Task 5

Choose ONE lesson that you will teach and show how you developed it as an INQUIRY based lesson that uses the 5E cycle. You should
teach this lesson, get feedback, and do the usual reflection that is required for all lessons (see Task 3) (CLOs 1-6).
Lesson Title Long and Short
Level of Inquiry Guided inquiry

A brief description of the Students will be able to learn, differentiate and understand what the meaning of the terms "long" and "short"
lesson and they will explore and play with the "long" and "short" objects.

The Problem or Issue Misbehavior – the teacher will use the ClassDojo or the rewards chart.

Essential Question Is this long or short?

Guiding Questions 1- Do you remember any of the long and short objects you saw today?
2- How many cubes did you use to measure the dinosaurs neck?
3- Can you make a dinosaur tall enough to fit the dinosaur?
4- Can you compare these two flowers? Which one is short, and which one is long?

Learning Outcomes (LOs) K2MDM1: Compare, create and identify long and short.
By the end of the lessons
students will be able to: At the end of the lesson they will be able to illustrate the terms "long" and "short" by the (activity) the evaluate
section.

Hypothesis
Prediction
The outcome or product of the The students will know the different between long and short.
students’ investigation (i.e. The students will use these two words in daily life and develop their knowledge.
what will the students be 1- Student they will make short and long dinosaur’s neck by play dough.
expected to produce at the end 2- They will explore and create by using long and short sticks with visual art technic (splatter).
of their investigation) 3- Students will have different materials (dinosaur – Book – Pencil) then they measure by cubes.
 4- Students will have different long and short objects: dolls, dinosaur, teacher. They will measure the
object then create (table-chair -door) for them.

What Experiences will Questioning Process skills Literacy skills

Stage students participate in? Map

These must also include: What process skills will I create Which literacy skills will I
 Differentiated What are some experiences for students to use create experiences for
Activities and questions that at each ‘E’ students to use at each ‘E’
 formative evaluation, I will ask (name, how, and where) that students will use at this
including what will students stage
students produce by during each (name, and say how and
the end of this ‘E’ ( & at what where)
section. level of
Bloom’s is
each of these
questions?)?
Engagement Can you Note: Positive reinforcement is Learning new words (Short)
 Access prior Students learned the part compare these the most effective when it takes (Long)
learning of the plants. two dinosaurs place immediately after a
 Engage students and leaves? desired behaviour, the teacher (Description words)
in new concept. LO: K2MDM1: will use Social reinforcement,
 Elicit curiosity Compare, create and Which one is this involves praise and
 Act as a bridge identify long and short. short, and attention being given for a
between past and which one is behaviour. For example, a child
present learning long? learning to make a long object
Students will be able to (Understand) with cubes or short, each time
experiences learn, differentiate and
 Expose prior they make a good effort they are
understand what the given a high five or told 'great
conceptions. meaning of the terms
 Organise job.'
"long" and "short" and
students thinking they will explore and
towards the Los ENGAGEMENT:
play with the "long" and We will have short show:
"short" objects, also at We will wear gloves that have
the end of the lesson they
will be able to illustrate long and short nails.
the terms "long" and
"short" by the (activity) Start: Azza and Mahra they will
the evaluate section. play together. (That will show
Also, students can the students the good and bad
remember and memorize behaviour in school, they should
the definition through play kindly with others and they
the show) are not allowed to come to
school with long nails)

Azza's nails is long when she

ENGAGEMENT: was play with Mahra she hurts
her hand then Mahra she starts
We will have short show: to cry and Mahra she told her
to describe the means of friend " Azza she hurts my hand
the long and short. with her long nails".
The activity for the Then Ohoud she came to Azza
students. (We will ask and give her an advice" Hi
two students to bring Azza, look at my nails it's short
long and short objects and clean my mom she cut my
around the class, then we nails every week.
will ask the students
which object is long and Then Azza look at her nails and
which is short. We will said to Ohoud "oh! My nails are
correct the students' very long I will tell my mom to
answers if they provide cut it to be short and clean.
the incorrect answers).
Next day, Azza come with short
nails, and then we stand up and
show the student our nails are
short.

First, we will give the definition

of long and short. For example,
short is when something is a
small distance and we will show
them an example of short
objects. Long is when something
has a greater height, we will
show them an example of long
objects.

