Mariam Hassan Mohamad Abdulrahman H00257527

Lesson Plan Template

Name: Science (animals needs).
Personal Aims (What do YOU need to work on in order to grow professionally?
-

Making the classroom a student-centered one not a teacher-centered one.

Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:

Subject:

Both levels of Kg

Science (animals needs)

Learning Outcomes (School code and words):

Students will:
-

Place:

In the carpet area and

different areas of the
classroom
Resources (what materials/equipment will you
and the students use? Be specific)
-

The internet
Pictures of a horse that is drinking
water, a cat that is eating food, a dog
that is sat in its shelter (home), and
cows that are breathing air
Three various activities (low, medium,
and high levels)
Needed materials and resources of the
three activities: pictures of a cat and a
bowl, coloured pieces of foam, wooden
colours, dry glue, and puzzles of
various animals
A bell

Identify that all animals need serval things to

survive.
Recognize animals needs (water, food, air,
and shelter).

Preparation (what do you need to make or check before

class?)
Before the beginning of the class and before the arrival
of students, I will need to make sure that the whole
classroom is organized and that all my needed materials
and resources are ready and in the correct specific places. I
will check if the internet is working. It is significant to feel
relaxed before demonstrating a lesson where knowing that
everything is organized leads to feeling relaxed and
confident.
Key vocabulary
-

Shelter
Survive
Foam

Time: 15 min

Whole

Introduction (warmer activity + teacher introduction/demonstration of small group activities):

When students are sat on the carpet of the classroom, the educator (I) will inform them that she will
show them pictures and ask them simple questions about the pictures. The teacher will ask the
students if they are excited to see the pictures. The students will be encouraged to raise their hands to
answer the questions. The teacher will begin showing the students pictures of animals doing actions.
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Pictures of a horse that is drinking water, a cat that is eating food, a dog that is sat in its shelter
(home), and cows that are breathing air will be shown to students. At each time, the teacher will show
the students one picture. When a picture is shown, the learners will be asked two questions which are:
which animal do you see here? And what is it doing?

Time: 15 min

Small

Active Engagement (group working with the teacher):

After showing and asking about all the pictures, other questions will be asked by the teacher which
are: do you think that a horse can live without water (the picture of the horse is shown again)? Do you
think that a cat can live without food (the picture of the cat is shown again)? Do you think that a dog
can live without a shelter or home (the picture of the dog is shown again)? Do you think that cows can
live without air (breathing) (the picture of the cows is shown again)? And do you think that all
animals can live without water, food, air, and shelter? After getting the answers, it will be made sure
about that if all the students agree on that all animals cannot live without water, food, air, and shelter.
If a student does not agree on that, he or she will discuss their answers (it will be made sure that
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Mariam Hassan Mohamad Abdulrahman H00257527

students understand that animals (living things) do need water, food, air, and shelter to live). The
students will be praised because of thinking and answering. To make sure that the objectives of the
lesson are achieved successfully, the teacher will ask the students to remind her and their classmates
about the things that animals need to survive. After that, students will be asked to get back to their
places (sit on chairs) and will be asked to listen to a song about animals needs. If students want to
listen to the song, the song will be played, and if they do not want that, the song will not be played.
This is the link of the song: https://www.youtube.com/watch?v=k4UDf3tF_O4

Students will be allowed to access as they want to the areas of the classroom that have activities
within them. There are 3 various activities (low, medium, and high levels), and students are able to do
anyone of them or more if they decide to do so, but every area has a rule that sates the capacity of
assimilation of students. So, in every area, there is a limited number of children, and students will be
reminded of that by the teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
Name of it: Let us feed the cat.
What is it?
It is an amazing artistic activity that aims to allow students to use and develop their knowledge of
that animals need food to survive and their creativity where it allows students to design pictures of a
bowl and a cat waiting for food to eat by colouring them with different colours of wooden colours and
glowing coloured pieces of foam to the inside or surface of the picture of the bowl. The coloured
pieces of foam act as food. Students can imagine that. Students work by themselves in this activity
which means that no one can guide them in how to colour, what colours to use, and how many pieces
of foam they need to glow to the bowl which enhances independency and creativity of children.
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Independent Experience (small group activity 2):

