understand
Stage What Questioning Process Literacy
Experiences Map skills skills
will students
participate in?
What are some What process Which
These must also questions that I skills will I literacy skills
include: will ask students create will I create
during each ‘E’ (& experiences experiences
 Differentiated
at what level of for students for students
Activities and
Bloom’s is each of to use at each to use at
 formative
these ‘E’ each ‘E’ that
evaluation,
questions?)? (name, how, students will
including
and where) use at this
what will
students stage
produce by (name, and
the end of say how and
this section. where)