Ethiopia ODA BNUE Science

Science Teacher's Training Course

Science Teacher's Training Course Lesson 1

‘Observing the flowers and trees around the school’ Lesson Plan

Chapter Title Spring Has Come

Objective ▪ Plan to look at the flowers and trees around the school

Materials Teacher- Photos of flowers & trees, Student- Names of flowers and trees

StepProcedu

re

Teaching-Learning Activities Materials( )

Remark( )Teacher Students

Readi

ness

activi

ties

(5′)

Motivati

on

◎ Talking freely about the

experience of looking

around the school

○ Talking about the place

where flowers and trees are.

∙Let's talk about the

experience in which we

looked around the school

∙Where can we see flowers

and trees around school?

◎ Talking freely about the

experience of looking

around the school

-I saw the principle's office.

-I saw a playground.

-I saw a garden.

-You can see them at a

garden.

-There is a big tree next

to the classroom.

T e a c h e r

makes students

remember the

memories of

what they saw

around the

school.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives

◎ Recognition of the objective.

∙Let's find out what we will learn today.

Let's make a plan to watch flowers and trees around the

school

Deve

lopm

ent

(30′

)

Activity

1

◎ Talking about flowers'

names that we found

around the school

○ Representing the

contents which you

examined individually.

∙I mentioned last time that

you have to examine the

flowers' names around the

school. Who would like to

talk about the flowers'

names?

∙Where did you examine

them?

◎ Talking about flowers'

names which we found

around the school

○ Representing the

contents which you

examined individually.

-I saw golden bell flowers

at the school garden.

S t u d e n t s

s h o u l d

represent the

contents by

their own

experiences.

Activity

2

◎ Choosing the flowers

which you want to observe

around the school

◎ Choosing the flowers

which you want to watch

around the school

○ Arranging the flowers

individually.

∙Let's talk about the flowers

which you want to watch

more carefully.

∙Why do you want to watch

golden bell flowers?

○ The groups of students

choose flowers together.

We should discuss the

flowers in which you want

to observe with friends.

Let's talk about the flowers

that you would like to

observe with your group.

-I would like to watch

golden bell flowers.

-Because the yellow pedals

of a golden bell flower is

very beautiful.

Students

talk about

the flowers

which they

would like to

observe with

their group.

Activity

3

◎ Finding out what we

need to prepare for looking

around the school.

∙What should we prepare

when we go out to look

around?

∙Good job! However, if you

just look around and come

back to the classroom, you

might forget it easily. How

can we remember the

things we look around.

∙ What do we need to

prepare for recording our

observations?

◎ Finding out what we

need to prepare for looking

around the school.

-We need some water

because we are thirsty.

-We need a magnifying

glass.

-Students record what they

find.

-Students go out with

notebooks.

-Students go out with

sketchbooks.

Activity

4

◎ Talking about the things

that we notice when we

looking around the school.

∙Which things shall we pay

attention to while we are

observing things outside of

the classroom?

◎ Talking about the things

that we should pay

attention to when we look

around the school.

- Let's observe closely

while we keep the order.

- Don't play with friends

next to you.

- Don't cut and/or hurt

flowers and trees.

I n t r o d u c e

what students

need to pay

attention for

observation.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Introduction of flowers

and trees observation

around the school.

○ Checking materials for

observation

Let's check the materials

for observation.

∙We will observe flowers

and trees with the materials

next time.

- Don't step on sprout or

pick buds.

◎ Introduction of flowers

and trees observation

around the school.

-Students need to prepare

notebooks and pencils.

Achievement

standardEvaluation standard

Plan to look at

the flowers and

trees around the

school

High

The students know the names of flowers and trees around the

school. The students know procedures and preparation

materials for observation.

Middl

e

The students know the names of flowers and trees around the

school. The students do not know the procedures and

preparation materials for observation.

Low

The students do not know the names of flowers and trees

around the school. The students do not know the procedures

and preparation materials for observation.

￭Writing Plan

Spring has come.

※ Let's plan for observation of flowers and trees around the school.

￭Evaluation Plan

1) Evaluation objective

: Can students plan for observation of flowers and trees around the school?

2) Achievement and evaluation standards


‘Grouping living things and non-living things’ Lesson Plan

Chapter Title I'm with Nature

Objective ▪Grouping of living things and non-living things.

Materials Teacher- Pictures of living and non-living things.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Presentation of the things

which students saw in the

school garden.

∙Let's talk about what you

saw in the school garden.

◎ Finding out what are living

things and non-living things.

․Let's talk about the living

things that you saw in the

school garden.

․Let's talk about the

non-living things this time.

◎ Presentation of the things

which students saw at the

school garden.

-I saw trees and flowers.

-I saw soil and rocks.

◎ Finding out living things

and non-living things.

-There were flowers and trees.

-There were ants and

butterflies.

-There were benches.

-There were soil and rocks.

T e a c h e r

helps students

remember their

memories from

around the

school.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's make groups of living things and non-living things.

Deve

lopm

ent

(30′

)

Activity

1

◎ Presentation of living

things and non-living things

after examine.

○ Using picture materials

∙Let's present living things

and non-living things after

looking at the picture materials.

◎ Presentation of living

things and non-living things

after examination.

○ Using picture materials

-There are pine trees, doves,

people, goats, rabbits, dogs,

ducks, carps and plants in the

mountains for living things.

-There are street lamps, a

clock tower, chairs, a pavilion,

rocks, airplanes, bicycles, soil,

and water for non-living things.

Picture

materials

Activity

2

◎ Grouping living things

and non-living things around

us.

․Let's divide living things and

non-living things which you

prepared for pictures and

photos.

◎ Grouping living things

and non-living things around

us.

Make sure

s t u d e n t s

p r e p a r e

pictures of

things that

they can see

around them.

․Let's talk about living things

around us.

․ Let's talk about non-living

things around us.

-Doves and carps at the park

are living things.

-Chairs and desks are

non-living things.

Activity

3

◎ Talking about the

characteristics of living


○ Talking about the

characteristics of living things.




characteristics of non-living

things.



things.

○ Playing Bingo game

․Let's play an interesting

game. We will play a bingo

game.

Teacher suggests 16 wordsrelated with the topic.

The student who gets the first3 bingos wins the game.

bench, soil, rock, sand, dove,carp, ant, butterfly,

worm, bird, pine tree, goat,street lamp, clock tower,airplane, bicycle


characteristics of living




-They are moving.

-They are alive and breathing.

-They eat food and drink

water.

-They give birth to babies or

produce seeds/eggs.

-They are growing.



things.

-They are not moving.

-They are not alive and

breathing.

-They don't eat food and drink

water.

-They don't give birth to

babies or produce seeds/eggs.

-They are not growing.

○ Playing Bingo game worksheet

Achievement


Grouping of

living things and

non-living

things.

HighThe students can make groups of living things and non-living

things.

Middl

e

The students can make a up some small groups of living things


LowThe students can not make groups of living things and

non-living things.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Regarding living things

and non-living things are

precious.

○ Knowing living things and

non-living things are precious.

․How shall we treat these

living things?

․How shall we treat

non-living things?

◎ Notice for next lesson

․We will study about division

of various plants and animals

which we can see in Summer.

◎ Regarding living things

and non-living things are

precious.

○ Knowing the difference

between living things and

non-living things are precious.

- We should treat living things

preciously because they are just

like people.

- We should not mistreat them.

-We should not mistreat

non-living things because we

need them in our daily lives.

￭Writing Plan

I'm with Nature

※ Let's make groups of living things and non-living things.

￭Evaluation Plan


: Can students make groups of living things and non-living things?


Picture material

Worksheet

Let`s play Bingo game


‘Grouping animals and plants’ Lesson Plan

Chapter Title I'm with Nature

Objective ▪Grouping plants and animals from creatures in Summer.Materials Teacher- Various pictures and photos of plants and animals.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Presentation of what we

learned last time.

○ Talking about living things


∙Let's present living things

which we can see around us.

․ Let's present non-living

things which we can see

around us.

◎ Presentation of what we

learned last time.

○ Talking about living things


- There is a lion.

- There is a cat.

- There is a rose.

- There is a clock.

- There is a desk.

- There is a chair.

Listen to

what students

are talking.

Recognit

ion of

learning

problem

Confirmat

ion of

learning

objectives

◎ Recognition of learning problem


Let's make groups of plants and animals from creatures in

Summer.

Deve

lopm

ent

(30′

)

Activity

1

◎ Talking about creatures

which we can see around us

in Summer.

○ Presentation of various

plants and animals around us.

∙Let's present various plants

and animals around us in

Summer.

○ Writing down the creatures

which students presented.

○ Dividing into plants and

animals from creatures which

were written down.

◎ Talking about creatures

which we can see around us

in Summer.

○ Presentation of various

plants and animals around us.

- There is a rabbit.

- There is a cicada.

- There is a grasshopper.

- There is a melon.

- There is a watermelon.

○ Writing down the creatures

which students presented.

○ Dividing into plants and

animals from creatures which

were written down.

F r e e

presentation

H a v e

students write

down in

notebooks.

Activity

2

◎ Finding out pictures of

animals and plants.

◎ Finding out pictures of

animals and plants.

○ Writing animals and plants

after searching.

∙Let's write animals for

animal picture and plants for

plant pictures from picture

materials.

○ Writing animals and plants

after searching.

P i c t u r e

materials

Activity

3

◎ Dividing animals and

plants.

○ Dividing animals and plants

from picture materials.

․Let's record in the notebook

divided by animals and plants.

◎ Dividing animals and

plants.

○ Dividing animals and plants

from picture materials.

- Plants are pine trees, roses

and melons.

- Animals are puppies, cicadas

and grasshoppers (specifically

an insect).

Worksheet,

Plants&Animal

s picture

cards

C h e c k i n g

w h e t h e r

students are

r e c o r d i n g

plants and

animals.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Division of plants and

animals from pictures and

photos of creatures which

student prepared individually.

(Option activity)

․Put the pictures and photos

of plants and animals on the

desk which you prepared

individually.

․Let's divide plants and

animals on the worksheets.

․Let's present why you

divided them like this.





(Option activity)

-Dividing pictures and photos

of plants and animals.

-I think a pine tree is plant

because it doesn't move and

it's color is green.

-I think a rabbit is an animal

because it can run and it feels

warm if I touch it.

-I think a rose is plant

because it doesn't move.

I n d i v i d u a l

preparat ion:

p i c t u r e s ,

photos or

worksheets.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson





(Option activity)





(Option activity)

․Put the pictures and photos

of plants and animals on the

desk which you prepared

individually.

․Let's divide plants and

animals on the worksheets.

․Let's present why you

divided them like this.

◎ Playing Speed quiz game

․Let's play an interesting

game. We will play a speed

quiz game.

◎ Knowing the differences

of animals and plants.

Let's find out the differences of

animals and plants and write in

the worksheet and present them

later.

◎ Notice for next lesson

․ We will study about division

of various plants and animals


-Dividing pictures and photos


-I think a pine tree is plant

because it doesn't move and

it's color is green.

-I think a rabbit is an animal

because it can run and it feels

warm if I touch it.

-I think a rose is plant

because it doesn't move.

◎ Playing Speed quiz game

․One student from each group

comes up to the front and

guess and find out the answers.

The rest of students should

explain the words by

explanation or mine. The team

which gets the most answers

wins the game.

◎ Knowing the differences

of animals and plants.

-Animals make various sounds.

-Animals move here and there.

-Animals give birth babies or

lay eggs.

-Plants don't make sound.

-Plants have roots.

-Plants breed by seeds.

I n d i v i d u a l

preparat ion:

p i c t u r e s ,

photos or

worksheets.

Achievement


Grouping plants

and animals

from creatures

in Summer.

HighStudents can make groups of plants and animals from

creatures in Summer.

Middl

e

Students can make some groups of plants and animals

from creatures in Summer.

LowStudents can not make groups of plants and animals from

creatures in Summer.

￭Writing Plan

I'm with Nature

※ Let's make groups of plants and animals from creatures in

Summer.

￭Evaluation Plan


: Students can make groups of plants and animals from creatures in Summer.


Picture material

PLANTS ANIMALS

PLANTS ANIMALS

Dividing Plants and Animals Grade( ) Class( ) Name ( )

■ Let's divide Plants and Animals

■ What is difference of Plants and Animals

Worksheet


‘Grouping animals according to their habitats’ Lesson Plan

Chapter Title I'm with nature.

Objective▪ Students can group animals which we can see in Summer

according to their habitats.Materials Teacher- Photos of flowers & trees; Student- pens, pencils,

StepProcedu

re

Teaching-Learning Activities Materials(

)


Readi

ness

activi

ties

(5′)

Motivati

on


experiences of visiting a zoo.

∙Let's talk about when and

where you went to the zoo.

․Let's talk about what kinds of

animals were at the zoo.

◎ Talking about the experiences of

visiting a zoo.

-I went on a picnic to a zoo when I

was in kindergarten.

-I went on a Safari with my family.

-I saw some tigers.

-I saw dolphin shows.

-There were giraffes.

-I saw rabbits which I like.

T e a c h e r

tries to

l i s t e n

carefully to

what the

s t u d e n t s

talk about.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's group animals according to their habitats.

Deve

lopm

ent

(30′

)

Activity

1

◎ Talking about animals

which we can see around us.

○ Let's talk about the animals

that you saw or raised in your

daily life.

○ Let's present the animals

which you saw or raised in your

daily life.

◎ Talking about animals which we

can see around us.

○ Let's talk about the animals which

you saw or raised in your daily life.

-I am raising four puppies at home.

-I am raising two hamsters at home..

-I saw some frogs at a pond this

Summer.

-I caught some grasshoppers when I

visited my grandma's house.

Free

Presentation

Activity

2

◎ Grouping animals according to

their habitats (main active areas)

○ Dividing the animals according

to their habitats.

∙Let's divide the animals

according to their habitats.

◎ Guessing animals game with

mimes (Optional)

○ Guessing animals with mimes

or gestures.

․Let's play a game by the rules.

◎ Grouping animals according to

their habitats (main active areas)

○ Dividing the animals according to

their habitats

- There are wild geese, sparrows,

swallows, doves and seagulls as

the animals flying in the sky.

- There are Carps, Crayfish,

shrimps and dolphins as the animals

living in water.

- There are rabbits, deer, squirrels

and Stag beetles as the animals

living in mountains.

- There are earthworms, ants and

mole crickets as the animals living

in a land.

◎ Guessing animals game with

mimes (Optional)

○ Guessing animals with mimes or

gestures.

