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Name of the Teacher Date Level of the class Length of lesson
Amy 15/12/2023 6 – 7 years old 60 minutes
Topic:
Learning Outcomes:
At the end of this lesson, most students will be able to:
Identify the four layers of the earth
Define the four different layers of the earth and where they are found
Classify all four of these different layers
Discuss, evaluate and describe the different layers and their differences and characteristics
Materials:
A PowerPoint presentation, interactive games, pictures, handout, realia, flashcards
Content:
Students will be able to…
- Identify the four different layers of the Earth
- Classify and define the four different layers of the earth
- Describe and evaluate the four different layers of the earth
Communication:
Students will learn, use, and understand…
Language of: Earth, layers, air, water, continents, islands.
What layer of the earth is this?
Language for: It is a/an… (Identifying and defining the four
different layers of the earth)
Language through: It has a/an… I can see a/an… It has got… I think
it is… There are… (description of the four different layers of the
earth)
Cognition: (*remember to include the Bloom stages pupils will be using)
Memorise the four different layers of the earth
Identify the four different layers of the earth and where they can be
found
Define the four different layers of the earth
Classify the four different layers of the earth
Evaluate the appearance and characteristics of the four different
layers of the earth and be able to describe each
Culture:
To understand the significance of different layers of the Earth and how our
lives on earth are affected by it
To learn about the appearance of the four different layers of the Earth
To be able to describe the different layers of the earth and realise the value
in understanding the planet that we live on
Assessment Criteria : Pupils should be able to identify, define and describe the four different layers of the earth through looking at pictures and visuals
and by reading words and sentences about or showing the four layers of the earth.
Defining 6 minutes
T-S
S-S
Go over the different layers of the Earth by showing pupils the right answers to activity 1 and 2. Allow them to make corrections. Ask pupils to then complete activity 3 where they write the correct word for the correct description Walk around and check for anyone who needs guidance or corrections Pupils write the correct layer next to the corresponding description Handout Classifying 6 minutes
T-S
S-S
S-T
Get pupils to play an interactive game. Hand out jumbled up sets of flashcards of the target words and flashcards of the target pictures. Pupils classify the layers of the earth in small groups. Pupils work in small groups by table and match the different layers to the correct word flash card Flash cards of pictures and words to match Task: Identifying a description
minutes
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S-T
Reads the description of the layers aloud and ask pupils to say which layer I am describing describes. Pupils listen and say when they know the layer it is Teacher can read descriptions from the handout Language work: What is missing?
minutes
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S-S
T-S
Reads the descriptions again and asks pupils to try and memorize the descriptions Show pupils a PowerPoint slide with the descriptions that have missing words and ask pupils to get into groups and figure out the missing words. Fill in the missing words for the pupils at the end once they have tried guessing them Pupils read the descriptions and memorize them. Pupils identify what is missing. Repeat until they are confident. Try to guess the missing words and write them down. Check their answers when teacher gives them the correct answers and make corrections if necessary PowerPoint
Check understanding: Play a game using realia
minutes
T-S
S-S
S-T
Ask the pupils to sit in a circle and show them an earth globe. Introduce the game “hot potato” to the pupils: ask them to pass the globe around as quickly as they can to one another after they have pointed to and verbalized any layer that they can identify as long as it is not the same layer that the person directly before them said
Pupils look at and handle a realia version
of the earth the meaning they become
familiar with the shape and look and they
pass it on quickly after they say and point
to one of the layers out aloud.
A realia earth globe (real
object)
Output: Describing layers of the Earth
minutes
T-S
S-S
Ask pupils to get into pairs and pick one of the layers of the earth and say it to their partner in their own words. Their partner has to try and describe this layer to them. They switch roles until all four layers have been covered. Teacher walks around to offer guidance or corrections Each pupil in the pair gets a turn to pick one of the layers of the earth and say it to their partner. Their partner has to try and describe this layer to them. They switch roles until all four layers have been covered. Check the descriptions on their handouts after They can use their handouts at the end to check the descriptions Evaluation 5 minutes
T-S
S-T
Tell pupils to draw and label their own simple drawings of the earth and its four layers. Walk around to make sure that they leave the lesson with the right information by correcting and guiding where necessary Pupils will draw and label the earth and its four layers. They can use their handouts if they need guidance or reminders. Paper and pencils
group work co-operative activities, or creative output like drawing the earth and its layers so that evaluation is not dependent only on them
speaking. All of these activities will allow for the young pupils to Identify all four layers of the earth correctly, Classify the different layers, Define
the different layers of the earth and where they are found, Discuss, evaluate and describe the different layers and their differences/characteristics.
