Task 4

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson
that uses the 5E cycle. You should teach this lesson, get feedback, and do the usual reflection that is
required for all lessons (see Task 3) (CLOs 1-6).
Lesson Title How to take care about the environment
Level of Inquiry Primary School “from 1st primary year to 3rd primary year”
The environment we live in does not only belong to us, but it also
belongs to the future generations. It is very important to teach
A brief description of the children from early years how to take care of environment and
lesson how to keep it clean
So, what children can learn and do to keep the environment
clean and safe?
The teacher will explain to children why keeping the
environment clean is very essential for our well-being and how
to keep environment clean and sustainable.
The Problem or Issue So the issue is that not all people are aware of the importance of
clean environment, and how to keep it clean.
The teacher will ask students, to find ways of keeping the
environment cleaner and greener.
How do you think we can make our environment cleaner and
Essential Question
greener?
 Why do you think some people do not care enough about the
environment?
Guiding Questions
 How to make the environment greener?
 Why is it important to take care of our environment?
By the end of the lesson, the students will be able to:
 Identify the importance of keeping the environment clean.
Learning Outcomes (LOs)
 Identify different ways on how to keep the environment
By the end of the lessons clean.
students will be able to:  Understand why some people don’t care about the
environment and don’t care how to make it a better place to
live in.
 Teacher will show students an informative cartoon regarding
keeping the environment clean.
 The students will think together of why is important to live in
a clean environment, for us and for the other creatures.
 They will realise and the end of their discussion that clean
Hypothesis environment means a better health
 Students will explore and understand ways of how to keep
environment cleaner and greener
 They will have a look on why some people do not care
enough about the environment and how their decisions affect
us all.
Prediction Students will think out loud about why to keep our environment
clean, and how it will affect us positively. Then, the teacher will
 ask students what are the ways on their mind on how to keep the
environment clean and green. After students discussing this
together, the teacher will ask about how some bad decisions
taken regarding the environment can affect all of us negatively.
The teacher can give students a hint about it, which is dirty
environment, can make people get sick and animals to die, what
other impacts can you think of?
The students will be expected to understand and come up with
the following values after the investigation:
The outcome or product of
the students’ investigation  The importance of clean environment
(i.e. what will the students  Ways on how to keep the environment clean & green
be expected to produce at
 How a dirty environment can affect all kind of creatures
the end of their
negatively
investigation)
 Writing their own every-day diary about every positive
practice they do towards the environment.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
Engagement Provide an opportunity for the Ask students some After brainstorming and After providing students
students to discuss with each questions to wake up their discussing with the students the time to think about the
 Access prior
other about why is it curiosity and to make them importance of a clean importance of a clean
learning
important to keep our think about the problem environment to all creatures. environment.
 Engage
environment clean. and to find solutions.
students in new Give them time to think about I can divide students into 2-3
After the first discussion
concept.
students will be thinking Questions can be the what to actually do to keep groups and each group will
 Elicit curiosity
about how to keep our following: environment clean and green? list ways and solutions on
 Act as a bridge
environment clean and find how to keep environment
between past
out together different ways  Why do you think some Why some people don’t care
and present clean and write it down or
and solutions of preserving people do not care about environment and how
learning on the white board.
our environment. enough about the their choices can affect us?
experiences
Students will learn that not all environment? After the previous step, each
 Expose prior
conceptions.
people think the same way  How to make the group then can discuss the
when it comes to taking care environment greener? ways they came up with to
 Organise
of our environment and that is  Why is it important to preserve the environment.
students
why it is important to have a take care of our
thinking
positive role towards the
towards the LOs environment?
environment.
 How do you think we
Different activities: brain can make our
storming together, how to environment cleaner
plant, how to clean and greener?
environment in simplest ways.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.

