Name of the Teacher Date Level of the class Length of lesson
01.10.2024 Lower Primary (6 –7-year-old) 60 minutes
Topic: The Earth and Its layers
Learning Outcomes:
At the end of this lesson, most students will be able to:
1. Identify the basic layers of the Earth.
2. Describe the characteristics and locations of each layer.
3. Distinguish between the components of the Earth's surface: air, water, continents, and islands.
Materials:
Whiteboard Coloured paper
Globe Crayons or coloured pencils
Projector Magazines
Computer Markers
PowerPoint Slides Glue
Coursebook page Scissors
Pencils/ Pen Internet
Handouts (Odd one out) Answer Sheet
Content: Communication:
Students will learn, use, and understand…
Students will be able to…
Language of:
, 1. Create a visual representation of the Earth's layers using (Words for input) Earth, Air (atmosphere), Water (hydrosphere),
pictures and crafts. Continents, Islands, sky, Landforms (e.g., mountains, valleys,
plains), Oceans, Seas, Lakes, Rivers, Forests, Deserts, float, sink.
2. Discuss the characteristics and importance of air, water,
continents, and islands. Language for:
(Additional language needed) Describing, comparing, pointing
3. Recognize and categorize the Earth's surface components by out, identifying and explaining.
identifying the odd one out from each component.
Language through:
(Sentence stems for task (if applicable) and output)
Describing: I can see..., It looks like..., This is..., It is..., Its color
is..., Pointing Out: I'm pointing to..., Look, here is..., I found...,
Here is..., Explaining: It helps us…, It covers..., It is…, Identifying:
This belongs to..., This falls under...This is a type of...
Cognition: (*remember to include the Bloom stages students will be using) Culture:
1. To comprehend and identify the four components of the 1. To illustrate how each component of Earth's surface influences
Earth's surface. (Bloom's Taxonomy: Knowledge) various aspects of life such as agriculture and transportation.
2. To understand the characteristics and functions of each 2. To understand how the components of the Earth's surface
component, such as understanding that air is what we contribute to natural processes, like rainfall.
breathe, and continents is where we live. (Bloom's Taxonomy:
Understanding and application) 3. To appreciate the diversity of Earth’s landscapes and understand
the importance of keeping air clean, water clear, and habitats
3. To analyze the images representing each component and safe for plants and animals.
evaluate which one does not belong by identifying the odd one
out for each component, such as recognizing that birds don't 4. To empower students to make a difference through simple
belong in the water layer. (Bloom's Taxonomy: Analysis and actions like picking up litter and planting trees, to safeguard our
evaluation) environment.
Assessment Criteria: Students will accurately identify and describe the four components of the Earth's surface, create collage visual
representations of Earth's components using colors, pictures, or cut-outs, and effectively participate in an odd one out activity, identifying
images that do not belong to each component (e.g., air, water, continents, islands).
, Stage Stage Aim Time Interact Teacher’s procedure Students will… Materi
Name ion als
Pattern
Introduction To lay the 4 mins T-S Greet the students and welcome them Look at the globe and Whiteboar
groundwork for the to class. become curious about d
lesson by engaging Show a globe to visually introduce the the topic.
students' interest, Earth, placing it on the table at the Listen to the teacher’s Globe
front of the class. introduction, become
providing an
Write the topic and learning aware of the lesson's
overview of what to objectives clearly on the board and focus and begin to
expect, and guide students' attention toward the reflect on it.
establishing the globe.
relevance of the Briefly explain that today's lesson will
topic. cover the main components of the
Earth's surface: air, water, continents,
and islands.
Activating To get students 6 mins T-S Engage students in a show and tell Interact with the globe Whiteboar
knowledge thinking about activity with the globe. and brainstorm their d
what they already Ss-Ss Ask students to gather around and existing knowledge.
know about the observe the globe closely. Participate in Globe
Allocate 3 minutes for students to discussions to share
topic, helping them
interact with the globe, ensuring their observations and
start the lesson everyone gets a chance to explore it. insights about the
with a solid Instruct students to closely examine Earth's surface
foundation for the globe and brainstorm what they components.
learning. already know about the Earth and its Collaborate with peers
layers. to enhance their
Prompt students to identify and name understanding and
any features they recognize or are build upon each other's
familiar with using questions like, ideas.
"What do you see on the globe?" or
"Can you point out the different parts
of the Earth's surface?"