<How to play>

- One student comes up.

- The student decides one animal in

his/her mind.

- The student expresses the animal

with the pantomime or whole body.

-The rest of the students guess the

answer.

-The student who gets the answer

will ask a next question.

Plants&Anima

ls cards

Activity

3

◎ Speaking about my favorite

animal among the animals in

summer

○ To announce the reasons why

I like the characteristics of the

animal which I like.

․Let's talk about the reason why

I like the characteristics of the

animal which I like in summer.

◎ Speaking of my favorite animal

among animals in summer

○ To announce the reason why I

like with the characteristic of the

animal which I like.

-I like rabbits because they are cute

and they have soft fur.

- I like puppies because they follow

people well.

Arran

geme

nt &

evalu

ation

(5′)

Arrange

ment &

evaluati

on of

the

lesson

◎ Drawing animal pictures

○ Drawing on a worksheet.

․Let's draw the picture of

animals and write about the

characteristics of the animals

habitats which I like on

worksheet.

◎ Drawing animal pictures

○ Drawing on a worksheet.

- Drawing the animals habitats

which I like.

-Writing the characteristics of the

animals.

Worksheet

Achievement


Students can

group animals

which we can

see in Summer

according to

their habitats.

High Students can divide animals well according to where they live.

Middl

eStudents can divide animals according to where they live.

Low Students can't divide animals according to where they live.

￭Writing Plan

I'm with nature.

※ Let's divide animals according to where they live.

￭Evaluation Plan


: Can students divide animals according to where they live?


Worksheet

Let's draw animals which I like.

Animal:

Color:Where to

live:Food:


‘The flowers and fruits in Summer’ Lesson Plan


Objective▪ Students can examine the characteristics and shapes of

flowers and fruits which we can see during the Summer.

Materials Teacher : plant encyclopedia, summer flowers, fruit Photos /

student : writing instruments, colored pencils.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Finding out the fruits which

you have eaten recently.

∙Let's talk about names and

tastes of the fruits which you

have eaten recently.

◎Talking about the feeling and

experience when you received

flowers as a gift.

․Let's Talk about the feeling

when you received flowers as a

gift.

◎ Finding out the fruits which

you have eaten recently.

-I ate plums. The taste was

sweet and sour.

-I ate peaches. The taste was

sweet.

◎ Talking about the feeling

and experience when you

received flowers as a gift.

- I got flowers for kindergarten

graduation present. The

fragrance was very nice.

- I got flowers for the entrance

ceremony gift. I was very

happy.

Teacher try

to listen

carefully what

students talk

about.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's examine the characteristics and shapes of flowers

and fruits which we can see during the Summer.

Deve

lopm

ent

(30′

)

Activity

1

◎ Finding out flowers and

fruits which we can see in

Summer.

○ Presenting the flowers which

you saw around us.

◎ Finding out flowers and

fruits which we can see in

Summer.

○ Presenting flowers which

you saw around us.

Activity

2

∙Let's talk about the flowers

which you saw around us.

○ Presenting the fruits which

you saw or ate around us.

Let's talk about the fruits

which you saw or ate around

us.

◎ Observation of flowers

and fruits

○ Finding out the careful

things when you observe plants.

∙Let's talk about the careful

things when you observe

various plants.

○ Observation of plants at a

garden.

․Let's observe various flowers

and fruits at a garden.

- I saw roses.

- I saw touch-me-not flowers.

- I saw lotus flowers.

- I saw roses of sharon.

○ Presenting the fruits which

you saw or ate around us.

- I saw cucumbers.

- I saw peppers.

- I ate peaches.

- I ate melons.

◎ Observation of flowers

and fruits

○ Finding out the careful

things when you observe plants.

- We should not touch or cut

flowers thoughtlessly.

- We should be careful of bee

or bug biting.

- We should regard even little

buds as important things

because they also have

precious life.

○ Observation of plants at a

garden.

- Recording the contents you

observed in the observation

notebook.

Photo

materials

w r i t i n g

ins t ruments ,

o b s e r v a t i o n

notebook.

Activity

3

◎ Presentation of shapes and

characteristics of flowers and

fruits which you like. (Writing

in observation notebook)

○ Presentation of shapes and

characteristics of flowers.

◎ Presentation of shapes and

characteristics of flowers and

fruits which you like. (Writing

in observation notebook)

○ Presentation of shapes and

characteristics of flowers

․Let's choose flowers and

fruits for your friends and talk

about why you chose.

․Let's talk about the shapes

and characteristics of the

flowers.

○Presentation of shapes and

characteristics of fruits

․ Let's talk about shapes and

characteristics of fruits.

◎ Playing Snowball(Memory)

game

Let's play an interesting game.We will play a snowball game.

- I chose a Rose of Sharon for

my friend because it is the

Korean national flower.

- I chose Roses for my friend

because they are beautiful.

○Presentation of shapes and

characteristics of fruits

◎ Playing Snowball(Memory) game

One student says a name offlowers or fruits and the nextstudent says the name offlowers or fruits which theprior student said and says onemore name of flowers or fruits.The next student has to saythree different names of flowersor fruits. The team which saysmore the names wins the game.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Presentation of how to love

the flowers and fruits which

became your friends.

․Let's talk about how to love



◎ Presentation of how to love



- We should take care of them.

-We should not cut them

thoughtlessly.

- We should come and talk to


became your friends once a

day.

Achievement


Students can

examine the

characteristics

and shapes of

flowers and

fruits which we

can see during

the Summer.

HighStudents can recognize well the flowers and fruits which

we can see in Summer.

Middl

e

Students can recognize many of the flowers and fruits


LowStudents can not recognize the flowers and fruits which we

can see in Summer.

￭Writing Plan

I'm with nature.

※ Let's find out the flowers and fruits which we can see in

Summer.

￭Evaluation Plan


: Can students recognize the flowers and fruits which we can see in Summer?



‘Five question game about the characteristics of animals and

plants’ Lesson Plan


Objective▪ Students can talk about the characteristics of animals and plants in

Summer.

Materials Teacher : Picture materials related with non-living things, animals, and

plants.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎Motivation Game

∙ I will explain one thing. You

should take a guess and find

out the answer.

◎ Reviewing the last lesson

∙We will look around the

photos of plants and animals

which we learned before.

․Let's talk about the names of

animals and plants.

◎Motivation Game

"Who am I?"

First, I am small.

Second, I am very light.

Third, I have six legs.

Fourth, I work very hard.

Fifth, I am black.

-I think the answer is ant.

◎ Reviewing the last lesson

- It is a rabbit.

- It is a rose.

- It is a touch-me-not.

- It is an ant.

Teacher try

to listen

carefully what

students talk

about..

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's talk about the characteristics of animals and plants in

Summer.

Deve

lopm

ent

(30′

)

Activity

1

◎ Explaining how to play 5

question game.

○ Reading the game method

from the reference data.

∙Let's read together the game

method from the reference data.

◎ Explaining how to play 5

question game.

○ Reading the game method

from the reference data.

- Listening teacher`s

explanation.

Reference

material

T e a c h e r

explains how

to play the

game in detail.

Activity

2

◎ Playing five question

game.

○ Let's learn how to play the

game.

∙Preparing three cards.

․Asking five questions.

․Guessing and finding out the

content of the card.

○ Whole class students play

five question game.

○ Playing five question game

in groups.

◎ Playing five question

game.

○ Let's learn how to play the

game.

-Asking five questions.

-Asking five questions.

Ex) Is it alive?

Where does it live?

What's the sound like?

What color is it?

How big is it?

○Whole class students play

five question game.

○ Playing five question game

in groups.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Talking about what you

learned in this chapter.

○ Talking about the differences


non-living things.

․ Let's Talk about the

differences between living


○ Presenting the characteristics


-Let's present the

characteristics of living things

divided by plants and animals.

◎ Talking about what you

learned in this chapter.

○ Talking about the differences


non-living things.

- Living things are the things

can move, non-living things are

the things can not move.

- Living things can grow, but

non-living things can not grow.

-Living things can breathe, but

non-living things can not

breathe.

○ Presenting the characteristics


Achievement


Students can talk

about the

characteristics of

animals and plants

in Summer.

HighStudents can talk well about the characteristics of animals and

plants through five question game.

Middl

e

Students can talk about the characteristics of animals and


LowStudents can not talk about the characteristics of animals and


- Plants can not eat food, but

animals can chew and eat food.

- Plants don't have legs, but

animals have legs and can

walk.

￭Writing Plan

I'm with nature.

※ Let's talk about the characteristics of animals and plants in

Summer.

￭Evaluation Plan


: Students can talk about the characteristics of animals and plants in Summer.


How to play five question game

① Each group uses three cards.

② You can ask five questions to your friends.

③ You take a guess and tell about the card after

you listen to your friend's answer.

④ If you guess and find out the right card, youwill get the card.

Reference material


‘Looking at the figures of me and my friend’ Lesson Plan

Chapter Title My Body

Objective ▪ Students can find out the similarities and differences between them

and their friends.

Materials ▪Teacher: A big mirror (Cheval glass), enlarged illustrations

▪Students: Hand mirrors

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Talking about the parts

of my body (various body

parts)

○ Let's distinguish

differences and talk about

my body and face.

∙What body parts do you

have?

∙What are the different

parts of your face?

◎ Talking about the parts

of my body(various body

parts)

- I have a head, a body,

arms and legs.

- I have eyes, a nose, a

mouth and ears.

- I have hair.

- I have moles and

eyebrows.

Teacher try

to listen

carefully what

students talk

about.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the similarities and differences between me

and my friends.

Deve

lopm

ent

(30′

)

Activity

1

◎ Looking at the pictures of

the reference and talking

what the picture is about

○ Comparing faces using the

mirror; sitting in groups.

○ Looking at the pictures of

the reference and talking

what the picture is about.

∙ Let's look at the pictures

of the reference, and talk

what the picture is about.

○ Looking at the pictures of

reference.

- Two boys are comparing

their heights.

- They are finding out the

differences between men

and women.

A big mirror

(Cheval glass)

F r e e

presentation

◎ Looking at my appearance

○ Looking at my appearance

with a hand mirror.

∙Looking at their

appearances with hand

mirrors and talking face

and body.

∙What are some features on

the face?

∙What are some features on

the body?

- Two students are

comparing the shapes of

their eyes, noses, mouths

and ears.

- Girls are comparing

their hair length.

- Two students are

comparing the shapes of

their faces.

- Each pair of students

are looking at the whole

figure of them.

◎ Looking at my appearance

○ Looking at my appearance

with a hand mirror.

- There are eyes, a nose, a

mouth, ears and eyebrows

on the face.

- There is a head, a neck, a

trunk, arms and legs on

the body.

Hand

mirror

○ Optional activity 1 : Playing nose, nose, nose game

<How to play >

All of the students stand up and then the teacher is

pointing to his nose and saying "nose, nose, nose" and then

saying "mouth," students should point their index fingers to

their mouth. The teacher tries to point each body part

alternately. The students who fail sit down. The last remaining

student is the winner.

○ Optional activity 2 : Simon says game.

<How to play >

All of the students stand up. When the teacher says 'Simon

says' eyes, students touch their hand to their eyes. If there

is no Simon says, students don't move. The teacher tries to

point each body part alternately. The students who fail sit

down. The last remaining student is the winner.

T e a c h e r

k e e p s

students don't

make too

much noise.

○ (Optional activity 3) : ‘head, shoulders, knees, and toes'

<How to play>

Students touch the four body parts and do the motions.

When students touch the four body parts well, teacher can

skip one or two body parts and control the speed.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on of

the

lesson

◎ Arranging the similarities

and differences between me

and my friends.

○ Finding out the similarities

and differences between

the pairs as looking at

the big mirror.

∙What are some similarities

between me and my friend?

∙What are some differences

between me and my friend?

○ Finding out the similarities

and differences between

the pairs by looking at

the big mirror.

- My friend and I have a

head, body, arms and legs.

- We have the same

number of eyes, noses,

mouths and ears.

- We have different

heights.

- We have different sizes

of arms and legs.

A big

mirror

Achievement


Students can find

out the similarities

and differences

between them and

their friends.

HighStudents can find out the similarities and differences well

between me and my friends.

Middl

e

Students can find out the similarities and differences between

me and my friends

Lowstudents can not find out the similarities and differences

between me and my friends

￭Writing Plan

My body

※ Let's find out the similarities and differences between me and my

friends

￭Evaluation Plan


: Can students find out the similarities and differences between me and my friends?


Reference material


‘Looking at our body shape’ Lesson Plan

Chapter Title My body

Objective ▪ Students can look at their bodies in various ways.

Materials

▪Teacher: colors, kettles, trays and brushes

▪Students: a hand mirror, pencils, crayons, clay, clay plates, wet

towel, etc.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Looking and talking

about the illustrations and

photos of reference.

∙Let's talk about what we

will learn after looking at

the illustrations and photos

of reference.

◎ Looking and talking

about the illustrations and

photos of reference.

- A boy is looking at a

mirror and drawing his

face.

- Two students are sitting

facing each other and

drawing each other's faces.

- A student is

thumb-marking with colors.

-A student is making a

body shape with clay.

Teacher try

to listen

carefully what

students talk

about.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's look at our body in various ways.

Deve

lopm

ent

(30′

)

Activity ◎ Choosing the methods of

how we can represent our

body shape.

∙There are various methods

of representing our body

shape, such as drawing

one's face in the mirror,

thumb-marking, sitting face

to face and drawing one

another's face, etc.

◎ Choosing the methods which

we can represent our body

shape.

- Our group wants to draw

our face in the mirror.

Each group chooses one of

these methods and does the

activity.

◎ Looking at and representing

our body.(Optional activity 1～

6)

- Our group wants to sit

face to face with each

other and draw one

another's faces.

- Our group wants to do

the thumb-marking activity.

◎ Looking at and representing

our body.

○ drawing one's face in the mirror (Optional activity 1)

: You can hold a mirror with one hand and draw your face

with colored pen or crayon.

○ You can thumb mark with the colors which the teacher

prepared. (Optional activity 2)

○ sitting facing each other and drawing one another's

face (Optional activity 3)

: You sit facing your friend and drawing each other's

faces. Both you and your friend should draw each

other together at the same time.

○ Draw your friend's face on a paper and put colored papers

on the face drawing. (Optional activity 4)

: You contour your friend's face and put the colored

papers of the eyes, nose, ears and mouth parts on the

face drawing.

○ Measure you and your friend's body and write about it.