Name of it: Let us do it.
What is it?
It is an interesting and a challenging activity that aims to allow students to use their brains
(cognitive part) to rearrange parts of pictures of various animals (puzzles) to get full pictures of the
animals. The full pictures of the animals will be given to students, so they can use them to allow the
puzzles to make sense (to do not feel like they are tested and that if they fail in rearranging the parts of
the pictures, they are not useful). The used puzzles and the animals pictures are found below. Note
that the puzzles of the giraffe, tiger, and zebra will be used only.

Mariam Hassan Mohamad Abdulrahman H00257527

Independent Experience (small group activity 3):

Name of it: Let us know the animals.
What is it:
It is a challenging and an interesting activity or game that asks students to use their brains
(cognitive part) to pay attention, focus, remember, and get the pieces back to their places. This activity
is also a puzzle one, but it does not provide children with full pictures of animals to use as guiders.
Children will get solved puzzles that present full pictures of animals. Children will need to remember
the pictures of the animals, take the pieces of the puzzles out of their places, and then put the pieces of
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the puzzles back again into their places to get the full pictures of the animals. See the pictures below
to understand better.

Explain how you are going to differentiate:

Students will be able to do any activity, one activity, two activities, or all the activities (this is up to
them and their speed) where there should be a closing time before the end of the class. The closing
time is short, so students will be able to play as much as they want to (the time of the activity can be
15-18 minutes. It is possible that more 2 minutes be given to students). The ideas, requirements, and
used materials are different in each of the three activities which makes the activities vary from each
other. Note that if students are not done of the activities (their work is not completed, and they want
to complete it), they will be able to get back to complete the activities during the day (at another time),
so they feel satisfied.

15 min

The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the part of tidying up in 2-4 minutes. The teacher will help students as well, so it is sure
that students finish tidying up within a maximum of 4 minutes.

Time:

Whole

Closing:

The teacher will use a bell again to make students sat in their places (every students has a place that
he or she is familiar with). The teacher will begin asking students questions such as: was it fun to
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learn about animals needs? what did you enjoy the most of the whole class? will you tell your family
about what you have learned and the activities that you played?
The teacher will thank and praise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.
Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.

Select (S):
Identify a lesson and what standards are you addressing:
It is a scientific lesson about the needs of animals to survive, and the main standard that I have
wanted to address is allowing children to do the whole work (thinking and having a go in finding
answers by themselves).
Describe (D):
Who is the lesson for? It is for children that are at the preschool stage.
What are you trying to achieve in your lesson? Allowing students to teach themselves that
animals need water, food, air, and shelter to survive.
What will the students do? In general, students will need to do jobs that make them learn. The
jobs are games actually, and these jobs or games involve exploring, discovering, thinking,
collaborating with others, sharing, and moving around.

Mariam Hassan Mohamad Abdulrahman H00257527

Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- imagine and visualize actively different topics such as being an artist (the first activity), they promote
Spatial Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as glue, and use their bodys
muscles to move around to bring or get materials (gross motor skills), they promote BodilyKinesthetic Intelligence where this intelligence requires the usage of the body (its parts as well as
fine and gross motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.

Mariam Hassan Mohamad Abdulrahman H00257527

References
KidsMatter Early Childhood. (n.d.). Retrieved from Kids Matter:
http://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf
Morin, A. (n.d.). Skill Development From Birth to Age 5. Retrieved from Understood:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmentalmilestones/skill-development-from-birth-to-age-5
Multiple Intelligences Immersion. (n.d.). Retrieved October 4, 2016, from Child First:
http://childfirst.com.sg/curriculum/multiple-intelligences-immersion/
Music, H. K. (2014, April 2). The Needs of an Animal (song for kids about 4 things animals need to
survive). Retrieved from YouTube: https://www.youtube.com/watch?v=k4UDf3tF_O4
What is Communication? (n.d.). Retrieved from SKILLESYOUNEED:
http://www.skillsyouneed.com/general/what-is-communication.html