Technology-Integrated Lesson Plan Template

Teachers Name: Law Nge Siang Time Frame: 60 Minutes

Class: 3 YLL!" Subject : Science
School: S#$%&' &hung (ua ng)ilili Topic: The *ternal +eatures o, -nimals
Learner
Le.el/&haracteristic
s
30 of the year three students in a class. They are active learner li!e activities. "# of them are fast learner "0
are medium learner and $ are slo% learners. &o%ever they are %ea! in the 'n(lish subject. They encounter
bi( problem as readin( 'n(lish te)t %here they unable to understand %ell about the content. *ne of the
capabilities that most of the children in this class already have for readin( te)t is encodin(. They have learnt
the consonant sounds in their previous lesson and this leads them to have the ability to read out the %ords
properly.
Learning !01ecti.es/
Learning !utcomes2
+t the end of this lesson students %ill be able to:
". ,dentify the e)ternal features of the animals.
-. State $ e)ternal features of an animal verbally.
3. .atch animals %ith their common e)ternal features.
$. /ist do%n similarities and differences of the animals that have been discussed.
ducational
(omepage2
http:00!ids.national(eo(raphic.com0!ids0animals0
*ne of famous educational institutions in the %orld. ,ts interests include (eo(raphy archaeolo(y and
natural science and the promotion of environmental and historical conservation.
This site offers information about various type of animals not only picture and te)t but different animals
video available too.

http:00%%%.!idsites.com0sites1edu0animals.htm
The site content list includes 2uality content (ood presentation values and most importantly subject matter
that is safe and suitable for children to vie%.
Printed Materials
and Supplies
3orld of Science and Technolo(y 4Te)t boo!5
# Snails stra% hat costum of farmer computer /C6 7rojector Te)t of animals C6 of animals sound
pictures of animals manila card %or!sheet 30 pcs plain paper
Pre.ious )nowledge2
Students already learned types of animals and parts of animal in year ".
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".8ain attention
Snail show2
Teachers 2uestions:
". 3hat animal is this9
-. ,s it different from
other animals9
3hy does it so special9
3. 3hat do you thin! the
shell %ill feel li!e9
$. 3hy the shell is
important to snail9
". Teacher brin(s the real model : # snails to the class.
-. Teacher divides students into # (roups. There are ;
pupils in each (roup.
3. Teacher (ives each (roup a snail.
$. Teacher re2uires pupils to observe the snails %ithout
touchin( and disturb them.
;. Teacher as!s students 2uestion re(ardin( to the snail
after the observation.
#. Teacher leads students to the e)planation of e)ternal
features of animal durin( the discussion.
.oral <alue: Protect animals
Students learn to not hurt any animals %hich do not harm to
us.
Students sho% their care to the animals.
')pected responses:
". This is a snail.
-. =es it has a shell on
its body.
3. ,t is hard and stron(.
$. ,t protect the snail.
S)ills2
*bservin(
+naly>in(
The functions of this level is to obtain the students attention so that they will watch and listen, while the
teacher presents the learning content.
Real animals-snail is prepared by the teacher during the lesson in order to give a clearer picture about the
topic and connect students to the real world. Learning is a function of experience and the best education is
one that is sensory-rich, emotionally engaging, and lined to the real world.! "#. Laverne $ %. &udith,
'(()* Teacher scaffolds the pupils by providing them to experience in the activity. This may eep them to the
long term memory about what they have learnt. Teacher eeps asing +uestion to activate students using
their previous bacground nowledge that contribute in the lesson.
,oral value -
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-.,nform learners of
objective
6ifferent animals have
different e)ternal
features
,dentify the e)ternal
features of an animal
". Teacher %ears a stra% hat and dressed as a farmer on the
spot. +t the same time tell students that today %ill brin(
students to visit his farm1 ?7a! +bus &appy Farm@.
-. Teacher plays bac!(round music 4natural music %ith
animals sound5 to create the sense of farm.
3. Teacher %elcomin( students to ?7a!1+bu &appy Farm@
and sho% a 7o%er7oint presentation of different animals
pictures.
$. Teacher tells students that these are the animals that he
feed in the farm and different animals have different
e)ternal features.
;. Teacher (uides the students to (uess the objectives of
todays lesson. Teacher e)plains ho% todays learnin(
benefit the students.
Students e)cited full
of curious and
e)pectancy.
This level is to mae students aware of what to expect so that they are aware and prepared to receive.
