science
DESCRIPTION
science 12345TRANSCRIPT
Science Teachers’ Guide BookGrade 1&2
Focus on Activities and Videos
Education ODA in Ethiopia
Ⅰ. The Theory of Elementary Science … 3
1. The characteristics of elementary science
2. Effective elementary science lessons
1) Many characteristics of lessons
2) The teacher behavior’s traits
3) The characteristics of effective questions
Ⅱ. The operation and practice of the training … 9
1. The selected background of learning subjects for elementary science teachers'
training
2. The system and features of first and second grade elementary science
curriculum
3. Analysis of the contents of the Ethiopian first grade science.
4. Analysis of the contents of the Ethiopian second grade science.
5. The analysis of common contents in the science curriculum of Korea and
Ethiopia.
6. Comparison of Ethiopian and Korean Science curriculum
Ⅲ. Introduction of the lesson plans … 14
Ⅳ. The main lesson plans … 28
▍Reference … 250
Dpoufout
The Theory of Elementary Science |3
ⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠⅠThe Theory of Elementary Science
1. The characteristics of elementary science
Science education consists of Physics, Chemistry, Biology and Earth Science in terms of a
curriculum, but also this subject differs from other subjects in terms of method of learning. As
one of the curriculum which considers this aspect, elementary science provides justification and
effectiveness of science education for elementary science teachers. In other words, elementary
science is a required subject for the teachers who want to be competent teachers.
The ultimate goal of the elementary science education is to contribute/ promote all students’
intellectual, affective and physical development in order to promote each individual student’s
holistic development: the elementary science education’s objectives are to intrigue the students’
interest in the world around them to investigate and study environment to acquire scientific
method and thinking in order to apply for one’s real life, and to build empirical basis on the
understanding of the important concepts. Furthermore, since elementary education is compulsory
and general education, elementary education should be focused on the concept, "Science
Education for All" rather than fostering many scientists. In short, the elementary science
education put emphasis on forming one’s basic learning skills and basic living habit. Therefore,
elementary science education needs to acquire basic science knowledge, study skills and
scientific attitude.
2. Effective elementary science lessons
The followings are elementary science lessons’ concrete characteristics. By understanding these
characteristics, the teachers will get useful information about concrete teaching method to be
professionals.
1) Many characteristics of lessons
These questions will help the teachers to figure out the concept of the effective elementary
science lessons.
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(1) Does the lesson provide interesting activities and references to the students?
Probably, the motivation is the fundamental element, no matter what kind of lesson it is. For
the meaningful study, the students should be intrigued in their lessons. Therefore, appropriate
activities and references should be prepared in order to intrigue the students’ interest.
(2) Does the lesson provide appropriate activities and materials which encourage students to
think about various meanings and to discuss them for themselves?
These days, school education and science education’s pivotal goal is to encourage the students’
useof thinking skill and its development. To achieve this goal, the students need to confront with
many different kinds of situations such as inquiry, analysis, assessment, comparison, inference,
and using various thinking skills. The students should collect and analyze data, make inquiries,
share their ideas, call into question the result, and discuss the meaning of all these works.
(3) Does the lesson provide various study levels and procedures for the individual’s creativity?
Because of the students’ different interest and intellectual capacity, it is impossible to have all
of the students’ progress be the same in all classes. Therefore, each lesson should be flexible.
When the teachers offer to the students interesting references and activities, such a problem is
solved. The students will automatically perform the activities depending on their intellectual
capacities and preferences and interact with other students using many different types of
references. The teachers should respect and encourage each individual student’s creativity and
one’s preference.
(4) Is the lesson’s content appropriate to the learner’s developmental level? Selecting lesson
topics and teaching methods are a continuous research focus. However, the important aspect of
planning lessons is that it should be designed for proper levels of the students’ thinking abilities
rather than exceeding their levels. For the students’ intellectual development, too much
non-equilibrium situations make the students to be frustrated and to lose their motivation in the
lesson.
(5) Does the lesson involve the basic concepts for the understanding of the school system’s
embedded theory?
The teachers must always keep in mind the fact that the process of selecting lesson topics can
improve the understanding of the students’ living space. The structure of concept system and
such concepts, plate tectonics, molecular kinetic theory, cell theory, evolution theory and the
quantum theory, encourage the understanding of their living world. Through research on the
concepts and its structure, the students will understand and have keen insight. From this point of
The Theory of Elementary Science |5
view, assessors need to understand related school system’s embedded theory for meaningful
reception learning.
(6) Does the reading activity not bother the low level of students’ reading development?
The reading activity in the elementary science lesson should not be planned excessively.
Although the reading activity is considered one of the very important activities, this is not subject
of success and failure of the elementary science learning. Generally, the reading activity related
to the lesson should be assigned after the introduction of concepts.
(7) Does the teacher effectively use visual and technical aids such as diagrams, slides, films,
videos and computer for the supplement references?
Visual aids like diagrams help the students to arrange and put together what they have learned.
By direct experience, the students should basically understand their learning and then using
visual aids like films, slides, videos and other technical aids extend the students’ understanding
and cognition. However, these visual aids cannot replace the function of the direct experience.
The students can helpfully use computers when they collect data, but the direct experience on
the actual natural phenomenon.
2) The teacher behavior’s traits
The teacher should stimulate the students’ success with effective guidelines rather than
authority.
(12) Does the teacher also participate in the students’research activity as a peer?
Of course not, the teacher should lead the research activity. However, the teachers are
supposed to facilitate an enthusiastic peer research while monitoring the classroom, ask proper
questions to the individual students, and pay attention to any struggling students who need
special assistance. The teachers cannot ask students to research activity without the teachers’
voluntary works.
(13) Does the teacher play a role as a clerk when the students need to analyze and organize
data?
Ifthe new terms are meaningful to the students, the terms should be linked with certain
patterns that are based on the direct experience. Prior to experiencing this situation, if the
verbal label applied to the abstract concepts, the students will perform rote memory without
understanding.
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(14) Does the teacher provide additional references which extend and reinforce the previously
suggested terms’meaning?
Through the research work in the lesson, the students will understand new concepts and
different thinking patterns. They should apply these concepts and thinking patterns to the new
situations. For example, suppose the students simulate with colored tooth picks in the grass and
through this research work in the lesson, they are supposed to learn the concept of natural
selection. However, it is meaningless if this natural selection concept only applied to the special
situations. So, the teachers should provide different examples and let the students find other
examples themselves to extend the meaning of this concept. Such an activity is the process of
applying and extending conceptual meaning and should happen in many lessons.
(15) Does the teacher stop the lesson for disciplining students?
The most common mistake from new teachers is to deal with confrontational
students emotionally. This type of the teachers’ behaviors seems to be successful but it is not
effective. The result of this type of behaviors is as follows: losing respect for the teachers and
the control of classroom management. The best way to manage the student conduct is
individually, calmly and silently. When the teachers handle the students with effective classroom
discipline, other students are not in a panic and the teachers also do not have to hurt their
feelings.
(16) Is the teacher confident, calm and friendly to the students?
These characteristics like consideration, endurance and a sense of humor are the criteria of
deciding whether the lesson is successful or not.
3) The characteristics of effective questions
In order to manage the successful elementary science lessons, the teacher should guide
students in an enquiring way for their research work.
(17) Does the teacher ask most of the questions in divergent or evaluative ways?
Divergent and evaluative questions bring about the students’various reactions and prompt their
creative and critical thinking. All these questions have different answers so following these
questions are divergent questions: "What are the reasons?" "Can we find out the reasons?" "What
do you think is happening in these seeds?" "How can you prove your hypothesis?" These
questions enable to divergent, creative, and critical thinking and bring about debates. On the
other hands, convergent questions need only fixed and given answers. This type of the questions
The Theory of Elementary Science |7
makes the students to concentrate on a specific research work. For example, "What kinds of
liquid evaporate first?" "How many water fleas are caught?"
Questions can be classified not only divergent and convergent types, but also depending on
many different types of levels. The lowest level questions only need to recall certain information.
The highest level questions need to evaluate on the alternative suggestions. Bloom’s taxonomy,
especially cognitive domain can be classified in 6 categories; knowledge, understanding,
application, analysis, synthesis and evaluation. Generally, in order to answer highly difficult
questions, the high-dimensional thinking pattern and this type of the questions should be used
more often.
(18) Does the teacher pay attention to the students’ difficult aspect of the research work when
the teacher raises convergent questions to the students?
It is worth it to ask convergent questions to the students for analyzing, correcting mistakes,
and clearly defining research work. After using this type of questions, the teacher should ask
divergent questions again to prompt the students’ more broad thinking.
(19) Should the question be asked in direct and simple words?
If the questions are vague, the students can be confused and struggle to focus on the
questions. Therefore, the questions should be asked directly and derive from the students’
common vocabulary.
(20) Does the teacher need an answer to a certain student?
The students can ignore the questions if the teacher needs an answer only to a certain student.
After asking questions, the teacher can let all of the students think about the answers. However,
when the teacher does not ask a certain student to answer questions, the all students answer at
the same time and can cause loss of classroom control.
(21) Does the teacher wait for the individual student’s answer for at least 4 or 5 seconds?
Many teachers do not give enough time to the students who need to think about and prepare
the answers. Without waiting time, the teachers usually point out another student to answer the
questions. This procedure is very unfair and does not allow the students’ creative or critical
thinking. The concept of "wait-time" is periods of silence that followed teacher questions and
students’ completed responses. When students are given 3 or more undisturbed "wait-time," there
are certain positive outcomes; increase the length and correctness of their responses. In addition,
"Post-student’s Response Wait-time" also should be occurred in the lessons. This second
wait-time can also increase the length and correctness of the students’responses.
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(22) Do the teachers listen attentively to individual student’s answers and consider them
seriously?
Discussing the validity of answers and data should be performed by the students rather than
the teachers. This discussion allows the students to apprehend accuracy of the data and let them
freely debate on the topics.
(23) Does the teacher provide additional questions or ideas to the students who need to
continuously think?
The teacher needs to improve their questioning skills in order to guide the students’ continuing
thinking and research work. This means that the teacher should not give the answer directly.
The teacher can directly ask such a question, "What kind of tree is this?" or suggest additional
ideas to guide the students’ continuing research work.
(24) Do the teacher and the students enjoy the lesson?
Every student can be a scientist if one has curiosity for science; enjoy one’s subject and
research work. Teaching science as an enjoyable and interesting activity is good enough for the
students and other definitions are unnecessary.
The operation and practice of the training |9
ⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡⅡThe operation and practice of the training
1. The selected background of learning subjects for elementary
science teachers' training
The learning subjects of elementary science teachers' training are chosen on the basis of the
same or similar contents from the comparison and analysis of both Korean and Ethiopian science
curriculums. First we have done the analysis of elementary science curriculum and textbook for
the development of the science materials with the Ethiopian science experts. We first tried to
analyze the elementary science textbooks currently used in the area of Adama because we did
not have the basic knowledge and information of Ethiopian science curriculum. The Ethiopian
research committee members visited Busan National University of Education last August and
worked with Korean research committee members about the science curriculums. Both
committee members researched and found out the same or similar contents of Korean and
Ethiopian science curriculums. We have chosen the 30 lesson plans which are based on the same
contents of Korean and Ethiopian curriculums. We also have made 15 videos for the lessons
which need more experiments and practices. We have changed the Korean style contents into
the Ethiopian style and composed the experiments and practices based on the Ethiopian
environment. All the practical and experimental materials consist of the ones which can be
obtainedin Ethiopia easily. We have selected the science parts from the Korean first grade and
second grade of the Intelligent Life textbooks. We have selected the science parts from the
Ethiopian first grade and second grade of the Environmental Science textbooks. Then we have
selected the same and similar contents of both Korean and Ethiopian science curriculums.