Exploration I can show the students a I can start asking students I will ask students to come up Divide students into group,
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
short cartoon movie about about the following: with more ways on how to keep and give each group from
how & why to keep environment clean, solutions 10-15 minutes to think and
 According to the  What did you learn
environment clean. that are different than what write down ways to clean
level of inquiry, from the movie?
they have watched in the the environment and when
students are given After students watch the short  What did you like the
opportunity to movie. they finish they can share it
movie, I can start asking them most about the movie?
design and/or with the teacher and other
questions about what they  Do you keep the
conduct a students.
learn/understand from what environment clean like
preliminary
investigation. The
they have watched. the main character
investigation allows does in the movie?
learners to use their
prior
conceptualisations
to explore questions
and possibilities
surrounding the
LOs, and to generate
new thinking about
the LOs.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.

Explanation Students define and explain  What would happen if Ask the students about what do Let the students talk about
the phenomenon of learning we don’t keep our they personally do to keep the their personal experiences
 Teachers provide
and gaining new knowledge environment clean? environment clean. and practices on how to
opportunities for
learners to engage and science.  How can we encourage keep the environment clean.
in the conceptual everyone to keep the
Give students time to
probing and environment clean?
comprehend and express their
development  How bad choices
impressions on the new lesson
needed to explain regarding the
the science (or a they learnt.
environment can affect
focus area of it) that Different activities: our environment and
supports the
our wellbeing
exploration, and its Teacher will ask each group to
negatively?
outcomes. come up with every-day
routine practices on how to
keep the environment clean.
At the end of this task, the
teacher can ask each group to
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
talk about the practices the
write about. When all of them
are done, the teacher can ask
them to write their every-day
diary whenever they do any
good practice related to the
environment.
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.

Elaboration Create opportunity for  How would like to keep Ask the students why is it Give students some time to
students to apply what they the environment important to keep our brainstorm how they can
 Teacher provides
have learned in the school clean? environment clean and green? keep the environment clean
students with
experiences which setting as well as their house  How would you and green and why is it
help to deepen and to create a deeper encourage your friends important to take care of our
broaden students’ understanding of the new and siblings on how to How taking care of the environment.
conceptual skills and learnt concepts and keep the environment environment can affect all
knowledge around knowledge. clean? creatures positively?
the LOs. The  What kind of plant you
elaboration, Encourage each student to
want to grow to keep
extension, and express their impressions and
the environment
application of the thoughts on the new learnt
green?
LOs to real life concepts and how would they
phenomena is apply it in their everyday lives.
welcomed at this
stage
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.

Evaluation  Asking students why Ask the children about if there Give every student a change
(Summative) they think keeping is any personal experience give students time to think
Students explain and
environment clean is related to them they used to do and tell their personal
 Evaluation with the represent their understanding
important to us? to keep the environment clean experience on how they
5E learning cycle
 Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.
occurs at every and what they have learnt.  What are the ways and and that was not discussed keep the environment clean.
other ‘E’ practices we can do previously in the class.
formatively; and at Teacher then will identify and
daily to prevent our
the end of the collect the students’
environment from
lesson summatively. achievements and outcomes
getting dirty?
that were created during the
 How people’s bad
lesson summative assessment
choices in respect to
of the conceptual.
the environment can
 Conducting different affect us negatively?
activities that the students  How can we make the
should perform during the environment greener?
lesson, such as brain
storming in groups,
watching the educative
cartoon, and writing their
own solutions on how to
clean the environment.
 Formative evaluation will
include that each student
will write down his every-
day diary whenever
he/she does something
positive towards the
environment.
Stage What Experiences will Questioning Map Process skills Literacy skills
students participate in?

These must also include: What are some questions that What process skills will I create Which literacy skills will I create
 Differentiated Activities and I will ask students during each experiences for students to use at experiences for students to use
 formative evaluation, ‘E’ ( & at what level of each ‘E’ at each ‘E’ that students will use
including what will students Bloom’s is each of these (name, how, and where) at this stage
produce by the end of this questions?)? (name, and say how and where)
section.