Science Lesson Planning Template

Date March 6, 2016 Studen Yasmin Ibrahim

t Aaesha Yousef
teacher
s
Time 55 minutes School MAG schools

SST Ms. Laila Grade 4

Lesson Unit 1: Studying science No of

unit/pag Lesson 2: What skills do studen 25
e scientists use? ts
Page: 17-19
Context of the lesson
This lesson is the second lesson in Unit 1: Studying Science- science skills.

Standard:
Students will be familiar with the character of scientific knowledge and how it is
achieved.

Teaching goals:
- To teach students about science skills used in investigations.
- To make students investigate as scientists by adopting the skills in investigation.
Learning objectives:
By the end of the lesson, the students will be able to:
Identify the science skills (observe, infer, communicate, and compare).
Apply the skills in doing breath test.

Assumptions about prior learning:

The learners already know how to observe and predict the reasons, but they do not
know that they are science skills in investigation.

Anticipated problems and possible solutions:

P: Maybe the students mixed up or get confused between observation and inference.
S: Tell the students to use the vocabulary cards to distinguish, give examples and
allow students to give examples from their classroom as well.

Personal focus for this lesson:

I will focus in misbehaver issues in the classroom and use star stickers to stop students
misbehaving.
Target language: Teacher language:
Science skills
-What are science skills?
Investigation
-How many skills are?
Observation -What is observation? Give examples?
Predict - What do we mean by inferring? Give an
example?
Communicate -Why they are important?
Compare -Discuss in group the importance of the
four skills?
Analyze
-Why scientists use those skills in
investigating?
-Discuss in groups about the video and
explain.
-Communicate and compare with other
two pairs experiments' results.
-Follow the instruction sheets to do the
experiments.
-Read the cautions carefully.
Main tasks or activities: Materials:

Activity 1
Inference,& Observation sticks
1. Observe and infer your classroom
environment. Activity 2
Video (CD)
2. Video (Observation Vs. Inference) Computer
Projector
3. Stories board
Activity 3
4. Use your skills in breath test Four stories for each group
White boards
5. Compare and communicate with Sponge feet
other pairs Highlighters

Activity 4
Carbon Hydroxide powder
Water
Dropper
Tube
Gloves
Goggles
Blue small clothe

Activity 5:
Black papers
Chalks

Consider these grouping strategies: Consider where the children are

Individual work working:
Pair work At their desks
 Planning Stages Within the 5-E Inquiry Model

Engage
Observe and infer your classroom environment
5 minutes
-Opening activity is verbal observation and inference sentences about
the classroom environment:
An example of observation: is Maha is writing in the notebook.
An example of inference: is she forgot her textbook.
Teacher (What will the teacher Student (What will the student
do/say etcetera): do/say etcetera):
-At the beginning of the lesson, the -The learners have to listen to the
teacher will introduce the two new teacher' instructions and examples
words (observation & inference). to answer. Individually, learners
Then, she will engage students by have to raise the correct stick for
giving them sticks labeled as the example that teacher gives.
observation and inference. After
that, she will ask students to raise
the correct stick when she gives an
example of observation or
inference. She has to look around
the class and give examples of
both:
The A letter of cat is missing from
the wall (observation).
The fan has fall it (inference). -The chosen students have to give
examples from the classroom of
-After that, the teach chooses both observation and inference
randomly students to look the such as:
classroom environment and give Ahmed is not wearing his glasses
examples according to what they today, thats because he broke
see and predict the reasons. them.

[Learners have to use the

[Note: give students the vocabulary vocabulary cards to remember the
cards of lesson 2 to see the definitions].
meaning from time to time]
 Explore
Video- 5 minutes
Activity Driving Question
Video: Observations Vs. Inferences -What are the differences between
inference and observation.
[the video is inside the CD, in folder
lesson 2].

Teacher (What will the teacher Student (What will the student
do/say etcetera): do/say etcetera):

- The teacher will show the video of -The learners have to watch the
the two skills of scientists and ask video and explore what are the
students to watch the video and differences.
explore what are the differences
between observation and Then, share the founding answer
inference. After that, share the with the group.
answer with the group.

Explain
Stories
10 minutes

-Stories on white boards about observations and inferences.

Teacher (What will the teacher Student (What will the student
do/say etcetera): do/say etcetera):

-The teacher will go each group two - The students individually and at
white boards with holders feet to their desks have to read the stories
hold the boards. On the board there according to their levels. Therefore,
are three stories for mixed level on the board a reminder of both
students. observation & inference definitions
and examples.
-High-level: Plants that Trap Insects
-Low-level: Penguins & Polar Bears
story
-Middle-level: Crocodiles story

Elaborate
Breath test
20 minutes
Activities: Teacher: Students:
The teacher provides In pairs, students have
Observe what happen the needed materials to observe and infer
 when you breathe on for each pairs. She will the breath test. They
water lime or calcium give the instructions' will be given 20
hydroxide. And infer sheets for the students minutes to do the test
the test results. and guides them from the instructions
during their work. sheets.
[note: ensure the
students read the
safety advice sheet, go
through it if you
needed].

Evaluate
Share with other groups
10 minutes
Skill/Reasoning Learning Assessment Instrument
Objectives

The students observe and infer the During and after doing the breath
breath test and then share results. test.
Knowledge Learning Objectives Assessment Instrument

The students identify the scientists Students write in the breath test
skills in investigation. skills on the black papers and share
them.

Teacher (What will the teacher Student (What will the student
do/say etcetera): do/say etcetera)

The teacher will give each two

In pairs, the students will be given
pairs black papers and chalks to
five minutes to write down the four
write the four skills and move
skills of their test. After that, five
around the class to share with at
more minutes to share with other
least other two pairs about their
pairs about the results.
results.

References:

Massa, K. (2014, October 3). Observations Vs. Inferences [Video file]. Retrieved from:
https://www.youtube.com/watch?v=D-5HCOUGDdg&app=desktop.

Wild Science. (2014). ECO Forensic LAB. Retrieved from: www.treetoys.com/wildscience.