2. The system and features of first and second grade elementary
science curriculum
First and second grades of elementary science textbook characteristics are as follows:
① Ethiopian first and second grades of elementary science curriculum consists of integrated
curriculum similar to Korean first and second grades of elementary curriculum of Intelligent
Life.
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② Ethiopian environmental science consists of an integrated curriculum of science and social
studies.
③ The main content of the science curriculum is based on theoretical training rather than the
lab experiments or practice.
④ The textbook consists of one book without distinction of semester ⑤ Thereis not much
painting materials, motivation, and secondary data for the description of scientific concepts.
⑥ Each grade consists of four sections.
3. Analysis of the contents of the Ethiopian first grade science.
Unit Contents
Unit 1: Ourselves
1.1 Our external body parts
1.2 Our basic needs
1.3 Common diseases that affect us
1.4 The five sensory organs
Unit 2: Our family
2.1 Family members
2.2 Our family needs food, shelter and clothing
2.3 Household materials
Unit 3: Our school
3.1 Our school compound
3.2 We respect rules and regulations
3.3 We have good personal relationship
3.4 Road safety
3.5 Activities we can do in our school
Unit 4: Our locality – kebele
4.1 Location of our Kebele
4.2 Non-living things around us
4.3 Living things around us
4.4 Common activities of our local people
4.5 Transportation in our locality
The operation and practice of the training |11
4. Analysis of the contents of the Ethiopian second grade science.
Unit Contents
Unit 1: Ourselves
1.1 The food we eat
1.2 We are healthy!
1.3 We keep our personal hygiene
Unit 2: Our community
2.1 Members of our community
2.2 Living in the community
2.3 Our community needs energy
2.4 Making objects from clay or plasticine and paper
Unit 3: Our natural
environment
3.1 Natural phenomena
3.2 Natural resources
3.3 Plants around us
3.4 Animals around us
Unit 4: Our woreda or
sub-city
4.1 Location of our woreda
4.2 Types of land forms of our woreda
4.3 Institutions in our woreda
4.4 Economic activities of the woreda
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5. The analysis of common contents in the science curriculum of
Korea and Ethiopia.
The common contents of science textbooks in Korea and Ethiopia are as follows:
Korean Science Curriculum Ethiopian Science Curriculum
∙ Spring has come ∙ The five sensory organs
∙ I'm with Nature
∙ Non-living things around us
1. Air 2. Water 3. Soil
∙ Living things around us
1. Plants 2. Animals
∙ My body
∙ Our external body parts
1. External body parts
2. Functions of external body
∙ The food we eat
2. Commonly eaten foods
∙ Fall mountains & fields
∙ Animals and plants are my friends.
∙ Living things around us
1. Plants(Grouping, Use of plants, Caring for plants)
2. Animals (Grouping, Use of animals, Caring for animals)
∙ Days and nights are different
∙ Let's be friends with shadows
∙ Natural phenomena
1. Observing natural phenomena (day and night)
The operation and practice of the training |13
6. Comparison of Ethiopian and Korean Science curriculum
Lesson Theme & Teaching Strategy
1st Year(1~2 Grade)
LessonCurriculum of Korea Curriculum of Ethiopia Video
ClipGrade Subject Lesson Theme Grade Subject
1
1
2. Spring has comePlanning to observe the flowers and trees around the
school
1
1-1.4 The five sense organs
2
5.I'm with Nature
Living things & non-living things. 1-4.2 Non living things around us
1. Air 2. Water 3. Soil
○
3 Animals & Plants ○
4 Various animals1-4.3 Living things around us
1. Plants 2. Animals
○
5 Flowers and fruits ○
6 Five question Game ○
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1. My body
Looking at the appearance of me and my friends. 1-1.1 Our external body parts
1. External body parts
2. Functions of external body
parts
3. Care of the external parts
of the body
○
8Looking at our body shape
9The roles of each body part
10Boasting of the functions of our body parts.
11 Various food tastes.2
2-1.1 The food we eat
2. Commonly eaten foods12 Sensory Play
134. Fall mountains &
fields
Grouping leaves after looking at them
1
1-4.3 Living things around us
1. Plants(Grouping, Use of plants,
Caring for plants)
2. Animals(Grouping, Use of
animals, Caring for animals)
14 Gathering seeds from fruits
15 Decorating shapes with seeds, leaves and so on ○
16
2
7. Animals and
plants are my
friends.
Becoming friends with animals and plants ○
17 Animals you can raise
18 Plants you can grow ○
19 How to raise animals/plants
20Home decorating with plants and animals living
together○
21
1. Days and nights
are different
'Day and night' meeting
2
2-3.1 Natural phenomena
1. Observing natural phenomena
(day and night)
○
22 Features of day and night.
23 Several ways of dividing a day. ○
24 The life style of the people according to day and night ○
25The life style of the animals and plants according to day
and night
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2. Let's be friends
with shadows
Finding shadows ○
27 Sunny place and shade
28 Stepping shadow game
29 Let's find out why shadows are created ○
30 Preparation of shadow play
※ Environmental Science Syllabus For Grades 1 – 4
(General Education Curriculum Framework Development Department Ministry Of Education October, 2007 Addis Ababa)
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ⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢⅢIntroduction of the lesson plans
Lesson 1. Observing trees and flowers around the school
This lesson's objective is to make plans of observing trees and flowers around the
school. To meet this lesson objective, the teacher should suggest that students freely share their
experiences of looking around the school to increase their interest in the lesson. At the stage of
development, the first activity is to haveindividual investigation on the names of the flowers
around the school. The second activity is to have the students decide on a specific flower, which
will be investigated by theindividual or by the group. The third activity is to increase the
students understanding of thekinds of materials that are needed for looking at flowers around the
school. The fourth activity is to talk about the cautions needed to observe thetrees and flowers
around the school. As a wrap-up, students will check the materials for the next outside
observation. This lesson's evaluation will be the students' presentations of the names of flowers
and the precautions used during the observing and monitoring period.
Lesson 2. Grouping living things and non-living things
The objective of this lesson is that students can group living things and non-living things.
Teacher tries to induce students' motivation in the introduction part as the teacher lets
students talk about what they saw at the school garden to achieve the lesson objective.
Students represent what they examined about the living things and the non-living things using
the picture materials in the development part of activity 1.
Teacher gives a mission to students in advance, then students prepare the photos of living
things and non-living things that we can see around us in activity 2.
Students divide the living things and non-living things, and then find out the characteristics of
the living things and non-living things in activity 3.
In activity 3 the teacher can alter the activity as students answer the teacher'squestions, or
students can do worksheet activity.
The teacher can close the arrangement part as students get the mind of treating living things
and non-living things preciously.
Introduction of the lesson plans |15
The teacher can then evaluate the students by checking the presentations or by using the
worksheet in activity 3.
Lesson 3. ‘Grouping animals and plants’
The objective of this lesson is that students can make groups of plants and animals from
creatures in Summer.
Teacher induces the students' motivation by asking and checking one more time about the
living things and non-living things that the students learned about last time to achieve the lesson
goal.
Students represent various creatures which we can see around us and the teacher writes down
all of the creatures which students presented in introduction activity 1.
Students try to divide the creatures into plants and animals.
In activity 2, students find out and write down the plants and animals using the picture
materials.
In activity 3, the teacher prepares for the plant and animal cards in advance and shows to
students.
The students divide these cards into animal cards and plant cards.
In arrangement activity, teacher should have told the students in advance to bring the animal
and plant cards for the assignment. Lastly, the teacher concludes the lesson as students write and
present the differences between plants and animals on the worksheet.
The teacher evaluates the students using the observation or worksheet for grouping creatures
into plants and animals.
Lesson 4. ‘Grouping animals according to their habitats’
The objective of this lesson is that students can divide animals according to where they live.
The teacher induces the students' motivation naturally as the teacher asks the students about
their experiences of visiting a zoo.
In introduction activity 1 the students represent the animals which they have seen around
them or raised at home.
In activity 2 the students divide the animals according to where they live.The teacher should
prepare animal cards beforehand in case there are not many students present.
In the optional activity, students can play an animal guessing game.
The students play a miming game. One student comes up, decides one animal in his/her mind
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and expresses the animal with the pantomime or whole body.
Then, the rest of the students try to guess the answer.
The student who gets the answer will go next.
In activity 3 the students talk about the characteristics of the animals and the reason why they
like the animals among the summer animals.
In the arrangement stage students draw pictures of animals and write about the characteristics
of the animals that they like on the worksheet.
The evaluation of this lesson is to observe the students' presentation and to check the students'
drawings whether they express the characteristics of where the animals live well.
Lesson 5. ‘The flowers and fruits in Summer’
The objective of this lesson is that students can examine the characteristics and shapes of
flowers and fruits that we can see during the Summer.
In the introduction, the teacher induces students' motivation by asking the students questions
about the tastes of fruits which they have eaten recently.
In development activity 1 students present freely about the flowers they saw and fruits they
ate in Summer.
The teacher can understand the prior experiences of students through this activity. In activity
2 the students observe flowers and fruits.
The teacher lets the students talk about the details and important things about observing
flowers and fruits in the school garden.
In activity 3 the students choose flowers and fruits for their friends and talk about why they
chose them.
During the arrangement step, students talk about how to love the flowers and fruits which
became their friends. In this way, students regard plants as something they love and take care.
In the evaluation, teacher evaluates how students observe plants at the school garden and
evaluates the students' presentation.
Lesson 6. ‘Five question game about the characteristics of
animals and plants’
The objective of this lesson is that students can talk about the characteristics of animals
and plants in Summer.
In the introduction, the teacher induces students' motivation as students look around and talk
Introduction of the lesson plans |17
about the photos of plants and animals which they have learned in this lesson.
In development activity 1, students listen to how to play 'Five question game' and prepare for
the game. In activity 2, students actually play the 'Five question game'.
Students prepare the cards. One student picks a card, the rest of students ask 5 questions
about the card, and then the students should guess and find out the answer.
At first, a pair of students can play this game, then the whole class of students can play this
game in groups.
This activity is very fun and interesting.
In arrangement and conclusion, students can talk about the differences between living and
non-living things as well as the characteristics of plants and animals.
In evaluation, teacher observes students playing the 'Five question game' and checks whether
the students know the characteristics of plants and animals.
Lesson 7. ‘Looking at the figures of me and my friend’
The objective of this lesson is that students will knowthe similarities and differences
between them and their friends.
In the introduction, the teacher induces the students' motivation as students distinguish the
differences between body and face and talk about their bodies and faces.
In introduction activity 1 the students represent what the students are doing in the reference
material.
The teacher asks questions in order for the students to observe the picture carefully.
In activity 2 students look at their faces with hand mirrors and talk about facial features.
In activity 3 students play three optional games such as 'Nose, nose, nose game', 'Simon says
game' and/or 'Head, shoulders, knees and toes game.' When students play 'Nose, nose, nose
game' all of the students stand up and then the teacher points to his nose and says "nose, nose,
nose" and then says "mouth," students should point their index fingers to their mouth. The
teacher tries to point to each body part alternately. The students who fails has to sit down. The
last remaining student is the winner.