(Optional activity 5)

: Measure you and your friend's body and write about

what you know and think about it.

○ Making a whole body shape with clay. (Optional activity

6)

: Each group make a face, a body, hands and feet with

clay and then make a whole body shape.

Teacher :

c o l o r s ,

kettles, trays

and brushes/

Students: a

hand mirror,

p e n c i l s ,

crayons, clay,

clay plates,

wet towel,

etc.

Arra

nge

ment

&

eval

uatio

n

(5′)

View

works

and

compar

e

◎ Each group represents

the shape of body and

compare each other.

○ Each group shows their

work and present how to

make the work.

○ Each group represents

the shape of body and

compare each other's.

Achievement


Students can look

at their bodies in

various ways.

High Students can look at their bodies well in various ways.

Middl

eStudents can look at their bodies in various ways.

Low Students can not look at their bodies in various ways.

∙ Let's show their work to

friends and explain how to

make the work.

◎ Advance notice of next

lesson.

∙ Next time, we will learn

about the roles of our body

parts.

- (Group 1) Our group

drew our face on the

mirror.

- (Group 2) Our group did

the thumb-marking activity.

- (Group 3) Our group sat

facing each other and drew

one another's face.

○ Advance notice of next

lesson.

After

presentation of

students' works

made with

various methods,

teacher exhibits

the works for

appreciation.

￭Writing Plan

My body

※ Let's look at our body in various ways.

￭Evaluation Plan


: Can students look at their body in various ways?


Reference material


‘Knowing the roles of our body parts’ Lesson Plan


Objective ▪ Students can know the roles of our body parts.

Materials

▪Teacher: Class students photos, an obscure basket, photos of eyes,

nose, a mouth, ears and hands.

▪Students: hand mirrors

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Singing ‘head, shoulders,

knees and toes' with

motions.

∙ Let's sing ‘head,

shoulders, knees and feet'

with motions.

∙ This time, I will say

another part instead of

ears, so you touch the part

which I say.

◎ Playing "Guessing whose

voice this is?" game.

∙Let's play the "guess

whose voice this is" game

with teacher.

◎ Singing ‘head, shoulders,

knees and toes' with

motions.

- (Students touch the part

which teacher is saying the

last ending)

◎ Playing "Guess whose

voice this is" game.

refrence

material1

<How to play>

When the teacher says "1st grade", the students say

aloud 'class 1' and clap their hands three times.

Students close their eyes after the last clap. The

teacher chooses a student to be a tagger while students'

eyes are closed. The student who became the tagger,

sings a song shortly or shout a slogan. The rest of

students should figure out who the tagger is.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the roles of our body parts.

Deve

lopm

ent

(30′)

Activity

1

◎ Look at our body and find

out the names and the roles of

our body parts.

◎ Look at our body and find

out the names and the roles of

our body parts.

○ Looking at reference 2.

∙Let's find out the roles of

our body parts through

reference 2.

○ Looking at reference 2.

-eyes : We can look at

ants that are moving with a

magnifying glass.

-nose : We can smell the

fragrance of flowers.

Finding

out the

roles

of our

body

parts.

○ Finding out the names

and roles of our body

parts.

∙Let's find out the names

and the roles of our body

parts in detail.

∙What is the role of your

eyes?


mouth?


ears?


hands and feet?

○ Finding out the names

and roles of our body

parts.

- Students represent the

roles of eyes, nose, mouth,

ears and hands freely.

◎ Drawing prince & princess (Optional activity 1)

․ Students draw the outline of a face on a paper.

․ Students close their eyes and draw eyes, a nose, a

mouth and ears on the outline of face with colored

pencils.

․Students realize they should look at something with

their eyes if they want to draw well.

◎ My body is talking. (Optional activity 2)

Students talk about the sensory organs through the

pictures of sensory organs such as eyes, nose, ears,

mouth and hands.

․When teacher shows a sensory organ to students, the

students can tell the names and role of the organs.

c o l o r e d

p e n c i l s ,

papers

Arra

nge

ment

&

eval

uatio

n

(5′)

Review

the

lesson

◎ Organizing the names

and roles of body parts by

games.

∙All of our body parts are

very important. Let's think

about how precious our

body is and touch the

body parts.

◎ Organizing the names

and roles of body parts by

games.

Achievement


Students can know

the roles of our

body parts.

High Students know the roles of our body parts well.

Middl

e Students know the roles of our body parts.

Low Students don't know the roles of our body parts.

∙Nose nose nose ears!

∙Nose nose nose ears!

○ Let's do the OX quiz of

the roles of body parts.


lesson.

∙Next time, we will learn

more about the roles of our

body parts and do the

role-plays.

- Nose nose nose ears!

- Nose nose nose ears!

○ Let's do the OX quiz of

the roles of body parts.


lesson.

￭Writing Plan

My body

※ Let's learn about the roles of our body parts.

￭Evaluation Plan


: Can students know the roles of our body parts?


Refrence material1

Refrence material2

♣Let my body pretty my eyes, nose,

mouth, ears, or hands that can write

reports.

( )Grade ( )Class Name:

worksheet


‘Representing the roles of our body parts’ Lesson Plan


Objective ▪ Students can boast the roles of our body parts.

Materials ▪Teacher: Thick canvas, cellophane tape, and colored papers

▪Student: crayons, colored pencils, scissors, glue

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Talking about the roles

of our body parts.

○Playing ‘nose, nose, nose’

game.

∙When I say nose, nose,

nose and mouth, you

should say the roles of

mouth.

∙‘nose, nose, nose and nose’

◎ Talking about the roles

of our body parts.

○ Playing ‘nose, nose,

nose’ game.

- (Pointing to your mouth

with your index finger)

Mouth has the roles of

speaking, eating and

drinking.

- Nose has the roles of

breathing, smelling and

hanging the glasses.

The student

who speaks

more about the

roles of body

parts will win

the game.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's boast the roles of our body parts.

Deve

lopm

ent

(30′

)

Activity

1

◎ Talking about the roles of

eyes, nose, mouth, ears and

hands.

○ Talking about the roles of


hands.

∙What is the role of our eyes?

∙What is the role of our nose?

○ Talking about the roles of


hands.

- We can see the world

with our eyes. When we

are sick or sad, we shed

tears.

- We can smell with our

nose.

-We can breathe with our

nose.

Teacher lets

students know

we can

commun ic a te

t h r o u g h

speaking and

hand gesture.

∙What is the role of our

mouth?

∙What is the role of our ears?

∙What is the role of our

hands?

-We can eat food and drink

water with our mouth.

-We can hear and listen to

music with our ears.

-We can make things,

write letters and draw

pictures with our hands.

Role-pla

y

Activity

◎ Role-play Activity

∙ Taking parts of role-play roles by group.

Making 5 different head bands (eyes, nose, mouth, ears

and hands) for role-play.

∙ Each group students makes 5 different head bands.

∙ Doing the role-play wearing the head bands by group.

∙ Choosing the best group for the role-play and praising

the best group.

T h i c k

c a n v a s ,

c e l l o p h a n e

t a p e ,

h e a d b a n d ,

c r a y o n s ,

scissors, glue

R e f r e n c e

material1

Arra

nge

ment

&

eval

uatio

n

(5′)

Present

ation

of

impres

sion

Advanc

e

n o t i c e

of next

lesson.

◎ Representing the

impression of the role-play

by groups.

∙Let's talk about how you

feel after watching the

role-plays.


lesson.

∙We will learn about the

taste of food.


impression of the role-play

by groups.

- After I became a part of

our body, I think we should

regard our body preciously.

-I realized that we need

all of the body parts.


lesson.

Achievement


Students can boast

the roles of our

body parts.

HighStudents know the roles of our body parts and do the

role-play well.

Middl

e

Students know the roles of our body parts and do the

role-play.

LowStudents don't know the roles of our body parts and do

the role-play.

￭Writing Plan

My body

※ Let's boast the roles of our body parts.

￭Evaluation Plan


: Can students know the roles of our body parts and do the role-play?


Refrence material1


‘Various food tastes’ Lesson Plan


Objective ▪ Students can distinguish various food tastes.

Materials ▪Teacher: Various food

▪Students: Food and drink

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Talking about what the

students ate for breakfast

and expressing what the

tastes are like.

∙ What did you have for

breakfast today?

∙How were the tastes?

◎ Matching with food

tastes.

○Taking smells of food

inside of a plastic bucket

and matching with the food

which have the same smell.

∙Let's smell the food inside

of the bucket. What's the

smell like?

∙Let's find out the group

which has the same smell.

∙The group leader which

smelled savory taste, comes

to the teacher with the

bucket.

◎ Talking about what the

students ate for breakfast

and expressing what the

tastes are like.

-I ate the rice, soup,

kimchi, seaweed and eggs.

-I ate bread and milk.

-The bean paste pot stew

was salty.

Milk was sweet.

◎ Matching with food

tastes.

- Savory smell.

Pungent smell.

- You will smell the

coffee.

-I can smell a savory taste.

-I can smell a tangy taste.

-I can smell coffee.

-(Each group should find

the group which has the

same smell.)

Teacher

prepare the

foods which

has sweet

taste, sour

taste, bitter

taste, salty

taste, spicy

taste.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's compare a birthday meal with various foods and distinguish

the food tastes.

Deve

lopm

ent

(28′

)

Decora

ting

birthda

y meal.

◎ Decorating birthday meal.

○Decorating food on the

empty bowls of birthday

meal picture.

∙Let's decorate a nice

birthday meal by drawing

foods or writing food

names.

◎ Distinguishing the tastes of

the food.

○ Finding out the tastes of

the foods.

∙ Let's smell and taste the

food which each group

prepared.

○ Grouping the foods with

the same tastes.

∙Which is salty tasting food?

∙Which is sweet tasting

food?

∙Which is sour tasting food?

∙Which is bitter tasting

food?

○ Writing the tastes on the

picture material

∙Let's write salty taste,

sweet taste, sour taste and

bitter taste on the picture

material.

○Decorating food on the

empty bowls of birthday

meal picture.

◎ Distinguishing the tastes of

the food.

○ Finding out the tastes of

the foods.

○ Grouping the foods with

the same taste.

- Dry seaweed with salt and

soy sauce is salty.

- Chocolate and honey are

sweet.

- Grapes and lemon are sour.

-Green tea and ginseng are

bitter.

∙Writing salty taste, sweet

taste, sour taste and bitter

taste on the picture

material.

S t u d e n t s

can decorate

b i r t h d a y

meals with

their own

styles.

If there are

some foods

w h i c h

students are

hard to bring

to school,

students can

taste the

foods at

home in

advance.

Arra

nge

ment

&

evalu

ation

(5′)

Finding

out the

importa

nce of

s e n s e

organs

◎ Finding out the

importance of sense organs.

∙ What is the role of eyes?

◎ Finding out the

importance of sense organs.

- We can look at the

delicious food. The better

looking food tastes better.

Advanc

e

n o t i c e

of next

lesson.

∙What is the role of nose?

∙We can find delicious food

by eyes and nose.

What is the role of mouth?

∙What is the role of ears?

∙What is the role of hands?


lesson.

∙We will play various sense

games next time.

-We can smell delicious

food with our nose.

-We can taste delicious

food with our tongue.

-We can listen to a

delicious crunch sound

of bread with our ears.

-We can distinguish soft

or hard food by touching

the food.


lesson.

Achievement


Students can

distinguish various

food tastes.

HighStudents can prepare a birthday meal with various foods

and distinguish the food tastes well.

Middl

e

Students can prepare a birthday meal with various foods

and distinguish the food tastes.

LowStudents can prepare a birthday meal with various foods

and distinguish the food tastes.

￭Writing Plan

My body

※ Let's prepare birthday meal with various foods and distinguish the food

tastes.

￭Evaluation Plan


: Can students prepare birthday meal with various foods and distinguish the food

tastes?


Sweet taste Sour taste Salty taste Bitter taste

Picture material


‘Playing various sense games’ Lesson Plan


Objective ▪After playing various sense games, students can understand difficulties

of disabled people.

Materials

▪Teacher: Strap (3 `m), blindfold, tambourine, colored papers, object

box and stuff, drinks, straws, 12 bottles, bells, balloons, dolls, pieces of

wood, baseball etc.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Feeling various objects

by the five senses.

∙Close your eyes and listen

to the sound. What can you

hear?

∙How do you know whether

it is bell sound or not.

∙How do you distinguish and

know an apple, sesame oil,

and a cuckoo clock in an

invisible secret bag without

looking inside?

◎ Feeling various objects

by the five senses.

-We know it if we hear the

bell sound.

-We can hear with our

ears.

-We know it if we touch

it.

-We know it if we smell

the savory smell of sesame

oil.

-We know it if we hear

the cuckoo clock sound.

A bell

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's play various sense games and try to understand the

difficulty of the disabled people.

Deve

lopm

ent

(28′

)

Playing

games.

◎ Introduction of intergration

activities for the roles of

sense organs.

○ Playing games to see the

sense organs such as the

eyes (sight), nose (smell),

ear (hear), the mouth

(taste), hands (touch)

◎ Introduction of intergration

activities for the roles of

sense organs.

○ Playing games to see the

sense organs such as the

eyes (sight), nose (smell),

ear (hear), the mouth

(taste), hands (touch)

∙There are 6 play stations.

A group with 6 students

play 6 different games.

Let's talk about the

activities after playing the

games.

r e f r e n c e

material

Prepare for

an invisible

box (Balloons,

dolls, pieces

of wood,

b a s e b a l l )

ready

Prepare for

various tastes

of drinks in the

i n v i s i b l e

bottles.

C o l o r e d

papers with

v a r i o u s

figures.

Prepare for

word cards

◎ Tactile activity: touching <Optional Activity 1>

Put your hand in the box and touch the object. Let's take a

guess at what's in the box

◎ Sense of smell activity: smelling <Optional Activity 2>

. Let's put numbers on the six invisible bottles and pour six

different tasting drinks in the bottles. Then you can smell the

drinks and try to distinguish what the drinks are.

◎ Taste activities: Tasting <Optional Activity 3>

Let's put numbers on the six invisible bottles and pour six

different tasting drinks in the bottles. Than you taste the drinks

using straws. You can talk with your friends about what kinds

of drinks are in the bottles.

◎ Visual activities: Looking around <Optional Activity 4>

Teacher puts colored papers on the black board and asks the

students the shapes and colors of the figures.

Students close their eyes and the teacher takes out one of the

figures on the black board, then students have to find out what

is missing.