01.10.2024 Lower Primary (6 –7-year-old) 60 minutes
Topic: The Earth and Its layers
Learning Outcomes:
At the end of this lesson, most students will be able to:
1. Identify the basic layers of the Earth.
2. Describe the characteristics and locations of each layer.
3. Distinguish between the components of the Earth's surface: air, water, continents, and islands.
Materials:
Whiteboard Coloured paper
Globe Crayons or coloured pencils
Projector Magazines
Computer Markers
PowerPoint Slides Glue
Coursebook page Scissors
Pencils/ Pen Internet
Handouts (Odd one out) Answer Sheet
Content: Communication:
Students will learn, use, and understand…
Students will be able to…
Language of:
, 1. Create a visual representation of the Earth's layers using (Words for input) Earth, Air (atmosphere), Water (hydrosphere),
pictures and crafts. Continents, Islands, sky, Landforms (e.g., mountains, valleys,
plains), Oceans, Seas, Lakes, Rivers, Forests, Deserts, float, sink.
2. Discuss the characteristics and importance of air, water,
continents, and islands. Language for:
(Additional language needed) Describing, comparing, pointing
3. Recognize and categorize the Earth's surface components by out, identifying and explaining.
identifying the odd one out from each component.
Language through:
(Sentence stems for task (if applicable) and output)
Describing: I can see..., It looks like..., This is..., It is..., Its color
is..., Pointing Out: I'm pointing to..., Look, here is..., I found...,
Here is..., Explaining: It helps us…, It covers..., It is…, Identifying:
This belongs to..., This falls under...This is a type of...
Cognition: (*remember to include the Bloom stages students will be using) Culture:
1. To comprehend and identify the four components of the 1. To illustrate how each component of Earth's surface influences
Earth's surface. (Bloom's Taxonomy: Knowledge) various aspects of life such as agriculture and transportation.
2. To understand the characteristics and functions of each 2. To understand how the components of the Earth's surface
component, such as understanding that air is what we contribute to natural processes, like rainfall.
breathe, and continents is where we live. (Bloom's Taxonomy:
Understanding and application) 3. To appreciate the diversity of Earth’s landscapes and understand
the importance of keeping air clean, water clear, and habitats
3. To analyze the images representing each component and safe for plants and animals.
evaluate which one does not belong by identifying the odd one
out for each component, such as recognizing that birds don't 4. To empower students to make a difference through simple
belong in the water layer. (Bloom's Taxonomy: Analysis and actions like picking up litter and planting trees, to safeguard our
evaluation) environment.
Assessment Criteria: Students will accurately identify and describe the four components of the Earth's surface, create collage visual
representations of Earth's components using colors, pictures, or cut-outs, and effectively participate in an odd one out activity, identifying
images that do not belong to each component (e.g., air, water, continents, islands).
, Stage Stage Aim Time Interact Teacher’s procedure Students will… Materi
Name ion als
Pattern
Introduction To lay the 4 mins T-S Greet the students and welcome them Look at the globe and Whiteboar
groundwork for the to class. become curious about d
lesson by engaging Show a globe to visually introduce the the topic.
students' interest, Earth, placing it on the table at the Listen to the teacher’s Globe
front of the class. introduction, become
providing an
Write the topic and learning aware of the lesson's
overview of what to objectives clearly on the board and focus and begin to
expect, and guide students' attention toward the reflect on it.
establishing the globe.
relevance of the Briefly explain that today's lesson will
topic. cover the main components of the
Earth's surface: air, water, continents,
and islands.
Activating To get students 6 mins T-S Engage students in a show and tell Interact with the globe Whiteboar
knowledge thinking about activity with the globe. and brainstorm their d
what they already Ss-Ss Ask students to gather around and existing knowledge.
know about the observe the globe closely. Participate in Globe
Allocate 3 minutes for students to discussions to share
topic, helping them
interact with the globe, ensuring their observations and
start the lesson everyone gets a chance to explore it. insights about the
with a solid Instruct students to closely examine Earth's surface
foundation for the globe and brainstorm what they components.
learning. already know about the Earth and its Collaborate with peers
layers. to enhance their
Prompt students to identify and name understanding and
any features they recognize or are build upon each other's
familiar with using questions like, ideas.
"What do you see on the globe?" or
"Can you point out the different parts
of the Earth's surface?"