Group students or the whole class can play this game.
In arrangement and conclusion students discover the similarities and differences between the
pairs by looking at the big mirror.
In evaluation, the teacher checks whether the students compare and find the similarities and
differences between them and their friend.
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Lesson 8. Observing body parts
This lesson's objective is to investigate the body parts in manydifferent ways. At the
introduction, the teacher willencourage students by providing pictures related to body parts and
then giving them the chance to think about what they have to learn forthemselves. The
introduction consists of six selective activities: The first activity is to have the students draw
their body that is reflected in the mirror. The second activity is to make handprints. The third
activity is for pairs to draw the different body parts of their partner who faces them. The fourth
activity is to draw one’s partner’s body parts on a drawing paper and then cut and paste
colored paper on top of it. The fifth activity is to have students compare their body size with
theirpartner and then record the sizes. The sixth activity is to shape clay into a body. As a
review, each group presents their work with explanation. This lesson’s evaluation will be
conducted by monitoring groups that express body parts in many different ways.
Lesson 9. Learning each body parts’ functions
This lesson’s objective is to learn each body parts’ functions. At the introduction, the
teacher will encourage students’ learning by singing and dancing to the song "Head, shoulder,
knees and toes"and also through the Guessing Whose Voice game. The first activity is to figure
out each body part’s name and its function. The second activity has two selective activities: The
first activity is called "Drawing a prince or a princess." The teacherwill need to remind students
of observing one’s body parts thoroughly. The second activity is called "Say My Body Parts." This
activity allows students to freely talk about the five sensory aspects of a body part usingpictures.
As a review, students will play a game where they guess each body part’s name and its function.
In addition, "Simon says" and "True or False quiz" can be used as wrap-up activities. This lesson’s
evaluation will be conducted by observing and monitoring students’ process at the second
activity, which has the two selective activities
Lesson10. Expressing each body parts’ functions
This lesson’s objective is to express each body parts’functions. At the introduction, the
teacher intrigues students’ interest through "Simon Says" game. At the stage of development,
students will announce the role of the body parts: eyes, nose, mouth, ears, and hands. The
second activity is to make five bands for the role-playing and to construct group role-plays for
the five main body parts. There will be five body part bands that will be referring to pictures for
Introduction of the lesson plans |19
details. As a wrap-up, the students will share and announce their ideas on the role-plays. This
lesson’s evaluation will be conducted by observing and monitoring students’ progress and how
they express their understanding through the role-plays.
Lesson11. Many flavors of food
This lesson’s objective is to distinguish the many differentflavors of food. At the
introduction, students will talk about their breakfast menu and then find their partner who had
the same flavored food for breakfast. This activity will be used to encourage students’ interest in
the lesson. At this stage of development, the next activity is to complete a picture reference by
drawing birthday food or filling in the blanks with names of food. The second activity is utilized
as group work where the students distinguish food through smelling and tasting. For this activity,
the teacher needs to remind students to bring some food. As a review, the teacher will ask
several questions related to the importance of thesensory organs. This lesson’s evaluation will be
conducted by observing and monitoring the students’worksheets that reveal the different types of
food depending on its flavors.
Lesson12. Sensory Game activities
This lesson’s objective is to increase the understanding of disabled people’s
inconvenience through playing many different kinds of sensory games. At the introduction, the
teacher will suggest that the students feel many different types of objects by using their five
senses in order to intrigue their interest in the lesson. At this stage of development, students will
learn the sensory organs’ characteristics through playing comprehension games. The first selective
activity is totouch the objects- the sense of touch; the second selective activity is to smell the
objects- the sense of smell; the third selective activity is to taste the objects- the sense of taste;
the fourth selective activity is to see the objects- the sense of sight; the fifth selective activity is
toguess the words- the sense of hearing; the sixth selective activity is to walk with a blindfold-
the sense of sight. In order to accomplish each activity, the teacher should prepare all the
materials. As a review, the students will think about the different situations where one’s sensory
organ doesn’t work properly andthen try to understand disabled people’s inconveniences. This
lesson’s evaluation will be conducted by monitoring and observing the sensory games during the
selective activities.
20
Lesson13. Observing and classifying leaves.
This lesson’s objective is to observe and classify many different types of leaves. At the
introduction, the students will sing many different songs regarding "Autumn." At this stage of
development, for the first activity the students will collect many different types of leaves around
the school. As a second activity, the students will observe the leaves and share their ideas about
the colors, shapes and feelings of them. The third activity is to classify the many different types
of leaves according to the characteristics. According to the criteria, the students will draw or
attach leaves on a piece of paper for thereview. This lesson’s evaluation will be conducted by
monitoring the students’ process on classifying many differenttypes of leaves.
Lesson14. Classifying seeds from fruits
This lesson’s objective is to learn the characteristics of the autumn seeds and fruits. At
the introduction, the teacher will encourage students to sing songs related to the autumn fruits
in order to intrigue their interest in the lesson. At thisstage of development, for the first activity
the students will find places to observe autumn fruit. The second activity is to have the students
prepare many different kinds of autumn fruit in order to experience the shapes, tastes, sizes and
colors for themselves. The third activity is to find out the seeds of the autumn fruit from the
previous activity. As a review, the students will put the seeds into empty bottles and record the
names. This lesson’s evaluation will be conducted by monitoring the students’ process of
distinguishing the autumn fruits’ characteristics.
Lesson15. ‘Decorating shapes with various ways’
The objective of this lesson is that students can decorate shapes using seeds and leaves etc.
In the introduction, the teacher induces students' motivation as students talk about the lesson
regarding Fall, which they learned about last time.
In development activity 1, students look at the process of making the picture through the
reference picture and then sketch the drawing. In activity 2 the students look at the materials to
express effectively and choose the materials which they need for their picture after designing it
with leaves and seeds.
In this activity the teacher should explain the instructions well because it can be difficult for
the students.Students draw their pictures on the drawing papers.
In activity 3 the students add to the picture using the materials related with Fall. The teacher
Introduction of the lesson plans |21
should prepare more materials for those who didn't prepare their materials.
In the arrangement and conclusion, students look at their friends' work. Each student can give
points on the empty space of the works to their classmates and evaluate by themselves.
Lesson16. ‘Observing animals and plants which we can see around us’
The objective of this lesson is that the students can observe animals and plants around
the school or their house.
In the introduction the teacher induces students' motivation as students divide mixed cards
into animal cards and plant cards. In the development stage the students do two activities.
The first activity is to observe the plants and animals in the picture materials. Students observe
the picture of a house of Korean rural area.
In the second activity, students go out and observe the plants and animals at the school
garden and the pond. After the observation, students draw the animals and plants which they
looked at.
In arrangement and conclusion, students evaluate themselves by looking at their friends'
drawings and talking about the good pointsof their works. In the evaluation the teacher evaluates
how the students observed the plants and animals around the school. The teacher can give high
points to the students who observed precisely.
Lesson17. Selecting my favorable pet
This lesson’s objective is to determine the pets in which can be kept in the house or
near the school. At the introduction, the students will share their past experiences of having pets
and make dialogue about the pets. At thisstage of development, the first activity is to share the
students’ past experiences of having pets and talk about their pets’traits. Also, they will make pet
cards that explain information such as names and the pets’ special traits. After making the pet
cards, the students will play the relay games utilizing them. The second activity is to classify
possible pets that can be kept in the house or in the school according to the criteria. In
addition, the students will decide the most favorable pet and draw it on a worksheet. As a
wrap-up, the students will have the chance to speak about their favorable pet’s name and the
reasons why they want it. This lesson’s evaluation will be conducted by observing and
monitoring the students’ presentations on the first and second activity.
22
Lesson18. ‘Introduction of the plant which I like’
The objective of this lesson is that the students know about the plants which we can
grow at the school or home.
In the introduction the teacher induces students' motivation as students talk about the
experience of growing plants at home.
In development activity 1 the students observe the plants at the school garden and activity 2 is
the introduction of students' favorite plants. Because students already looked around and
observed the school garden, it is possible that the teacher can use photo materials or students
can go out again and observe plants precisely.
Students observed various plants last time. Students should observe the detailed shapes, colors
and leaves of plants in this lesson.
In activity 2 the teacher gives homework to the students to research and write in detail about
the plants which they like.
Students do the role-play activity as if they have become plants. The teacher can observe and
evaluate students at the same time. The teacher prepares various plant materials in advance and
gives provides for the students who couldn't do their homework. In this way, all the students
can participate in the activity.
Lesson19. The ways of raising animals and plants
This lesson’s objective is to present the ways of raising animals and plants. At the
introduction, the teacher will encourage the students to share their experiences of having pets
that were sick and how the students took care of them. At the introduction, the students will
solve the "True or False Quiz"regarding the ways of taking care of pet animals and plants. The
second activity is to have the students make presentations on their favorable pet animals and
plants, with the proper reasons using the references. In this activity, the students are allowed to
color the pictures of their favorable pet animal and plant or they candirectly draw their favorable
pet animals and plants by themselves. After this activity, the teacher will demonstrate how to
make the observation record forthe students and then have them make it together. For the
review, the teacher will suggest that the students write down what they need when they are
keeping pets and plants and also their promises. This lesson’s evaluation will be conducted by
monitoring and observing the students’ process on the first and the second activities.
Introduction of the lesson plans |23
Lesson20. ‘How to raise animals and plants’
The objective of this lesson is that students can represent the house they want to live in
with animals and plants in various ways.
In the introduction, the teacher induces students' motivation as students divide the mixed
animal and plant cards into indoor and outdoor animals and plants.
In development activity 1, students can find out some good points about living with animals
and plants together. In activity 2, students decorate the house they want to live in with animals
and plants.
In activity 1, the teacher will ask questions and students will answer them. Students can think
of some good points when we live with animals and plants together.
In activity 2, individual studentsmake and decorate a house with colored papers and colored
pens. Then groups of students can make and decorate a house with colored papers and colored
pens.
Students can naturally accept the life in which they live with animals and plants together in
the future.
In the evaluation, teacher observes that students decorate a house in the group.
Lesson21. ‘Meeting day and night’
The objective of this lesson is that students can talk about the differences between day
and night.
The teacher induces the students' motivation to observe the various aspects of the day and say
to this "Let's look at how people live during the day and at night looking at the photos of day
and night."
In introduction activity 1 students will role-play calling a friend in Ethiopia.
Teacher chooses one student who will role play as a Korean student and choose another
student who will role play as an Ethiopia student. Two students will "call" each other. The two
countries have different time zones by about 6 hours.If teacher uses this it is very beneficial to
students. After this activity students have to do the mind-mapping activity about 'day and night.'
In activity 2, looking at the figure of day and night . The teacher has to prepare sentence
cards and give them to the students. After this the teacher asks questions about the
characteristics of day and night. When many students answer the question the teacher has them
write down the correct words on the worksheet.
The evaluation of this lesson is to observe their`s mind-mapping activity and worksheet.
24
Lesson22. Learning Day and night
This lesson’s objective is to figure out the different characteristics of day and night. At
the introduction, the students will freely brainstorm the concept of "day and night". At this state
of development, the students will find out the different characteristics of days and nights using
the references, especially inthe rural areas such as farm, fishing and mountain villages. The
second activity is to share the students’ ideas on occurring days and nights and then make "Day
and Night" using the OHP films. As a review, the students will present the characteristics of days
and nights. This lesson’s evaluation will be conducted by monitoring and observing the students’
presentations on the characteristics of days and nights.