◎ Hearing activities: Guessing the words from the behind

<Optional Activity 5>

Let's guess and find out the words from the behind using the

word cards (apples, grapes, bananas, strawberries, peaches, etc.).

◎ Visual activities: Walking with closed eyes <Optional Activity

6>

Students close their eyes and follow one another holding

hands at the back of the classroom. Teacher lets students feel

the five senses.

Arra

nge

ment

&

eval

uatio

n

(5′))

Review ◎ Knowing the function of

sense organs and what we

need to do

◎ Knowing the function of

sense organs and what we

need to do

∙ Let's talk about what

kinds of things are

happening when we can

not use the sense organs

such as eyes, nose, mouth,

ears and hands.

∙How can we reduce the

inconvenience for those

who have eye problems?

-If we have eye problems,

we can not see properly. It

would be very inconvenient.

-If we have problems with

our ears, we can not hear

properly. It would be very

inconvenient.

- They can use glasses.

Those who can not see,

may use braille books.

Unders

tanding

of

disabilit

ies

∙How can we reduce the

inconvenience for those

who have ear problems?

◎ Understanding of

disabilities

∙What can we do for those

who have inconvenience of

body?

- They can use a hearing

aid. Those who can not

hear, may use letters

and sign language.

◎ Understanding of

disabilities

- We shouldn't tease

them.

- We should help them

when they need help.

Achievement


After playing

various sense

games, students

can understand

difficulties of

disabled people.

HighStudents understand the difficulty of disabled people well

after playing various sense games.

Middl

e

Students understand the difficulty of disabled people after

playing various sense games.

LowStudents cannot understand the difficulty of disabled

people after playing various sense games.

￭Writing Plan

My body

※ Let's play various sense games and try to understand the difficulty

of the disabled people.

￭Evaluation Plan


: Can students understand the difficulty of the disabled people after playing various

sense games?


Touching Smelling Tasting

Looking around HearingWalking with closed

eyes

Refrence material


‘Observation and classification of leaves’ Lesson Plan

Chapter Title Fall mountains and fields

Objective ▪ Grouping leaves after observation

Materials ▪Teachers: Several leaves, Visual Presenter

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Singing a song related

with Fall

∙Let's sing a song

pleasantly related with Fall.

◎ Singing a song related

with Fall

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's make groups of leaves according to various standards

such as colors or shapes after looking at Fall leaves.

Deve

lopm

ent

(28′

)

Plannin

g

Gatheri

ng

leaves

◎ Planning 'Gathering

leaves' activities.

○ Finding out the good

places for gathering leaves.

∙Where can we find leaves

around our school?

◎ Gathering leaves at the

school

○ Gathering leaves around

garden or playground.

∙Let's gather leaves around

the garden or the

playground.

∙What should we be

careful when we gather

leaves around the garden

or playground?

◎Planning 'Gathering

leaves' activities.

○ Finding out the good

places for gathering leaves.

- We can find leaves in the

garden.

- We can find leaves

around the playground.

◎ Gathering leaves at the

school

○Gathering leaves around

the garden or the

playground.

-We should gather fallen

leaves around the garden

or the playground.

-We should not shake or

cut trees for gathering

leaves.

Leaves

Talking

about

the

charact

eristics

Divide

by

standar

d


characteristics of leaves

after looking at.

○Talking about the colors,

shapes and so on.

∙Let's represent the shapes

of leaves which you

gathered on the desk.

∙What are the colors of the

leaves which each group

gathered?

∙What are the shapes like?

∙How do you feel when you

touch the leaves?

◎ Making standards of

grouping leaves.

○ Making standards of

grouping leaves

∙Let's make standards of

grouping various leaves and

write in the workbook.

∙How can we divide?

○ Divide by grouping

standards.

∙Let's make groups

according to the fixed

standards.

○Talking about the colors,

shapes and so on.

- Some leaves are orange

color and long.

-Some leaves are rough

when we touch them.

-There are red, yellow,

orange and brown colors.

-There are sharp edges,

round-shaped edges,

fan-shaped, finger-shaped

and long and thin shaped

leaves.

- They are rough.

- They are dry.

- They are pricking.

◎ Making standards of

grouping leaves.

○ Making standards of

grouping leaves

- We can divide by colors.

- We can divide by shapes.

- We can divide by size.

○ Divide by grouping

standards.

- We can divide and make

groups according to same

color, similar shape and big

and small size.

Achievement


Grouping leaves

after observation

High

Students can make groups of leaves well according to

various standards such as colors or shapes after looking

at Fall leaves.

Middl

e

Students can make groups of leaves according to various

standards such as colors or shapes after looking at Fall

leaves.

Low

Students can not make groups of leaves according to

various standards such as colors or shapes after looking

at Fall leaves.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

activiti

es

◎ Pasting or drawing

grouped leaves by fixed

standards.

∙Let's paste or draw the

grouped leaves by colors

on the worksheet.

∙Let's paste or draw the

grouped leaves by shapes

and size on the worksheet.

◎ Pasting or drawing

leaves by fixed standards.

- Pasting or drawing the

grouped leaves by colors

on the worksheet.

-Pasting or drawing the

grouped leaves by shapes

and size on the worksheet.

Worksheet

￭Writing Plan

Fall mountains and fields

※ Let's make groups of leaves according to various standards such

as colors or shapes after looking at Fall leaves.

￭Evaluation Plan


: Can students make groups of leaves according to various standards such as colors

or shapes after looking at Fall leaves?


Worksheet 1

Grade ( ) Class ( ) Name ( )

Divide by colors

■ Get gather similar colors of the leaves, attach or draw.

Worksheet 2

Divide by shapes and size Grade ( ) Class ( ) Name ( )

■ Pasting or drawing similar leaves


‘Decorating shapes with various ways’ Lesson Plan

Chapter Title Fall mountains and fields

Objective ▪ Students can decorate shapes using seeds and leaves etc.

Materials ▪Teacher: Leaves, seeds, pencils, scissors, wood working glue, drawing

paper (cardboard), eyes of dolls

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Representing what

students know about Fall.

∙Can you talk about what

we learned about Fall?


students feel after learning

about Fall.

∙Can you talk about what

you feel after learning

about Fall?


students know about Fall.

- There are a lot of fruits

and crops in Fall.

- The colors of

mountains and fields change

in Fall.


students feel after learning

about Fall.

-It seems sad because all

the leaves are fallen.

-Red and yellow leaves

are beautiful.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's decorate shapes using seeds and leaves etc.

Deve

lopm

ent

(28′

)

Finding

out

how to

make

the

project.

◎ Finding out how to make

the work.

∙Let's find out how to

make the project.

◎ Finding out how to make

the project.

- Gathering seeds, leaves

etc.

- Putting seeds and leaves

on a drawing paper

whatever shape you want

to make.

- Pasting the seeds and

leaves on a drawing paper.

Looking at

the process

of reference

work ; Fall

mountains and

fields together.

Repres

enting

by

sketche

s

Searchi

ng for

the

materia

ls

Designi

ng the

project

Selecti

ng the

materia

ls

◎ Representing the feelings

of Fall by sketches

∙Let's represent the

feelings of Fall by

sketches.

◎ Searching for the

materials related with Fall

that can represent your

feelings of Fall.

∙You can use various

materials other than pencils.

∙You can make the work

using materials related with

Fall. What materials are

suitable for this?

◎ Designing the work

related with Fall using

leaves, seeds and so on.

∙Let's make shapes by

pasting leaves, branches

and seeds.

∙What shall we put inside

of the work to make

shapes?

∙Let's draw what you are

thinking on the paper.

◎ Choosing the right

materials for making the

project

- Pasting colored papers

on the paper if you want to

express more.

- Drawing colored pencils

on the paper if you want to

express more detail.

- Completing the project

which represents Fall

mountains and fields.

◎ Representing the feelings

of Fall by sketches

- Simple sketches

◎ Searching for the

materials related with Fall

that can represent your

feelings of Fall.

- We can use red and

yellow leaves, tree

branches, cosmos flowers,

sunflower seeds, and apple

seeds etc.

◎ Designing the project

related with Fall using

leaves, seeds and so on.

- We should put the shapes

of animals, plants,

mountains and fields.

◎ Choosing the right

materials for making the

project

d r a w i n g

paper

Teacher

g u i d e s

students can

find out the

characteristics

of Fall

n a t u r a l l y

using various

m a t e r i a l s

such as

leaves and

seeds.

Making

the

work

Evaluat

ion of

the

work

∙What materials do you

need for making the work?

◎ Designing and making

the project using the

materials related with Fall.

∙Let's make the project

using the materials related

with Fall.

◎ Evaluating the works of

friends

∙Let's talk about good

things and bad things as

you look at the works of

your friends.

- We can use branches and

fruits related with Fall.

- We can use the seeds

of fruits.

◎ Designing and making

the project using the

materials related with Fall.

◎ Evaluating the works of

friends

- ○○ made a mountain

very well using branches.

- ◆◆ used the materials

related with Fall well, but

there is still too much

empty space so he/she

should decorate more with

colored papers or colored

pencils.

L e a v e s ,

s e e d s ,

p e n c i l s ,

s c i s s o r s ,

wood working

glue, drawing

p a p e r

(cardboard),

eyes of dolls

Arra

nge

ment

&

eval

uatio

n

(5′)

Repres

enting

of the

feeling

◎ Representing of the

feelings after making the

project.


feelings after you looked at

the project using leaves

and seeds related with Fall.

◎ Representing of the

feelings after making the

project.

-I think we can recycle

things through making the

work using leaves and

seeds.

Achievement


Students can

decorate shapes

using seeds and

leaves etc.

High Students can decorate shapes well using seeds and leaves etc.

Middl

eStudents can decorate shapes using seeds and leaves etc.

Low Students can not decorate shapes using seeds and leaves etc.

￭Writing Plan

Fall mountains and fields

※ Let's decorate shapes using seeds and leaves etc.

￭Evaluation Plan


: Students can decorate shapes using seeds and leaves etc.


Refrence material1

1. Gathering seeds, leaves etc

2. Putting seeds and leaves on a drawing paper whatever

shape you want to make

3. Pasting the seeds and leaves on a drawing paper

Refrence material2

4. Pasting colored papers on the paper if you want to

express more

5. Drawing colored pencils on the paper if you want to

express more detail

6.Completing the project which represents Fall mountains

and fields


‘Observing animals and plants which we can see around us’

Lesson Plan

Chapter Title Animals and plants are my friends

Objective ▪ Students can observe animals and plants around the school or the

house.

Materials ▪Teacher: Animals and plants cards

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎Understanding the

concept of animals and

plants

∙What are some standards

which we can use to divide

animals and plants after

looking at photos of plants

and animals.

∙What are some

characteristics of animals?

∙What are some

characteristics of plants?

-We divided animals and

plants.

-Animals can move by

themselves.

-Animals can eat food.

-Animals can give birth or

lay eggs for breeding.

-The leaves of plants are

mostly green.

-Plants make nutrition by

themselves.

-Most plants can not

move.

-Most plants breed by

seeds.

Animals and

plants cards

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's know about animals and plants which live with us.

Deve

lopm

ent

(28′

)

Observ

ation

◎ Looking at the animals

and plants that can be

found around us.

○ Finding out the animals

and plants that can be seen

around the house.

There are pine trees, sun

flowers and cherry

blossoms.

∙ What kinds of plants can

we see around the house?

∙ What kinds of animals can

we see around the house?

∙ Let's draw animals and

plants on the painting

materials.

∙ Let's represent the

completed contents in front

of friends.

What is an animal that can

be seen in the pond ∙?

Let's draw animals and

plants ∙ painting materials.

∙ Completed presentation in

front of your friends

○ Observing the animals

and plants at the school.

∙What plants can you see in

a school garden?

∙What plants can you see in

the pond?

∙What animals can you see

in the pond?

∙Let's draw animals and

plants on the picture

materials.


completed contents in front

of friends.

-There are goldfish, dogs,

cats, and pigs.

- Drawing pictures of

animals and plants in the

proper location of the

painting materials.

-Representing the drawing

at the front.


and plants at the school.

- Out to the front.

-There are clovers, pine

trees and sun flowers.

-There are water lilies,

lotus and duckweed.

-There are ducks, carp,

goldfish and frogs.

-Draw pictures of animals

and plants in the proper

location of the painting

materials.

-Represent the completed

contents at the front.

Picture

material 1,

c o l o r e d

pencils.

Direct

observation of

animals and

plants around

the school.

P i c t u r e

material 2,

c o l o r e d

pencils.

Achievement


Students can

observe animals

and plants around

the school or the

house.

HighStudents can represent more than 10 things about the animals

and plants which live with us.

Middl

e

Students can represent more than 5 things about the animals


LowStudents can represent less than 5 things about the animals


Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on

◎ Talking about some good

things of raising animals and

growing plants at the house

or at the school.

∙What are some good things

for raising animals and

plants? - We can have a good

heart.

- We can love each

other.

- We can learn how to

take care and foster

- We can create

responsibilities.

- Plants can control the

indoor humidity and reduce

fatigue, make beautiful

environments.

￭Writing Plan

Animals and plants are my friends

※ Let's know about animals and plants which live with us.

￭Evaluation Plan


: Students can observe animals and plants which live with us.


Picture material 1

Picture material 2


‘Choosing the animal which I want to raise' Lesson Plan


Objective ▪Students can find out the animals which we can raise at the school or

house.

Materials

▪Teacher:Animal photos which we can see around the school or house,

red paper, green paper, animals and plants photo

▪Student: Colored pencils

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on


experience of raising

animals.

∙Let's talk about the names

of animals which you have

raised before. Let's talk

about this in dialogue.

∙How did you feel when

you were raising animals?

-When I come home, the

dog always welcomes me.

Hello, my cute puppy;

Happy. How are you

Happy? Happy, please don't

snore when you sleep.

-Animals are just like

family. Therefore people

should take responsibility

for the animals which they

raise.

Photos or

videos with

animals.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the animals which we can raise.

Deve

lopm

ent

(28′

)

Finding

out

◎ Finding out the animals

which we raise at the

school or house.


characteristics of the

animals which we raise at

the school or house and

talking about some fun

experience with the

animals.

Photos of the

animals which

we can see

around the

school or

house

r e f r e n c e

material1

∙What is the name of the

animal which you raise at

the house?

∙Where does it usually live?

∙Why do you raise the

animal?

∙What are fun things when

you raise the animal?

○ Observing the shapes

and characteristics of

animals.

∙Let's make animal cards.

