Maryam Observation

Sample Science Lesson Plan for observation
Date
30-10-2016
Student
teacher
Maryam AL Shehhi
Time
40 minutes.
School
GEMS
Class
No of
students
28
SST
Lesson
Unit/page
Alena
Living things and nonliving things
Context of the lesson:
(In this lesson plan, the students will recognize the differences
between living things and non-living things.)
Teaching goal
The students will classify different objects as being living or

nonliving things.
Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the
lesson. Students will be able to:
o Identify of living things and non-living things.

o List the characteristic of living things.
o List Examples about living things and non-living things.
Assumptions about prior learning
They will know what are the living things and nonliving things,
but they will have some difficulties to know the characteristic.
Anticipated problems and possible solutions (Mention problems and solutions related to
management, tasks or students
No time to finish all concept of the lesson because that is the first
lesson in that unit. So, I will give them activities that help them to
understand the lesson and at the same time to cover all objective
for the lesson.
In my class there are some low ability students and high because
that I will differentiate the activities according their level.
Personal focus of this lesson
I will give the students real experience that will help them to
understand more.
I will give the students chance to involve in all activities.
Target language
Teacher language (list language used by you)
Living things
Nonliving things
Grow
Move
Reproduce
Breath
Survive
Main tasks or activities (list the tasks in

sequence eg flashcard recognition, worksheet,
drawing posters etc)
Resources and
teaching aids (list the
aids eg. realia, poster,
WB, flashcards etc)
Experiments (fish and rock)

Sort picture card according
chick list
Sing a song
Magic wand
Activities according group
level
Consider these grouping strategies:
Cards
song
Pictures
Worksheets
PowerPoint
Materials
For Each Group:
Poster
Worksheet
Picture
White
board
Consider where the children are working:
Individual
Groups
Whole class
Planning Stages within the 5-E Inquiry Model

Engage
What is the living things?

What is the non-living things?
Does it eat?
Does it grow?
Does it move?
Does it reproduce?
Moving around the classroom

At their desk
Key Question:
Is it living?
Does it eat?
Does it grow?
Does it move?
Does it reproduce?
Questions for whole group discussion:
Tell me the difference between living and nonliving things?

Teacher (What will the teacher do/say etcetera)
The teacher and students will

conduct an experiment with a rock
and fish to determine which is
living. First the teacher will have
the students predict what will
happen when both the rock and fish
are fed. The teacher will write
responses on the piece of chart
paper. Next, the teacher will feed
both the fish and rock food. Then,
the teacher will ask the students
questions about rock and fish. For
example,
Does it eat?
Does it grow?
Does it move?
Does it reproduce?
Student (What will the student do/say

etcetera)
The students will

observe and compare
the differences between
the fish and rock.
Students will answer
teacher questions by
thinking and observing
what happened.
Explore & Explain

PURPOSE:
To know the characteristics and classification of living and non-living

things.
Activities (list)
Driving Question
In small groups or during center

time, give student picture cards
with living and nonliving things.
Students will sort the cards. Give
What are the

characteristics of living
things and nonliving
things?
students the checklist (attached) to

verify whether objects are living or
nonliving.
Teacher will give each three
students one card for living or
nonliving things. They should to put
it at the board in the correct place.
After they fished the teacher will
sing a song with students about
living and non-living things.
Elaborate
Activities:
Give each students one

magic wand. Then, have
each child take turns to
touch things that are
living and non-living and
try to change them into
the opposite. It is
impossible to do. This will
help in showing the
difference when they use
their imagination and
then understand reality.
Teacher
With your
magic wand
change the
things are
living to
nonliving
things. And
the things are
nonliving to
living things.
Student
Students will
start to play
the games
with
enthusiasms
feeling.
Evaluate
The teacher will differentiate the activities according to the

students' level. For low level, I will give them worksheets that have
pictures, and they should classify it for living and nonliving things.
For high ability students, I will give them a worksheet, and they
should write the characteristics and example for living and
nonliving things.
Please ensure that the observer /critical friend has a copy of the lesson plan.
Peer Observation Number:
Date/Time:
Name of Student Teacher to be observed:
Wednesday
Maryam Al Shehii
2/November/ 2016
Setting:
groups
Grade: grade one
Area of Focus:
Name of Observer/Critical Friend:
Living and non-living thing