Lesson23. ‘Dividing a day in various ways'
The objective of this lesson is that students can divide a day in various ways.
Teacher induces the students' motivation by asking questions like "Which order are the photos
of reference material arrayed?" It is difficult to observe the photos by them self, so the teacher
should write down the keywords onthe blackboard.
In introduction activity 1, pasting pictures on a worksheet divided by day and night.Students
should observe the pictures on the refrence material which is the pet dog`s daily life. If they
observe closely, they can see the sun in the picture at daytime.
Activity 2 is a choice activity in which the teacher gives the students two kinds of material.The
first is 'Let's paste pictures of a day in the life of David, divided into morning, afternoon and
evening.' The second is 'Let's paste pictures in a day in the life of mom, divided into morning,
afternoon and evening.' Maybe the second activity is more difficult than the first, so the teacher
must help those who feel it is difficult. The supplementary worksheet will be used if the teacher
wants.
The evaluation of this lesson is the worksheet.
Lesson24. ‘The lifestyle of people according to day and night'
The objective of this lesson is that students can find the changing lifestyle of people
according to day and night.
Teacher induces thestudents' motivation to guess the contents of the reference pictures for 30
seconds. Afterwards the teacher asks them various questions about reference pictures.
Introduction activity 1 is finding out the lifestyle of people during the day and night. The
Introduction of the lesson plans |25
teacher is able to ask questions about the day and the night.Example: "Who are the people that
mainly work during the day?" "Who mainly work during the night?" Then students can answer
the questions using by their experience.
Activity 2 is having a gracious mind. The teacher has to prepare role-play material and let the
students participate in the role-play. Maybe students will have a gracious mind while they do the
roll-play. After this the teacher lets them draw the people who work during the day or the night
using a worksheet.
The evaluation of this lesson is to observe their worksheets and answering.
Lesson25.
Animals and plants’ lives depending on days and nights This lesson’s objective is to
compare animals’ and plants’ lives depending on day and night. At the introduction, the teacher
will show the picture of the sun flower, which is hidden at a certain part of the day. At this
stage ofdevelopment, the first activity is to check the formation of sun flower. The students
willcompare the sun flower’s formation in regard to day and night. In addition, they will
alsoobserve dandelions. The students will use flowers thatcan be easily found around their
regions. The second activity is to observe animals’ lives during the day and night and compare it
with humans’ lives. The third activity is to experience the nocturnal animals and plants through
role-playing games in order to understand theircharacteristics. Using the worksheet, the students
will review the lives of the animals and plants depending on day and night. This lesson’s
evaluation will be conducted by monitoring and observing the students’ comparison on the lives
of animals and plants depending on day and night.
Lesson26. ‘Meeting day and night’
The objective of this lesson is that students can look for shadows around us.
Teacher induces the students' motivation by solving some quiz questions related to shadows
and to show children's story 'Wolf and shadow.' For the purpose of making the device of a
shadow story, the teacher needs the materials of white paper, black paper and a light. The
shadows story telling is enough to give them much exciting time so will be arise motivation for
this lesson.
Introduction activity 1 is marking the place where shadows are created. Students should
observe the pictures on the reference material and draw shadows which would be there. If any
student feels like it is too difficult, the teacher can help them with reference material 2, and let
26
them know the shadows will be created at daytime or under the light.
Activity 2 is a mind-mapping activity in which the teacher gives the students the word
'shadows' and the students write down the words that come to mind.
The evaluation of this lesson is the worksheet.
Lesson27. A sunny place and a shady place
This lesson’s objective is to learn the functions of sunny places and the shady
placesdepending on the amount of the lights. At the introduction, the teacher will tell the
students a story of “캚 Man Who Buys the Shade of a Tree”�, which will intrigue their interest
in the lesson. At this stage of development, the students will figure out the cause of the
formation of sunny places and shady places. Then they will go outside and feel the differences in
theplaces depending on the amount of the lights. During this activity, the teacher will suggest
that the students are in a boundary line between the sunny and shady places and the students
will be put into two sections respectively. With the references, the second activity is to complete
the worksheets thatregard the possible works depending on the places. Moreover, the students
will talk about other examples for using the sunny and shady places as a wrap-up. This lesson’s
evaluation will be conducted by the worksheet that reveals the students’understanding of the
classification of the possible works depending on the amount of the lights.
Lesson28. Observing the formation of the shadow
This lesson’s objective is to observe the formation of the shadows during theday. At the
introduction, the teacher will suggest that the students sing a song "Who Is Sleeping?" with
changing lyrics to intrigue their interest in the lesson. At this stage of development, the first
activity is to observe the formation of a shadow such as length, shapes and where the shadow is
pointing towards during the day. The second activity is to play a shadow treading game with 5
or 6 students in a group. As a review, the students will make presentations on the formation of
a shadow during the day. This lesson’s evaluation will be conducted by monitoring and observing
the students’ process of observing the formation of a shadow.
Lesson29. ‘Finding out the reason why shadows are created’
The objective of this lesson is that students can find out the reason why shadows are created.
The teacher induces the students' motivation by having them observe a picture from reference
Introduction of the lesson plans |27
material 1 and letting them think about today learning subject.
Introduction activity 1 is making a shadow by pasting a picture on a transparent film.
The teacher has to prepare a transparent film and let them draw a picture like on reference
material 1, and then pasting it on a transparent film.
When the students make it the teacher has them look at the sunshine through the transparent
film, and then students should compare pasting picture area and the other area.
In activity 2, the students find the characteristics of the objects in which shadows are created
or not.
First the teacher lets the students find the differences by passing sunlight through a transparent
film and A4 paper. Then the teacher should prepare some objects like a worksheet and tell the
students "Let's group the objects which sunlight can pass through and the objects that it can't
pass through."
As a result of this activity the students will understand the characteristics of the objects which
sunlight can pass through and cannot pass through.
The evaluation of this lesson is answering the question on the worksheet "What is the reason
shadow is created?"
Lesson30. Preparing the shadow play
This lesson’s objective is to make many different shapes of shadows with one’s hands
and to prepare the shadow play. At the introduction, the teacher will suggest that the students
sing the song "Animal Farm" in order to intrigue their interest in the lesson. At this stage of
development, the students will make simple shadows with hands and tools and thenshare their
experience of participating in shadow plays or watching them. The second activity is to make
the story of ashadow play using fairy tales or the original stories. As a group work, the students
will make their own props for the shadow plays. As a wrap-up, the teacher will inform the
students to practice their shadow plays in any of the recession periods or after school. This
lesson’s evaluation will be conducted by monitoring and observing the students’ process for
designing the hand shadows and preparing the shadow plays.
28
ⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣⅣMain lesson plans
Science Teacher's Training Course Lesson 1
‘Observing the flowers and trees around the school’ Lesson Plan
The topic of this lesson is planning to observe the flowers and trees around the school. This
topic is similar with the first grade chapter one 'The five sense organs' of Ethiopian
environmental science syllabus.
Watching videos and showing pre-recorded teacher's pictures about how to observe the
flowers and trees around the school may be considered, but it is better to have teacher's
questions and students' answers about the experiences of observation and pre-survey if
considering the local circumstances.
Main lesson plans |29
Chapter Title Spring Has Come
Objective ▪ Plan to look at the flowers and trees around the school
Materials Teacher- Photos of flowers & trees, Student- Names of flowers and trees
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Talking freely about the
experience of looking around the
school
○ Talking about the place
where flowers and trees are.
•Let's talk about the experience
in which we looked around the
school
•Where can we see flowers and
trees around school?
◎ Talking freely about the
experience of looking around the
school
-I saw the principle's office.
-I saw a playground.
-I saw a garden.
-You can see them at a garden.
-There is a big tree next to the
classroom.
Teacher makes
students
remember the
memories of what
they saw around
the school.
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
∙Let's find out what we will learn today.
Let's make a plan to watch flowers and trees around the school
Devel
opme
nt
(30′)
Activity 1 ◎ Talking about flowers' names
that we found around the school
○ Representing the contents
which you examined individually.
•I mentioned last time that you
have to examine the flowers'
names around the school. Who
would like to talk about the
flowers' names?
•Where did you examine them?
◎ Talking about flowers' names
that we found around the school
○ Representing the contents
which you examined individually.
-I saw golden bell flowers at the
school garden.
Students should
represent the
contents by their
own experiences.
Activity 2 ◎ Choosing the flowers which
you want to observe around the
school
◎ Choosing the flowers which
you want to watch around the
school
30
○ Arranging the flowers individually.•Let's talk about the flowers which you want to watch more carefully. •Why do you want to watch golden bell flowers?
○ The groups of students choose flowers together.We should discuss the flowers in which you want to observe with friends. Let's talk about the flowers that you would like to observe with your group.
-I would like to watch golden bell flowers.-Because the yellow pedals of a golden bell flower is very beautiful.
Students talk about the flowers which they would like to observe with their group.
Activity3 ◎ Finding out what we need to prepare for looking around the school.∙What should we prepare when we go out to look around?∙Good job! However, if you just look around and come back to the classroom, you might forget it easily. How can we remember the things we look around.∙ What do we need to prepare for recording our observations?
◎ Finding out what we need to prepare for looking around the school.
-We need some water because we are thirsty.
-We need a magnifying glass.
-Students record what they find.-Students go out with notebooks.-Students go out with sketchbooks.
Activity4 ◎ Talking about the things that we notice when we looking around the school. ∙Which things shall we pay attention to while we are observing things outside of the classroom?
◎ Talking about the things that we should pay attention to when we look around the school.
- Let's observe closely while we keep the order.- Don't play with friends next to you.- Don't cut and/or hurt flowers and trees.- Don't step on sprout or pick buds.
Introduce what students need to pay attention for observation.
Arrangement & evaluation(5′)
Arrangement & evaluation of the
lesson
◎ Introduction of flowers and trees observation around the school.○ Checking materials for observationLet's check the materials for observation.
•We will observe flowers and trees with the materials next time.
◎ Introduction of flowers and trees observation around the school.
-Students need to prepare notebooks and pencils.
Main lesson plans |31
Writing Plan
Spring has come.
※ Let's plan for observation of flowers and trees around the school.
Evaluation Plan
1) Evaluation objective
: Can students plan for observation of flowers and trees around the school?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Plan to look at the
flowers and trees
around the school
HighThe students know the names of flowers and trees around the school.
The students know procedures and preparation materials for observation.
Middle
The students know the names of flowers and trees around the school.
The students do not know the procedures and preparation materials for
observation.
Low
The students do not know the names of flowers and trees around the
school. The students do not know the procedures and preparation
materials for observation.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net)(http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
32
Science Teacher's Training Course Lesson 2
‘Grouping living things and non-living things’ Lesson Plan
The topic of this lesson is to group living things and non-living things. This topic is similar
with the first grade chapter four 'Non living things around us' in 'Living things around us' of
Ethiopian environmental science syllabus.
There are some possible motivations such as format of games and showing videos. This lesson
begins with the motivation through the activities which teacher's questions and students' answers
about what students have seen at the school garden since each school has different shaped and
structured gardens. We made the lessons based on the questions and answers because the
students of this period can announce presentations actively unlike higher graders.
Main lesson plans |33
Chapter Title I'm with Nature Video Clip 1
Objective ▪Grouping of living things and non-living things.
Materials Teacher- Pictures of living and non-living things.
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readiness
activities
(5′)
Motivation
◎ Presentation of the things
which students saw in the
school garden.
