Peer Observation 3

Please ensure that the observer /‘critical friend’ has a copy of the lesson plan.
Date/Time: 28/10/2018 Name of Student Teacher to be observed: shikha

Setting: PYP Grade: 5

Topic for the lesson: Seven life processes Name of Observer/Critical Friend: Fatema Altenaiji

Learning Outcomes:
Students will be able to identify the seven life Students will be able to discuss about the seven-life process.
processes and their meaning (movement, growth,
reproduction nutrition, sensitively, respiration and
excretion).

Students will be able to classify the seven-life process.

PEER OBSERVATION: AREA OF FOCUS

Student-teacher wants to use the communication process and work on the questioning during her lesson
because as she thinks that Grade 5 students must be getting to learn independently, to pay their attention and let
them develop their knowledge.

Observed Strengths: Suggestions for further development:

-well planned lesson planned -provide hands-on materials (living/non-living thing)

-clear voice and instructions
-differentiation activities for class levels
-worksheets provided
-well prepared for lesson
-use communication process

Reflection: it feels good conducting a formal observation with a student-teacher in a higher-grade level
which is grade 5. I think the lesson topic is interesting. My colleague feels happy about being observed and
she accept my comments. She thinks that she will provide hands-on material for next lessons to make it
more scientific. In my opinion It is a valuable experience for us both, as we can learn from each other
strategies and way of teaching

Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5
 
Displays a high standard of professional behavior, which includes
punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.

Promotes a positive learning environment & builds good rapport with the
learners.
Comments or reasons for scoring above: show professional behavior and punctuality to class time, enthusiasm for
learning during the lesson, and positive relationship with learners
Planning for Learning 1 2 3 4 5
 
Provides a lesson plan, which includes all the required information and
has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan.

Incorporates differentiation through activities, questioning and/or

learning styles.

Materials and resources for teaching are of high quality and appropriate
to the level of the learner.
Formative and/or summative assessment activities are included in the
plan.

Comments or reasons for scoring above: provide well planned lesson plan, student-centered focus in the lesson
activities was highly shows, differentiation through activities and assessment, and all materials are provided

Implementing and Managing Learning 1 2 3 4 5

 
Uses accurate and appropriate language.

Maintaining engagement – independence

Ensures instructions, questions & explanations are clear, accurate &

constructive.
Uses effective questioning & elicitation (probe, praise, rephrase, redirect)
techniques.

Establishes and maintains clear and consistent rules & routines.

Maintains an appropriate pace to challenge and motivate the students.

Uses a range of teaching strategies.

Manages lesson time effectively.

Comments or reasons for scoring above: appropriate language for the grade level, maintaining engagement and
learner's independence through activities, clear rules, and appropriate pace to challenge with range of teaching
strategies, for further development she may uses effective questioning technique (probe, praise, rephrase, redirect)

Monitoring and Assessment 1 2 3 4 5

 
Monitors student progress effectively during the session.

Provides ongoing feedback to students to enhance learning during the

session.

Uses formative and summative assessment instruments such as checklists,

grading scales, rubrics, tests and projects etc. to evaluate students’
performance.

Comments or reasons for scoring above: provides ongoing feedbacks to students to enhance their progress of the
activities during the session, no summative assessment is provided.
Please share feedback immediately following the observation once the forms are completed.

Feedback meeting date:____28/10/2018_________ Time:_ 10:45-11:30___________

Observer signature:__________Fatema Altenaiji ________ Date:__28/10/2018_______

Observee signature:______shaikha abdullah______ _____ Date:___28/10/2018___________

 Name of Student Teacher: Shaikha Abdullah School: PYP
Title of Lesson: Seven life processes.
Professional Development Plan (What do YOU need to work on to grow professionally?)
In my opinion, I believe that what the teacher need is a self-esteem. To achieve and reach me goals, I should have the
full confidents that I can do it and I can explain my lesson in great way. However, students in this place will feel that
the teacher know what she wants to achieve and immodestly they will follow her in the class.

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal):
In this lesson, I will be working if (questioning). Grade 5 students must be getting to learn independently, so I will keep
ask them questions about the lesson to pay their attention and let them develop their knowledge.
2. Describe what you will do to help achieve your goal (Strategies Used) make a list of questions at different
levels of bloom’s when lesson planning:
I will use the communication process when I will ask any question to the students. I will always ask them to discuss
together so they can share ideas and learn from each other.
3. Describe how you can tell if you’re achieving your goal (Evidence) list of student responses, or
worksheets
Grade Level: 5 Subject: Science Learning Outcome (ADEC code and words):
Students will be able to identify the seven life processes
and their meaning (movement, growth, reproduction
nutrition, sensitively, respiration and excretion).
Students will be able to discuss about the seven-life
process.
Students will be able to classify the seven-life process.

