Lesson plan for the 4th Grades. Planets 1.

Module 7

Teacher’s name:

Zhomartov Nurali Ruslanovich

Date:

08.04.2024

Grade: 4

Number of people present 13

Number of people absent

The Theme of the lesson

Planets 1

Objectives according to the Curriculum

4.1.10.1 recognise words similar to words in student native language.

4.2.7.1 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges.

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

They will learn the names of the planets, interesting facts about the solar system. Tenses in English.

Some learners will be able to:

Evaluation criteria

• Engagement and Interest.

• Learning Outcomes.

• Student Participation and Interaction.

Level of thinking skills

High order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

• How are you?

Answer the question in unison,

everyone has different answers.

If you are in a good mood,

clap once and say "Super".

Students who are in a good mood clap once and say "Super" enthusiastically. Other students might respond differently based on their mood, some might say "Good," "Okay," or "Not so good," reflecting their individual feelings.

Provide visual cues: Use visual aids such as picture cards or symbols to represent different responses. For example, a picture of a smiley face for "Super," a neutral face for "Okay," and a sad face for "Not so good."

Offer physical prompts: Guide the student through the actions needed to participate in the activity. For instance, gently prompt them to clap once if they're in a good mood.

This activity allows students to express themselves while still participating in a group response, fostering a sense of individuality within a collective setting.

PPT

The middle of the lesson

Let’s repeat the words ( 7 min)

• I'm reading the definitions of the words, and you have to guess which word it's talking about.

In this activity, the teacher reads out definitions of words, and the students have to guess which word the teacher is describing.

Definitions:

It’s a piece of rock that looks like a bright star with a tail.

You have to use this when you travel in space.

Astronaut must wear this in space.

You can use this to look at stars and planets.

It’s a place where people live and work in space.

• Now, let’s try without definition.

Planets. (10 min)

The teacher includes a video about the solar system. cartoon. Without naming the topic of the lesson.

Explanation of the topic. The name of each planet and the facts about them.

The Sun is in the middle of it.

It‘s called solar because of the Sun (Sun = Sol in Latin).

It has eight planets, 144 moons, a bunch of comets, asteroids and space rocks, ice and several dwarf planets.

It‘s always easier to make up a silly sentence to remember things! 

My Very Educated Mother Just Stood Up Noisily.

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

Interesting facts (5 min)

A bonus task for 10 points per lesson.
- Try to translate it.

• One million Earths could fit inside the sun – and the sun is considered an average-size star.

• Light from the Sun can reach the Earth in only 8 minutes! This is called the speed of light.

• The big bang is how astronomers explain the way the universe began.

•  You can‘t walk on Jupiter, Saturn, Uranus or Neptune because they have no solid surface!

• An asteroid about the size of a car enters Earth’s atmosphere roughly once a year – but it burns up before it reaches us. Phew!

.

Pair work (5 min)

The pair that scores the most points wins.

Page 106, exercise 17.

Timer: 3 minutes.

Game (3 min)

• Game. When watching the video, say all the names of the planets that you will see on the screen in the video in chorus.

In this activity, the students are tasked with guessing the words based on the definitions provided by the teacher.

Students contemplate the definitions and then offer their guesses.

Student 1: "Is the first word 'comet'?" Student 2: "I think it's 'spacesuit' for the third one." Student 3: "The fourth one might be 'telescope.'" Student 4: "And for the last one, maybe 'space station'?"

1. Observation: Students watch the cartoon video attentively, observing the colorful and engaging depiction of the solar system.

2. Listening: They listen carefully to the explanation provided by the teacher, focusing on the key information about the solar system, including the names of the planets and interesting facts about them.

3. Engagement: Students actively engage with the lesson content by paying attention to the details presented in the video and participating in discussions or activities related to the topic.

4. Visualization: As they learn about the planets and other celestial bodies in the solar system, students might visualize their positions relative to the Sun and each other, forming a mental image of the solar system's structure.

5. Memory Aid: Students may use the mnemonic device provided by the teacher ("My Very Educated Mother Just Stood Up Noisily") to remember the names of the planets in order, helping them recall the information more easily.

1. Translate the Sentences:

   • "One million Earths could fit inside the sun – and the sun is considered an average-size star."

   • "Light from the Sun can reach the Earth in only 8 minutes! This is called the speed of light."

   • "The big bang is how astronomers explain the way the universe began."

   • "You can't walk on Jupiter, Saturn, Uranus, or Neptune because they have no solid surface!"

   • "An asteroid about the size of a car enters Earth's atmosphere roughly once a year – but it burns up before it reaches us. Phew!"

2. Ensure Accuracy and Clarity:

   • Pay attention to grammar, punctuation, and spelling to ensure accurate translation.

   • Focus on conveying the meaning of each sentence clearly in English.

3. Present Translations:

   • Write down the translated sentences neatly and clearly to present to the teacher for evaluation.

4. Review and Edit:

   • Before submitting, review the translations to check for any errors or inconsistencies.

   • Make any necessary edits or revisions to improve the clarity and accuracy of the translations.

5. Submit for Evaluation:

   • Hand in the translated sentences to the teacher for evaluation.

   • Await feedback and score based on the accuracy and quality of the translations.

The student flips to page 106 and reads exercise 17, which instructs them to calculate the area of various geometric shapes. They set a timer for 3 minutes and begin solving the problems as quickly as possible, using the appropriate formulas and methods for each shape. As the seconds tick away, they work through the calculations, aiming to finish within the time limit.

The students gather around to watch a video that features images or animations of planets. As each planet appears on the screen, they collectively shout out the name of the planet in chorus. They eagerly wait for each new planet to appear, trying to be the first to correctly identify and call out its name. This activity helps them reinforce their knowledge of the planets in our solar system while also fostering a sense of teamwork and excitement.

For students with special needs, who may require additional support or accommodations, their actions could vary based on their individual needs and abilities. Here are some potential actions they might take:

1. Visual Supports: Students with visual impairments or difficulties processing verbal information may benefit from visual aids such as pictures or diagrams related to the definitions provided by the teacher. They might use these visual supports to help them understand and guess the words being described.

2. Verbal Response: Some students with special needs may verbally express their guesses based on their understanding of the definitions. They might speak out the word they think matches the description provided by the teacher.

Students must guess the topic of the lesson.

Peer Support: Pair students with peer buddies who can assist them in reading and understanding the task. Peer buddies can provide explanations, clarify instructions, and offer support as needed, promoting social interaction and collaboration.

Students write four calculations and check their answers

Students work alone and order the task.

Students read the questions and answer them.

Students work with clocks and complete the sentences

Students work in groups and complete the task

The student flips to page 106 and reads exercise 17, which instructs them to calculate the area of various geometric shapes. They set a timer for 3 minutes and begin solving the problems as quickly as possible, using the appropriate formulas and methods for each shape. As the seconds tick away, they work through the calculations, aiming to finish within the time limit.

The students gather around to watch a video that features images or animations of planets. As each planet appears on the screen, they collectively shout out the name of the planet in chorus. They eagerly wait for each new planet to appear, trying to be the first to correctly identify and call out its name. This activity helps them reinforce their knowledge of the planets in our solar system while also fostering a sense of teamwork and excitement.

1 point for each correct answer

Teacher evaluates and guides students

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

1 point for each correct answer

PPT

Board

Book

https://www.youtube.com/watch?v=w36yxLgwUOc

PPT

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