∙Let's do the animal quiz.


which we raise around the

school or house.

∙Let's think about the

animals which you can see

around the school or house.

-I have a puppy which is

called 'Happy'.

-It usually lives at home.

-It keeps the house safe

and soothes my loneliness.

-It is fun to see that it

can listen to my words

after some training.

-Students make one card

which explains the name

and characteristics of the

animal.

Description of the problem:

Unplugging the animal card

game of the friends. I stand

to answer. The student

meets answers the problem

unplugging the relay.

-One student picks an

animal card and explains

about the card to the class.

Then the rest of the

students take a guess and

find out the answer. The

student who gets the

answer picks the next card.

-Students can recall dogs,

cats, chickens, cows, pigs

and goats.

r e f r e n c e

material2

∙Let's divide animals

according to where they

live.

∙Let's divide animals

according to their

appearances.

∙Let's find out the animals

which give us something.

◎ Choosing the animal

which you want to raise.

∙ Drawing the animal which

you want to raise.

∙Let's draw the animal

which you want to raise on

a worksheet.

- Animals living mainly

around the house are dogs,

cats, chickens, cows, pigs

and goats.

- The animals that lives

mainly in water are ducks,

frogs, cranes and goldfish.

-Cows, pigs, sheep,

chickens, ducks give us

eggs, milk and/or meat, etc.

-Students draw the animal

which they want to raise

and write the name and

the reason why they want

to raise it.

Worksheet,

colored pen

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on


animals which you want to

raise


animals which you want to

raise and talking about the

reason.

∙What animals do you want

to raise? Why do you want

to raise the animal?

-Talking about the animal

which I want to raise and

the reasons.

Achievement


Students can find

out the animals

which we can raise

at the school or

house.

HighStudents can find out and explain the animals which they

can raise well.

Middl

e

Students can find out and explain the animals which they

can raise.

LowStudents cannot find out and explain the animals which

they can raise.

￭Writing Plan


※ Let's find out the animals which we can raise.

￭Evaluation Plan


: Students can find out and explain the animals which they can raise.


refrence material1

1. Each horizontal red paper, green paper, 10cm ×10cm cut to size.

Making it easier to 4 may be halved by using A4 paper.

2. Cropped fitted with a photo on the front of the animal (plant).

Internet, can take advantage of the material, photographs, magazine

picture.

3. Cut the back of the paper, white paper, 9cm × vertical horizontal4,

9cm size (A4 paper halved if the margin 1cm) leaving crop after

cutting the animals and plants Using the characteristics of the paper is

attached to.

refrence material2

Worksheet

Let's draw the animal which you want to raise.

Let's write why you want to raise the animal.


‘Introduction of the plant which I like’ Lesson Plan


Objective ▪Students can find out the plants which we can grow at the school or

house.

Materials ▪Teacher: Plant photos which we can see around the school or house.


StepProcedu

re



학습

준비

활동

(5′)

동기유발 ◎ Talking about the

experience of growing

plants.

∙Let's talk about the names

of plants which you have

grown before.

∙How did you feel when

you grew the plants?

-I grew peas before. It was

amazing to see the peas

sprout, grow up and

produce peas again.

-I was sad to see that the

plants which I was growing

began withering.

-I grew some plants and I

ate them. They were

delicious.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the plants which we can grow.

Deve

lopm

ent

(28′

)

Observ

ation

◎ Observing the plants in

the school garden.

○ Observing the plants at

the school garden or

around the school.

∙Let's observe the plants at

the school garden or

around the school.

O b s e r v i n g

the plants

around the

school.

Finding

out

Selecti

on

∙Let's talk about the shapes,

colors, shapes of flowers

and so on after looking at

the photos which the

teacher took around the

school and the garden.

◎ Finding out the names of

plants

○ Finding out the names of

plants as you look at the

photos.

∙Let's find out the names of

plants which we observed

around school or at the

school garden.

◎ Choosing students'

favorite plants

○ Choosing a favorite plant

∙ What plant do you like?

○ Talking about what you

know about the plant which

you like.

-There are pine trees

which are the symbol of

our school.

-Talking about the

appearance, color, and

shape of the flowers of

roses, rose of sharon,

grass, pine, and morning

glories as students are

looking at pictures.

○ Finding out the names of

plants as you look at the

photos.

- Tells the story of a plant

name for the appearance,

color, and shape of the

flowers.

-Talking about the

appearance, color, and

shape of the flowers

which we mentioned, and

the names of plants.

- Morning Glory.

-The shape of a Morning

Glory flower looks like a

trumpet.

The photos

of plants

which we can

see around

the school or

house.

Homework

:Research the

plants you

like.

Introdu

ction

∙ Let's talk about color,

size, appearance, the things

which plants like and the

things which plants do not

like.

◎ Introducing your favorite

plants.

○ Imagine you became a

plant and write a letter to

introduce to your friends.

Let's imagine you became a

plant and write a letter to

introduce to your friends.

The leaves are divided into

three parts. It has a long

leafstalk.

-The color of the flowers

are white and red.

-It blooms in the early

morning and closes the

flowers in the afternoon.

- Let's talk to your friend.

If you were a plant, what

would you like or dislike?

'I' means 'a

plant' on the

worksheet.

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on

◎ Introduction of the plants

which you like to friends.


introduction to your friends

-Representation of the

introduction.

Achievement


Students can find

out the plants

which we can grow

at the school or

house.

HighStudents can find out and explain the plants which they

can grow well.

Middl

e

Students can find out and explain the plants which they

can grow.

LowStudents can not find out and explain the plants which

they can grow.

￭Writing Plan


※ Let's find out the plants which we can grow.

￭Evaluation Plan


: Students can find out and explain the plants which they can grow.


I

Worksheet

I am a sunflower.

I like water and warm sun.

So, you should grow me in a sunny place.

I can grow well.


‘How to raise animals and plants’ Lesson Plan


Objective ▪Students can represent how to take care of animals and plants.

Materials ▪Teacher: Photos of plants and animals.


StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on


experiences of raising

animals and plants.

∙Let's talk about the animals

and plants which you have

raised at home.


experiences when your pets

were sick.


experiences in which you

took care of your pets well.

-I have raised a puppy

and tomatoes.

-When my puppy was

sick, I took the puppy to a

vet.

-When I grew tomatoes,

some of the tomatoes were

dead because of aphids.

- I raised some gold fish

for a long time since I

changed water often and

fed them regularly.

-We grew some peppers

well and we ate for side

dishes.

r e f e r e n c e

material1

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Students will know how to raise animals and plants.

Development(28′)

Finding

out

◎ Finding out how to raise

animals and plants in

healthy ways.

Making

present

ation

materia

l

○ Talking about how to

raise animals and plants in

healthy ways.

∙Let's find out how to raise

animals and plants in

healthy ways through OX

quiz.


animals and plants which

you want to raise.

∙Making the presentation

material of the animals and

plants which you want to

raise.

∙Let's Make the

presentation material of the

animals and plants which

you want to raise.

◎Creating an observation

record sheet

-Students find out how to

raise animals and plants in

healthy ways through OX

quiz.

-Students make the

presentation material of

the animals and plants

which they want to raise

using the photos and

pictures of animals and

plants.

-Creating an observation

record sheet

r e f r e n c e

material2

L e a r n i n g

material and

worksheet1

T e a c h e r

lets students

make the

presentat ion

t h r o u g h

drawing in

the learning

material.

r e f e r e n c e

material3

Arra

nge

ment

&

eval

uatio

n

(5′)

)

Writing

the

hope

and

pledge

◎ Writing the hope and

pledge when you raise

animals and plants.

∙Let's write your hope and

pledge through 'The hope

and pledge when you raise

animals and plants'.

-Students write the names

of animals and plants, how

to raise and draw animals

and plants.

Worksheet

Achievement


Students can

represent how to

take care of

animals and plants.

High Students can represent well how to raise animals and plants.

Middl

eStudents can represent how to raise animals and plants.

Low Students can not represent how to raise animals and plants.

￭Writing Plan


※ Let's find out how to raise animals and plants.

￭Evaluation Plan


: Students can represent how to raise animals and plants.


Reference Material1

<Careful things while growing plants>

1.You should water the plants well. (○)

2.You can touch the buds when the buds are

growing. (×)

3.You should place the plants on sunny place

in the classroom. (○)

4.You should give the plants manure. (○)

5.You often touch the plants by hand. (×)

6.You treat the plants with love. (○)

<Careful things while raising animals>

1.You should give the animals food regularly. (○)

2.You should give the animals a lot of food. (×)

3.You should make a comfortable environment

for the animals. (○)

4. Do not bother the animals. (○)

5. You treat the animals with love. (○)

Reference Material2

○,× Quiz

Apple Peach Persimmon

Grapes Oranges Banana

Cherry Lemon Melon

Learning material 1

Grasshopper Stag beetle Chick

Owl Cicada Dragonfly

Squirrel Turtle Puppy

Learning material 2

Past ing

pictures

o r

photos

T h e

n a m e s

o f

animals

a n d

plantsT h e

characte

r i s t i c s

o f

animals

a n d

plants

(Shapes,

behavior

s, foods,

habitats)

Worksheet1

The animals and plants which I want to raise


Creating a record sheet while observing animals and plants grow

Planting seeds observed Raising animals to observe

1. Plant the seeds.

2. Observe how you grow.

3. Observed a burgeoning seed

shape.

4. Should observe the shape of the

buds grow.

-Stem, leaf growth observed

shape.

-Fructiferous blossomed shape

observed.

5. Live picture depicting the

characteristics of the plant looks.

- Felt that in raising the plants

glow writes.

1. Should observe that grows in

raising animals.

- Observed overall appearance.

- Find out the name of each part.

- Moving features observed.

2. Felt that in raising the animals

glow writes.

3. Figure depicts the characteristics

of the animal alive.

Observation record sheet how to create a small book

Reference Material3

1.What's the name I'm raising of plants and animals?

:

2. Raising of plants and animals, what does he look like? Get the

figure simply represents

3. If you grew up how I'm raising of plants and animals, and good

writing!

:

4. How to take care of animals and plants, I'm raising my pledge to

write your

:

Worksheet2

Compaction and wind groups of animals and plants



‘How to raise animals and plants’ Lesson Plan


Objective ▪Students can represent the house they want to live with animals and

plants in various ways.

Materials

▪ Teacher: Home audio-visual materials related with the animals and

plants that are at the house.

▪ Student: Canvas, colored pencils and colored papers, etc.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Finding out where

animals and plants live in

the house

∙Let's find the animals that

live outside as you look at

the next photos.

∙ Let's find the animals that

live in the house

∙Let's find the plants that

you can see in the house

or in the classroom.

∙ Let's find the plants that

you can see outside of the

house or in the classroom.

- Look for animals that can

be seen outside the home.

- Look for the animals

that can be seen in the

house.

- Look for plants that can

be seen in the house.

- Look for plants that can

be seen outside the home.

The photos

mixed with the

animals that

can be seen in

the house and

outside the

house.

The photos

of plants that

can be seen in

the house and

outside the

house.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives

◎Recognition of the objective.


Let's decorate the house we live in with animals and

plants together.

Deve

lopm

ent

(28′

)

Finding

out

◎ What are some good

points when we live with

animals and plants

together?

○ Representing some good

things when we live with

animals together.

∙What are some good points

when we live with animals? - We will love animals.

Decora

ting

○ Representing some good

things when we live with

plants together.

∙What are some good points

when we live with plants?

◎ Decorating the house

you want to live in with

animals and plants.

○ Designing the house you

want to live in with animals

and plants.

-Let's imagine a house you

want to live in together

while raising the animals

and plants.

○ Drawing the house you

want to live with animals

and plants.

∙Let's draw the house you

want to live with animals

and plants.

○ Completing the house

you live with animals and


∙ Let's talk about how to

decorate the house you live

with animals and plants in

various ways.

-We can keep a sense of

responsibility.

-We can learn the

preciousness of life.

-We can get the scientific

knowledge through

observation.

-We can get benefits in

case of edible plants for

home economics and health.

-Students imagine the

house they want to live in

with animals and plants.

-Students draw the house

they want to live with

animals and plants.

D r a w i n g

p a p e r ,

c o l o r e d

p e n c i l s ,

c o l o r e d

papers

r e f r e n c e

material1,2

-Students can decorate the

works by attaching origami

on the picture.


works by attaching the

photos of animals and

plants on the picture.


works by attaching the

grasses or flowers on the

picture.

A large

sheet of

paper

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

&

evaluati

on

◎ Representing a good

house we can live with

animals and plants.


complete house.

-Representing the

complete house.

Achievement


Students can

represent the

house they want to

live with animals

and plants in

various ways.

HighStudents can represent the house they live in with animals and

plants well and in various ways.

Middl

e

Students can represent the house they live with animals and


LowStudents cannot represent the house they live with animals and


￭Writing Plan


※Let's decorate the house we live in with animals and plants

together.

￭Evaluation Plan


: Students can decorate the house we live with animals and plants together.


refrence material1

1 2 3

4 5 6

7 8 9

refrence material2

Hamster

1 2 3

4 5 6

7 8 9

Rabbit

Chicken


‘Meeting day and night’ Lesson Plan

Chapter Title Day and night is different

Objective ▪Students can talk about day and night.

Materials ▪Teacher: photo materials, globes, worksheets, and role-play script

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Observing the various

aspects of the day.

∙Let's look at how people

live during the day and at

night looking at the photos

of day and night.

○ Talking about the figures

of day and night.

∙The reference pictures

are the pictures taken in

the same place during the

day and at night. Let's

compare the two pictures.

∙ How do the same places

differ between day and

night?

-We study at school or

play at the playground

during the day.

-We go home, stay with

family and sleep during the

night.

- Compare the photo of the

reference material.

- People seem too busy

during the day because it is

bright.

- People seem to go home

during the night because it

is dark.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's learn about day and night.

Deve

lopm

ent

(28′

)

Role-pl

ay

Lookin

g at

the

figure

of day

◎ Doing role-play

○ Calling a friend in Korea

∙What time is it now in

Ethiopia?

∙What time is it now in

Korea?

∙What will happen when you

call to your friend in

Korea?

∙Let's do phone role-play

with friends in Korea.

◎ Indicating 'day time' and

'night time' on a mind

map.

∙Let's write what you think

of day time and night time

on a mind map.

◎ Talking about something

when it comes to day

time.

∙Let's write one word or

one sentence on a sentence

card when it comes to day

time.