•Let's talk about what you saw
in the school garden.
◎ Finding out what are living
things and non-living things.
•Let's talk about the living
things that you saw in the
school garden.
•Let's talk about the non-living
things this time.
◎ Presentation of the things
which students saw at the
school garden.
-I saw trees and flowers.
-I saw soil and rocks.
◎ Finding out living things and
non-living things.
-There were flowers and trees.
-There were ants and butterflies.
-There were benches.
-There were soil and rocks.
Teacher helps
students
remember their
memories from
around the
school.
Recog
nition
of the
objecti
ve
Confirmation of learning objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's make groups of living things and non-living things.
Devel
opme
nt
(30′)
Activity
1
◎ Presentation of living things
and non-living things after
examine.
○ Using picture materials
•Let's present living things and
non-living things after looking at
the picture materials.
◎ Presentation of living things
and non-living things after
examination.
○ Using picture materials
-There are pine trees, doves,
people, goats, rabbits, dogs,
ducks, carps and plants in the
mountains for living things.
-There are street lamps, a
clock tower, chairs, a pavilion,
rocks, airplanes, bicycles, soil,
and water for non-living things.
Picture
materials
Activity
2
◎ Grouping living things and
non-living things around us.
•Let's divide living things and
non-living things which you
prepared for pictures and
photos.
◎ Grouping living things and
non-living things around us. Make sure
students prepare
pictures of things
that they can see
around them.
34
•Let's talk about living things
around us.
•Let's talk about non-living
things around us.
-Doves and carps at the park
are living things.
-Chairs and desks are non-living
things.
Activity
3
◎ Talking about the
characteristics of living things
and non-living things.
○ Talking about the
characteristics of living things.
•Let's talk about the
characteristics of living things.
○ Talking about the
characteristics of non-living
things.
•Let's talk about the
characteristics of non-living
things.
○ Playing Bingo game
•Let's play an interesting game.
We will play a bingo game.
Teacher suggests 16 words
related with the topic.
The student who gets the first 3
bingos wins the game.
bench, soil, rock, sand, dove, carp, ant, butterfly, worm, bird, pine tree, goat, street lamp, clock tower, airplane, bicycle
◎ Talking about the
characteristics of living things
and non-living things.
○ Talking about the
characteristics of living things.
-They are moving.
-They are alive and breathing.
-They eat food and drink water.
-They give birth to babies or
produce seeds/eggs.
-They are growing.
○ Talking about the
characteristics of non-living
things.
-They are not moving.
-They are not alive and
breathing.
-They don't eat food and drink
water.
-They don't give birth to babies
or produce seeds/eggs.
-They are not growing.
○ Playing Bingo game
worksheet
Main lesson plans |35
Arran
geme
nt &
evalu
ation
(5′)
Arrange
ment &
evaluatio
n of the
lesson
◎ Regarding living things and
non-living things are precious.
○ Knowing living things and
non-living things are precious.
•How shall we treat these
living things?
•How shall we treat non-living
things?
◎ Notice for next lesson
•We will study about division
of various plants and animals
which we can see in Summer.
◎ Regarding living things and
non-living things are precious.
○ Knowing the difference
between living things and
non-living things are precious.
- We should treat living things
preciously because they are just
like people.
- We should not mistreat them.
-We should not mistreat
non-living things because we
need them in our daily lives.
36
Writing Plan
I'm with Nature
※ Let's make groups of living things and non-living things.
Evaluation Plan
1) Evaluation objective
: Can students make groups of living things and non-living things?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Grouping of living
things and non-living
things.
High The students can make groups of living things and non-living things.
MiddleThe students can make a up some small groups of living things and
non-living things.
Low The students can not make groups of living things and non-living things.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |37
Picture material
38
Worksheet
Let`s play Bingo game
Main lesson plans |39
Science Teacher's Training Course Lesson 3
‘Grouping animals and plants’ Lesson Plan
The topic of this lesson is to group animals and plants. This topic is similar with the first
grade chapter four 'Non living things around us' in 'Living things around us' of Ethiopian
environmental science syllabus. Ethiopian curriculum is presented by grouping plants and
grouping animals, but Korean curriculum is presented by grouping plants and animals first, and
then grouping plants and grouping animals later.
In regards to this topic, Korean teachers' manuals show different animals and plants according
to the region, so teachers should take photos of the plants and animals in the region or use the
reference of the region in advance. Thus, we made the lesson plans so that Ethiopian teachers
can collect materials and data of animals and plants around their lives.
40
Chapter Title I'm with Nature Video Clip 2
Objective ▪Grouping plants and animals from creatures in Summer.Materials Teacher- Various pictures and photos of plants and animals.
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readiness
activities
(5′)
Motivati
on
◎ Presentation of what we
learned last time.
○ Talking about living things
and non-living things.
•Let's present living things
which we can see around us.
•Let's present non-living things
which we can see around us.
◎ Presentation of what we
learned last time.
○ Talking about living things
and non-living things.
- There is a lion.
- There is a cat.
- There is a rose.
- There is a clock.
- There is a desk.
- There is a chair.
Listen to
what students
are talking.
Recogniti
on of
learning
problem
Confirma
tion of
learning
objective
s
◎ Recognition of learning problem
•Let's find out what we will learn today.
Let's make groups of plants and animals from creatures in Summer.
Develop
ment
(30′)
Activity
1
◎ Talking about creatures
which we can see around us in
Summer.
○ Presentation of various plants
and animals around us.
•Let's present various plants
and animals around us in
Summer.
○ Writing down the creatures
which students presented.
○ Dividing into plants and
animals from creatures which
were written down.
◎ Talking about creatures which
we can see around us in
Summer.
○ Presentation of various plants
and animals around us.
- There is a rabbit.
- There is a cicada.
- There is a grasshopper.
- There is a melon.
- There is a watermelon.
○ Writing down the creatures
which students presented.
○ Dividing into plants and
animals from creatures which
were written down.
Free
presentation
Have students
write down in
notebooks.
Activity2 ◎ Finding out pictures of
animals and plants.
◎ Finding out pictures of
animals and plants.
Main lesson plans |41
○ Writing animals and plants
after searching.
•Let's write animals for animal
picture and plants for plant
pictures from picture materials.
○ Writing animals and plants
after searching.
Picture
materials
Activity3 ◎ Dividing animals and plants.
○ Dividing animals and plants
from picture materials.
•Let's record in the notebook
divided by animals and plants.
◎ Dividing animals and plants.
○ Dividing animals and plants
from picture materials.
- Plants are pine trees, roses
and melons.
- Animals are puppies, cicadas
and grasshoppers (specifically an
insect).
Worksheet,
Plants&Animals
picture cards
Checking
whether students
are recording
plants and
animals.
Arrang
ement
&
evaluati
on
(5′)
Arrange
ment &
evaluatio
n of the
lesson
◎ Division of plants and animals
from pictures and photos of
creatures which student
prepared individually. (Option
activity)
•Put the pictures and photos of
plants and animals on the desk
which you prepared individually.
•Let's divide plants and animals
on the worksheets.
•Let's present why you divided
them like this.
◎ Division of plants and animals
from pictures and photos of
creatures which student
prepared individually. (Option
activity)
-Dividing pictures and photos of
plants and animals.
-I think a pine tree is plant
because it doesn't move and it's
color is green.
-I think a rabbit is an animal
because it can run and it feels
warm if I touch it.
-I think a rose is plant because
it doesn't move.
Individual
preparation:
pictures, photos
or worksheets.
Arrang
ement
&
evaluati
on
(5′)
Arrange
ment &
evaluatio
n of the
lesson
◎ Division of plants and animals
from pictures and photos of
creatures which student
prepared individually. (Option
activity)
◎ Division of plants and animals
from pictures and photos of
creatures which student
prepared individually. (Option
activity)
42
•Put the pictures and photos of
plants and animals on the desk
which you prepared individually.
•Let's divide plants and animals
on the worksheets.
•Let's present why you divided
them like this.
◎ Playing Speed quiz game
•Let's play an interesting game.
We will play a speed quiz game.
◎ Knowing the differences of
animals and plants.
Let's find out the differences of
animals and plants and write in
the worksheet and present them
later.
◎ Notice for next lesson
•We will study about division
of various plants and animals
which we can see in Summer.
-Dividing pictures and photos of
plants and animals.
-I think a pine tree is plant
because it doesn't move and it's
color is green.
-I think a rabbit is an animal
because it can run and it feels
warm if I touch it.
-I think a rose is plant because
it doesn't move.
◎ Playing Speed quiz game
•One student from each group
comes up to the front and guess
and find out the answers. The
rest of students should explain
the words by explanation or
mine. The team which gets the
most answers wins the game.
◎ Knowing the differences of
animals and plants.
-Animals make various sounds.
-Animals move here and there.
-Animals give birth babies or lay
eggs.
-Plants don't make sound.
-Plants have roots.
-Plants breed by seeds.
Individual
preparation:
pictures, photos
or worksheets.
Main lesson plans |43
Writing Plan
I'm with Nature
※ Let's make groups of plants and animals from creatures in
Summer.
Evaluation Plan
1) Evaluation objective
: Students can make groups of plants and animals from creatures in Summer.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Grouping plants and
animals from
creatures in Summer.
HighStudents can make groups of plants and animals from creatures in
Summer.
MiddleStudents can make some groups of plants and animals from creatures
in Summer.
LowStudents can not make groups of plants and animals from creatures in
Summer.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)∙ Science all (http://www.scienceall.com)
(http://www.scienceall.com/contents/contents.sca?todo=edumain)
44
Picture material
Main lesson plans |45
Worksheet
Dividing Plants and AnimalsGrade( ) Class( ) Name ( )
■ Let's divide Plants and Animals
PLANTS ANIMALS
■ What is difference of Plants and Animals
PLANTS ANIMALS
46
Science Teacher's Training Course Lesson 4
‘Grouping animals according to their habitats’ Lesson Plan
The topic of this lesson is to group animals according to their habitats. This topic is similar
with the first grade chapter four 'Group animals into domestic and wild' in 'Living things around
us' of Ethiopian environmental science syllabus.
In regards to this topic, Korean teachers' manuals show different animals and plants according
to the region, so teachers should take photos of the plants and animals in the region or use the
reference of the region in advance. Thus, we made the lesson plans for Ethiopian teachers can
collect materials and data of animals and plants around their lives with the reference of the
photo materials.
Main lesson plans |47
Chapter Title I'm with Nature Video Clip 3
Objective▪ Students can group animals which we can see in Summer
according to their habitats.
Materials Teacher- Photos of flowers & trees; Student- pens, pencils,
StepProcedur
e
Teaching-Learning Activities Materials( ) Remark( )Teacher Students
Readi
ness
activit
ies
(5′)
Motivati
on
◎ Talking about the experiences
of visiting a zoo.
•Let's talk about when and
where you went to the zoo.
•Let's talk about what kinds of
animals were at the zoo.
◎ Talking about the experiences
of visiting a zoo.
-I went on a picnic to a zoo
when I was in kindergarten.
-I went on a Safari with my
family.
-I saw some tigers.
-I saw dolphin shows.
-There were giraffes.
-I saw rabbits which I like.
Teacher tries
to listen
carefully to
what the
students talk
about.
Recog
nition
of the
objecti
ve
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's group animals according to their habitats.
Devel
opme
nt
(30′)
Activity
1
◎ Talking about animals which
we can see around us.