Then we will display two objects

side by side, where one is long
and the other is short. For
example, we will show them long
and short dinosaurs and long
and short leaves.

We will explain to them that the

first dinosaur is long compared
to the second dinosaur because
it has a greater height.

Also, we will explain that the

second dinosaur is short
compared to the first dinosaur
because it only has a short
distance.

And we will do the same for the

leaves to make sure they
understand the difference
between long and short.

After that, we will give the

students these objects (dinosaurs
and leaves) to explore, hold and
compare them.

We will ask two students to

 bring long and short objects
around the class, then we will
ask the students which object is
long and which is short. We will
correct the students' answers if
they provide the incorrect
answers.
We will give the definition of
long and short.
For example, short is when
something is a small distance
and we will show them an
example of short objects.

Long is when something has a

greater height, we will show
them an example of long objects.

Exploration The formative evaluation “Who can Note: Positive reinforcement is Follow directions step by
 According to the for this section is think - show me a tall the most effective when it takes step.
level of inquiry, pair- share. The children and short place immediately after a
students are given will produce creative tree? “ desired behaviour, the teacher
opportunity to paper by using visual art will use Social reinforcement,
design and/or technic (splatter) with “Who can this involves praise and
conduct a sticks. show me the attention being given for a
preliminary long and short behaviour. For example, a child
investigation. The Students will go outside stick” learning to make a long object
investigation allows and find sticks around with cubes or short, each time
learners to use their the trees, then they will “Can you they make a good effort they are
prior use a visual art technic explain what given a high five or told 'great
conceptualisations to (splatter). you did?” job.'
explore questions
and possibilities In this activity, the The process will be outside
surrounding the teacher will understand under the tress.
LOs, and to generate if the students know
new thinking about what the different Teacher say: Do you want to go
the LOs. between the long and outside and have some fun?
short after she explains
what the sort and long Students say: Yes teacher
looks like.
Teacher say: Before we go, I
The domains will be want you to stand up in one line
active in this activity: from the shorter to the longest.
Physical domain:
Students “they try to make one
Gross motor (large line by but them self in order
muscles) will be active form the shorter to longer while
because they will walk they do this they will understand
and move to outside. more about long and short.

Fine motor (small Teacher say: Now we are

muscles) will be active outside. “Who can show me a
they will use their hands tall and short tree? “
when they color. Students” They look around
them and see if there short and
Social domain: the long trees”
students will talk to each
other when they work. After that teacher will ask the
student to collect long and short
Emotional domain: We sticks (the sticks will be
think they will have some randomly in the gross).
fun.
Then the teacher will show the
4c’s: In this activity there students the materials, steps
will be communication, with explain.
collaboration and
creative. Materials:
Paper – Tape – gun toy – leaves
– colors
 The teacher will go around the
students help them and ask
them “Who can show me the
long and short stick” and “can
you explain what you did?”

The teacher will ask the student

to stand up in one line from the
shorter to the longest to go back
to the class.

Explanation Note: Positive reinforcement is

 Teachers provide the most effective when it takes
opportunities for place immediately after a
learners to engage in desired behaviour, the teacher
the conceptual will use Social reinforcement,
probing and this involves praise and
development needed attention being given for a
to explain the science behaviour. For example, a child
(or a focus area of it) learning to make a long object
that supports the with cubes or short, each time
exploration, and its they make a good effort they are
outcomes. given a high five or told 'great
job.'

Learning Centre 1 (Developing)

Student they will make short
and long dinosaur’s neck by
play dough.

First, teacher will show the

students the material to how
make short and long neck of
dinosaur "play dough".

Second, teacher said: can you

make a short and long neck of
dinosaur by using play dough.
Students said: yes, we can.

Teacher said, ok let's go to do

this activity.
Third, students make short and
long neck of dinosaur.

Then when students finish this

activity, they tell the teacher
finish.
Teacher walk around the
students and ask the students
which neck long, and which
neck is short.

The domains will be active in

this activity:

Physical domain: The fine

motor will be active (small
muscles) because they will use
their hands and fingers.

Language domain:
communication, talking and
listening.

4c’s:
Communication
Critical thinking
Learning Center3
(Mastered)
Students will have different
materials (dinosaur – Book –
Pencil) then they measure by
cubes.

