Table 9: The Structure of a typical Primary School Science Lesson.

Comment on:

What the Science

Teacher does.

What the
Students do.

Comments
Document what you found
interesting; any issues that arose
and how they were resolved; Would
you have taught any part of this
lesson differently?

The teacher say good morning to

children

The students replay by

good morning miss
PARAM

It was afternoon that time but the

teacher didnt want them to say
good afternoon since they didnt
take about the time of the day yet.

The teacher asks some questions

about the prior knowledge; Is Ali
living or non-living thing? Is this
book living or non-living book.

The students who

setting already on the
carpet answers
altogether by saying;
living thing or nonliving thing.

I think using a symbol that the

students do for living thing and nonliving thing will better when they
answer. For example, if its a living
thing claps your hand, if its nonliving thing folds your hands.

The teacher asks the students to

bring their small boards and have
markers from one of the shelves in
the class. Then she said draw a
living thing and write its name

The students bring their

boards into the carpet
and start to draw a
living thing with its
name. For example;
draw a person with a
name, plant and write
flower or an animal
with its name

Some of the students didnt do the

task and instead they were drawing
Anything they want.

The teacher says that (some of

the students names who draw
animals) are the students who
discover the lesson of today. Then
the teacher divided the board into
different local environment (farm,
home and zoo) and asks students
what animals they can see in each
of these places.
The teacher tell the student to
open their science note book then
try to write whats on the board
then draw the animals names. The
high level could write one
sentences choosing one place
(farm, zoo or home)

The students try to

predict what animals
are living in farm, home
and zoo and then try to
spell the words of
animals names with
the teacher to be
written on the
classroom board.
The students will open
their science note book
then try to write whats
on the board then draw
the animals names.
The high level will write
one sentences choosing
one place (farm, zoo or
home)
The students who are
finish put their books
on the teacher table
then go to play quietly
at the back of the class.

Providing some flash cards will be

better to show which animal is who
and how it looks like.

The students listen

when the teacher
calling them then sits
on the carpet and try to
do the movement of
the vowels.

I liked this strategy since its review

What students take before and help
With controlling the behaving of the
Classroom.

(include a photo of each

stage)

Greetings

Introduction to
LOs/SOs/ revision
of prior learning
Focus on a
specific
content/Key
terms/ process
Methods of
teaching and
engagement

Exploratory
Activities

Monitoring,
supporting and
assessing
learning

Finishing off
Review / Recap

Goodbyes and
transitions to the
next lesson

The teacher collect the students

work and correct it while the
students who are finish could play
at the back with the games in the
class.

The teacher asks all the students

to sit again on the carpet and she
says some vowels sound then the
students copies her with
movements.

(include a photo of
each stage)

I saw that most of the students did a

Nice work of writing what to do on
Their notebooks.

I think that students should have a

Challenging work to do after they
Finish from their notebooks.