Student Teacher Science Lesson Planning Template - EPR 3903

Student teacher name: MST name: School name:

Khawla Saeed Alshehhi Ms. Noura Kilani GEMS Westminster School

Date: Class & grade: No.Ss

1st.March.2017 Grade 1a 32 students

Unit: Lesson: Time from: 8:00 to: 8:50

Changing Shape Changing Shape 1
PURPOSE Why am I teaching this lesson? What do I want the students to know/to be able to do by
the end of the lesson that they could not do before? (LOs and SOs)

Students will be able to:

Find out how the shapes of solid objects made from some materials can be changed
by squashing, bending, twisting and stretching.
GROUPING: What is the group size? How is every student going to be able to participate? Will you
be differentiating and how?

Group size: Each group consists of 6 students unless one group has 8 students.
How is every student is going to participate? I will give each student the chance
to answer, there is an individual work for students to do, and I will choose randomly
from the name list.
The differentiation worksheets:
-Low: Students will have to create a shape, draw the shape in the worksheet and circle
used.
-Middle: Students will have to write the name of the shape instead of drawing and
writing the name of the skill used instead of circling.
-High: Students will have to create a shape, write the name of the shape, write the
name of the skill and write which skill they liked the most.

Materials:

teacher books Page 234

student book(s) Page 234

worksheets/ papers Matching worksheets

Creating shapes worksheet
teacher materials Video
Powerpoint
Marker
Flash cards
Worksheets
Spong
Hair Tie
Clay
Paper
Pipe cleaners

student materials/ Clay

manipulatives Worksheets
Pencils
Colors (optional)

technology Powerpoint
video

other -

Key terms with definitions (and pictures if appropriate):

word glossary definition image

Squashing Crush or squeeze

(something) with force so
that it becomes flat, soft, or
out of shape.

Bending Shape or force (something

straight) into a curve or
angle.

Twisting Form into a bent, curling, or

distorted shape.

!
Stretching (of something soft or
elastic) be made or be
capable of being made
longer or wider without
tearing or breaking. !

Students Prior Knowledge:

Students already know that shapes of materials can be changed.
Students are familiar with the names of skills.

Possible Problems :
Students may find it difficult to realize the using of each skill.
Students may walk around during the transition to the carpet and back to their seats.
Solutions for the Possible Problems:
Specific rules must be given at the beginning of the class and the classroom
management tool must be used properly as well.

Misconceptions:
Students may think of two skills as one or mix them together.
Solutions for Misconceptions:
Clear clarification of skills and their meanings must be provided.
 Lesson Schedule
Teacher (activity + exact instructions you intend Purpose /
Phase to give)
Student (what they do) objective of the Time
activity

I will Introduce the Students will To review 10min

classroom rules and how the understand the the skills
management tool of gum classroom rules and used for
machine is going to work listen to the changing
(Each group will have a gum teachers shapes
machine and I will give the instructions. (squashin
groups who behave and Students will answer g,
participate well a gum). the teachers bending,
I will ask students to come questions of about twisting
to the carpet. the unit. and
I will ask students about the Students will raise stretching
name of the unit which is their hands quietly ) through
changing shape. to participate while matching.
I will read the Learning teacher is
objective and explain it. questioning.
I will ask students some Students will be
Engage questions about how things setting on the carpet
can change and will give to listen.
examples of clay and a table
such as: (Does the table
existed like that from the
beginning? Or was it
something else before?)
Then I will show students a
picture of tree then a piece
of wood then a table so they
can understand the process
and how solid things can
change.
I will review the four skills
used for changing shapes
(bending, stretching,
twisting and squashing).
 I will use some pictures and Students will use the Match each
materials to review the skills
used for changing shapes
(sponge, hair tie, paper and
a clay).
I will do the actions of the
skills used and then ask a
student to do the action and
show others.
I will ask students to match
Explore on the board the words (the
four skills) and the pictures
of it, I will choose whom to
answer using the name list
so everyone can have the
chance to answer.
I will ask students to go back
to their seats.
Distribute a worksheet for
students to match the skills
with the pictures individually.
10min
materials to act skill with its
squashing, bending, picture.
twisting and
stretching using the
teachers different
materials to show
others.
Students will use
markers to match on
the board with the
teacher.
Students will set in
their places group
by group and solve
the matching
worksheet.
 I will ask students to come Students will use To help 10min
back to the carpet since they come to carpet students
have finish and I will start under the teacher understand
explaining the clay activity. guidance. how we use
I will tell students that they Students will listen the four
have to use clay to create a to the teachers skills in
shape. explanation of the chaining
I will specify my goal of each clay activity. shapes
group will have a color and Students will go (clay).
they have to use one of the back to their seats a
skills to create their own group by group by
shape. walking so they will
I will ask students to go back get a gum on their
to their seats a group by gum machine.
group. Students will listen
I will explain for each group to the teachers
their worksheets that they instructions about
are supposed to do after the activity and ask
creating their shapes. questions if they
I will explain each groups didn't understand.
worksheet by a time.
Explain
I will use powerpoint to give
students clear idea about
what are they going to do.

The differentiation
worksheets:
-Low: Students will have to
create a shape, draw the
shape in the worksheet and
circle used.
-Middle: Students will have to
write the name of the shape
instead of drawing and writing
the name of the skill used
instead of circling.
-High: Students will have to
create a shape, write the
name of the shape, write the
name of the skill and write
which skill they liked the
most.
 I will specify a helper from Students will use To support 10-15
each group to come and clay to create a students min
using of
distribute the clay equally. shape they like.
manipulativ
I will walk around to check Students will use e and have
students shapes. bending, stretching, a deeper
I will be questioning twisting, and understandi
students about their shapes squashing to create ng of the
use of skills.
and support the ones who a shape they like
are struggling. such as: snakes and
I will give students some hearts.
feedback on the their work. Students will put the
Elaborate After they finish shaping, I clay aside when the
will ask them to put their teacher asks them
work aside, and if there to.
students who are still Students will solve
carrying the clay, I will the worksheets
remove a gum from their using pencils though
machine. either drawing or
I will ask another helper to writing.
distribute the worksheets for Students will show
the groups. me their answers
I will walk around to check and share it with the
their answers. teacher.

I will ask a helper in each Students will answer To review 5min

group to collect students my questions, and what have
been took in
worksheets so I can see if I will give me the
class and to
have achieved my LO or not. worksheets. check for
I will ask students about Students will say the understandi
what have they learnt. skills as they are ng.
I will ask students to familiar with them.
Evaluate
mention the four skills used Students will be able
in changing shapes. to understand the
I will choose the ones who skill they liked the
got more than four gums so most.
I can keep my promise of
giving them gifts in next
Science class.