∙Let's talk about somethings

on the basis of our work

when it comes to day time.

∙Let's talk about some

things on the basis of

-It's 11 in the morning.

-It's 5 in the afternoon.

- My friend seems to

receive a call at home.

-Students do a simple

role-play with the role-play

script.

-Writing the ideas on a

mind map.

-Completing the sentence

card.

-Study time, P.E. time,

lunch time, cleaning time,

when playing with a friend,

when doing homework,

when playing at the

playground.

Role-play

script

Don't have

to consider

the exact

t i m e

difference.

Mind map

worksheet

Day and

n i g h t

s e n t e n c e

cards, figures

when it

comes to day

and night

Lookin

g at

the

figure

of

night

people's activities when it

comes to day time.

∙Let's talk about the figures

of natural environment

when it comes to day time.

Let's talk about the feelings

when it comes to day

time.

◎ Talking about

somethings when it

comes to night time.

∙Let's write one word or

one sentence on a sentence

card when it comes to

night time.

∙Let's talk about some

things on the basis of our

work when it comes to

night time.

∙Let's talk about somethings

on the basis of people's

activities when it comes to

night time.

Going to work, fishing,

farming, leisure, selling

products, buying and

selling, exercising, moving

-flowers in full bloom,

far-reaching mountain

scenery, the figure of the

rice growing, the waves

sparkling in the sunlight.

- Brightness, liveliness,

warmness, noisiness,

business, quickness,

plentifulness

-Completing the sentence

card.

-Doing homework, watching

TV, using the computer,

writing in my diary.

- Eating dinner, night duty,

buying stuff, leisure,

studying


of natural environment

when it comes to night

time.


feelings when it comes to

night time.

-Dark scenery, sleeping

animals and plants, lights.

-Calm, cool, dark, quiet,

slow, and less

Arra

nge

ment

&

eval

uatio

n

(5′)

Present

ation

◎ Arranging words when it

comes to day time and

night time.


of day time.


of night time.


lesson.


characteristics of day and

night.

-Talking about the figures

of day time.

-Talking about the figures

of night time.


lesson.

Achievement


Students can talk

about day and

night.

HighStudents can represent what they think of day and night on a

mind map in various ways.

Middl

e

Students can represent what they think of day and night on a

mind map.

LowStudents cannot represent what they think of day and night on

a mind map.

￭Writing Plan

Day and night is different

※ Let's learn about day and night.

￭Evaluation Plan


: Students can talk about what they think of day and night.


Day time

Night time

Reference material

•Calling friend in Korea

• Try to set the scene as day time for the student in our country and night

time for the student in another country.

• Try to allow students to realize that the time in our country and the time

in another country are sometimes opposite.

• Don't try to explain the exact time difference.

• The role-play should be focused in the different daily life according to day

and night.

<Phone Play>

Alemu: Hello, Minho!

Minho: Hello, Alemu!

Alemu: Minho, our country is now late summer, but it is still

very hot.

And now it is mid-day, so sunshine is bright. What about

Korea?

Minho: Ethiopia is the day! Korea is evening now.

Most of the people are in the house and eating dinner.

Alemu: Korea and our country are on the same earth.

Why is the time different?

Minho: Well, why is it different?

Role-play script

♣Let's represent when it comes to day on a mind map.


Day

Mind map worksheet

Night

Mind map worksheet

♣Let's represent day time on a mind map.


Day Night

The sun is in the sky. It is dark.

It is bright without

lights on.

We can see the moon

and stars at ( )

Children play at ( ).There are no children

at the playground.

We buy things at ( ). ( ) close the door.

There are many people

on the street.On the street ( ).

Making sentence cards




Objective ▪Students can find out the characteristics of day and night.

Materials ▪ Teachers: photo materials, colored cellophane papers, worksheet

▪ Students: colored pencils

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Talking about the figures

of day and night.

∙(Presenting the words; day

and night) Let's talk about

your thought in a sentence

after looking at the

following words. -Students study during the

day and sleep at night.

-Day time is bright but

night time is dark.

Suggest or

write the words

'day' and 'night'

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the differences between day and night.

Deve

lopm

ent

(28′

)

Compar

ing the

figures

◎ Finding out the


night.

○ Finding out the


night from the reference

materials.

∙Let's write the


night while looking at the

reference materials.


characteristics of day and night

after discussing them with the

friends.

-Students write the

characteristics on the

worksheet.

Reference

material 1,

Worksheet

Lookin

g at

the

figures

of the

day

Lookin

g at

the

figures

of the

night

○ Finding out the figures of

day and night.

∙What are the figures of the

day?

∙What are the figures of the

night?


day and night in a farm

village.

∙How are the figures of day

in a farm village?

∙How are the figures of night

in a farm village?


day and night in a mountain

village.


in a mountain village?


in a mountain village?


day and night in a fishing

village.

-The groups of students

check and fill in the

contents and present them

in order.

-There are many different

shapes of buildings, the

figures of various people

and the busy and crowded

life figures.

-We can feel the peaceful

and quiet atmosphere.

-The figure of night is

quiet because most people

are farmers.

-There are not many

people coming and going,

and there are few houses

in a mountain village so it

seems quiet. It has

beautiful scenery with

nature.

-It seems dark and quiet.

Finding

out the

reason


in a fishing village?


in a fishing village?

◎ Finding out the reason why

day and night are created.

○ Finding out the reason

why day and night are

created.

∙What do we call it when

sunlight is on?

∙How do we call when

there is no sunlight?

∙What are the reasons of

creation of day and night?

-It seems busy when

fishing boats are coming

but it seems relatively quiet

during the day.

-We can see many stars

and the moon in the dark.

-It is the day.

-It is the night.

-Because of the sunlight.

○ Talking about your

thoughts about why day

and night are created.

∙Let's arrange the reasons

why day and night are

created after 'making day

and night of the earth'

<Making day and night of the earth>

① Cut the drawing paper and OHP film with round shape

and draw the figure of the earth on the drawing paper.

② Draw and make the shapes of the sun, moon and

stars and paste them on the OHP film.

③ Paste cellophane paper on the half of the OHP film or

draw with magic pen and then put a thread pin in the

center of the overlap part of the earth and OHP film.

④ Spin the completed earth and observe the day and

night of the earth.

D r a w i n g

paper, OHP film,

c e l l o p h a n e

papers, thread

pin,

Ref erence

material 2

Arra

nge

ment

&

eval

uatio

n

(5′)

Present

ation

Advanc

e

n o t i c e

of next

lesson.



night.

∙Let's Represent the


night.


lesson.

∙Let's find out how to

divide a day in various

ways.

-People work or study

hard during the day

because it is bright.

-People sleep or take a

rest during the night

because it is dark.

○ Preparation of the next

lesson.

Achievement


Students can find

out the

characteristics of

day and night.

HighStudents can talk about the characteristics well after looking at

the figures of day and night.

Middl

e

Students can talk about the characteristics after looking at the

figures of day and night.

LowStudents can not talk about the characteristics after looking at

the figures of day and night.

￭Writing Plan


※ Let's find out the differences between day and night.

￭Evaluation Plan


: Students can talk about the characteristics after looking at the figures of day and night.


Day

Night

Reference material 1

Day Night

♣Let's find out the differences between day and night as

looking at the reference picture.


♣ Let's talk about why day and night are created.

Worksheet

Making the day and night of the earth

① Cut the drawing paper and OHP film with round shape and draw the figure of the earth

on the drawing paper.

② Draw and make the shapes of the sun, moon and stars and paste them on the OHP film.

③ Paste cellophane paper on the half of the OHP film or draw with magic pen and then put

a thread pin in the center of the overlap part of the earth and OHP film.

④ Spin the completed earth and observe the day and night of the earth.

※ Teacher explains day and night are not shifting like this in real because the earth rotates

in the center of Arctic



‘Dividing a day in various ways' Lesson Plan


Objective ▪Students can divide a day in various ways.

Materials

▪Teachers: a model clock, photos, drawings and worksheets related

with a day

▪Students: Colored pencils, Scissors, Pastes

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Observing the change of

a day

∙Which order are the photos

of reference material

arrayed?

○ Thinking of how to

divide a day.

∙Let's write the words

which the teacher

suggested below the photos

of the reference material.

∙How can we divide a day?

-It represents the process

of sunrise to sunset.

-Write the correct words

below the photos.

-We can divide into day

and night.

-We can divide into

morning, afternoon and

night.

Reference

material

Presenting

sunrise, morning,

noon, afternoon,

sunset, night,

without order

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's divide a day by time.

Deve

lopm

ent

(28′

)

Dividin

g a

day 1

◎ Dividing a day into day and

night.

○ Pasting pictures on a

worksheet divided by day

and night.

∙Let's paste the pictures of

a day in the life of a puppy

Dividin

g a

day2

in worksheet 1, divided by

day and night.


did during the daytime and

nighttime.

∙Let's talk about what the

puppy did at the daytime

and nighttime.

∙Let's find today's sunrise

and sunset time.

◎ Dividing a day into morning,

afternoon and evening.

○ Dividing and pasting

worksheet 2 into morning,


∙Let's choose either a day

of David or a day of mom

as presenting worksheet 2

and divide and paste into

morning, afternoon and

evening.


did in the morning, in

the afternoon and in the

evening.

∙Let's talk about what David

did in the morning, in the

afternoon and in the

evening.

∙Let's talk about what mom



evening.

-Pasting cut pictures on a

worksheet.

-Representing a made

story.

-Sunrise is at 05:42 and

sunset is at 19:32.

- Pasting one of two.

-Representing what David



evening.

-Representing what mom



evening.

Worksheet

1 , S c i s s o r s ,

Pastes

Worksheet

2

Dividin

g a

day3

◎Dividing a day into different

ways.

○ Dividing a day by meals.

What is the standard for

dividing a day into in the

morning, in the afternoon

and in the evening?

∙Are there any other ways

to divide a day beside the

presented ways?

- We can divide a day by meal

-We can divide a day into

morning and afternoon.


morning, afternoon, evening

and night.

Arra

nge

ment

&

eval

uatio

n

(5′)

Present

ation

Advanc

e

n o t i c e

of next

lesson

◎ Arranging how to divide

a day.


standard how to divide a

day.


lesson


daily life of people

according to day and night.


meals, morning and

afternoon or morning,

afternoon, evening and

night.


lesson

Achievement


Students can divide

a day in various

ways.

HighStudents can divide a day in various ways by several standards

well.

Middl

e

Students can divide a day in various ways by several

standards.

LowStudents cannot divide a day in various ways by several

standards.

￭Writing Plan


※ Let's divide a day by time.

￭Evaluation Plan


: Students can divide a day in various ways.


Reference material

Day Night

Worksheet 1

------------------------------cutting line------------------------------------

♣Let's paste pictures of a day in the life of a puppy, divided

into day and night.


Morning Afternoon Evening

Worksheet 2 (Option1)

---------------------cutting line------------------------

♣Let's paste pictures of a day in the life of David, divided into morning,



Morning Afternoon Evening

Worksheet 2 (Option 2)

---------------------cutting line------------------------

♣Let's paste pictures in a day in the life of Mom, divided into morning,



How to divide a day


1. Let's write how to divide a day.

2. Let's divide a day by the following ways and paint with

distinct color.

Day and night Morning and afternoon

3. How can we divide a day in different ways?

Supplementary Worksheet


‘The lifestyle of people according to day and night' Lesson Plan


Objective ▪Students can find the changing lifestyle of people according to day

and night.

Materials ▪Teacher: lifestyle photos of the day and night

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎Motivation

○Guessing the contents of

the reference pictures.

∙I will show you the

reference picture one and

two for 30 seconds and

then I will ask some

questions.

∙What things do the people

do in the picture during the

day?

∙What things do the people

do in the picture during the

night?

∙What was I holding in my

hand?

∙What was the TV program

at home?

What stuff was the

apartment janitor carrying?

-Looking at the pictures

of the textbook carefully.

- Mathematics, physical

education classes, jogging,

company work, attending

work and leaving work

-Dinner, talking with

family, going to bed, guard

the apartment, doing

homework, etc.

-A triangle shaped ruler.

- Football

-A fresh light.

Reference

material 1

When teacher

ask and answer

the questions, let

students look at

the contents of

the pictures

carefully.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives

◎ Recognition of the objective.∙Let's find out what we will learn today.

Let's find out how the lifestyle of people are different

from day and night.

Deve

lopm

ent

(28′

)

Finding

out the

lifestyl

es.

Finding

out the

changing

lifestyle

◎ Finding out the lifestyle

of people during the day

and night.

○ Representing the lifestyle

during the day?

∙What do you usually do

during the day?

∙Who mainly work during

the day?

∙What do the people mainly

work during the day?

○ Representing the lifestyle

of people during the night.

∙What do you usually do

during the night?

∙Who mainly work during

the night?

∙What do the people mainly

work during the night?

◎ Finding out the of

lifestyle of people during

the day and night

○Finding out what the people

who work during the day

do during the night?

∙What do the people who

work during the day do at

night?

-I usually study at school

or play at the playground.

-Office workers, teachers

and most of the people

work during the day.

- People work at the work

places.

-I usually do my

homework, talk with my

family or go to bed.

-Security guards,

firefighters, night

emergency room doctor.

-Night patrol, putting out

fires at night, curing

patients.

-People have their own

free time and private life.

Having

a

gratitud

e mind.

○ Finding out what the

people who work during

the night do during the

day?

∙Let's find out what night

duty workers do during the

day as listening to their

interviews.

∙What do the people who

work during the night do

during the day?

◎ Having gratitude mind to

the people who work for us

during the day and night.

○ Knowing he people who

work for us during the day

and night.

∙Who work for us during

the day?

∙Who work for us during

the night?

∙Let's talk about the mind

and behavior for the people

who work for us.

-Students listen to 'Night

duty workers have to sleep

during the day' and 'The

interview with an engineer'

-Listenning interview

-They take a rest during

the day.

- Teachers, police officers

and cleaners

- Night patrol janitors, fire

fighters and doctors.

- We should have

gratitude mind and bow

politely when we meet

them.

Reference

material 2.

Let students

listen to

i n t e r v i e w

materials.

role playing

Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

Advanc

e

n o t i c e

of next

lesson

◎Representing the changing

lifestyle of people according

to day and night.

∙Let's Represent the

changing lifestyle of people

according to day and night.


lesson

∙ We will learn about the

figures of animals and

plants according to day and

night.

-Most people work during

the day take a rest during

the night.

-There are many people

who work at night.

