Lesson Plans
Teaching/ Instructional Model: Deductive
Domain: Measuring Length
Unit: 1
Lesson description: Measuring Length in meter and centimeter.
Grade level: 2
Subject: Math
Duration: 40 minutes
Aim: Compare order and estimate
the length of objects in real life
Competencies
• To
know how to estimate, compare and measure objects
Objectives:
At the end of the lesson the student
will be able to:
• Use the ruler correctly beginning
from 0. (Application)
• Identify the units of measurement with
80 % accuracy. (Analysis)
• Explain the connection between
centimeter and meter with 70 % accuracy. (Comprehension)
• Determine the length of each
object without measuring with 80% accuracy. (Evaluation)
• Use distinctive tools to measure with 90 %
accuracy. (Application)
Materials:
• Cards of different lengths.
• Meter; Ruler (big ruler).
• Cards with length written in m and cm.
• Cards with length written in cm.
• Erasers; attach; Lego blocks.
• Math Book
Vocabulary:
Measure; meter (m); centimeter(cm);
unit; length; height;
Prerequisite knowledge:
• Students
know how to use the ruler to underline and to join points.
• Students
differentiate between longer and shorter.
Procedure (30 minutes):
Activity 1:
The teacher will start her session
by greeting her students and then she will start explaining the strategies of
the card game:
• Ask
a student to use his/her ruler and measure the length of his/her eraser.
• Ask
a student to use his/her ruler and measure the length of his/her pencil.
• Of
course, we will get different answers then I’ll ask a student why?
• The
answer will be for we’re using materials of different lengths.
Activity 2:
• The
teacher will show 4 types of cards (big; small; medium; too small)
• The
teacher uses the first card to know how long the book is and write the answer;
by this, the teacher explains what means measure and length.
• The
teacher uses the second card to know how long the book is and then writes the
answer.
• The
teacher uses the third card to know how long the book is and write the answer
• The
teacher uses the fourth card to know how long the book is and write the answer
• The
teacher asks a student why we get different answers although we’re measuring
the same object. The answer will be (because we are using big and small units).
Activity 3:
The teacher will tell students a
story:
• Old
people used to measure the length of any objects using a thread they don’t know
what they have to call the measure so they decided to do something.
• They
started drawing dashes they reached 100 so they put them in a unit and called
it a meter.
• So,
every object measure 100 they called it 1meter.
Application (10 minutes):
Page: 27 number 4
• Display
p:27 n:4
The teacher will ask students to:
1.
To
read the instruction, and to explain it using their own words
2.
To
pick the shortest tree and to explain his answer by comparing
3.
To
pick the next tree and to explain his answer by comparing
4.
To
pick the highest tree and to explain his answer by comparing
Assessment:
An additional sheet is attached to the lesson plan
Fill in the blanks the proper unit for each of the measurements
below:
Note: 1 meter = 100 centimeter
|
Length of a guitar: 1 ___m____
|
Length of a tie: 90 __cm_____
|
|
Height of a wedding cake: _m__
|
Length of a peanut: 3 ___cm____ |
|
Length of a carrot: 1 ___cm____
|
Length of a shovel: 14 ___cm____
|
Closure:
Students should solve the Extra
sheet at home.
Circle the correct answer:
1.
The
length of a car: m, cm (m)
2.
The
length of a swimming pool: m, cm (m)
3.
The
length of a button: m, cm (cm)
4.
The
length of a pencil: m, cm (cm)
5.
The
length of a book: m, cm (cm)
6.
The
length of an eraser: m, cm (cm)
Teaching/ Instructional Model: Inquired / Group Model
Domain: Animals and their environment
Unit: 2
Lesson description: The world of animals (Vertebrate and Invertebrate)
Grade level: 4
Subject: Science
Aim: Classifying animals
according to their body shape.
Differentiate between Vertebrate animals and
invertebrate animals
Competencies
• To
know how to classify different types of animals and to differentiate between
the two kinds of them (Vertebrate and invertebrate).
Prerequisite knowledge:
What is a backbone?
Students were able to define that a
backbone is a long row of bones in the back of an animal.
Students know that Animals with
backbones are vertebrates while animals without backbones are invertebrates.
Do you think all animals have a
backbone?
Only vertebrate animals have a
backbone.
Objectives:
At the end of lesson one student
will be able to:
· State the principles of classification with 80% accuracy.
(Knowledge)
· Define vertebrates and invertebrates with 80 % accuracy.
(Knowledge)
· Recognize their major
groups: arthropods, mollusks, and worms with 85 % accuracy. (Knowledge)
· Recognize their major groups: mammal’s birds, reptiles, amphibians, and fish with 95 % accuracy. (Knowledge)
Materials:
Whiteboard, science book, laptop
with internet access, video, science copybook, white papers, pens, pencils,
and erasers.
Vocabulary:
Vertebrate, invertebrate,
Arthropods, mollusks, worms, mammals, amphibians, birds, fish, reptiles, cold-blooded
vertebrates, warm-blooded vertebrates.
