Nama : Hanifah Anggi Pratiwi

NPM : 211444600273
Kelas : A6-21

Natural and Social Science Lesson Plan

GLOBAL GOAL : Develop cooperation among friends and respect for others’
opinions
UNIT 1 : The Inhabitants of Nature
LEVEL : 3th grade TIMING: 2 lessons

Aims
 To present material about the inhabitants of nature.
 To introduce ecosystems and their types.
 To help learners distinguish between biotic and abiotic components.
Criteria for Assessment
Teacher, peer-and self-assessment processes will be used to assess how well learners:
 Understand ecosystems
 Describing individuals, populations, and communities
 Know the types of ecosystems and their members
 Recognize biotic and abiotic components in an ecosystem
TEACHING OBJECTIVES
(What I plan to teach)
Content Cognition
 What is an ecosystem?  Learners are able to knowing the subject
 Differences between individuals, matter about ecosystems and types of
populations, and communities. ecosystems.
 Types of ecosystems and their  Learners can knowing about individuals,
members. popuations, and communities.
 Biotic and abiotic components.  Learners can apply the knowledge
gained from obsevations to determine
the biotic and abiotic components in an
ecosystem.

Culture
 Identify living and non-living things from the ecosystems of their own country and
other countries.
 The importance of living side by side with other living things.
 Understand that they can learn, no matter which language they are using.
Example:
The human habit of using animals or living things as a means of transportation that is
differentiated based on geographical, social, and cultural conditions between Indonesia
and other countries. For example, in Indonesia, horses are used by humans as a means
of transportation that can help agricultural activities or be used in traditional events
such as horse racing and can also be used for tourist transportation such as in
Yogyakarta. Whereas in other countries in Arabia and North Africa, camels are used
in the desert as a means of transporting people and goods because of their resistance to
 heat and low water requirements.

Communication
Language of learning Language for learning Language through learning
Key vocabulary: individual,  Asking each other  Distinguish the language
population, interaction, questions: needed to carry out
ecosystem, components, What new things did activities.
biotic, abiotic, community, you learn in this lesson?  Make use of peer
living things, non-living What do you know explanations.
things. about ecosystems?  Listen, pay attention and
What are biotic and learn new words which
abiotic components? arise from activities

 Classifying:
What distinguishes
between ecosystems
is…
Types of ecosystem
are…

 Comparing and
contrasting:
The soil in the forest
tends to be wetter while
in the desert it is drier

 Other:
Are there any living
creatures that live alone
in their environment?
What does…mean?

LEARNING OUTCOMES
(What learners will be able to do by the end of the lessons)
By the end of the unit learners will be able to:
 Distinguish between individuals, populations, and communities.
 Demonstrate understanding of the meaning of ecosystem.
 Mention the types of ecosystems and their members.
 Demonstrate biotic and abiotic components in an ecosystem.
 Ask and respond to wh- questions about their assignment.
 Use a class vocabulary record of new words.

UNIT 1: The inhabitants of nature Lessons 1 and 2

 THEACHING/LEARNING ACTIVITIES
Lesson 1
 Warm up:
Let’s think (power point). General overview of the material about the inhabitants of
nature.
 Previous knowledge:
Start learning by observing pictures and mentioning what living things are found in the
school environment. Learners listen to the teacher’s explanation about the meaning of
ecosystems and their types.
 Game:
In order to check their comprehension, learners play a challenging game about the
ecosystems that exist in the school environment.
 Ending the lesson:
Learners think about the various ecosystems that live in the environment around the
school.
 Glossary:
Time to think about new words which learners don’t know. Can be written on the
board and written in each learnersnotebook.

Lesson 2
 Starting routine:
What can you remember? Questions:
What do you think is an ecosystem?
What are biotic and abiotic components?

 Whole:
The inhabitants of nature

 Handout:
Discribe the differences between individuals, populations, and communities.
Identify biotic and abiotic components in an ecosystem.
(speaking and writing)

 Thingking activity:
Ecosystem and its types. Learners must find out what living things are in the picture.
Then write it on the worksheet. Grou representatives come forward to present the
results of their discussions.

 Thingking activity:
The teacher asks, “What are the types of ecosystems that you know?” Learners answer
the teacher’s questions by writing them in the notebooks.

 Ending the lesson. Glossary:

Time to think about new words which learners don’t know.

 Self-assessment.

INSTRUMENT FOR ASSESMENT

 Teacher monitors group and individual activities.
 Learners successfully work on the learner worksheet.
  Learners participation in all tasks and learning activities.

SCAFFOLDING TIPS
The focus of the unit is on language:
Language for the teacher Language for the learner
 Please calm down, let’s start today’s  I think they can live in the same
learning. ecosystem.
 In the last meeting, what did we  In an ecosystem, there are living
learn? things such as frogs, rats, rice, snakes,
 What do you know about a water, rocks, grass and others.
component?
 Tell us what you know about different
kinds of abiotic components!
 Read out loud.
 Don’t forget to write notes about the
information you have been given in
your books.
 Don’t panic.
 Let’s form groups to work together.
 Is that clear?
 You’ve worked well today. Good.
RESOURCES
 Leptop, projector
 Learner worksheet
 Writing utensil
NOTES
The teacher builds confidence in learners, and a sense of achievement. Although the results
for each learner are different, the teacher provides a variety of structured learning tools, so
as encourage learner participation and engagement.