I considered including more game activities but there would not have been enough time for them to work effectively and reach the lesson aims.
Also, these games, such as ‘hangman’ or ‘true or false, may have demanded more HOTS (high order thinking skills) which these younger students
may not possess yet due to their age. The use of a video was also considered for the introduction stage but this means that pupils may base their
opinions or ideas too much on the video instead of activating prior knowledge, imagination and experiences.
If any problems arose that meant that my activities would not work out in the way that I planned, such as disruptive or non-participating
behaviour, or a technical failure, I would use the same general lesson methods, but in ways that work around whatever is creating the problem. I
would use reward and responsibility systems for the class to create a desire to participate or be well behaved and make use of non-electronic tools
such as blackboards and paper. Essentially whatever happened I would still go over the basic points of the activity with the class to fulfil the
fundamental aim of the task without necessarily focusing on completing the task itself in the exact way I had planned it to be executed. This would
mean that the lesson aim would still be met, even though the means by which it was met might have to be compromised slightly. I would identify
what went wrong so that I could make sure not repeat the mistake with another class. I would try to determine if it was the lesson or activity or the
specific group of pupils that led to the specific issue. If an activity did not work out in terms of finishing earlier or later than expected, I would
simply adapt by asking pupils to demonstrate their knowledge of the material and ask ccqs or take 30 seconds off of a few other stages to make up
for the extra time spend. Ultimately I would be adaptable and dynamic in my approach rather than rigid and unimaginative.
Some anticipated difficulties may be:
Pupils speak their first language (L1) in class or struggle with pronunciation
Because of their age, these younger pupils may need to speak their L1 on occasion, so banning their L1 may be unrealistic depending on their
language level. I would explain to them the benefit of speaking in English and how impressive it is that they can, and say that they have to ask
permission to speak in their L1 if they feel they really need to. Inn terms of pronunciation I would use modelling and drilling exercises to teach
them how to sound out the target language.
Pupils are young in age which could cause issues with focus, peer interaction, participation and efficiency which may be disruptive
If pupils seem reluctant or slow/unmotivated or unfocused, add a time challenge to specific tasks to encourage motivation. If pupils aren’t
interested, I would just adapt the topic or task, or just move on. With preparation tasks such as getting settled and taking out books and pencils,
challenge pupils to do things faster each class and offer a prize for if they are faster by the end of the semester than they were at the beginning.
Also be extremely clear with instructions.
It is also important that children learn to work with different classmates, but because of their age they often won’t be rational about this. If pupils
are not getting along I would do team building activities, such as ‘find a friend bingo’ or have group discussions about what they might have in
common. I would also make sure to tell the whole class to make sure they always use the bathroom before class as to avoid disruption.
- Pupils may have different language levels and some may struggle with understanding and pronunciation because of this, meaning that there
will also be an imbalance between pupils and their abilities and some may refuse to participate
In terms of understanding, I would also ask one pupil explain the task in L1 if necessary and constantly monitor the struggling pupils closely to
check individual pupils are on the right track. I would provide differentiation tasks or scaffolding to help pupils with a lower level to complete the
activity or have them respond in a non-oral way. I would pair stronger pupils with weaker ones in pair and group work. In terms of pronunciation,
through modelling and chorusing, as well as encouraging group work, students will learn to pronounce the words correctly. The teacher will
demonstrate the movement of the tongue, teeth and lips with an exaggerated movement for the target words. The words would be split up into
syllables and said slowly and clearly, with exaggerated mouth movements. I would ask pupils to repeat after me so they can become familiar and
