LESSON PLAN LESSON: 4
Teacher: Fatima Ahmed Subject: Science
Grade: 5 Unit: 3 Date: 6-10-2019
SKILLS AND UNDERSTANDING
Students will be able to:
• Identify the two type of adaptation.
Link to prior learning: Students will need to be familiar with the following because the lesson in linked on
ecosystem and they already had study it.
21st Century Skills: Students will be able communicate and collaborate together in the activity.
Key vocabulary: adaptations, behavioural, structure, hibernation, migration.
Common misconceptions for learners: Ways of identifying and addressing these misconceptions:
• The two type of adaptation. • I will teach them by visual, so I will use soma picture.
Resources/equipment needed:
Picture of animal’s cards.
A3 paper activity.
Cards of the different mouth and skin of animals.
UNIT: LESSON: 1 TASKS/ACTIVITIES
Resources & Time Starter (10 minutes)
Teacher Will: Students Will:
• Ask the student about what • The student will say
they learned in last period. relationship in ecosystem.
• Then the teacher will write • Take an animal.
the word adaptation in the
board and she will ask the
student what do you know
about adaptation?
• Good try, but in science it
means something else.
• Adaptation: is any
characteristic that help an
organism to survive in
environment.
• Characteristic mean
attitude or behavior.
• And organism mean the
living things.
• Also, we have two types of
adaptation structural and
behavioral.
• Structure mean the shape
of animals inside and
outside, for example: the
fur color, running fast and
hard shell.
• Behavioral mean the
behavior of an animals, for
example if the animal lives
in group or alone.
Resources & Time Main activities (30 minutes)
Focus Centre: Teacher Will: Students Will:
• The teacher will show the
student an animal and she
will ask them to see the
different shape and leg and
mouth does each animal
have.
• The animals look the same
or different? • Different.
• Way the lion has this skin • To protect it.
with hair.
• Excellent, so each animal
has a different skin, leg,
mouth and shape so this
animal can survive.
Centre 2: E.g. Art • In this activity the teacher
will have a card and each
table will have a different
thing some of the groups
will have a picture of the
different teeth and some of
them will have different
type of skin and the other
will have different type of
legs.
• The student should to see
this picture and write about
the different structural in
this picture.
Centre 3: E.g. Math • The first activity will be for
all the class.
• The teacher will show them
the activity, see this A3
paper we have title what is
the title? • Adaptation.
• Right, and we have this
table her we have what, in
what you and your group
must to draw different
mouth or legs for different
animals.
In the why each group must
to write why this animal
have this leg or mouth and
why this leg or mouth will
help the animal.
Centre 4: E.g. • The last activity the teacher
Writing will ask the student. What
animal have a sharp tooth?
• Lion.
• Rabbit.
• Turtle.
• Show me by your finger
one finger mean lion, two
fingers mean rabbit, three
fingers mean turtle.
Resources Plenary (5 minutes)
Teacher Will: Students Will:
Homework The homework:
Learning styles catered for (✓):
Visual: Auditory: Read/Write: Kinaesthetic
The student will see all the The student will listen to The activity is all
picture which is visual. the teacher and also, writing and they
they can talk with other. should to read the
questions.
Assessment for learning opportunities (✓):
Observation: Student self-assessment Oral questioning Peer assessment
I model the activity for
them.
Quiz Student presentation Written work and Verbal feedback
feedback
Exit ticket.