The teacher will give the

students different materials and
she will explain to them how to
measure this materials by cubes.

Teacher says: for example, when

measures the book we should
use the cubes to know the high
of book or pencil then compere
which is short and long.

Then, teacher walk around them

and see how students work and
if any students don't know how
to measure, the teacher will
explain again and give him
another example.

Teacher say: Did you

understand?
Student say: Yes.

Then, teacher says: if anyone

finish share with your friends
and talk.

The materials are:

- Book
 - Dinosaur
- Pencil

The domains will be active in

this activity.
Physical domain: fine-motor
(touching). (When students
measure the different material).

4c’s:
communication
critical thinking

Learning Center 4
(Mastered)
Students will have different long
and short objects:
dolls(students) dinosaur
teacher
They will measure the object
then create (table-chair -door)
for them.

There will be long

dinosaur and short
.student and a door

Teacher Azza she will

have a dinosaur and
Teacher Mahra she will
.have a student
We will start the activity
:by short show

Oh, Azza lets go to the "

"class
"Ok Mahra lets go"
Mahra she enters the "
"class
Azza: oh, Mahra I can't"
enter the class I'm tall,
"!can you help me

Teacher say: ok students

here we have different
materials I want you to
make door to your
friends (dinosaur or
.student)
Student say: ok let’s do
.it

Teacher: go around the

students take notes and
.ask them
why you make a long "
"?door
why you make a short "
"?door

The domains will be active in

this activity:

Physical domain: fine-motor

(small muscles) will be active
they will measure the objects
and when they create the door.
 Social domain: the students will
talk to each other when they
work.

4c’s: Communication
Creativity

Elaboration Note: Positive reinforcement is

 Teacher provides the most effective when it takes
students with place immediately after a
experiences which desired behaviour, the teacher
help to deepen and will use Social reinforcement,
broaden students’ this involves praise and
conceptual skills and attention being given for a
knowledge around behaviour. For example, a child
the LOs. The learning to make a long object
elaboration, with cubes or short, each time
extension, and they make a good effort they are
application of the given a high five or told 'great
LOs to real life job.'
phenomena is
welcomed at this
stage
Evaluation The teacher will gather Engagement activity First litter of words.
(Summative) information about what ( Beginning of the lesson)
 Evaluation with the child knows and what Long (L)
the 5E learning the child can do. Also, Checklist (During the lesson) Short (S)
cycle occurs at the teacher will review
every other ‘E’ and analyse this Analyse the information (After
formatively; and information to identify the lesson finished)
at the end of the learning against the
lesson
curriculum outcomes Exit tickets (End of the lesson)
summative.
and indicators.
Note: Positive reinforcement is
The teacher will display the most effective when it takes
sample of child work and place immediately after a
discuss with the child desired behaviour, the teacher
what he or she think will use Social reinforcement,
about his\her work. this involves praise and
attention being given for a
Last step is the teacher behaviour. For example, a child
will use the strategy is learning to make a long object
the exit tickets. with cubes or short, each time
they make a good effort they are
given a high five or told 'great
job.'

1-The teacher will gather

information during the lesson
about what the child knows and
what the child can do by using a
quick checklist while the child
working in different stations.
2- The teacher will review and
analyse the information she
gathered to identify learning
against the curriculum outcomes
and indicators.

3- The teacher will display a

sample of the child's work and
discuss with the child what he or
she thinks about his\her work,
and see is there any developed
processes and skills, from here
the teacher will know the level
of the child and what she can do
to improve the skills in different
methods.

4- The last step is the teacher

will use the exit tickets strategy
it's great too, this strategy will
help children reflect on what
they have learned and express
what or how they are thinking
about the new information, each
child will have a long or short
objects and then they to think if
this is long or short and share
with their pair then go to the
right corner ( the long objects
corner and the short objects
corner).

5- The teacher will ask the

students to set in the carpet then
the teacher will use the papers
with pictures, teacher will show
the student pictures of short and
long objects. Then the teacher
will ask the student if they see
pictures in the paper is short put
letter “S” and the same for “L”.
Also, we will include the shapes
for example” If the students see
pictures are short draw a circle
and if they see picture is long
draw a “triangle”.