○ Let's talk about the animals
that you saw or raised in your
daily life.
○ Let's present the animals
which you saw or raised in your
daily life.
◎ Talking about animals which
we can see around us.
○ Let's talk about the animals
which you saw or raised in your
daily life.
-I am raising four puppies at
home.
-I am raising two hamsters at
home..
-I saw some frogs at a pond
this Summer.
-I caught some grasshoppers
when I visited my grandma's
house.
Free
Presentation
48
Activity 2 ◎ Grouping animals according to
their habitats (main active areas)
○ Dividing the animals according
to their habitats.
•Let's divide the animals
according to their habitats.
◎ Guessing animals game with
mimes (Optional)
○ Guessing animals with mimes
or gestures.
•Let's play a game by the rules.
◎ Grouping animals according to
their habitats (main active areas)
○ Dividing the animals according
to their habitats
- There are wild geese, sparrows,
swallows, doves and seagulls as
the animals flying in the sky.
- There are Carps, Crayfish,
shrimps and dolphins as the
animals living in water.
- There are rabbits, deer,
squirrels and Stag beetles as the
animals living in mountains.
- There are earthworms, ants
and mole crickets as the animals
living in a land.
◎ Guessing animals game with
mimes (Optional)
○ Guessing animals with mimes
or gestures.
<How to play>
- One student comes up.
- The student decides one animal
in his/her mind.
- The student expresses the
animal with the pantomime or
whole body.
-The rest of the students guess
the answer.
-The student who gets the
answer will ask a next question.
Plants&Animals
cards
Activity3 ◎ Speaking about my favorite
animal among the animals in
summer
○ To announce the reasons why
I like the characteristics of the
animal which I like.
․Let's talk about the reason why I
like the characteristics of the
animal which I like in summer.
◎ Speaking of my favorite
animal among animals in
summer
○ To announce the reason why
I like with the characteristic of
the animal which I like.
Main lesson plans |49
-I like rabbits because they are
cute and they have soft fur.
- I like puppies because they
follow people well.
Arrang
ement
&
evalua
tion
(5′)
Arrangem
ent &
evaluatio
n of the
lesson
◎ Drawing animal pictures
○ Drawing on a worksheet.
•Let's draw the picture of animals
and write about the characteristics
of the animals habitats which I
like on worksheet.
◎ Drawing animal pictures
○ Drawing on a worksheet.
- Drawing the animals habitats
which I like.
-Writing the characteristics of the
animals.
Worksheet
50
Writing Plan
I'm with nature.
※ Let's divide animals according to where they live.
Evaluation Plan
1) Evaluation objective
: Can students divide animals according to where they live?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can group
animals which we
can see in Summer
according to their
habitats.
High Students can divide animals well according to where they live.
Middle Students can divide animals according to where they live.
Low Students can't divide animals according to where they live.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)∙ Science all (http://www.scienceall.com)
(http://www.scienceall.com/contents/contents.sca?todo=edumain)
Main lesson plans |51
Worksheet
Let's draw animals which I like.
Animal:
Color: Where to live:
Food:
52
Science Teacher's Training Course Lesson 5
‘The flowers and fruits in Summer’ Lesson Plan
The topic of this lesson is to examine the characteristics and shapes of flowers and fruits
which we can see during the Summer. This topic is similar with the first grade chapter four 'Tell
some uses of plants' in 'Living things around us' of Ethiopian environmental science syllabus.
in regards to this topic, teachers can directly prepare and show flowers and fruits to the
students or show the students videos or photo materials in general. Teachers can also let
students bring the flowers and fruits which they like in advance. As we consider the local
circumstances of Ethiopia, we made the lesson plans based on the students' presentation of their
experiences or observing the flowers and trees around the school.
Main lesson plans |53
Chapter Title I'm with Nature Video Clip 4
Objective▪ Students can examine the characteristics and shapes of flowers
and fruits which we can see during the Summer.
Materials Teacher : plant encyclopedia, summer flowers, fruit Photos /
student : writing instruments, colored pencils.
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readine
ss
activitie
s
(5′)
Motivatio
n
◎ Finding out the fruits which
you have eaten recently.
•Let's talk about names and
tastes of the fruits which you
have eaten recently.
◎Talking about the feeling and
experience when you received
flowers as a gift.
•Let's Talk about the feeling
when you received flowers as a
gift.
◎ Finding out the fruits which
you have eaten recently.
-I ate plums. The taste was
sweet and sour.
-I ate peaches. The taste was
sweet.
◎ Talking about the feeling and
experience when you received
flowers as a gift.
- I got flowers for kindergarten
graduation present. The
fragrance was very nice.
- I got flowers for the entrance
ceremony gift. I was very
happy.
Teacher try to
listen
carefully what
students talk
about.
Recognit
ion of
the
objective
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's examine the characteristics and shapes of flowers and fruits
which we can see during the Summer.
Develop
ment
(30′)
Activity 1 ◎ Finding out flowers and fruits
which we can see in Summer.
○ Presenting the flowers which
you saw around us.
◎ Finding out flowers and fruits
which we can see in Summer.
○ Presenting flowers which you
saw around us.
54
Activity2
•Let's talk about the flowers
which you saw around us.
○ Presenting the fruits which
you saw or ate around us.
Let's talk about the fruits which
you saw or ate around us.
◎ Observation of flowers and
fruits
○ Finding out the careful things
when you observe plants.
•Let's talk about the careful
things when you observe various
plants.
○ Observation of plants at a
garden.
•Let's observe various flowers
and fruits at a garden.
- I saw roses.
- I saw touch-me-not flowers.
- I saw lotus flowers.
- I saw roses of sharon.
○ Presenting the fruits which you
saw or ate around us.
- I saw cucumbers.
- I saw peppers.
- I ate peaches.
- I ate melons.
◎ Observation of flowers and
fruits
○ Finding out the careful things
when you observe plants.
- We should not touch or cut
flowers thoughtlessly.
- We should be careful of bee or
bug biting.
- We should regard even little
buds as important things
because they also have precious
life.
○ Observation of plants at a
garden.
- Recording the contents you
observed in the observation
notebook.
Photo
materials
writing
instruments,
observation
notebook.
Activity3 ◎ Presentation of shapes and
characteristics of flowers and
fruits which you like. (Writing in
observation notebook)
○ Presentation of shapes and
characteristics of flowers.
◎ Presentation of shapes and
characteristics of flowers and
fruits which you like. (Writing in
observation notebook)
○ Presentation of shapes and
characteristics of flowers
Main lesson plans |55
•Let's choose flowers and fruits
for your friends and talk about
why you chose.
•Let's talk about the shapes and
characteristics of the flowers.
○Presentation of shapes and
characteristics of fruits
• Let's talk about shapes and
characteristics of fruits.
◎ Playing Snowball(Memory)
game
Let's play an interesting game. We
will play a snowball game.
- I chose a Rose of Sharon for
my friend because it is the
Korean national flower.
- I chose Roses for my friend
because they are beautiful.
○Presentation of shapes and
characteristics of fruits
◎ Playing Snowball(Memory)
game
One student says a name of
flowers or fruits and the next
student says the name of flowers
or fruits which the prior student
said and says one more name of
flowers or fruits. The next
student has to say three different
names of flowers or fruits. The
team which says more the
names wins the game.
Arrang
ement
&
evaluati
on
(5′)
Arrange
ment &
evaluatio
n of the
lesson
◎ Presentation of how to love
the flowers and fruits which
became your friends.
•Let's talk about how to love the
flowers and fruits which became
your friends.
◎ Presentation of how to love
the flowers and fruits which
became your friends.
-We should take care of them.
-We should not cut them
thoughtlessly.
-We should come and talk to
the flowers and fruits which
became your friends once a day.
56
Writing Plan
I'm with nature.
※ Let's find out the flowers and fruits which we can see in
Summer.
Evaluation Plan
1) Evaluation objective
: Can students recognize the flowers and fruits which we can see in Summer?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
examine the
characteristics and
shapes of flowers
and fruits which we
can see during the
Summer.
HighStudents can recognize well the flowers and fruits which we can see in
Summer.
MiddleStudents can recognize many of the flowers and fruits which we can
see in Summer.
LowStudents can not recognize the flowers and fruits which we can see in
Summer.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)∙ Science all (http://www.scienceall.com)
(http://www.scienceall.com/contents/contents.sca?todo=edumain)
Main lesson plans |57
Science Teacher's Training Course Lesson 6
‘Five question game about the characteristics of animals and plants’
Lesson Plan
The topic of this lesson is to talk about the characteristics of animals and plants in Summer.
This topic is similar with the arrangement part of the first grade chapter four 'Plants and
Animals' in 'Living things around us' of Ethiopian environmental science syllabus.
Ethiopia curriculum on this subject is not mentioned, but this topic is the clean up and
finishing sections of the chapter for the arrangement and evaluation which students have learned
so far. It may be considered to take written tests, oral presentations or worksheets such as mind
map activities. We made the lesson plan using 'Five Question Game' which first and second
grade students like in order to arrange the chapter.
58
Chapter Title I'm with Nature Video Clip 5
Objective ▪ Students can talk about the characteristics of animals and plants in Summer.
Materials Teacher : Picture materials related with non-living things, animals, and plants.
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readine
ss
activitie
s
(5′)
Motivati
on
◎Motivation Game
•I will explain one thing. You
should take a guess and find out
the answer.
◎ Reviewing the last lesson
•We will look around the
photos of plants and animals
which we learned before.
•Let's talk about the names of
animals and plants.
◎Motivation Game
"Who am I?"
First, I am small.
Second, I am very light.
Third, I have six legs.
Fourth, I work very hard.
Fifth, I am black.
-I think the answer is ant.
◎ Reviewing the last lesson
- It is a rabbit.
- It is a rose.
- It is a touch-me-not.
- It is an ant.
Teacher try to
listen
carefully what
students talk
about..
Recognit
ion of
the
objective
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's talk about the characteristics of animals and plants in Summer.
Develop
ment
(30′)
Activity
1
◎ Explaining how to play 5
question game.
○ Reading the game method
from the reference data.
•Let's read together the game
method from the reference data.
◎ Explaining how to play 5
question game.
○ Reading the game method
from the reference data.
- Listening teacher`s explanation.
Reference
material
Teacher
explains how to
play the game in
detail.
Main lesson plans |59
Activity2 ◎ Playing five question game.
○ Let's learn how to play the
game.
•Preparing three cards.
•Asking five questions.
•Guessing and finding out the
content of the card.
○ Whole class students play five
question game.
○ Playing five question game in
groups.
◎ Playing five question game.
○ Let's learn how to play the
game.
-Asking five questions.
-Asking five questions.
Ex) Is it alive?
Where does it live?
What's the sound like?
What color is it?
How big is it?
○Whole class students play five
question game.
○ Playing five question game in
groups.
Arrang
ement
&
evaluati
on
(5′)
Arrangem
ent &
evaluatio
n of the
lesson
◎ Talking about what you
learned in this chapter.
○ Talking about the differences
between living things and
non-living things.
•Let's Talk about the differences
between living things and
non-living things.
○ Presenting the characteristics
of plants and animals.
-Let's present the characteristics
of living things divided by
plants and animals.
◎ Talking about what you
learned in this chapter.
○ Talking about the differences
between living things and
non-living things.
- Living things are the things
can move, non-living things are
the things can not move.
- Living things can grow, but
non-living things can not grow.
-Living things can breathe, but
non-living things can not breathe.
