Lesson Planning Year 2, SEM 1

Date: Day: 30th Month: Oct Year: 2018 Name of Rouda Mohammed / H00354555
Student:
Time: from: 11:30 PM length of class: Name of AlQarayen Kindergarten
to: 12:00 PM 30 minutes School:
Name of Tr. Layla Grade: KG2/5 No. Ss: 29
MST:
Details about the book that Name of book: Unit: page(s)
the MST uses: Plants Science 24

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?

OBJECTIVES

Students will be able to ….

• Understand how the fruits and vegetables grow.

• List the parts of the plant and where the fruits/vegetables grow.
• Solve the game on the computer.
• Know that the fruits and vegetables grow in 3 different places (on the trees, above the ground and under the
ground.)
• Recognize that the plant is a living thing.

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

- The students will sit on the mat and listen to the teacher.
- The teacher will practice with them first the parts of the plant, then she’ll introduce for them new objectives
about where the fruits/vegetables grows.
- My aim is to teach the students Science in Arabic language.
- The students will learn that the fruits/vegetables could grow in three different places and ways, they’ll
understand by watching pictures of some several fruits/vegetables in the places they grow in.
- The students will be able to mention the places each fruit/vegetable grows in and will be able to say what
they saw and learned.
- I’ll show them the PowerPoint slides then I’ll give the students several activities on it at the end.
- The students will mention the three places the fruits/vegetables grow in: “in the trees, on the ground or under
the ground.”
- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I don’t
understand”.
- The students will ask me to re explain it when they don’t understand; the students will say: “may you explain
it again please?”
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

- Develop their listening, memorising and speaking skills.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

Rouda Mohammed H00354555

 - Flashcards (parts of the plant)

- “Fruits & Vegetables” bag

- PowerPoint slides

- Video about plants

- Flashcards (memory cards game)

- The picture and the play dough

- Whiteboards and markers

- Game on the computer

- Poster and colours

- Sand in trays
ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

1- While explaining about the different places the fruits/vegetables grows in I’ll bring a bag with real fruits and vegetables inside it. To
make my lesson more interesting I’ll bring out the fruit or the vegetable from the bag that grows in the place I’m talking about.

2- PowerPoint slides about the plants and where fruits and vegetables grow.

3- Flashcards about the parts of the plant.

4- Memory cards game, the students will play the memory cards game on the board.

5- The teacher will play with the students a game on the computer. There will be a tree, short plant and roots under the ground. At the
bottom of the page there will be some fruits and vegetables pictures. The teacher will point at each fruit or vegetable at a time and
asks where to put each one? The students will say where it grows and the teacher will move it to the right place.

6- There will be a big poster on the floor and the students will draw and colour the fruit or the vegetable they want with the right place it
grows in.

7- There will be a picture of a tree, ground and roots. The students will make fruits/vegetables with the play-dough and put it in the
right place on the picture where it grows in.

8- There will be sand in the trays and the students will draw a tree, plant or roots with their fingers.

Rouda Mohammed H00354555

 Activity Time Interaction Teacher (activity + exact instructions Student (what they do + language you Purpose / objective of the activity MCT comments
you intend to give) expect them to use)

T-S Rules – reminder S will sit on the mat circle. To make it authentic
S-T T tells the student to sit on the
2
mat.
Engage minutes
T elicits prior knowledge
S will say what they know about To allow them sharing what they
(Starter/Opening) T will ask the students what do plants. know
they know about plants.
3
T will ask the students if it’s S will answer the teacher and
minutes
living or non-living and why will say why and what does the
they answered this way, give plant need to grow. To revise what they learned
S-S reasons and say what does the before
plant needs to grow.

T will show them flashcards S will say the parts of the plants
about the parts of the plant as a loudly, they will say the part in
revision, each part by a time. the picture which the teacher is
pointing at.

T will practice with them first

the parts of the plant, then she’ll
ask them to think and guess what S will be given time to try
are we going to learn next, after guessing what we’ll talk about To expand their imagination and
that she’ll start introducing for today. knowledge
them the new objectives about
where the fruits/vegetables
grows.

T will distribute a smiley and a

sad face to each student and
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 before starting the lesson she
will explain to them that if they
don’t understand something they
should raise the sad face up and
if they understand they should
raise the smiley face up.
S will listen to the teacher
giving instructions about the To express their feelings and
smiley and sad face to know understanding
why and when to use them.

Transition T will ring the bell to attract the S listen carefully To obey the teacher’s rules
(Strategy how to
2
T-S students’ attention and to S sit quietly
move from one
minutes
announce that it’s time to start S prepare for starting the lesson To check the understanding
part of the lesson with the new objectives.
to the other) To sit quietly and focus
T will show the students a S will try to think again of other
Building T-S picture in the PowerPoint slides things they could be learning
Knowledge S-T and ask them what do they see in about from the displayed
10
the picture, then ask them to picture. To attract their attention
minutes
think again of other possibilities
of what we’ll learn about today?
(Lesson
Proper/Teaching)
T will use the PowerPoint slides S will understand that fruits and
which will include pictures of vegetables could grow in To keep them focused
where some fruits and vegetables different places and will
grow. memorise where they grow.