A brief description of my Lesson in my own words:

There are seven life processes that all the living things goes for which are movement, growth, reproduction
nutrition, sensitively, respiration and excretion.
The problem that students are trying to solve or investigate (in my own words):
In this lesson, students will be exploring different types of things around us and they will classify it whether
it’s living or non-living things. After that they will work independently and read a brief information about
the topic, then they will discuss it with the whole class.
The outcome or product of the students’ investigation (i.e. what will the students be expected to
produce at the end of their investigation)
At the end of investigating, students will identify the seven life processes and have a general knowledge
about each one of them and what are their function.
Essential Question:
What is the meaning of life process? – What are seven life processes?
Guided Questions:
What do all living things have in common? – what are the different between living and nonliving things? -
What are the seven life processes - What is the meaning of each life process?
The stages that the students will use to investigate the problem:
Exploring by reading a short passage about the topic – Writting the main points – Presenting for the whole
class by reading or drawing a picture.
Stage What it What students will do at this stage of my Aim of this What are some Process s
Means/What lesson section of the questions that I that stud
students do at lesson will ask students will use a
this stage of any during this stage (na
inquiry lesson section? (at what and say h
level of Bloom’s and whe
are these
questions?)
Engage It about Students will be answering and discussing To determine Give me some Commun
motivating the with the teacher about the living things and student’s prior examples of living through
students for the how it’s different than non-living things. knowledge about thigs? discussin
new lesson and the lesson and the class
pay their The teacher will give each group several attract their What do all living sharing th
attention. pictures about living and non-living things. interest. things have in ideas abo
Usually in this Students will classify whether these pictures common? questions
stage, students represent living\non-living things. the teach
are interacting What are the asked.
with the teacher characteristics for Inferenc
and getting a living things? Through
general the first a
What are the
knowledge about which is
different between
the concept. classifyin
living and living and
nonliving things? living thin
Identifyin
Students
identify t
meaning
process.
group wi
two proc
only to re

Explore It’s about giving In this stage, students will be exploring about Identify the Commun
the students a the seven life processes by doing this meaning of each One of ea
chance to activity: reading a passage in a group about stage of life group wi
explore the the seven-life process and identify the processes. present t
concept by meaning of it (each group will have two work and
themselves. process to read). (see attachment 1). - discuss th
Whether through Low level group will do the same activity, but finding w
doing an the teacher will provide pictures with the whole cla
experiment or passage (see attachment 1).
reading a journal
about the
concept.
Explain Students here Students will present the ideas that they Determining Understanding: Commun
are transforming collect it from the passage and they will student’s Through
their present it for the class. presentin
 understanding to Each group should discuss what they understanding of What is the two proc
the teacher and understand from the passage. the concept. meaning of each that each
rest of the class. The teacher will give a free way to present life process? reads abo
They can use their ideas for the class such as, talking in show it fo
different ways to front of the class or drawing a picture and rest of th
present their explain it for the students.
information
Elaborate
Evaluate Move to the next class

Attachments:
Engage part
Living and non-living things activity:

Living things Non-living things

Explore part:
Reading passage:

1. Movement

Both animals and plants can move. Plants are rooted and move slowly as they grow. Their
roots move down into the soil and their stems move up towards the light. Animals on the
other hand move quickly and can move their entire bodies. They can move in search of
food, shelter or to avoid danger.

2. Respiration

Respiration is the process of extracting energy out of the food we eat. All living things
respire because they need energy to grow, to replace worn out parts and to move.

3. Sensitivity

All living organisms are sensitive, this means that they have an awareness of changes in
their environment. Animals respond quickly to stimuli such as heat, light, sound, touch
and chemicals which have taste and smell.

4. Growth

All living organisms grow. Plants continue growing throughout their lives. Humans and
animals stop growing once they reach adulthood. Even when growth stops, materials
within an animal’s body are still being replaced from its food.

5. Excretion
All living things make waste products these can be useless or harmful to it and therefore
need to be got rid of. Excretion is the process of getting rid of metabolic waste. Humans
and animals breathe out waste carbon dioxide, other waste substances leave the body in
urine and sweat.

6. Reproduction

All living things must produce offspring like themselves for their species to survive. This
is the process known as reproduction. Plants produce seeds that give rise to new plants
of the same species. Animals lay eggs or have babies.

Low level group will get pictures that describe the last process which is Nutrition

7. Nutrition

Nutrition is needed for energy and growth, all humans, plants and animals need food. Plants can
make their own food by photosynthesis. They use sunlight to turn simple molecules like carbon
dioxide and water into more complex carbohydrate molecules. Animals are unable to make their
own food so rely on other plants and other animals for their nutrition.