○ Presenting the characteristics
of plants and animals.
- Plants can not eat food, but
animals can chew and eat food.
- Plants don't have legs, but
animals have legs and can walk.
60
Writing Plan
I'm with nature.
※ Let's talk about the characteristics of animals and plants in
Summer.
Evaluation Plan
1) Evaluation objective
: Students can talk about the characteristics of animals and plants in Summer.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can talk
about the
characteristics of
animals and plants
in Summer.
HighStudents can talk well about the characteristics of animals and plants
through five question game.
MiddleStudents can talk about the characteristics of animals and plants
through five question game.
LowStudents can not talk about the characteristics of animals and plants
through five question game.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)∙ Science all (http://www.scienceall.com)
(http://www.scienceall.com/contents/contents.sca?todo=edumain)
Main lesson plans |61
Reference material
How to play five question game
① Each group uses three cards.
② You can ask five questions to your friends.
③ You take a guess and tell about the card after you listen
to your friend's answer.
④ If you guess and find out the right card, you will get the
card.
62
Science Teacher's Training Course Lesson 7
‘Looking at the figures of me and my friend’ Lesson Plan
The topic of this lesson is to find out the similarities and differences between them and their
friends. This topic is similar with the first grade chapter one 'Functions of external body parts'
in 'Our external body parts' of Ethiopian environmental science syllabus.
This topic is the first part of the chapter of 'My Body'. We selected this lesson for the first
lesson of the chapter because students can get the learning motivations through the activities
such as comparison of my friends and I before students study detailed parts of the body.
Teachers should suggest the picture materials about the various comparison activities rather than
the simple comparison activity. We made the three games as optional activities in order to
control the time.
Main lesson plans |63
Chapter Title My body Video Clip 6
Objective ▪ Students can find out the similarities and differences between them and their
friends.
Materials ▪Teacher: A big mirror (Cheval glass), enlarged illustrations
▪Students: Hand mirrors
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readine
ss
activitie
s
(5′)
Motivatio
n
◎ Talking about the parts of my
body (various body parts)
○ Let's distinguish differences
and talk about my body and
face.
•What body parts do you have?
•What are the different parts of
your face?
◎ Talking about the parts of my
body(various body parts)
- I have a head, a body, arms
and legs.
- I have eyes, a nose, a mouth
and ears.
- I have hair.
- I have moles and eyebrows.
Teacher try to
listen
carefully what
students talk
about.
Recogniti
on of
the
objective
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the similarities and differences between me and my
friends.
Develop
ment
(30′)
Activity
1
◎ Looking at the pictures of the
reference and talking what the
picture is about
○ Comparing faces using the
mirror; sitting in groups.
○ Looking at the pictures of the
reference and talking what
the picture is about.
• Let's look at the pictures of
the reference, and talk what the
picture is about.
○ Looking at the pictures of
reference.
- Two boys are comparing their
heights.
- They are finding out the
differences between men and
women.
A big mirror
(Cheval glass)
Free
presentation
64
◎ Looking at my appearance
○ Looking at my appearance with
a hand mirror.
•Looking at their appearances
with hand mirrors and talking face
and body.
•What are some features on the
face?
•What are some features on the
body?
- Two students are comparing
the shapes of their eyes, noses,
mouths and ears.
- Girls are comparing their hair
length.
- Two students are comparing
the shapes of their faces.
- Each pair of students are
looking at the whole figure of
them.
◎ Looking at my appearance
○ Looking at my appearance
with a hand mirror.
- There are eyes, a nose, a
mouth, ears and eyebrows on
the face.
- There is a head, a neck, a
trunk, arms and legs on the
body.
Hand mirror
○ Optional activity 1 : Playing nose, nose, nose game
<How to play >
All of the students stand up and then the teacher is pointing to
his nose and saying "nose, nose, nose" and then saying "mouth,"
students should point their index fingers to their mouth. The teacher
tries to point each body part alternately. The students who fail sit
down. The last remaining student is the winner.
○ Optional activity 2 : Simon says game.
<How to play >
All of the students stand up. When the teacher says 'Simon says'
eyes, students touch their hand to their eyes. If there is no Simon
says, students don't move. The teacher tries to point each body part
alternately. The students who fail sit down. The last remaining
student is the winner.
Teacher keeps
students don't
make too much
noise.
Main lesson plans |65
○ (Optional activity 3) : ‘head, shoulders, knees, and toes'
<How to play>
Students touch the four body parts and do the motions. When
students touch the four body parts well, teacher can skip one or
two body parts and control the speed.
Arrang
ement
&
evaluati
on
(5′)
Arrange
ment &
evaluatio
n of the
lesson
◎ Arranging the similarities and
differences between me and my
friends.
○ Finding out the similarities
and differences between the
pairs as looking at the big
mirror.
•What are some similarities
between me and my friend?
•What are some differences
between me and my friend?
○ Finding out the similarities
and differences between the
pairs by looking at the big
mirror.
- My friend and I have a head,
body, arms and legs.
- We have the same number of
eyes, noses, mouths and ears.
- We have different heights.
- We have different sizes of
arms and legs.
A big mirror
66
Writing Plan
My body
※ Let's find out the similarities and differences between me and
my friends
Evaluation Plan
1) Evaluation objective
: Can students find out the similarities and differences between me and my friends?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find
out the similarities
and differences
between them and
their friends.
HighStudents can find out the similarities and differences well between me
and my friends.
MiddleStudents can find out the similarities and differences between me and
my friends
Lowstudents can not find out the similarities and differences between me
and my friends
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |67
Reference material
68
Science Teacher's Training Course Lesson 8
‘Looking at our body shape’ Lesson Plan
The topic of this lesson is to look at our body in various ways. This topic is similar with the
first grade chapter one 'Show their external body parts' in 'Our external body parts' of Ethiopian
environmental science syllabus.
Ethiopian curriculum on this topic lets students observe the appearance of the body using a
model or chart, etc. We made the lesson plans based on the activities such as drawing one's face
in the mirror, thumb-marking, sitting face to face, drawing one another's face, making a whole
body shape with clay, etc.
Main lesson plans |69
Chapter Title My body
Objective ▪ Students can look at their bodies in various ways.
Materials ▪ Teacher: colors, kettles, trays and brushes
▪ Students: a hand mirror, pencils, crayons, clay, clay plates, wet towel, etc.
Step Procedure
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivati
on
◎ Looking and talking about the
illustrations and photos of
reference.
•Let's talk about what we will
learn after looking at the
illustrations and photos of
reference.
◎ Looking and talking about the
illustrations and photos of
reference.
- A boy is looking at a mirror
and drawing his face.
- Two students are sitting
facing each other and drawing
each other's faces.
- A student is thumb-marking
with colors.
-A student is making a body
shape with clay.
Teacher try to
listen
carefully what
students talk
about.
Recogn
ition of
the
objecti
ve
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's look at our body in various ways.
Develo
pment
(30′)
Activity ◎ Choosing the methods of
how we can represent our body
shape.
•There are various methods of
representing our body shape,
such as drawing one's face in
the mirror, thumb-marking,
sitting face to face and drawing
one another's face, etc.
◎ Choosing the methods
which we can represent our
body shape.
- Our group wants to draw our
face in the mirror.
70
Each group chooses one of
these methods and does the
activity.
◎ Looking at and representing
our body.(Optional activity 1~6)
- Our group wants to sit face
to face with each other and
draw one another's faces.
- Our group wants to do the
thumb-marking activity.
◎ Looking at and representing
our body.
○ drawing one's face in the mirror (Optional activity 1)
: You can hold a mirror with one hand and draw your face
with colored pen or crayon.
○ You can thumb mark with the colors which the teacher
prepared. (Optional activity 2)
○ sitting facing each other and drawing one another's face
(Optional activity 3)
: You sit facing your friend and drawing each other's faces.
Both you and your friend should draw each other together at
the same time.
○ Draw your friend's face on a paper and put colored papers on
the face drawing. (Optional activity 4)
: You contour your friend's face and put the colored papers of
the eyes, nose, ears and mouth parts on the face drawing.
○ Measure you and your friend's body and write about it.
(Optional activity 5)
: Measure you and your friend's body and write about what
you know and think about it.
○ Making a whole body shape with clay. (Optional activity 6)
: Each group make a face, a body, hands and feet with clay
and then make a whole body shape.
Teacher :
colors, kettles,
trays and
brushes/
Students: a hand
mirror, pencils,
crayons, clay,
clay plates, wet
towel, etc.
Arrang
ement
&
evaluati
on
(5′)
View
works
and
compare
◎ Each group represents the
shape of body and compare
each other.
○ Each group shows their work
and present how to make
the work.
○ Each group represents the
shape of body and compare
each other's.
Main lesson plans |71
•Let's show their work to friends
and explain how to make the
work.
◎ Advance notice of next lesson.
•Next time, we will learn about
the roles of our body parts.
- (Group 1) Our group drew
our face on the mirror.
- (Group 2) Our group did the
thumb-marking activity.
- (Group 3) Our group sat
facing each other and drew one
another's face.
○ Advance notice of next
lesson.
After
presentation of
students' works
made with various
methods, teacher
exhibits the works
for appreciation.
72
Writing Plan
My body
※ Let's look at our body in various ways.
Evaluation Plan
1) Evaluation objective
: Can students look at their body in various ways?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can look
at their bodies in
various ways.
High Students can look at their bodies well in various ways.
Middle Students can look at their bodies in various ways.
Low Students can not look at their bodies in various ways.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |73
Reference material
74
Science Teacher's Training Course Lesson 9
‘Knowing the roles of our body parts’ Lesson Plan
The topic of this lesson is to find out the roles of our body parts. This topic is similar with
the first grade chapter one 'Tell the functions of their external body parts' in 'Our external body
parts' of Ethiopian environmental science syllabus.
In regards to this topic, teachers can mention one more time what the students learned last
time or use videos or photo materials. The teachers may also use the game activities which are
mentioned in the Ethiopian curriculum. We made the lesson plan using songs and rhythm related
with our body with consideration of the integrated curriculum including the game activities in
the Ethiopian curriculum.
Main lesson plans |75
Chapter Title My body
Objective ▪ Students can know the roles of our body parts.
Materials ▪ Teacher: Class students photos, an obscure basket, photos of eyes, nose, a
mouth, ears and hands.
▪ Students: hand mirrors
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Singing ‘head, shoulders, knees and toes' with motions. •Let's sing ‘head, shoulders, knees and feet' with motions.
•This time, I will say another part instead of ears, so you touch the part which I say.
◎ Playing "Guessing whose voice this is?" game. •Let's play the "guess whose voice this is" game with teacher.
◎ Singing ‘head, shoulders, knees and toes' with motions. - (Students touch the part which teacher is saying the last ending)
◎ Playing "Guess whose voice this is" game.
refrence
material1
<How to play>
When the teacher says "1st grade", the students say aloud 'class 1'
and clap their hands three times. Students close their eyes after
the last clap. The teacher chooses a student to be a tagger while
students' eyes are closed. The student who became the tagger,
sings a song shortly or shout a slogan. The rest of students should
figure out who the tagger is.
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the roles of our body parts.
Developme
nt(30′)
Activity 1 ◎ Look at our body and find
out the names and the roles of
our body parts.
◎ Look at our body and find
out the names and the roles of
our body parts.
76
○ Looking at reference 2. •Let's find out the roles of our body parts through reference 2.
