Lesson Plans - PYP 5 - Week 2
Lesson Plans - PYP 5 - Week 2
Lesson Plans - PYP 5 - Week 2
Lesson Plans
Learner Profile Attributes: Thinker, Reflective, Technology/Resources: White board, smart board, handouts,
Principled Youtube videos
Attitudes: Creativity, Commitment, Enthusiasm
Approaches to Learning- ATL (Skills): Social and
Communication Skills
Science
Lesson 1, 2 and 3
Lesson Plans
the levels.
Students would be told to draw diagrams of the animal and plant cell. They would be told what each component
shown in the diagrams represent.
Videos: https://www.youtube.com/watch?v=MB6mE6weCS4&t=7s
https://www.youtube.com/watch?v=LJYUgDNhi-A&t=134s
https://www.youtube.com/watch?v=VO2QkpwAG9o
Plan/Methodology:
Students would solve the questions given at the end of their handouts related to organization levels. (25 min)
Copywork: The questions given at the end of the handout will be done.
Wrap up: The topic will be revised and any remaining ambiguity of students will be answered. (5 min)
Lesson 4 + 5: STEM
Numeracy
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Lesson 1
Lesson 2
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Lesson 3
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Teacher will revise the concept of HCF and do the practice questions with students.
Plan/Methodology:
Method 2 will be taught to students and the questions done with method 1 will be done with method 2.
Once their preferred method is identified, they will be asked to find the HCF of numbers.
Copywork: Students will do Practice Question Q1 (a) and (b) with Method 2.
Homework: Q1 and Q2 of their workbook Page 7.
Lesson Plans
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 4
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which
they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Students will be asked individually which method they
prefer and give reasons why.
Students will be prompted by asking: Is method 1 or 2
easier? In which step do you think you will most likely
make mistakes?
Plan/Methodology:
Method 3 will be taught to students and the same questions they did with methods 1 and 2 will be done with
method 3. The methodology of teaching would be the same as in Lesson 1 (30 mins)
Copywork: Students will do Practice Question Q1 (a) and (b) with Method 3.
Homework: Q3 of their workbook Page 8.
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 5
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Students will be asked individually which method they prefer and give reasons why.
Students will be prompted by asking: Is method 1, 2 or 3 easier? In which step do you think you will most likely
make mistakes? What are prime numbers? Are factors of numbers a finite or an infinite set of numbers?
Plan/Methodology:
All three methods would be revised and students would be asked to solve the Let’s Learn Questions which are left
Lesson Plans
on their books.
Students will solve Practice Questions on their notebooks. (30 mins)
Copywork: Students will do Practice Question Q2 of Practice Question
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 6
Topic: Mental Math
Warm up: Students will be asked if they know what ‘Mental Math’ is. (5 mins)
Reflection/Visible Thinking Routine:
Some sample questions would be done on board with students. Everyone would be encouraged and prompted to
participate.
Plan/Methodology:
A worksheet would be given to students to solve mental mathematics’ questions. (30 mins)
Copywork: Worksheet
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson Plans
Approaches to Learning- ATL (Skills): Thinking skills/
Research skills
https://www.youtube.com/watch?v=vxyunKXdYJ0
WHAT YOU NEED:
● 11 x 14 inch sheet watercolor paper.
● pencils
● Apron
● Paint brushes.
It's best to start with the primary colors (red, blue, and yellow), and once your child gets comfortable with these, move on to
other hues.
Plan/Methodology:
Step 1:
Discuss the difference in shapes…. straight, angles, sharp, round, blobbish, etc. Define as a group geometric, organic,
amorphic in relation to shape. Discuss how shapes next to one another can mimic each other’s shape, as if they might
touch. Example: puzzle pieces mimic each other’s shape where they fit together.
Lesson Plans
Step 2:
Draw an arrangement of organic shapes that relate to one another in shape, but do not touch. The design should reach at
least one portion of all four paper edges. Use light pencil lines so that they do not distract from the painting later .
Step 3:
o How to use wet paints to run together to create a new color and seem to flow together.
o How to use a dry brush as a sponge to pull up areas with too much water.
Sep 4:
Begin at the center of the drawing by painting half of a shape red and half orange, flowing into red-orange in the center.
Move to the next shape, and paint it orange, flowing into yellow to create yellow-orange. Continue on with the entire 12-
color color wheel, starting over again with red as needed.
Lesson Plans
Warm up:
Students will discuss with each other about the color collision images.
Students will learn how their mind will perceive these color collision images in a collective way.
● Students will become familiar with the blending of colors to form secondary and tertiary colors.
● Students will experience watercolor and its blending and flowing properties to make a color design based on color theory.
Vocabulary
Lesson Plans
Plan/Methodology
Lesson 1 and 2
Grammar
Warm up – Adjectives
Discussion
Activity 1: Students will be given different paragraphs and they have to circle as many adjectives as they
can in 2 minutes.
Lesson 3 and 4
Comprehension
Dreaming of Dodos – pg 10 Book 5
Assignment: Activity A, B and C – pg 8
Homework: Activity E pg 13
Lesson 5 and 6
Prompt – Imagine there are five seasons of the year instead of four. Tell a story about this new
time of year.
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Lesson 7
Reader
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Plan/Methodology
Lesson 1 and 2
Maps
Unit 1: Karachi
Warm up: Students will be learning about the types of maps on flash cards and they will identify the
differences.
Task : Students will be making a map of their own ( can be about a town , place or a building)
Students will identify real life applications of maps such as google maps by acting out a short skit in
groups.
Lesson Plans
Lesson 3 and 4
Lesson 5
● Port city benefits
● goods and services
● big city problems
Warm up : Identifying goods and services out of a mystery box.
Task :
Q. How does a big population give rise to problems in Karachi?
Q. How can we reduce pollution in Karachi?
Q.Are there any steps being taken to resolve some of these issues?
Research work:
Lesson Plans
Coastal regions of Pakistan
Lesson Plans
*The Holy quran
*Reading, Dictation
*Question to answers
* Fill in the spaces