Living things grade5

Long-term plan Unit 2 Living things.

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade: 5

Number present:

absent:

Theme of the lesson:

Human beings

Learning objectives(s) that this lesson is contributing to

5.L3 understand an increasing range of unsupported basic questions on general and curricular topics;

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

• complete worksheets and make some sentences using active vocabulary;

Most learners will be able to:

• complete worksheets and make four sentences using active vocabulary;

Some learners will be able to:

• complete worksheets and make some sentences and give details to support their answers using active vocabulary;

Language objectives

use specific phrases and vocabulary according to the topic body parts

Previous learning

Learners were introduced the topic of plants on the previous lesson. This lesson is focused on teaching plant parts and plant growing.

Success criteria

Learners have met this learning objective if they can:

• complete the tasks (90 %); talk on the topic using learned vocabulary

Value links

Value of environment. Teamwork: Ls will work well together in pairs/ groups showing respect and being polite with each other.

Cross curricular links

Lesson is connected with Biology,

ICT skills

Projector or Smart board for presenting a video

Intercultural awareness

Accept diversity of other cultures

Kazakh culture

Asking questions about different plants in Kazakhstan

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions. Use of Classroom rules

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

Warm-up

Teacher projects images of children, adults, old people from around the world and ask supporting questions: Are human beings living things? Why? Help learners list criteria: We breathe, eat, produce, grow, move, make, and have senses.

Learners guess the topic of the lesson.

The topic and LOs are presented.

PPT

Middle

25 minutes

Presentation

Learners stand in circle and say a body word. Next learner points to the body part then says another body part. How many body parts can learners remember? Learners should know:

body, arm, leg, hand, foot, back, neck, shoulder, head, eyes, ears, nose, mouth, hair, back

Teacher distributes handouts worksheet 1. (Teacher based assessment)

Learners classify words into three groups: head, body, for our senses e.g.

Our eyes, ears, mouths and noses are parts of our heads.

Feedback:

Teacher monitors, checks also makes notes how well learners can remember body words and how carefully then can spell the vocabulary on the worksheet. (Teacher based assessment)

Excellent 6 points (14-15 correct answers)

Very good 5 points (12-13 correct answers)

Good 4 points (10-11 correct answers)

Teacher divides leaners into pair and gives them a worksheet

They should joints move the arms, hands, legs and feet. Students should read the sentences and write T/F (Peer assessment )

After the task teacher demonstrates picture with the correct answers, students evaluate each others.

Pre-teach joints by demonstrating and moving: knee, ankle, elbow, wrist

Practice

Learners in pairs take turns on computer to do spelling task in website. How many words can they spell correctly? (10 words?) (Peer based assessment)

They change round and spell the other five words. How many can they spell correctly a second time?

Feedback:

Students monitor and assess how well they can identify the definitions of the body parts and also how well they can spell them, make notes if necessary. (Peer based assessment)

Ph. Training

Learners listen to the song about parts of the body and dance a little.

Learners in small groups take turns to define a body part for others in their group to guess. Group learners and hand out to each group a set of body cards to be defined. One learner is ‘teacher’. When group defines a body part correctly, ‘teacher’ puts a tick beside it, if they are unsure, a question mark and if they can’t define it, a sad face.

When groups are finished, ask which body parts learners found hard to define and which words they couldn’t define. Check understanding by miming.

Learners peer assess each other following the suggested criteria.

Bentley, K (2009) Primary Curriculum Box Cambridge: CUP (page 14, and photocopies of page 16) (Worksheet 1 2)

Worksheet 1

Worksheet 2

http://learnenglishkids.britishcouncil.org/en/word-games/hangman/parts-the-body

https://www.youtube.com/watch?v=h4eueDYPTIg

Set of body parts 1,2,3,4

End

5 mins

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Teacher asks learners what 5 words they revise today

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can complete: all / most of / some of the worksheets.

I can understand: all / most of / some of the words when I heard them.

I can say all/most of/some of body parts

Hometask: to revise body parts

Evaluation list

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Monitoring

Feedback on the work

Health promoting techniques

Breaks and physical activities used.

Safety rules

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?