5 T will explain about the different

S will guess what's in the bag.
minutes places the fruits/vegetables grow
To make it exciting
in, I’ll bring a bag with real
fruits and vegetables inside it. To
S will raise their hands after
make my lesson more interesting
they think of some things that
I’ll bring out the fruit or the
could be in the bag.
vegetable from the bag that
grows in the place I’m talking
To scaffold students to
about, then I’ll ask the students
understand the story
to guess what do I have in the
Rouda Mohammed H00354555
 bag, and I’ll ask them to think
first.
T will bring out some real fruits
and vegetables from the bag.
T will play a video about the
plants for the students to watch.
T-S T will ring the bell to attract the
Transition 2
students’ attention and to
minutes
announce that it’s time to move
to another activity
S-S T will play with them a game on
7
Transformation the computer. There will be a
minutes
tree, short plant and roots under
the ground. At the bottom of the
(Doing the activities) page there will be some fruits
and vegetables pictures. The
teacher will point at each fruit or
vegetable at a time and asks
where to put each one? Then
she’ll move it to the right place.
Rouda Mohammed
S will name what the teacher
brings out from the bag. First,
they’ll say whether it’s s a fruit
or a vegetable then they’ll say
what is it called and where it
grows.
S will sit quietly on the mat and
watch the video.
S prepare for the other activity To obey the teacher’s rules
S will listen to the instruction To check the understanding
To end the teaching part and
move to the activities
S will be able to answer after
they saw the slides in the To make them think which one
PowerPoint, depending on what grows where
they memorised from the slides
they’ll say whether it grows up
in the tree, or on the ground, or
under the ground. They'll say To make sure the student
where it grows so the teacher understands where they grow
would drag the fruit/vegetable to
the right place it grows in. If the
students don’t know what’s in To practice more
the picture, they’ll ask the
teacher: “what’s this miss?”
H00354555
 T will display the cards on the
5
board flipped upside down for
minutes
T-S the memory cards game. Then
the teacher will choose the
student who’s raising his/her
hand to play in turns
T will explain to the students
7
that there is a big poster on the
minutes
floor and they’ll draw and colour
the fruit or the vegetable they
want and draw it with the right
place it grows in whether it
grows on top of the tree, on the
ground, or under the ground.
5
minutes T will explain to the students
that there will be a picture of a
tree, ground and roots. The
students will make
fruits/vegetables with the play-
dough and put it in the right
place on the picture where it
grows in.
T will explain to the students
that there'll be sand in the trays
and the students will draw a tree,
plant or roots with their fingers.
Rouda Mohammed
S will sit politely and raise their To make them focus, concentrate
hands to play in turns. and memorise the cards
S when the teacher will choose a
student, the student will go to
the board and flip two cards, if
they’re alike he/she will keep
the cards flipped, if they’re not
they’ll flip the cards back to
allow their friends to play again.
To share what they’ll use such as
colours and the poster
S will draw and colour the fruit To identify that there are three
or the vegetable they want with places for the fruit/vegetables to
the right place it grows in. grow in and express what they
know and understand by
drawing
To make sure that the students
are able to identify that fruits
S will use the play-dough to and vegetables grows in
make fruits/vegetables with it different ways and places
then they’ll put it in the right
place on the picture where it
grows in.
To check the understanding
S will draw a tree, plant or roots
with their fingers on the sand in
the tray they have.
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 T will tell the students to draw
on the whiteboard any fruit or
vegetable they want in the right
place it grows in or anything
related to plants and to what
they’ve learned
Transition T-S T will ring the bell to attract the
2
student’s attention and to
minutes
announce that it’s time to take
the stuff and tidy up and clean
the classroom.
Reflection T-S T will ask the students to show
5
her how the fruit/vegetable
Wrap Up
minutes
S-S grows. If it grows under the
ground, they must sit on the floor
(Closing)
and bend their knees. If it grows
on the floor, they must sit on the
floor and move their hands as its
growing on the floor. If it grows
on the trees, they must stand up
S-S and raise their hands.
T will show the students
flashcards of some
fruits/vegetables and will ask the
students to say what is it called,
where it grows and say anything
about it, for example: “we use
the lettuce in the salad.”
Rouda Mohammed
S will use the markers to draw
on the small whiteboards about
plants and what they’ve learned
S will tidy up and clean the
classroom for the closure.
S will act how the fruit or the
vegetable the teacher mentioned
grows, whether it’s under the
ground or on the ground or in
the trees.
S will sit quietly and look at the
flashcards, they’ll raise their
hand to answer the teacher of
what do they see and where it
grows and say anything they
know or want to share about it
S will raise the smiley face up if
they understand and the sad face
if they don’t, then they’ll raise
To expand their knowledge by
drawing by themselves what
they learned and to express it by
drawing what they know
To make sure they understand
the lesson
To obey the teacher’s rules
To check the understanding
To know that the activities time
is over and it’s time to sit back
on the mat politely
To check the understanding
To wrap up the lesson and exit
quietly
To share their thoughts and
understanding
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 T will ask the students if they the smiley face if they liked the To express their feelings and
understood the lesson and story and a sad face if they understanding and for the
whether they like it or not didn’t like it. teacher to know how they feel

Rouda Mohammed H00354555

 Rouda Mohammed
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