Procedures (25 minutes):
Activity one:
The teacher displays a video on the
board and divides the class into three groups by using the jigsaw method of
teaching.
Each group consist of four students
which are arranged as (Blue group, Red group, Yellow group)
Ask students first to watch the video below:
https://www.youtube.com/watch?v=R50Xc1EUHwg
· Assign a group leader
· Divide the assignment up into sections that equal the number of
students in each group
· Give one student in each group the opportunity to write down the
answers of the questions.
· The teacher was preparing a list of 5 to 6 questions for each group.
· List of the questions should be answered according to the video
that they are already watched two times.
To start with the Blue group
1. How many kinds of animals do we have?
2. What is the name of the first kind of animal?
3. What is the name of the second kind of animal?
4. What do vertebrate animals have?
5. What do the invertebrate animals have?
6. What are the main characteristics of vertebrate animals?
Next, the Red group
1. List some of the vertebrate
animals?
2. Reptile is a cold-blooded vertebrate
or warm-blooded vertebrate?
3. Why it is a cold-blooded
vertebrate?
4. List the main characteristic of
reptiles?
5. List three animals that are
considered reptiles?
6. Fish are cold-blooded vertebrates.
Explain why?
Then, the Yellow group
1. Birds are warm-blooded vertebrates. Explain why?
2. Does mammals warm-blooded
vertebrates or cold-blooded vertebrates? why?
3. List some examples of mammals?
4. Does amphibians cold-blooded vertebrates or warm-blooded vertebrates?
5.
List
some examples of amphibians?
Activity Two:
The teacher will prepare three pictures for the different
invertebrate animals such as:
Mollusk such as squid
Worms such as taenia
Arthropods:
Put the three pictures on the board
Ask students some questions about
the pictures
To start with:
I.
What
are the main common things between the three pictures?
II.
List
the three invertebrate animals?
III.
Define
invertebrate animals?
IV.
Do
the invertebrate animals have soft bodies or hard ones?
V.
Why is their body considered soft?
Application (10 minutes):
· Display page 112.
· Ask a student to read the instruction, and to explain it using
their own words.
· Ask students to fill in the table below in the science book.
Assessment:
The extra sheet is attached to the
lesson plan
Closure:
Students should solve the homework at
home page 15 number one on the science copybook.
Extra sheet:
Classify each animal in the word box
as vertebrate or invertebrate.
|
Fish |
worms |
|
Reptiles |
Amphibians |
|
Birds |
Mollusk |
|
Vertebrate |
Invertebrate |
|
|
|
|
|
|
|
|
|
Teaching/ Instructional Model: Problem Based
Domain: Problem-solving
Unit: 1
Lesson description: Addition- Subtraction
Grade level: 2
Subject: Math
Duration: 40 minutes
Aim:
· To solve real-life problems.
Prerequisite knowledge:
Addition and Subtraction
Objectives:
• Solve
numbers corresponding to addition and subtraction situations. (Apply)
• Identify
different representations of a number. (Analysis)
Materials:
Lego parts, worksheet (quiz)
Vocabulary:
Addition, Subtraction,
representation.
Procedure strategy:
Problem-solving:(20 minutes)
The teacher
will ask their students to open the math book on page 16 number 1, then look
at the picture that shows the game.
Then she asked
them to read the rules of the game (if needed explain the game and the rules to
the students)
First, we will
show 6 Lego parts. On each Lego part, a number of simples is written so that to
write an equation you have to use at least 5 parts for example 2+10=12 or
12-10=2.
Then ask a
student to try to make a correct math equation using only these Lego parts for
Ziad's result, keep asking different students until you get the four equations
for Ziad.
Ask a student
to try to make a correct math equation using only these Lego parts for Reem's
result, keep asking different students until you get the four equations for
Reem.
Ask a student
to try to make a correct math equation using only these Lego parts for
Yasmina's result, but here pay attention the combination of numbers picked by
Yasmina does not give any correct math equation using only these Lego parts,
discuss this conclusion with the students and support correct answers that lead
to the fact family of numbers.
Activity two:(15 minutes)
The teacher
asks the students to solve page 17 number 8 (15min)
Then she asks them
to read the problem and be careful that the needed information to answer is
present in the picture beside it,
Show the
problem-solving steps
Ask a student
to apply the first step: read the problem carefully and indicate the question
Ask a student
to apply the second step: underline the needed information to answer the
question
Ask a student
to apply the third step: think of solving strategy
Ask a student
to apply the fourth step: solve according to the solving strategy
Ask a student
to apply the fifth step: Check if the answer is correct and answered the
question.
Write the
answers
And discuss the
answers
Assessment:(10 minutes)
Drop quizzes will be distributed to the students during the session.
Solve each addition and subtraction then highlight the correct
answer:
Correct answers:
1.
41+8=49
2.
67-15=52
3.
39-7=32
4.
44+20=64
5.
58+11=69
6.
49-8=41
7.
27-14=13
8.
25+32=57
Closure:
The teacher will assign 3 exercises from the book to solve
at home.
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