Learning Outcomes:
Fatima
Let the students know the meaning

of the living things and non-living
things
Let the students recognize the

different between living things and
non-living things
Let the students classify the living

things and non-living things
Solve the worksheet individually
Discuss the group about living things

and non-living thing
The students at the end of the lesson

have able to answer the teacher
questions
PEER OBSERVATION: AREA OF FOCUS

Observed Strengths:
She remember the students on classroom rules before all
Suggestions for further

development:
activities
She focus on all groups especially low level
Use motivation words such as a good job, wow, and fantastic

and so on.
Use technology, board and let the students set on the carpet.
Explain the activity before she

distributed the paper.
She should do effective strategy

to control on the students
Singing with the students
She should to use differentiation activity for the different level
she monitors between the groups when they work because

some students do not understand what they should to do.
Reflection (to be completed after discussion of Peer Review with a colleague):
There is undeniable that, I was happy to observe Maryam. However, Maryam was felt
Tension at the beginning of her class because this is the first time she teaches in this
school, and she doesn't know how the students will be. Indeed when I discussed with
Maryam after the lesson she was happy because her class is going well also, she agrees
with my evaluation. She told me I agree 100% with this point which explains the activity
before she distributed the paper and she say she will try to apply this in her lesson next
time. Maryam told me this experiment is very valued for her because she develop her
teaching skills and she learns how she should deal with the kid.
Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism
1
2
3
Displays a high standard of professional behavior, which includes

punctuality and readiness for the session.
Shows initiative and enthusiasm during the session.
Promotes a positive learning environment & builds a good rapport

with the learners.
Comments or reasons for scoring above:
Maryam have good classroom management because she has an effective strategy to control the kids.
She uses real things to explain to the student the meaning of living and non-living things. She uses
technology tools and song with the students to icebreakers.
Planning for Learning
Provides a lesson plan, which includes all the required information
and has clear and explicit learning outcomes.
Shows a student-centered focus in the lesson plan.
Incorporates differentiation through activities, questioning and

learning styles.
Materials and resources for teaching are of high quality and

appropriate to the level of the learner.
Formative and summative assessment activities are included in
the plan.

I think Maryam chose creative activities in her lesson. Also, the students were enjoying.
Also, she uses differentiation activity.
Implementing and Managing Learning
Uses accurate and appropriate language.

Maintaining engagement independence
Ensures instructions, questions & explanations are clear, accurate
& constructive.
Uses effective questioning & elicitation techniques.
Establishes and maintains clear and consistent rules & routines.
Maintains an appropriate pace to challenge and motivate the

students.
Uses a range of teaching strategies.
Manages lesson time effectively.

Maryam has a good planning for her lesson and time management. She applies all her
objects during 40 minutes.
Monitoring and Assessment
Monitors student progress effectively during the session.
Provides ongoing feedback to students to enhance learning

during the session.
Uses formative and summative assessment instruments such as

checklists, grading scales, rubrics, tests, and projects, etc. to
evaluate students performance.

Maryam has good monitor during her lesson. At the end of her lesson, she gives the students feedback
about her/his activity.
Feedback meeting date:_ 2/November/ 2016
Time:___11:00 to 11:40
Observer signature:________Fatima _____________ Date:____2 November

2016
Observee signature:_________Maryam ____________ Date:__2 November
2016

Maryam Observation

Uploaded by

Copyright:

Available Formats

Maryam Observation

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Maryam Observation

Uploaded by

Copyright:

Available Formats

Sample Science Lesson Plan for observation

Context of the lesson:

The students will classify different objects as being living or

o Identify of living things and non-living things.

Teacher language (list language used by you)

Main tasks or activities (list the tasks in

Experiments (fish and rock)

Consider where the children are working:

Planning Stages within the 5-E Inquiry Model

What is the living things?

Moving around the classroom

Questions for whole group discussion:

Tell me the difference between living and nonliving things?

The teacher and students will

Student (What will the student do/say

The students will

Explore & Explain

To know the characteristics and classification of living and non-living

In small groups or during center

What are the

students the checklist (attached) to

Give each students one

The teacher will differentiate the activities according to the

Grade: grade one

Name of Observer/Critical Friend:

Living and non-living thing

Let the students know the meaning

Let the students recognize the

Let the students classify the living

Solve the worksheet individually

Discuss the group about living things

The students at the end of the lesson

PEER OBSERVATION: AREA OF FOCUS

She remember the students on classroom rules before all

Suggestions for further

She focus on all groups especially low level

Use motivation words such as a good job, wow, and fantastic

Explain the activity before she

She should do effective strategy

Singing with the students

She should to use differentiation activity for the different level

she monitors between the groups when they work because

Reflection (to be completed after discussion of Peer Review with a colleague):

Displays a high standard of professional behavior, which includes

Promotes a positive learning environment & builds a good rapport

Incorporates differentiation through activities, questioning and

Materials and resources for teaching are of high quality and

Comments or reasons for scoring above:

Uses accurate and appropriate language.

Uses effective questioning & elicitation techniques.

Establishes and maintains clear and consistent rules & routines.

Maintains an appropriate pace to challenge and motivate the

Manages lesson time effectively.

Comments or reasons for scoring above:

Monitors student progress effectively during the session.

Provides ongoing feedback to students to enhance learning

Uses formative and summative assessment instruments such as

Comments or reasons for scoring above:

Feedback meeting date:_ 2/November/ 2016

Observer signature:Fatima _ Date:2 November