We can live comfortably

thanks to the people who

work at night.


lesson

Achievement


Students can find

the changing

lifestyle of people

according to day

and night.

HighStudents can find out how the lifestyle of people are different

from day and night well.

Middl

e

Students can find out how the lifestyle of people are different

from day and night.

LowStudents can not find out how the lifestyle of people are

different from day and night.

￭Writing Plan


※ Let's find out how the lifestyle of people are different from day

and night.

￭Evaluation Plan


: Students can find out how the lifestyle of people are different from day and night.


<Interview with an engine driver>

Reporter: What is the reason you become an engine driver?

Engine driver: Reason for becoming an engine driver? I do not have

a special reason, but I am just doing my best.

Reporter: What is the hardest thing?

Engine driver: The life which day and night is changed is the most

difficult. The working hour is not constant. The body rhythms are

irregular because I have to work day and night shift. Working during

the day and sleeping at night seems like a dream to the engine

driver. Day and night shift replaces at the interval of a week. There

are many engine driver who are suffering from insomnia because of

shift work. Driving at night particularly difficult because we can not

take a rest in the middle of driving.

<Night shift workers have to sleep in the daytime>

I and my sister-in-law have jobs working at night. People who do

not work at night can not understand that people like us should sleep

in the daytime. Some people call in the day time and ask why I am

still sleeping. The noon for people who are working at night is just

like the midnight for ordinary people. There are many days I just can

sleep 4hours because of people's call. There are many people call me

even if I take a message in the answering machine message which I

work at night and sleep in the daytime. The people who work at

night have to sleep as much as other people do.


DAY NIGHT

♣Drawing the people who work during a day and a night

worksheet


‘The lifestyle of people according to day and night’ Lesson Plan


Objective ▪Students can compare the life styles of animals and plants depending

on day and night.

Materials ▪ Teacher: Photos of daily lives of animals and plants

▪ Student: Colored pencils, observation journal

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Guessing the mosaics.

∙Let's guess what the

teacher is covering.

(Puting the sunflower

during the day on the

visual presenter.)

∙(Showing the covered

material little by little)

What is it?

∙(Puting the sunflower at

night on the visual

presenter.)


teacher is covering.

∙(Showing the covered

material little by little)

What is it?


differences are between the

same sunflower during the

day and during the night.

-Taking a guess looking at

the photos.

-It is a sunflower.

-It is a sunflower.

-The first sunflower is

looking at the sun during

the day and the second

sunflower is looking at the

ground during the night.

The photos

of sunflower

which are

covered partly.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out how the shape of animals and plants are

different depending on day and night.

Deve

lopm

ent

(28′

)

Finding

out the

figures

of

plants

1

◎ Finding out the figure

change of a sunflower.

∙When and where have you

seen a sunflower?

∙What does a sunflower

look like?

∙Which direction is a

sunflower pointing during

the day?

∙Which direction are the

flowers and leaves of

sunflower heading toward

during the night?

∙How does a sunflower

move depending on the sun.

◎ Finding out the figure

change of dandelion flower.

○ When and where have

you seen a dandelion

flower?

∙Let's talk about how the

dandelion flower is

changing depending on the

day time and sunset time

after looking at the

dandelion flower at the

reference material.

-I saw it at the flower

garden in Summer.

-It is tall and the flower

is very big and round.

-It is yellow and little

flowers make a big

blossom.

-It is pointing toward the

sun.

-It is heading toward the

ground.

-I saw dandelion flowers

under the wall in the early

morning when I visited my

grandmother in the

countryside.

-It is blooming during the

day and it is closing during

the sunset.

Dandelion

flower or

morning glory

Finding

out the

figures

of

animals

2

Finding

out the

life of

animals

Compar

ing

with

our life

◎ Observing the daily life of

animal

∙ Let's talk about the


animals at home.


figures of animals' life

during the day.


figures of animals' life

during the night.

∙ Let's talk about how

animals live during a day.

◎ Comparing our life of day

and night and the plant's life of

day and night.

∙ Let's talk about our life of

a day and the figure of

dandelion flower.

∙ Let's talk about our life of

the daytime and the figure

of sunflower.

◎ Finding out nocturnal

animals and plants

-Talking about the


animals at home.

-The animals move

actively and eat a lot

during the day.

-There are some animals

moving actively at night

such as hedgehogs or cats.

-Most animals are active

and find food during the

day, but some animals are

active during the night.

-The shapes of dandelion

flower is changing

depending on the sun just

like we study during the

day and sleep during the

night.

-Comparing and talking

Finding

out

nocturn

al

animals

and

plants

∙ Most animals are active

during the day just like us

and most plants bloom

flowers while there is

sunlight, but some animals

and plants are different.

∙What animals are active at

night only?

∙ What flowers bloom at

night only ?

∙Let's play the experience

game of the nocturnal

animals we found.

-There are mice, owls,

bats, cats and snakes.

-There are primrose and

gourd flowers.

- Let's do the role-play

after listening to the

teacher's explanation.

<Experiencing the nocturnal animals game>

① Decide the roles of nocturnal animal predators (owls,

snakes, etc.) and prey (mice, rabbits, etc.) one by one and

the rest do the roles of the trees in the forest.

② Close the eyes of predators.

③ The preys stand and stay still from the predators about

20-30 meters away.

④ The people who are assigned the role of trees in

between prey and predators make woods and interfere the

way.

⑤ The trees make sounds 'mmm ...' and announces his

position.

⑥ The preys inform their position by hitting an occasional

clap, and the predators should arrive at the prey avoiding

the trees..

⑦ If the predators hit the trees, they switch roles..

Achievement


Students can

compare the life

styles of animals

and plants

depending on day

and night.

HighStudents can compare the life styles of animals and plants well

depending on day and night.

Middl

e

Students can compare the life styles of animals and plants


LowStudents cannot compare the life styles of animals and plants


Arra

nge

ment

&

eval

uatio

n

(5′)

Arrang

ement

◎ Representing the figures

of animals and plants' life

for a day.

∙Let's observe the day of

animals and plants on the

worksheet 'Observing the

figure of a day' and

express the result by

writing or drawing.

-Express the result of the

observation on the

worksheet.

worksheet

￭Writing Plan


※ Let's find out how the shape of animals and plants are different


￭Evaluation Plan


: Students can compare the life styles of animals and plants depending on day and night.


When

Where

What

Figures

Morn

ing

After

noon

Even

ing

Nigh

t

What

you

know.

Observing a day of animals and plants


■ Let's observe the figures of the animals and plants which we can see around

us for a day.

Worksheet



Chapter Title I'm friends with the shadows

Objective ▪Students can look for shadows around us.

Materials ▪Teacher: shadow quiz materials, drawing papers

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎Motivation

○Solving quiz related with

shadows.

∙Everyone, listen carefully

and find out the answers of

the quiz.

∙Step1: What is this which

looks black even though it

is black, red or blue.

∙What is this which you can

not catch even if it is not

moving?

∙What is this which looks

black even if it wears

pretty clothes.

∙Let's check the answer.

What is the answer?

○ Listening to children's

story 'Wolf and shadow'

∙This time, I will tell you

about an interesting story

about shadow. Are you

ready? Listen carefully,

please.

∙Why the wolf was puffed

himself up in front of the

lion?

-Students listen carefully

and try to understand what

teacher is explaining.

-Shadow!

-The wolf looked at his

long shaped shadow and he

thought the shadow was his

real figure.

Reference

material 1

∙Why is the wolf's shadow

changed?

○Expecting the learning

contents of the lesson.

∙What will you learn this

lesson?

-Because the length of

shadow at the sunset time

looks longer.

-I think we will learn

about why shadow is

created.

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's look for shadows around us.

Deve

lopm

ent

(28′

)

Lookin

g for

shadow

s

◎Marking the place where

shadow is created.

○Reference material 2

Looking at the pictures.

∙Let's look at the pictures

of reference material 2

and talk about your own

experience about

shadow.

∙Talking about the odd

things in the picture.

○ Looking for the places

where shadows are

created.

∙Let's mark the place where

shadows can be created.

○Thinking about whether

shadows are created at

night.

-I took a rest under

shadow of the school

building escape from the

heat in Summer.

-I stepped shadows with

my brother.

-There is no shadow in the

picture.

-Marking in the picture

with a pencil.

Reference

material 2

Making

m i n d

map

∙Let's look at the picture

below reference material

2. Can shadow be

created at night?

When is shadow created?

∙Let's draw the right

shadows for the picture.

◎Making mind map

∙Let's represent somethings

when you think of shadow

through mind map.

-Shadows are created at

night.

-Shadows are created on

a fine day but shadows are

also created at night if

there are lights, street

lights, bonfire, etc.

-Drawing the places where

the shadows are created.

- Drawing a mind map

about shadow.

Mind map

worksheet

Let

s t u d e n t s

r e p r e s e n t

s o m e t h i n g s

when they

think of

s h a d o w

through mind

map.

Arra

nge

ment

&

eval

uatio

n

(5′)

Present

ation

Advanc

e

n o t i c e

of next

lesson

◎ Representing the mind

map.

∙Let's represent the mind

map.


lesson

∙ Next time, we will learn

about the difference

between sunny place and

shade.

-Students represent their

mind map.


lesson

Achievement


Students can look

for shadows

around us.

HighStudents can find the places where shadows are created

and make a mind map well.

Middl

e

Students can find the places where shadows are created

and make a mind map.

LowStudents can not find the places where shadows are

created and make a mind map.

￭Writing Plan

I'm friends with the shadows

※ Let's look for shadows around us.

￭Evaluation Plan


: Students can find the places where shadows are created and make a mind map.


Wolf and shadow

One day, an wolf was walking down the street.

Around the evening, the wolf suddenly said "No?" and was

surprised because his shadow looked much bigger. "I've grown

a lot." The wolf was quite pleased.

As the sun was going down to western sky, the shadow on the

reflection of the way looked getting longer and bigger.

"Hey, look at this. I am so big!" The length of shadow is

different between the time when the sun is directly shining

in the middle of the day and the time when the sun begins to

set in the evening. However, the wolf really thought the

appearance of shadow is real.

"I am so big and great! Now I do not need to be afraid of

the lion." Wolf threw back the body and said by himself "From

today, I am the king of the beasts". Then, He was Walking

around a stately pace.

"I am not afraid of the lion any more" "Lion, come on!" But

the lion which was watching the wolf behind of the tree

appeared in front of the wolf. It happened almost at the same

time as the wolf said "Oops, it's a lion!" and the lion

showed up the paws.


Teacher's reference material

(Completed picture material)

♣Let's draw somethings when you think of shadow through

mind map.


Shadow

Mind map worksheet


‘Sunny place and shade’ Lesson Plan


Objective ▪Students can divide what people do by the difference of sunny place

and shade.

Materials ▪Teacher: the photo materials of sunny place and shade.

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Listening to the fairy

tale 'The bachelor who

bought the shade of a tree.

∙Let's listen to the fairy

tale 'the bachelor who

bought the shade of a tree.

∙What did the bachelor buy

from the old rich man?

∙ Why does a tree have a

shadow?

∙ Why did the bachelor buy

the shade of a tree?

∙ What is the reason for the

changed location of the tree

shadow?

○ Looking at the Reference

material

Let's consider what we will

study as looking at the

photos of the reference

material.

- Listen to the story and

think about what is

happening.

- The shade of a tree.

- Because it prevents the

sun.

- He bought the shade

because he wants to make

a fool of the greedy old

rich man when the shadow

is longer.

-The shadow was longer

because of the sun set.

- We will find out the

difference between sunny

place and shade.

Reference

material 1

Reference

material2

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the difference between sunny place and

shade.

Deve

lopm

ent

(28′

)

Finding

out the

differen

ce

◎ Finding out the

difference between sunny

place and shade.

○ Finding out about sunny

places and shady places.

∙What is a sunny place?

∙What is shade?

○ Thinking about the reason

why sunny places exist

and why shadows are

created.

∙Why are sunny places

created?

∙Why is shade created?

○ Feeling of the sunny place

and shade.

∙Let's go outside and sit on

the boundary line of sunny

place and shade.

∙Let's put each hand on the

sunny place and the shade

and compare the feeling of

both hands.

-Sunny places are the

places where there is

sunlight.

-Shade is the place where

there is no sunlight.

-Sunny places are created

when the sun is not

obscured by buildings or

objects.

-Shade is created when the

sun is blocked by buildings

or objects.

-Students go outside and

put their hands on the

boundary line of sunny

place and shade and feel

the sunny place and shade.

-Sunny places are bright,

but shade is dark.

Lookin

g at

what

the

people

do.

∙Let's record the feeling on

the worksheet.

○ Finding out the other

differences of sunny place

and shade.

∙What are some other

differences of sunny place

and shade?

◎ Looking at what the people

do at sunny place and shade

and writing on the worksheet.


people do at sunny places

and shady places from the

pictures of the textbook.

∙Let's find out what the



pictures of the reference

material 2.

○ Representing what the

people do at sunny place

on the worksheet.

∙Let's Represent what the


∙Let's represent what the


-Sunny places have

shadows, but the shade

does not have shadows.




pictures of the textbook.

○ Representing what the


on the worksheet.

Worksheet

Arra

nge

ment

&

evalu

ation

(5′)

Arrang

ement

◎ Researching and

representing the case of

using sunny place and

shade in our lives. - Growing peppers, drying

peppers and drying squids.

- Growing ginsengs,

growing mushrooms, drying

persimmons and taking a

rest in the shade of the

parasol

Advanc

e

n o t i c e

of next

lesson

∙Let's find out other

examples of using sunny

place in our lives besides

the reference materials.

∙Let's find out other

examples of using shade in

our lives besides the

reference materials.

◎ Finding out the reason

why sunny places and

shade are created.

∙Let's find out the reason

why sunny places and

shade are created.


lesson

∙We will find out the

change of shadow for a

day.

-People dry rice.

-People dry laundry.

-People dry the clay work

under the shade.

-They are created by the

sunlight.

○ Preparing of next lesson

Achievement


Students can divide

what people do by

the difference of

sunny place and

shade.

HighStudents can divide what people do by the difference of sunny

place and shade well.

Middl

e

Students can divide what people do by the difference of sunny

place and shade.

LowStudents cannot divide what people do by the difference of

sunny place and shade.

￭Writing Plan


※ Let's find out the difference between sunny place and shade.

￭Evaluation Plan


: Students can divide what people do by the difference of sunny place and shade.