.owever, Learning /b0ectives are normally designed for teachers, rather than the students, thus they must
be transformed into a more causal language. Thus, do not include ob0ectives as written in course design
plan1 theyre very dry and boring that way. 2 prefer to state them as if 2 were face to face with the students. 2
would suggest 2f your course has characters, let them tell the students what they will learn and what to
expect. ,y activity in level ' is one of the example.
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3.Stimulate recall of
prior !no%led(e
". Sho% a 7o%er7oint presentation of animals pictures
and different types of animal 46ifferent features5.
-. Teacher %ill as! the pupils about name of the animals
their habitat and their sound 4Aelate to the lesson5
3. Then teacher %ill sho% the animals %ithout its certain
e)ternal features.
$. Teacher %ill as! the pupils to dra% and sho% the parts of
the animals that are missin(.
;. Then teacher %ill e)plain the concept of ?e)ternal part@.
This level is design to recall the students previous nowledge of animals 3lthough we are capable of having
our creative minutes1 it is much easier to build on what we already now. e.g. remind the students of prior
nowledge relevant to the current lesson, provide the students with a framewor that helps learning and
remembering. 4art of stimulating recall is having the learners tae notes and drawing mind maps. Learning
is enhanced by encouraging the use of graphic representations when taing notes "mind or concept maps*
such as semantic mapping "Toms-5ronowsi, 678'*. That is why the method being apply by me.
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$.7resent ne%
content
/earnin( vocabulary
*bserve the picture:
". Teacher sho%s to student electronic flash cards 4desi(ned
usin( .S 7o%er 7oint5. 'ach flash card contains a
vocabulary such as bea! featherB...
-. Teacher pronouns each %ord follo%ed by students.
Teacher (ives a clear definition of each %ord after
pronouncin( it.
3. Teacher (ives the te)t to each the pupils to read to(ether
in the classroom.
$. Teacher 2uestion pupils about the te)t (iven.
;. Teacher %ill sho% the e)ternal parts of animals body to
the pupils.
#. Teacher as!s the pupils %hich animals match %ith the
features (iven.
C. Teacher as!s the pupils to identify the animals based from
the e)ternal features (iven.
Teacher5s 6uestions2
D. &o% many animals can you find from this te)t9
E. 3hat are the differences bet%een these animals9
"0. 3hat are the e)ternal features from each animal9
"". 3hy do you thin! it is important for them9 4e.(.:
butterfly5
*pected responses2
". Four animals.
-. They have different
types of e)ternal
features.
3. Futterfly has %in(s ,t
uses them to fly.
S)ills2
G Aeadin(
G Spea!in(
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Teacher identifies the difficult words before reading. 5y using this way, teacher ale to ensure all the students
can read and understand well about the text given. 2t can attract students to focus on the main ideas in the
text. Teacher applies text as the teaching aid in order to practice the reading sill among pupils. Teacher
also scaffolds students learning by +uestioning. 9uestions permit people to chec for understanding and
obtain information.! ":. L. :aniel, 677(* This supports students in absorbing new nowledge and enriches
their prior understanding. The text given is about the topic of external features of animals. The si;e of each
picture in the text is bigger enough for the year < students to see. The external features of those animals are
shown clearly in the pictures. 5esides, the words and sentences are found easy to understand which is
suitable to the level of year < students. 5ig fonts have been used in the text to ensure all the readers are able
to read it properly. ,ost of the words that created are easy and simple which can extend students
understanding through this topic.
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;.7rovide learnin(
(uidance
". Teacher as!s the pupils to form into (roups 4# (roups that
already divided by teacher5.
-. Teacher plays the sounds of different animals usin( C6.
3. The (roup of pupils needs to use their part of body to act
or sho% the e)ternal features of the animal based on the
sound of animals that (iven %hen the teacher calls their
(roup.
$. 7upils are only allo%ed to use their body lan(ua(e to
represent the actions %ithout spea!in(.
;. 8roup that presents %ell %ill (ain " mar! and for the
(roup %hich fails to do it %ill (et 0 mar!s.
#. The (roup that (ets hi(her mar! %ill become the %inner.
Moral 7alue2 &ooperati.e-Students cooperate with their
peer to carry out their wor) during the acti.ities
S!ills:
G /istenin(
G Communicatin(
2n order to help my students to learn and retain the nowledge, 2 try to provide alternative approaches that
illustrate the information that 2 try to convey. 2n fact learning can be more effective by including examples,
case studies, graphics, storytelling, games, etc. Thus, to enable students to extend their existing levels of
comprehension, interesting game is organi;ed. 2t engages students to participate and en0oy in their learning
process. 3 good teaching offers a lot of surprises for the children to go through in their learning process.
