Name of the Teacher Date Level of the class Length of lesson

Sabaah Razvi 28 November 2023 6-7 years 60 minutes

Topic: Geography – the earth and its layers
Learning Outcomes:

At the end of this lesson, most students will be able to:

1. Remember the basic layers of the earth.
2. Understand what each layer of the earth is.
3. Describe the characteristics of the layers of earth.
4. Design a poster based on the layers of the earth.
Materials:
Interactive games, google images, internet, worksheets, poster, clay, crayons, globe, handout from coursebook

Content: Communication:
Students will learn, use, and understand…
Students will be able to…
 Language of: Air, continents, atmosphere, islands, water, earth
1. Identify different layers of the earth. (Words for input)

2. Understand the difference between an island and a continent.  Language for: Is it a continent or an island.
(Additional language needed)
3. Understand and communicate and share ideas with class peers
regarding the new vocabulary learnt.  Language through: I can see, there is, it’s a
(Sentence stems for task (if applicable) and output)

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Cognition: (*remember to include the Bloom stages students will be using) Culture:

1. To memorize the key vocabulary. 1. To understand that different geographical locations give different
languages and food.
2. Understand what each layer of the earth is by defining it.
2. To acknowledge the importance of the earth layers in their lives.
3. Define and differentiate the layers of the earth
3. To understand the value of each layer of the earth to the
environment. (air, water, land)

Assessment Criteria: Students will understand the purpose of the layers of earth by playing interactive games and using their new knowledge to design a
poster

Stage Name Time Interaction Teacher’s procedure Students will… Materials

Pattern

Introduction 5 minutes T-Ss, S-T T will greet students and ask Start thinking in English and greet the A globe to show students
them how they day are teacher. that they will be learning
feeling today. (Good, happy, Say how they are feeling. about the earth.
sad etc)
Explain them what they are
going to learn today.
Activating 9 minutes T-Ss, S-T Teacher shows a picture of Think and say out words associated Picture slides of water, air,
knowledge the earth and asks students with the picture given. continents, islands
to think about words Activate their knowledge from
associated with the picture. previous lessons. Develop they
Teacher will write each word interest and help them remember the

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 said on the board. vocabulary for describing.
Input 8 minutes T-Ss Read the text out to the class Point out the layer of earth mentioned Globe of the earth
S-T and explain students by by T, on the globe. Geography coursebook
pointing on the globe, the
layers of the earth. Explain
students the difference
between a continent and an
island. Ask students to point
out each layer of the earth.
Task 8 minutes T-S, S-T Teacher reads out Student listens to T and says aloud Printed pictures
description and student must when they know the type of layer
name the type of layer being
described. T also shows
different pictures and
student must name them.
Checking 8 minutes T-S T gives students the handout Complete activity 2 and 3 from Handouts from
understandin S-S from the coursebook and coursebook. coursebook.
g asks students to work in
pairs.
T monitors students.
Output 16 minutes T-S, S-T, S-S T will instruct students to Make a colourful poster indicating the Paper, crayons
make a colourful poster to earth and its different layers as well as
clearly indicate the different each layer’s character.
layers of earth as well as
their characteristics.
Evaluation 6 minutes T-S Give students modelling clay Students will work in pairs to make the Blue and brown modelling
S-S with the colours blue and earth using modelling clay to show clay.
brown. Instruct students to clear understanding between water,
model out planet earth in continents, and islands. Student must
pairs and use the globe as discuss their project and mention what
assistance. layer of earth is missing(air) in the
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 model.
Lesson Rationale (700-1000 words):
Cover the below points:

1. Why have you structured the lesson in the way that you have?

I have chosen the structure of the lesson as such because it gives consistency to students as their progress will have a flow and not be interrupted. The
lesson structure provides confidence knowing that the class time is being effectively planned and used. This lesson structure makes sure that students
will remember and understand what is being thought and gives the confidence that the lesson does not need to be thought again. The lesson is
structures in a way that prevents students to lose focus without any disruptions in between. Each stage will help the students to reach the outcomes
such as to identify, describe, and discuss the layers of the earth.

2. What each activity will contribute towards the learning aims and how this will be achieved?

From the introduction stage, the students will make the switch to English by greeting the teacher and saying how they feel. The activation knowledge
stage will activate students’ knowledge from previous lessons, develop their interest and help them remember the vocabulary. Students current level of
knowledge will be gauged and will get them to think about the topic. This will be done by showing the students a picture of the earth and asking them to
think out what words associate with the picture. In the input stage, the content is introduced. The content text will be read out and explained to the class.
During the task stage, students will apply what they have learnt from the input stage by naming what is being described to them and naming pictures.
Before the output stage the students understanding of information that they have gathered will be checked. This will be done by completing activity 2 and
3 from the coursebook. The output stage is where students will show what they know and links with the task. The students will design a poster to show
what they have learnt, including the description of each layer. During the evaluation stage, students will reflect on what they have learnt through a fun and
engaging activity where they must use modelling clay to make the earth and its layers as well as discuss it.

3. Other activities that you considered including and why you chose not to use them.

Other activities that I have considered includes a recap of the previous lesson during the introduction. I have not chosen explain what their lesson is
going to be about instead of a recap during the introduction stage because students will start to remember what they have learnt in the activation
knowledge activity. For the input stage, I have considered a YouTube video to identify they types of layers, however I decided to read out the text from
the coursebook because it includes exactly what needs to be thought. I have considered having a discussion for the output stage, but I included a poster
pg. 4 Lesson Plan 150823
design to make it more fun and engaging for the students. I have considered using realia (sand, water, empty glass jar of air) for the activities, however
not all the vocabulary could be used as realia (continents, islands).

4. What you would do if any of your activities didn’t work in the way you have planned.

If students struggle to name the layers when being described, T will elicit the answers to the students. If students struggle to design a poster, we will
brainstorm ideas together on the board. If students struggle in the output stage, we can also play a game of creating sentences to help put sentences
together. We can put students in pairs to share their thoughts and ideas in deigning the poster.

5. Anticipate difficulties both in relation to the learners and their L1/age/level and to the content.

6. Provide relevant solutions to the anticipated difficulties by highlighting support/scaffolding offered in the lesson

 Student may have difficulty in concentration due to their age.

Solution: keep activities short and fun.
 Students may have a problem remembering some of the concepts thought in L2 because they forget easily and are used to their L1.
Solutions: Create and use different and fun activities to keep students engaged all the time and to keep lesson stages short all the time.Write the
words that will be used often on the board and spell them out loud. Use scaffolding such as visuals throughout the lesson to support learning L2
and repeat concepts in every stage.
 Students might have trouble to pronounce words with B and V as Spanish speakers mostly pronounce them identically.
Solution: Focus on modelling the words out with your mouth slowly and chorus out the words when teaching vocabulary.
 Student might find it difficult to accept that Island is spelt with an s.
Solution: Explain them that the s is silent when we say it out.

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Bibliography (if needed):

All images were taken from google.

Geography coursebooks

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Google images
Geography coursebook
Modelling clay (blue and brown)
Crayons
Paper
Earth globe

Images for activating knowledge:

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Text for input activity from geography coursebook:

Air is around the Earth. Water covers most of the Earth. Continents and islands are land above water.

Task activity:
Descriptions read out:
 Covers most of the earth.
 Small land mass
 Large/big land mass
 We can’t see it, it is around the earth
 We drink it.
 We go for holidays and play by the beach there.

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