Task 4

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that
uses the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is required for
all lessons (see Task 3) (CLOs 1-6).
Lesson Title  Sports.
Level of Inquiry  Guided.
A brief description of  Starting a new unit about sport. Overall it was about introducing
the lesson some sport vocabulary. Then listening part about 4 children talking
about their favourite sport, the student should figure out each child
preference.

The Problem or Issue  Use their favourite sport in a sentence

Essential Question  What kind of sports you usually do in your daily life?

Guiding Questions  There are 3 different type of activities , they have the same purpose
but it will present in different way, each group will have their
materials and instruction, read the instruction then start. You have 10
minutes to finish.

Learning Outcomes
 Discuss personal preferences for different sports.
(LOs)
 Develop their knowledge range of a variety of sports.
By the end of the lessons
 Write complex sentences about sports.
students will be able to:
Hypothesis  The learners will be able to think, read and follow the instructions and questions
they had to solve that task by themselves. They worked as a group to explore and
explain for each other the purpose of the task.

Prediction  The learners will be able to improve their listening skill through the video part, in
which they will be focussed to hear the correct pronunciation of each sport
vocabulary then they will develop their writing skill while they are trying to write
the vocabulary correctly. They will be able to speak and present their final product
in front of their friends, while the rest should listen carefully for their friend
because they should follow the classroom rules in which listening to their friends is
showing respect. The purpose of the task that the learners should use the new
vocabulary, so each group should show up the vocabulary they used in the work

The outcome or product

of the students’  Group1: writing sentences using sports vocabulary.

investigation (i.e. what  Group2: paste body parts vocabulary on the correct place in the human
body, write two sentences matching them with the sports.
will the students be
 Group3: matching sports with the using body part.
expected to produce at
 Group4: Match body parts with the correct letter.
the end of their
investigation)
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that I What process skills will I create Which literacy skills will I create
 Differentiated will ask students during each experiences for students to use experiences for students to use at
Activities and ‘E’ ( & at what level of Bloom’s at each ‘E’ each ‘E’ that students will use at
 formative evaluation, is each of these questions?)? (name, how, and where) this stage
including what will (name, and say how and where)
students produce by
the end of this section.
Engagement
 Access prior  The learners watched a  The teacher asked the learners Name: Name:
learning video about the famous some questions to check their prior Critical thinking Writing and Listing skills.
 Engage students knowledge (remembering stage)
sports in the world.
in new concept. to present the new unit for them How &Where: How &Where:
 Each group had a poster
 Elicit curiosity through these opening questions. The learners will be able to think out The learners will be able to improve their
in which they saw and
 Act as a bridge Question: do you do any sport in of their comfortable area in which they listening skill through the video part, in
noticed from the video. your daily life? and why? will share their own experiences their which they will be focus to hear the
between past and
 After watching the  Then she asked them to watch a classmates about sports they had done correct pronunciation of each sport
present learning
experiences video, they had the video and notice the names of the before. vocabulary then they will develop their

 Expose prior chance to discuss as a sports and writing them on the writing skill while they are trying to write

conceptions. group and collect their poster they had. the vocabulary correctly.

 Organise answers, then they Question:

studentsthinking what sports you wrote down in

shared their answer to
towards the LOs your posters?
the rest of the class.
Did you ever play one of these
sports?
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that I What process skills will I create Which literacy skills will I create
 Differentiated will ask students during each experiences for students to use experiences for students to use at
Activities and ‘E’ ( & at what level of Bloom’s at each ‘E’ each ‘E’ that students will use at
 formative evaluation, is each of these questions?)? (name, how, and where) this stage
including what will (name, and say how and where)
students produce by
the end of this section.
Exploration  The teacher created (understanding & Applying stage) Name: Name:
 According to the level differentiated activity for the  Use body parts vocabulary in a Problem solving & Interpersonal Reading skill, writing skill &
students according to their
of inquiry, students are sentence (match them with communication. Vocabulary.
interests and levels.
given opportunity to some of sport vocabulary).
 The learners were divided to 4
design and/or conduct How &Where: How &Where:
groups, each group got
a preliminary different type of activity.
The learners will be able to think, read The learners will be able to read the
 Match the sports with the part
investigation. The o Group1: writing sentences and follow the instructions and instruction of each task. Then they should
of body that used mostly in it?
investigation allows using sports vocabulary. questions they had to solve that task by write their answers in the appropriate
learners to use their o Group2: paste body parts themselves. They worked as a group to place. Overall they must use the new
prior vocabulary on the correct place  Match the words in the box explore and explain for each other the vocabulary of the unit to answer the
in the human body, write two with the letters in the picture?
conceptualisations to purpose of the task. questions.
sentences matching them with
explore questions and
the sports.
possibilities
o Group3: matching sports with  paste body parts vocabulary on
surrounding the LOs, the using body part. the correct place in the human
and to generate new o Group4: Match body parts body, write two sentences
thinking about the with the correct letter.
matching them with the sports.
LOs.
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that I What process skills will I create Which literacy skills will I create
 Differentiated will ask students during each experiences for students to use experiences for students to use at
Activities and ‘E’ ( & at what level of Bloom’s at each ‘E’ each ‘E’ that students will use at
 formative evaluation, is each of these questions?)? (name, how, and where) this stage
including what will (name, and say how and where)
students produce by
the end of this section.
Explanation  In this stage the teacher is  Is everything clear to you? Name: Name:

 Teachers provide a guided or facilitator for  Do you need any help to Teamwork Reading skill, writing skill &

the students, moreover understand any step of your Vocabulary.

opportunities for
How &Where:
she should notice that the task?
learners to engage Interacting with others and building How &Where:
learners are in the safe  Are you all working together
in the conceptual on each other's individual strengths The learners will be able to read the
track in the class. to finish before the others?
probing and and skills. Working toward a common instruction of each task. Then they should
 She moved between the  Did you faced any difficulties gaol. write their answers in the appropriate
development
groups to check of they during answering the task? place. Overall they must use the new
needed to explain are working and  If you need any help or vocabulary of the unit to answer the
the science (or a dividing the roles clarifications, please raise your questions.
focus area of it) appropriately between hand?
that supports the them to give each one of (analysing stage)
exploration, and them the chance to take

its outcomes. part in the task.

Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that I What process skills will I create Which literacy skills will I create
 Differentiated will ask students during each experiences for students to use experiences for students to use at
Activities and ‘E’ ( & at what level of Bloom’s at each ‘E’ each ‘E’ that students will use at
 formative evaluation, is each of these questions?)? (name, how, and where) this stage
including what will (name, and say how and where)
students produce by
the end of this section.
Elaboration Name: Name:
 Teacher provides  Information proccing. speaking skill, listening skill &
The teacher asked the  Did you finish your work?
students with students to come up with Vocabulary.
 Did each one of you has her
experiences which How &Where:
final outcome they had.
help to deepen and role to present the final Evaluating, interpreting or transferring How &Where:
 Each group will present
broaden students’ outcome? the information of each taskbetween The learners will be able to speak and
their work in front of
conceptual skills and (Evaluate stage) the learners. present their final product in front of their
knowledge around the their classmates. friends, while the rest should listen
LOs. The elaboration,  Each group will present carefully for their friend because they
extension, and their final outcome, should follow the classroom rules in
application of the LOs while teacher and the which listening to their friends is
to real life phenomena other learners will showing respect. The purpose of the task
is welcomed at this evaluate their friends' that the learners should use the new
stage vocabulary, so each group should show
final product.
up the vocabulary they used in the work.
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that I What process skills will I create Which literacy skills will I create
 Differentiated will ask students during each experiences for students to use experiences for students to use at
Activities and ‘E’ ( & at what level of Bloom’s at each ‘E’ each ‘E’ that students will use at
 formative evaluation, is each of these questions?)? (name, how, and where) this stage
including what will (name, and say how and where)
students produce by
the end of this section.
Evaluation Name: Name:
 The Teacher asked the Assessment. Writing skill.
(Summative)  Find the ten types of sport
students to open their
 Evaluation with in the word search and write
Activity book at page 31. How &Where: How &Where:
the 5E learning  They should answer the about them below. Gathering information and reflecting The learners will be able to find the
cycle occurs at both question which are, on experiences to improve subsequent vocabulary easily without any difficulties

every other ‘E’ the first one is a puzzle learning and performance. because they practice and understand
about finding the them by themselves, in which this will
formatively; and at
vocabulary of the sports help them to memorize the information
the end of the between the letters , the quickly.
lesson second one is complete the
summatively. missing sentences with
appropriate object. Then,
they went to her to correct
for them.