Monnet School - Grade 1b
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The subject of the lesson was Solar system planets properties
The Big understandings were:
- Venus has the highest maximum temperature
- Venus’ atmosphere contains the highest percentage of carbon dioxide
- Earth’s atmosphere is made mostly of Nitrogen
- Earth is 5963km bigger than Mars
- Jupiter has the shortest day
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Essential questions were:
- Which planet has the highest maximum temperature?
- Which planet orbits closest to the Sun?
- Which planet’s atmosphere contains the highest percentage of carbon dioxide?
- How much bigger is Earth than Mars?
- Which planets are made of gas?
Here you can find the video I used:
https://www.youtube.com/watch?v=xsisPadI5n0&ab_channel=PeekabooKidz
Reflection
At the beginning the class was dynamic, I realised that this group likes to work in teams, as they complement each other very well. However, not knowing how to divide them, I asked my mentor teacher to put them in pairs for me. On the other hand, it was my first time doing a reading activity, something that excited me but made me want to do it in the best possible way. The class went well, however, something that did not go well was the time management, as we finished the class a little early, which led me to use my extra activity, and it was something that I had not been aware of for a long time as a teacher.At the end of the lesson my mentor teacher recommended that I explain how to answer the multiple choice activities to the children, as some of them had trouble noticing whether it was two choices or three. But at the end of the day, they were able to answer it and learned what I expected. That day I learned to give better instructions, to be more proactive with the activities I give and to never forget that I should have more extra activities.
Lesson plan
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Lesson title
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Space-
Solar system |
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Class length |
45 min |
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Class/ student information |
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Grade: 1 B -
14 students around A1-A2
level (bilingual education) and a native speaker -
Polish and Australian
nationality
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Lesson aims |
To: - To introduce the
concept of Atmosphere, Gas. -
Develop listening skills (watching the video) - To make students aware of solar system
(planets properties of each of them in turn: size, temperature, atmosphere) - Develop speaking
skills (talking about what they know about our solar system planets,
expressing opinions). |
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Lesson objectives |
Content |
By
the end of the lesson, learners will have: -
Learned about solar system planets properties (of each planet in turn: size,
temperature, atmosphere, distance from the sun)
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Language |
Content-obligatory
language objectives Learners will be able to:
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Name characteristics of solar system planets properties (Atmosphere, Gas
Giant, Nitrogen, Carbon Dioxide) -
Talk about solar system planets properties Content-compatible
language objectives Learners
will be able to: - Answer
a few questions based on the Fact cards (Which planet has the highest maximum
temperature? Which planet orbits
closest to the Sun? Which planet’s atmosphere contains the highest percentage
of carbon dioxide? How much bigger is Earth than Mars? Which planets are made
of gas?) - Use
already know and new vocabulary to talk about Planets Properties. |
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cognition
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- Students will be able to answer a
few questions based on the Fact cards (Which planet has the highest maximum
temperature? Which planet orbits
closest to the Sun? Which planet’s atmosphere contains the highest percentage
of carbon dioxide? How much bigger is Earth than Mars? Which planets are made
of gas?)
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Students will be able to name solar system planets properties |
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culture |
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Students will be able to say that Earth’s
atmosphere is made mostly of Nitrogen and is the only planet that has the conditions necessary for life to
exist. |
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Instructional strategies used in the lesson (building background,
integrating skills, using scaffolding, opportunities for output, learning
phases, advanced organizers, etc.) |
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Activating prior knowledge. Students recall what they know about Solar
System planets characteristics. -
Integrating skills – integrating reading (reading
comprehension), speaking (pronunciation) -
Using scaffolding to support learning of content and language.
Providing different materials (presentation, reading, reading task) -
Integrating the skills:
speaking/reading/ writing. -
Opportunities for output - a lot of opportunities
for students to talk, answer questions, answer task -
Learning phases - warm-up
(interactive games), presentation, production (art &craft)
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Lesson assessments |
Formative assessment - students will be able to tell the teacher what
did he/she learn and to show what they learned to their partners. |
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Stages and time |
Lesson
procedure (describe the activities and instructional strategies)
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Justification
for the activity (content, language, cognition, culture) |
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Warm-up 5 min |
T shows an image of planets sizes T asks -
“Do you think all planets
are the same size?” -
“Do you think we can live on
all planets? why?” Ss answer the questions T
says “Today we’re going to learn about solar
system planets properties” |
To generate
interest in the theme of the lesson and target language Language: already known
language structures
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Preparation 15 min
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T asks Ss “Do you know what’s an Atmosphere?” Ss answer T plays the video: https://youtu.be/LGvcwk5d-zM?si=zZ22R3F3PC-HCgRS (till 0:47 seg) T
explains what’s an Atmosphere and why Carbon Dioxide is important to live in
Earth T asks Ss “What’s an Atmosphere?” Ss
answer T
asks “Do
you know what’s a gas planet?” Ss
answer T
plays the video: https://www.youtube.com/watch?v=xsisPadI5n0&ab_channel=PeekabooKidz
(From 2:30 to 3:20) T
asks “Why Jupiter is a Gas Planet?” Ss
answer |
To activate Ss’s
prior knowledge Content: (Atmosphere,
Gas Giant, Nitrogen) Language: To
provide Ss with practice at using target language in a controlled way Cognition: Recognizing and naming planets properties (Atmosphere, Gas
Giant, Nitrogen, Carbon Dioxide) |
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Presentation 15 min |
T asks the students Which
planet has the highest maximum temperature?
Which
planet orbits closest to the Sun? Which planet’s atmosphere contains the
highest percentage of carbon dioxide? How
much bigger is Earth than Mars? Which
planets are made of gas? T presents a presentation T creates 4 teams T sets the task: Read and answer the
questions Ss read
the information and check their predictions for the questions
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To give
students practice at reading for specific information.
Content: General information about solar system
planets (Venus has the highest maximum temperature. Venus’ atmosphere contains the highest percentage
of carbon dioxide. Earth’s atmosphere is made mostly of Nitrogen. Earth is
5963km bigger than Mars. Jupiter has the shortest day) Language: Vocabulary to describe solar system planets (Atmosphere, Gas Giant, Nitrogen, Carbon
Dioxide) Cognition: Listing characteristics of Solar system planets (Venus has the
highest maximum temperature. Venus’ atmosphere contains the highest
percentage of carbon dioxide. Earth’s atmosphere is made mostly of Nitrogen.
Earth is 5963km bigger than Mars. Jupiter has the shortest day)
Culture: Earth is the only planet that has the conditions necessary for
life to exist. |
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Summary 5 min |
At the end of the task T asks Ss to check their answers. . |
To give students practice at reading for
specific information.
Content: General information about solar system
planets (Venus has the highest maximum temperature. Venus’ atmosphere contains the highest percentage
of carbon dioxide. Earth’s atmosphere is made mostly of Nitrogen. Earth is
5963km bigger than Mars. Jupiter has the shortest day) Language: Vocabulary to describe solar system planets (Atmosphere, Gas Giant, Nitrogen, Carbon Dioxide)
Cognition: Listing characteristics of Solar system planets ((Venus has
the highest maximum temperature. Venus’ atmosphere contains the highest percentage
of carbon dioxide. Earth’s atmosphere is made mostly of Nitrogen. Earth is
5963km bigger than Mars. Jupiter has the shortest day)
Culture: Earth is the only planet that has the conditions necessary for
life to exist. |
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Assessment 5 min |
T asks Ss “What did you learn?” Ss share
their answers in Open Class. |
To reflect
on the new content Ss have learnt. Content,
Cognition, Culture: everything
from this lesson – planets properties Language: structures already known by the students
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