TP Task Three – Planning for Learning

This task is linked to EPR3503: instructional strategies and planning for assessment. It asks you
to take on an active role in planning and preparing for active learning environments. This task
requires you to meet with your MST, and through his/her guidance, plan a weekly plan using
the school template. Evidence of implementation of this plan is also required

A planning cycle is the process of combining different

aspects of planning into one synthetic unit.
By planning within this structure, you will help to ensure
that your plans are fully considered, well focused,
What is the planning cycle? resilient, practical and cost-effective. You will also
ensure that you learn from any mistakes you make, and
feed this back into future planning and Decision Making.

Develop a weekly plan with your MST

Draw a diagram of the planning cycle for science that takes place in your school setting.

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This is a diagram of the planning cycle that takes place in my school setting PYP. It is a weekly
plan in the all subjects required for grade 2 with my MST. Through this weekly plan of the
school template I was looking at the topic of the lesson, the main skills and strategies that I
could apply in order to achieve the lesson objectives. In my opinion this weekly plan was very
helpful to me as a student-teacher. it makes my planning very effective and successful.

A Lesson plan used school weekly plan is provided in the next page.
 Lesson Plan 1
Student Teacher Fatema Altenaiji School Rak Academy - PYP

Professional Development Plan

(Goal): implement a consistent lesson where the students build their knowledge through guided investigation about concept

(Strategies Used):

Plan well for the lesson using the 5e's and discuss it with the MST.

Put questions to ask for students based on the bloom's taxonomy.

Do appropriate activities and assessment that help achieving goal.

(Evidence) of achievement:

Lesson plan, student's in group activity, student's assessment, students reflect in pairs about the reflection question

Grade Level: 2 Subject: Science Learning Outcome (ADEC code and words): not provided

Title of Lesson: A brief description of my Lesson in my own

words:
 World climate zones.
 This lesson is the introduction to climate,
establishes why climates are different
around the world based on factors.
The problem that students are trying to solve or The outcome or product of the students’
investigate: investigation:

 Why do we have different climate zones  Explain why climates are different around
around the world? the world.

Essential Question: Guided Questions:

Can you explain why climates are What is climate near polar?
different around the world?
What would it be near equator?
 In zones where sun more directly what kind of weather will be?
What about the time?

In the other side of earth what would weather be? What about
the time?

Learning Outcomes (including strand and substrand)

 Strand: Climate
 Sub-strand: Recognize why do we have different climate zones around the world

-The stages that the students will use to investigate the problem:

Stage Teacher Role Students Aim of this Questions Process skil

Role section of
the lesson
Engage The teacher accesses the learners’ Students Access and Remembering: Predicting:
prior knowledge and helps them discuss and elicit What do you think is the Making reason
become engaged in a new concept answer student's difference between guesses based
through asking about difference teacher prior weather and climate? previous
between weather and climate. question knowledge knowledge
giving which one you think is
Discussing students' ideas and make examples Engage the day to day condition? Communicati
connection between weather and students What kinds of weather? describing th
climate difference
What we could the between clim
average weather and weathe
condition? Is it day to
day or over long period?

Explore + Provide students with a YouTube video Discuss and Explore Analyzing: Observing: w
Explain as introduction to climate. Pause and answer the questions Describe the climate in happened dur
discuss it with learner by questioning. questions and polar zone? What about the video.
based on possibilities the dessert? What Communicati
video. about tropical forest? what they obs
Students standing with SUN Teacher Students demonstrate Evaluate/Apply:
rotate around and ask some questions. explain kind understand Explain what kind of
weather in the zones
 of weather, through where sun more direct?
and time. applying What time?

Elaboration Teacher will provide students with a Students will Extend Analyzing: Communicati
group activity that contain completing work as students Where sun directly to a Using word t
the sentences with a word. groups in the conceptual place temperature is complete th
activity understand ______, time is ______ sentence
about the Climate near polar will
concept be ______
"climate" Climate near equator
will be ________

Evaluation Teacher will provide students with an Students Evaluating: Communicati

individually assessment sheet that match the Assess Match each climate with their learnin
contain matching each picture of picture with students kind of weather. learned
climate with kind of weather it is the weather understand Reflect to a partner why information ab
is it hot around the the concep
Teacher ask student to explain in pairs Students equator?
as reflection of why it is hot around reflect as
equator? pairs about
the question

Activity:
Complete the following sentence

 Sun directly to place, Temperature is ____________________ , Time is ____________________________

 Climate near polar will be _______________________

 Climate near equators will be ___________________________

 High

Day time Cold

Assessment:
MATCH

Little bit dry

Too dry
Cold