Student Teacher Science Lesson Planning Template

Sample Science Lesson Plan for observation

Date

14/Nov/2016

Student
teacher
School
Class
No of
students

Athari Obaid Aleghefli

Time
8:50 9:40
GEMS school
MCT
Garnel Desravins
2 OTO
Lesson
33
Unit 1 light and shadow
unit/page
Context of the lesson
This is the last lesson in unit one: light and shadow and the lesson is about transparent,

translucent and opaque.

Teaching goal
. The overall goal of this lesson is to teach about the materials which are transparent,
translucent and opaque.
Learning objectives

Students will be able to discover the materials that make shadows.

Students will be able to sorted materials as transparent, translucent and opaque.
Assumptions about prior learning

Students know what the light source is.

Students know that light makes and body makes shadow.
Anticipated problems and possible solutions

Some students may will play and waste activity time so I will manage their time and give some
worksheet to write their ideas in full sentences.
Personal focus for this lesson

Time management.
Scaffolding students knowledge when they will do the activity.
Teacher language
Target language
Transparent
Main tasks or activities

Open-ending questions.
Exploring activity find out the type of
materials.
Scaffolding students understanding.
Classifying the materials.
Wrap up the class by asking them questions.
Consider these grouping strategies:

Whole class
Groups

Resources and teaching aids

Laptop
Data Show, torch,
greaseproof paper
Worksheets, Board, Marker

White paper, cotton, felt, bubble wrap, dark

shapes boat, airplan.
Consider where the children are working:

On their desk

Planning Stages Within the 5-E Inquiry Model

Engage
Key Question:

Which is the best material for shadows?

Teacher

Student

Greeting students and asks them about the day,

date and who is absent.
What is the day of today?
What is the date of today?
Who can remind me what did we learnt in science
on the last lesson?
The rule of my lesson is to be quit and raise your
hand if you want to answer and if want something

Listening to the teacher

Answering her questions.

Now tell me
Do you think we can make a shadow with any material?
What is the best material for making a shadow puppet?

Explore
Activities (list)

Driving Question

Exploring the materials that transparent,

translucent or opaque.

Establish the materials.

- bubble wrap, torch, greaseproof
paper, cotton, bottle of water for
each group
- Piece of paper to write full
sentences about each material do
it has shadow or not.
Teacher
Says to students I will give each group
materials and I want you to discover
which material let the light goes through
and which material doesnt let the light
goes through.

Does these materials under the

transparent, translucent or opaque?

Student

Doing the activity.

Write down the sentences.

Student Communication Product:

Participate and discuss about the materials does it block the light or light goes
through.
Explain
Content Media: teacher lecture

Moving around the groups and demonstrate with the students which material is block the light?
Which let it go? Asks students to model the experiment. So if it blocks the light it will be under which
type? Transparent, translucent or opaque?

Teacher
Moving around each group and asks students to model the
activity and explained what is this? Does it make a shadow?
what do we call this

Student
Modeling the activity for the
teacher which is in explore stage.
Answering teacher questions
Read the sentences for the

teacher.
Activities:
Each group will have torch and 4
materials like bubble wrap,
greaseproof paper, cotton bottle of
water to discover which materials
let all light through, which let some
light through and which block the
lights.
Content Media:
Worksheet including 3 categories

which are transparent,

translucent and opaque.
With different pictures
materials

Elaborate
Teacher

Student

I will establish for each

group a paper and you
have to classify the
materials according to their
categories, for example the
transparent what should it
has glass? Stick the
picture of the class in this
category.

Low: Classifying the

pictures into their
categories.
Middle: Classify the
pictures and write their
names.
High: classify the
pictures and write
sentences below each.

Extending/Application
Questions for groups
Student Communication
Product (assessment):
Each group will have materials and
try each one to discover the type of
light through. And which material
block the lights.
Evaluate
Skill/Reasoning Learning Objectives

Identifying skills
Presenting skills
Knowledge Learning Objectives

Assessment Instrument
Oral presentation
Assessment Instrument

Identify the materials that block the lights.

Students write down the

definition of each word
transparent, translucent,
opaque

Teacher
Mentoring students
Reinforcement students

Student

Present their works

Appendices
Classifying the materials

In explore stage, students

sentences.

Explore materials
Bubble wrap
Greaseproof paper
Torch
Bottle of water
cotton