They communicate with their peer groups in order to get highest mar. This game helps to recall their
previous nowledge and apply them again during the game. =hildren try to remember and demonstrate the
external features using their body language.
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#.'licit performance
". 7upils are re2uired to stay %ith their o%n (roup.
-. Teacher provides some pictures of animals and a bi(
table dra%n on a manila card for each (roup.
3. 7ictures are needed to classify the animals accordin( to
their e)ternal features 4$ types of e)ternal features 5 and
paste them on the table of manila card.
S!ills:
G classifyin(
G communicatin(
The pictures given encourage pupils to enrich their nowledge and practice the scientific sills of classification. They
conduct the nowledge through this hand on activity. Through activity, teachers believe they help their students to
mae sense of the concepts being taught.! ".. &ennifer, '((6* Teacher guides and scaffolds students by organi;ing
interesting activity "classify and paste*. 2t attracts the students interest within the topic. They wor collaboratively
with their peers and are given chances to communicate in front of class.
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C.7rovide feedbac!
". Teacher re2uest each (roup pastes their %or! on the
blac! board
-. Teacher (uide the students to discuss on their %or!.
3. Teacher (ives comment and point out their mista!e 4if
any5 so that they can correct them.
2mmediate feedbac is important to students after eliciting responses as it will enhance learning. #ith this,
teacher has opportunity to reinforce and correct the performance.
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D.+ssess
performance
*ercises 82
Let us circle and
colour
GCircle and colour the
picture of animals %hich
have same e)ternal
features %ith same
colour in the farm.
*ercise 92
Try it:
GFill in the blan!s %ith
correct %ords to ans%er
the 2uestions.
". Teacher (ives the %or!sheets for pupils to complete.
-. Teacher e)plains about the %or!s or e)ercises.
3. Teacher (uides and assist the students %ho are %ea! in
this topic.
$. Students are allo%ed to use dictionary to find the %ords
that they are not understand.
;. Students discuss the ans%ers %ith teacher.
This is the section that is conducted by teacher to evaluate the children to see if they understood this topic. 2n
addition to these classroom techni+ues, exercises and homewor can be used formatively if teachers analy;e
where students are in their learning and provide specific, focused feedbac regarding performance and ways to
improve it.! "5. 3nn $ ,.=olin, '(('* /n the other hand, it also gives opportunity for those students who do
not fully understood about the topic to practice more through these exercises. Teacher is taing an informed
and active role in scaffolding to guide students to develop their learning.
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E.'nhance
retention and
transfer
6ra% and label
For e)ample:
". Teacher (ives each pupil a paper.
-. 7upils are re2uired to dra% " animal that they li!e
most on the paper (iven.
3. 7upils need to label the e)ternal features that can be
found on the animals.
$. Teacher selects some students to read out their labels
of e)ternal features.
;. 'very student pastes their dra%in( on the board at the
bac! of the classroom.
#. Teacher summari>e the lesson today by as!in( pupils:
3hat are the $ e)ternal features of animals that %e
had learnt today9
State - e)amples of animals %hich possess similar
characteristic %ith the animals that have been learnt.
S!ills:
G 6ra%in(
G Aeadin( %ritin(
Repeated practice is the best way to ensure that people retain information and use it effectively. %o, at this level, 2 try
to lead students to recall and practice what they have learnt in drawing. 2 changed another way to scaffold children. 2
re+uire the students to carry out their understanding by drawing rather than use all the words. %tudents usually feel
bored when the lesson is coming to the end. >inally, they will not pay attention to what teacher is taling about. Thus,
this is a way to attract their attention bac to the lesson and participate in every learning process.
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=our reflective
comments about
8a(nes E events of
instruction:
8a(neHs Nine /evels of /earnin( model provides me a chec!list to use before , en(a(e in teachin( activities.
'ach step hi(hli(hts a form of communication that aids the learnin( process. 3hen each step is completed in
turn students are much more li!ely to be en(a(ed and to retain the information or s!ills that theyHre bein(
tau(ht.
, believe anyone %ho uses this approach before any type of teachin( or trainin( session or presentation
theyHll remember ho% to structure their session so that their people (et the best possible learnin( e)perience.