The young man who bought the shade of a tree

Once upon a time, there was a greedy old man who never helped

others that lived in a village. There was a tree in front of the

old man's house. On a hot Summery day, a nice and smart young man

who lives in the village was working on the garden and was too

hot, so he took a rest in the shade of a tree in the front of the

old man's house. The old man saw this and went to the young man

and said "Hey, fellow, my great grand father planted this tree, so

the shadow of the tree is also mine. Get out of here!" And the old

man did not let the young man sit under the shadow. The young man

decided to play trick to the old man.

The young man bought the shade of a tree.

When the sun goes down and the shade of the tree moves into the

yard of the old man's house, the young man walked to the yard and

lied down.

"No, you rascal! What are you doing! Leave right now," The old

man was angry and shouted. Then the young man "I have bought the

shade of a tree, so of course the shade of the tree here is also

mine." When the shade moved to the main bedroom, the young man

also went to the bedroom and lied down. The young man went to the

house and did same things everyday since then. The old man could

not stand this and asked the young man to sell the shade of the

tree but the young man said "I will never sell this shade." In the

end, the old man left the house with the family. The wise young

man accidentally got the house.


Contents Sunny place Shade

What does it represent?

How do you feel when you

touch?

What other differences?

What do people do there?

Sunny place Shade

♣Sunny place and shade worksheet

( ) Grade ( ) Class Name:

■ Let's research and write what people do at sunny place

and shade in our lives.

Worksheet


‘Examining the change of the shadow in a day’ Lesson Plan


Objective ▪Students can examine the changes of the shadow for a day.

Materials ▪ Teachers: a small bar (or a small doll), color strips, white canvas

▪ Student: scissors, glue, memo pads, pencils

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Changing and singing the

lyrics of ‘Who who is

sleeping?’

∙Let's sing ‘Who who is

sleeping?’ together.

∙Let's change and sing the

lyrics by the groups. For

example, we can change

like this. "Where shall I

hide my shadow? I shall

hide my shadow under a

zelkova tree."

Let's change lyrics using

'shadow', 'hiding' and so on.

-Students sing together.

-"Where shall I hide my

shadow? I shall hide my

shadow under a zelkova

tree."

Reference

material 1

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's observe the changes of the shadow over the length

of a day.

Deve

lopm

ent

(28′

)

Examin

ing the

change

of

shadow

◎ Examining the change of

shadow in a day.

○ Measuring the length of a

shadow

∙How does the length of the

shadow vary depending on

the height of the sun during

the day?

Shadow

measu remen t

tools, color

strips

∙Let's measure the length of

the shadow with the color

strip and paste it on the

worksheet.

∙When is the length of

shadow longest?

∙When is the length of

shadow shortest?

∙What did you know?

○ Looking at the direction

and shape of the shadow.

∙How does the direction of

the shadow change?

∙How does the shape of the

shadow change?

○ Finding out the change of

the shadow in a day.

∙Let's arrange the changing

shapes of the shadow

according to time from the

reference material.

- The length of the shadow

is short during the day, but

the length of the shadow is

getting longer in the

morning and in the evening.

-Measure and Paste it with

a color strip.

- 9am.

- Around noon (12 o'clock).

-The shadow changes

according to time.

-It is getting shorter from

morning to noon.

-It is getting longer from

noon to evening.

-The shadow is created at

the opposite direction of

the sun.

-The shape of the shadow

is longer or shorter

according to the location of

the sun.

-The direction and shape

of the shadow for a day

change.

-The length of the shadow

is shortest at lunch time.

Finding

out

how to

play

the

steppin

g

shadow

game.

Playing

stepping

o n

shadows

.

◎ Finding out how to play and rules of the stepping

shadow game.

○ Finding out how to play of the stepping shadow game.

∙ Let's play the stepping shadow game in the following

order at the playground.

① Making groups of 5 ~ 6 people.

② Once the groups are decided, determine the tagger and

play areas.

③ Stay in the shade until counting ten.

④ Tagger man is chasing a fleeing man and step the

shadow.

⑤ The person who is stepped on becomes a tagger.

Reference

material2

Reference

material3

○ Finding out how to avoid

stepping shadows.

∙If you don't want your

shadow to be walked on,

what should you do?

◎ Playing stepping on

shadows game.

○ Finding out the direction

which the shadow is

created.

∙Let's represent about the

shadows which you looked

at through 'Stepping on

shadow game'

-We should run faster than

a tagger.

-We should hide under the

shade.

-The direction of shadow is


the sun.

-There is no shadow in

shade.

Arra

nge

ment

&

evalu

ation

(5′)

◎ Representing the facts

you know.


changes (length, direction,

and shape) of a shadow in a

day. -The length of shadow is

shortest at lunch time.

Advanc

e

n o t i c e

of next

lesson

∙Let's represent what you

have found from the

'Stepping on shadows game'

◎ Advanced notice of next

lesson

∙Let's find out the reason

why shadows are created.

-If you do not want your

shadow to be walked on,

enter into the shade.

- Creates a shadow of the

object on the other side of

this sunny.

○ Class learning activities

to familiarize yourself

-You should go in the

shade if you don't want

your shadow to be stepped

on.

-The shadow is created in


the sun.

○ Preparation of the next

lesson.

Achievement


Students can

examine the

changes of the

shadow for a day.

High Students can examine the changes of the shadow for a day well.

Middl

eStudents can examine the changes of the shadow for a day.

Low Students can not examine the changes of the shadow for a day.

￭Writing Plan


※ Let's find out the changes of the shadow for a day.

￭Evaluation Plan


: Students can examine the changes of the shadow for a day.



WHO? WHO IS SLEEPING?

In the wide, wide sky, who, who is sleeping?

In the deep, deep forest, who, who is sleeping?

The baby star in the heaven is flickeringly, flickeringly sleeping.

Mountain birds and wild birds get together and sleeping.

♣Looking at how the shadow is changing in a day.

(9AM)

(12PM:Noon) (3PM)

(The length of shadow in a day)



‘Finding out the reason why shadow is created’ Lesson Plan

Chapter Title I am friends with shadow

Objective ▪Students can find out the reason why shadow is created.

Materials ▪Teacher: transparent film, A4 paper, glass, transparent plastic ruler,

shoes, a pencil case, a soccer ball

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎Motivation

○Looking at what we will

learn.

∙Let's look at what we will

learn as looking at

reference material 1. -We will learn the reason

why shadow is created.

Reference

material 1

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's find out the reason why shadow is created.

Deve

lopm

ent

(28′

)

Finding

out the

differen

ce

◎Making a shadow by pasting

opaque stickers on a

transparent film.

○Making a shadow by pasting

opaque stickers on a

transparent film.

-Students make shadows

according to teacher's

explanation.

Transparent

f i l m ,

m a n - s h a p e d

picture

① Pasting opaque stickers on OHP film.

② Sunlight on the OHP film pasted opaque stickers.

③ Comparing the part of pasting opaque stickers and other

part.

Finding

out the

differen

ce

◎ Finding the differences

passing through in sunlight

OHP film and A4 paper.

Finding the differences passing

through in sunlight OHP film

and A4 paper.

∙Let's pass through in

sunlight OHP film and A4

paper.

-OHP film doesn't have a

shadow.

Finding

out the

charact

eristics

Talking

about

the

charact

eristics

∙What are differences

between OHP film and A4

paper?

◎Grouping the objects which

sunlight can pass and can't.

○Finding the objects which

sunlight can pass and can't.

∙Let's take the supplies of

refrence material2 to a

sunny place and examine

whether the sunlight pass

through.

∙Let's group the objects

which sunlight can pass

through and can't pass

through.

∙What objects can sunlight

pass through?

∙What objects can not

sunlight pass through?

◎Finding out the

characteristics of the objects

which sunlight can pass

through and can't pass through.

∙What characteristics does

the object have which

sunlight can pass through?

∙What characteristics does

the object have which

sunlight can not pass

through?

-A4 paper creates a

shadow.

-OHP film is transparent.

-A4 paper is not

transparent.

-Taking the supplies to a

sunny place and examine

and record on the

worksheet.

- recording on the

worksheet.

- A plastic ruler, a glass,

wrap.

- Shoes, a pencil case,

and a soccer ball.

- Transparent.

-Clear shadow are not

created.

Glass,

t r a n s p a r e n t

plastic ruler,

shoes, a pencil

case, wraps,

and a soccer

ball

Worksheet

Arra

nge

ment

&

eval

uatio

n

(5′)

)

Advanc

e

n o t i c e

of next

lesson

◎Representing the

characteristics of the objects

which shadows are created or

not.

∙What are some common

points of the objects which

shadows are created.

∙What are some common

points of the objects which

shadows are not created.

∙Let's find out some

examples of using sunny

places in our daily life

except the reference

materials.

∙Let's find out some

examples of using shade

places in our daily life

except the reference

materials.

◎Finding out the reason

for sunny place and shade

place are created.

∙Let's arrange the reason

for sunny place and shade

place are created.

∙What is the reason shadow

is created?


lesson

∙We will prepare a shadow

puppet show next time.

- Opaque.

- Clear shadows are

created.

- Opaque.

- Transparent.

-Farmers can dry rice

corps.

-We can dry washing in

the sun.

-We can dry clay works in

the shade.

-They are created by the

Sun..

-The shadows are created

when sunlight can not pass

through.


lesson

Achievement


Students can find

out the reason

why shadow is

created.

High Students can find out the reason why shadow is created well.

Middl

eStudents can find out the reason why shadow is created.

Low Students can not find out the reason why shadow is created.

￭Writing Plan

I am friends with shadows.

※ Let's find out the reason why shadow is created.

￭Evaluation Plan


: Students can find out the reason why shadow is created.


♣Let's find out the objects which sunlight can pass through or

not around us.

Check ◯ for the objects which sunlight can pass through.


The objects which sunlight can

pass.

The objects which sunlight can

not pass.

Common points Common points

․ ․

․ ․

The objects which shadows are

created clearly.

The objects which shadows are

not created clearly.

Common points Common points

․ ․

․ ․

The reason why shadow is created Grade( ) Class( ) Name ( )

■ Let's find out the objects which sunlight can pass through or not by

passing reference material 2 through sunlight.

Let's write the common points of the objects which sunlight can pass through

or not.

■ Let's find out the objects which shadows are created clearly or not.

Let's write the common points of the objects which shadows are created or

not.

Worksheet


‘Preparing the shadow puppet show’ Lesson Plan


Objective ▪Students can make the various shaped shadows and prepare the

shadow puppet show.

Materials ▪Teacher: Story book, scissors, drawing papers, wooden chopsticks,

animal pictures, cellophane tape

StepProcedu

re



Readi

ness

activi

ties

(5′)

Motivati

on

◎ Motivation

○ Singing 'Animal farm

song'

∙Let's mimic animals with

'Animal farm song'.

○ Looking at the contents

of the textbook.

∙Let's look at what we will

learn today as looking at

the reference material

photos.

-Participating in the

activity with fun.

-We will make various

shaped shadows.

-We will prepare the shadow

puppet show.

Accompaniment

of 'Animal farm'

Reference

material

Recognit

ion of

the

objectiv

e

Confirmat

ion of

learning

objectives



Let's prepare the shadow puppet show.

Deve

lopm

ent

(28′

)

Making

shadow

s

◎ Making various shadows

using hands and simple

tools.

∙Let's look at the various

shaped shadows made by

hands in the reference.


shadows which you made.

- There is an elephant.

- There is a bird.

- Students represent the

experience.

Beam

p r o j e c t o r ,

screen, or

lighting and

screen

Repres

enting

the

experie

nces

Lookin

g at

the

order

∙Let's look at the other

hand shadows.

◎ Representing the experience

of the shadow puppet show.


experience of the shadow

puppet show.

∙How can we perform the

shadow puppet show?

∙What do you need to

prepare for the shadow

puppet show?

◎ Looking at the order of the

shadow puppet show.

○ Making the story for the

shadow puppet show.

∙Each group makes the

story. You can use story

books or you can create a

new story. Let's represent

what kinds of stories are

better to perform.

∙After making the story,

what do you have to do

next?

- Observe the hand

shadows of the reference.

- Represent the experience.

-Students make stories,

take the roles, make props,

practice the roles and

perform the show.

-We should make props for

the right roles.

-I would like to decorate it

as an interesting story .

-I hope it has some lesson

in the story.

-I would like to make a

short and simple story.

-I would like to make the

story which has a few

characters and a few

scenes to decorate.

T e a c h e r

shows a variety

of the hand

shadows from

the reference

materials, get

the applicant

who would like

to perform.

Worksheet for

decorating the

story.

Prepari

ng the

show.

◎ Preparing the shadow

puppet show.

∙Let's represent the outline

of the story and the

supplies for the shadow

puppet show.

- Each person should take

a role.

- You must make the

necessary props for the

show.

- Each group represents

the plot of the story and

the materials and props fro

the show.

Story book,

s c i s s o r s ,

drawing papers,

w o o d e n

c h o p s t i c k s ,

animal pictures,

cellophane tape

Arra

nge

ment

&

evalu

ation

(5′)

Arrang

ement

◎ Practicing the shadow

puppet show.

∙Let's practice the shadow

puppet show during the

break time and after school.


lesson

∙ We will perform the

shadow puppet show.

-Students decide the

practicing time.

○ Preparation for the next

lesson.

Achievement


Students can make

the various shaped

shadows and

prepare the

shadow puppet

show.

HighStudents can make the various shaped shadows and prepare

the shadow puppet show well.

Middl

e

Students can make the various shaped shadows and prepare

the shadow puppet show.

LowStudents can not make the various shaped shadows and

prepare the shadow puppet show.

￭Writing Plan


※ Let's prepare the shadow puppet show.

￭Evaluation Plan


: Students can make the various shaped shadows and prepare the shadow puppet show.


Reference material l

Animal Farm

In the hen house, hens are (cackling) Next to the door, geese are (quacking)

In the deep forest, cuckoos are (cuckoo) In the high sky, skylarks are (whistling)

Under the pear trees, goats are (eumme) In the stable, calves are (moo)

On the fireplace, cats are (mew) Under the floor, puppies are (bowwow)

In the hen house, hens are Next to the door, geese are

In the deep forest, cuckoos are In the high sky, skylarks are

Under the pear trees, goats are In the stable, calves are

On the fireplace, cats are Under the floor, puppies are

♣ Let's make a story for the shadow puppet show

1. Script

2. Preparation supplies

3. Roles

Worksheet 1

Ethiopia ODA BNUE Science

Documents

Transcript of Ethiopia ODA BNUE Science