1- You will choose 3 concepts then you explain 5es which is mean ( Engage, Explore, Explain, Elaborate, Evaluate) 2- then you will do 3 learning outcomes for each concept 3- and one worksheet and one online game for each concept Be careful that the worksheet and the online game that you do not copy from the Internet 4- Process skills – identify 2 process skills to be taught through this series of lessons. Define each process skill. a. Define the process skill b. Describe how the process skill will be taught.

1. Course Name: Introduction to Math and Science in the
Classroom
Course Code: EDU 1803
Name:
Semester:
ID:

2. Learning Outcomes
o Students will come to know the differences
between living and non-living things.
o Students will know about the characteristics of
living and non-living things.
o Students will be able to point to
living and non-living
things from their surroundings.

3.  Engage: Students will be engaged by asking some
questions such as: Do you eat? Can a ball run? Does a
paper grow?
 Explore: Two baskets with a label of living and non-living
will be placed and students will be asked to put pictures
of living and non-living in the basket. They will be asked
why they place the picture in the basket of living or non-
living one. How do you know if is it living or non-living.
 Explain: The teacher will explain the characteristics of
living and non-living things.
The teacher will read aloud
the book “what’s alive” by
Kathleen Weidner Zoehfeld

4.  Elaborate: Students will be taken into the
playground and find living and non-living
things from the surrounding.
 Evaluate: Students will be evaluated orally
using a worksheet prepared by a teacher.

5. Skills that are required to manage and modify
one’s actions of daily lives.
The process skills that will be taught while teaching
the concept of living and non-living includes:
• Observation: Using senses to gather information
e.g. what is living or what is non-living?
• Classifying: Grouping or ordering objects
according to criteria e.g. grouping living things

6. Learning Outcomes
 Students will be able to name five different
parts of their body
 Students will be able to tell the functions of
five different body parts.
 Students will know about the
importance of each body part

7.  Engage: Students will be provided with a bowl of
chits having names of different body parts. Each
student will pick one chit and tell by pointing where
the written body part is located.
 Explore: Students will be provided with a picture of
the body without its parts. Cutouts of body parts will
be given to students to paste in their
proper places. They will be
asked to observe themselves
or their friends and find
if they possess the body
part at the same place as their
friends.

8.  Explain: The teacher will read aloud text from
the book My Body By Jill Mcdonald and
explain to the students what function each
body part performs?
 Elaborate: Students will be shown different
flash cards having parts of the body. Students
will name the body part with its function.
 Evaluation: At the end of
the lesson teacher will
ask the students to
name the favorite part
of their body (Any 2).

9. The process skills that will be taught while teaching
the concept of body parts include:
o Observation: Using senses to gather
information
o Inferring: Making an educated guess based on
the observations.

10. Learning Outcomes
o To be able to recognize and name different
shapes
o To be able to categorize different objects based
on their shapes
o To be able to create different
shapes

11.  Engage: Students will be shown a video “The
Shapes Song (children's song for learning
basic shapes)” and will be asked to name few
shapes that they see in the video.
 Explore: Students will be asked to identify the
shapes present in their surroundings. They
will be asked what shapes they found and
how do they recognize those shapes.
 Explain: The teacher will explain each shape
one by one to students.

12.  Elaborate: Students will be divided into
groups and provided with the pots of play-
dough and will be asked to create circle,
square, rectangle and triangle using it.
 Evaluation: Students will be provided with
a work sheet to evaluate their
understanding of the shapes.

14. The process skills that will be taught while teaching
the concept of living and non-living includes:
• Classifying: Grouping or sorting on the basis of
similar attributes
• Observation: Using senses to identify objects on
the basis of shapes.

15.  what’s alive” by Kathleen Weidner Zoehfeld
 My Body By Jill Mcdonald
 “The Shapes Song (children's song for learning
basic shapes)”