○ Looking at reference 2. -eyes : We can look at ants that are moving with a magnifying glass. -nose : We can smell the fragrance of flowers.
Finding
out the
roles of
our body
parts.
○ Finding out the names and
roles of our body parts.
•Let's find out the names and
the roles of our body parts in
detail.
•What is the role of your eyes?
•What is the role of your
mouth?
•What is the role of your ears?
•What is the role of your hands
and feet?
○ Finding out the names and
roles of our body parts.
- Students represent the roles of
eyes, nose, mouth, ears and
hands freely.
◎ Drawing prince & princess (Optional activity 1)
․ Students draw the outline of a face on a paper.
․ Students close their eyes and draw eyes, a nose, a mouth and
ears on the outline of face with colored pencils.
․Students realize they should look at something with their eyes if
they want to draw well.
◎ My body is talking. (Optional activity 2)
Students talk about the sensory organs through the pictures of
sensory organs such as eyes, nose, ears, mouth and hands.
․When teacher shows a sensory organ to students, the students can
tell the names and role of the organs.
colored pencils,
papers
Arran
geme
nt &
evalu
ation
(5′)
Review
the
lesson
◎ Organizing the names and
roles of body parts by games.
•All of our body parts are very
important. Let's think about how
precious our body is and touch
the body parts.
•Nose nose nose ears!
•Nose nose nose ears!
○ Let's do the OX quiz of the
roles of body parts.
◎ Advance notice of next
lesson.
•Next time, we will learn more
about the roles of our body
parts and do the role-plays.
◎ Organizing the names and
roles of body parts by games.
- Nose nose nose ears!
- Nose nose nose ears!
○ Let's do the OX quiz of the
roles of body parts.
◎ Advance notice of next
lesson.
Main lesson plans |77
Writing Plan
My body
※ Let's learn about the roles of our body parts.
Evaluation Plan
1) Evaluation objective
: Can students know the roles of our body parts?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can know
the roles of our
body parts.
High Students know the roles of our body parts well.
Middle Students know the roles of our body parts.
Low Students don't know the roles of our body parts.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
78
Refrence material 1
Refrence material 2
Main lesson plans |79
Worksheet
♣ Let my body pretty my eyes, nose, mouth, ears, or hands that can write reports.
( )Grade ( )Class Name:
80
Science Teacher's Training Course Lesson 10
‘Representing the roles of our body parts’ Lesson Plan
The topic of this lesson is to boast the roles of our body parts. This topic is similar with the
first grade chapter one 'Name their external body parts' in 'Our external body parts' of Ethiopian
environmental science syllabus.
This topic is the arrangement part of the chapter. Teachers can arrange the lessons with the
activities such as watching videos, the teacher's demonstration, students' presentations, mind
map activities or drawing pictures. This lesson may be some what difficult for the grade 1
students since this topic is not mentioned in the Ethiopian curriculum. We made the lesson plans
in order to give students the opportunity to experience new activities such as role-plays and
games.
Main lesson plans |81
Chapter Title My body
Objective ▪ Students can boast the roles of our body parts.
Materials ▪ Teacher: Thick canvas, cellophane tape, and colored papers
▪ Student: crayons, colored pencils, scissors, glue
Step Procedure
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Talking about the roles of
our body parts.
○Playing ‘nose, nose, nose’
game.
•When I say nose, nose, nose
and mouth, you should say the
roles of mouth.
•‘nose, nose, nose and nose’
◎ Talking about the roles of
our body parts.
○ Playing ‘nose, nose, nose’
game.
- (Pointing to your mouth with
your index finger) Mouth has
the roles of speaking, eating and
drinking.
- Nose has the roles of
breathing, smelling and hanging
the glasses.
The student
who speaks more
about the roles of
body parts will
win the game.
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's boast the roles of our body parts.
Develo
pment
(30′)
Activity 1 ◎ Talking about the roles of
eyes, nose, mouth, ears and
hands.
○ Talking about the roles of
eyes, nose, mouth, ears and
hands.
•What is the role of our eyes?
•What is the role of our nose?
○ Talking about the roles of
eyes, nose, mouth, ears and
hands.
- We can see the world with
our eyes. When we are sick or
sad, we shed tears.
-We can smell with our nose.
-We can breathe with our nose.
Teacher lets
students know we
can communicate
through speaking
and hand gesture.
82
•What is the role of our mouth?
•What is the role of our ears?
•What is the role of our hands?
-We can eat food and drink
water with our mouth.
-We can hear and listen to
music with our ears.
-We can make things, write
letters and draw pictures with
our hands.
Role-play
Activity
◎ Role-play Activity
•Taking parts of role-play roles by group.
Making 5 different head bands (eyes, nose, mouth, ears and hands)
for role-play.
•Each group students makes 5 different head bands.
•Doing the role-play wearing the head bands by group.
•Choosing the best group for the role-play and praising the best
group.
Thick canvas,
cellophane tape,
headband,
crayons, scissors,
glue
Refrence
material1
Arrang
ement
&
evalua
tion
(5′)
Presentati
on of
impressio
n
Advance
notice of
next
lesson.
◎ Representing the impression
of the role-play by groups.
•Let's talk about how you feel
after watching the role-plays.
◎ Advance notice of next
lesson.
•We will learn about the taste
of food.
◎ Representing the impression
of the role-play by groups.
- After I became a part of our
body, I think we should regard
our body preciously.
- I realized that we need all of
the body parts.
◎ Advance notice of next
lesson.
Main lesson plans |83
Writing Plan
My body
※ Let's boast the roles of our body parts.
Evaluation Plan
1) Evaluation objective
: Can students know the roles of our body parts and do the role-play?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can boast
the roles of our
body parts.
High Students know the roles of our body parts and do the role-play well.
Middle Students know the roles of our body parts and do the role-play.
Low Students don't know the roles of our body parts and do the role-play.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
84
Refrence material 1
Main lesson plans |85
Science Teacher's Training Course Lesson 11
‘Various food tastes’ Lesson Plan
The topic of this lesson is to distinguish various food tastes. This topic is similar with the
second grade chapter one 'Commonly eaten foods' in 'The food we eat' of Ethiopian
environmental science syllabus.
This topic may be made up of the teacher's explanation or the presentation of students'
experiences. It will be the most effective lesson to actually prepare a variety of foods. The
teachers can remind the students' experiences through filling up incomplete picture activity. We
made the lesson plans on the basis of the activities which students can feel five senses with the
prepared food.
86
Chapter Title My body
Objective ▪ Students can distinguish various food tastes.
Materials ▪Teacher: Various food
▪Students: Food and drink
StepProcedur
e
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Talking about what the
students ate for breakfast and
expressing what the tastes are
like.
•What did you have for
breakfast today?
•How were the tastes?
◎ Matching with food tastes.
○Taking smells of food inside of
a plastic bucket and matching
with the food which have the
same smell.
•Let's smell the food inside of
the bucket. What's the smell
like?
•Let's find out the group which
has the same smell.
•The group leader which
smelled savory taste, comes to
the teacher with the bucket.
◎ Talking about what the
students ate for breakfast and
expressing what the tastes are
like.
-I ate the rice, soup, kimchi,
seaweed and eggs.
-I ate bread and milk.
-The bean paste pot stew was
salty.
Milk was sweet.
◎ Matching with food tastes.
-Savory smell.
Pungent smell.
- You will smell the coffee.
-I can smell a savory taste.
-I can smell a tangy taste.
-I can smell coffee.
-(Each group should find the
group which has the same
smell.)
Teacher
prepare the foods
which has sweet
taste, sour taste,
bitter taste, salty
taste, spicy taste.
Main lesson plans |87
Recogni
tion of
the
objectiv
e
Confirmati
on of
learning
objectives
◎ Recognition of the objective.
∙Let's find out what we will learn today.
Let's compare a birthday meal with various foods and distinguish the food tastes.
Develo
pment
(28′)
Decoratin
g birthday
meal.
◎ Decorating birthday meal.
○Decorating food on the empty
bowls of birthday meal picture.
•Let's decorate a nice birthday
meal by drawing foods or
writing food names.
◎ Distinguishing the tastes of
the food.
○ Finding out the tastes of the
foods.
•Let's smell and taste the food
which each group prepared.
○ Grouping the foods with the
same tastes.
•Which is salty tasting food?
•Which is sweet tasting food?
•Which is sour tasting food?
•Which is bitter tasting food?
○ Writing the tastes on the
picture material
•Let's write salty taste, sweet
taste, sour taste and bitter taste
on the picture material.
○Decorating food on the empty
bowls of birthday meal picture.
◎ Distinguishing the tastes of
the food.
○ Finding out the tastes of the
foods.
○ Grouping the foods with the
same taste.
-Dry seaweed with salt and soy
sauce is salty.
-Chocolate and honey are
sweet.
-Grapes and lemon are sour.
-Green tea and ginseng are
bitter.
•Writing salty taste, sweet taste,
sour taste and bitter taste on the
picture material.
Students can
decorate
birthday meals
with their own
styles.
If there are
some foods
which students
are hard to
bring to school,
students can
taste the foods
at home in
advance.
Arrang
ement
&
evaluati
on
(5′)
Finding
out the
importanc
e of sense
organs
◎ Finding out the importance of
sense organs.
•What is the role of eyes?
◎ Finding out the importance of
sense organs.
- We can look at the delicious
food. The better looking food
tastes better.
88
Advance
notice of
next
lesson.
•What is the role of nose?
•We can find delicious food by
eyes and nose.
What is the role of mouth?
•What is the role of ears?
•What is the role of hands?
◎ Advance notice of next lesson.
•We will play various sense
games next time.
-We can smell delicious food
with our nose.
-We can taste delicious food with
our tongue.
-We can listen to a delicious
crunch sound of bread with our
ears.
-We can distinguish soft or hard
food by touching the food.
○ Advance notice of next lesson.
Main lesson plans |89
Writing Plan
My body
※ Let's prepare birthday meal with various foods and distinguish the
food tastes.
Evaluation Plan
1) Evaluation objective
: Can students prepare birthday meal with various foods and distinguish the food tastes?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
distinguish various
food tastes.
HighStudents can prepare a birthday meal with various foods and
distinguish the food tastes well.
MiddleStudents can prepare a birthday meal with various foods and
distinguish the food tastes.
LowStudents can prepare a birthday meal with various foods and
distinguish the food tastes.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
90
Picture material
Sweet taste Sour taste Salty taste Bitter taste
Main lesson plans |91
Science Teacher's Training Course Lesson 12
‘Playing various sense games’ Lesson Plan
The topic of this lesson is to play various sensory games and try to understand the difficulty of
disabled people. This topic is similar with the second grade chapter one 'Commonly eaten foods'
in 'The food we eat' of Ethiopian environmental science syllabus.
This topic is the arrangement part of the chapter. The teacher can use various activities such
as 'questions and answers about what the students learned last time', 'using audio and video
materials' and 'using activity sheets such as the mind map'. However, we planned to make the
corner activities which the students use the five senses in order to introduce how to arrange the
chapter in the Ethiopian classrooms. We also added a blindfolded walking activity especially for
understanding the difficulty of disabled people.
92
Chapter Title My body
Objective ▪After playing various sense games, students can understand difficulties of disabled
people.
Materials ▪Teacher: Strap (3 `m), blindfold, tambourine, colored papers, object box and
stuff, drinks, straws, 12 bottles, bells, balloons, dolls, pieces of wood, baseball
etc.
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Feeling various objects by the
five senses.
•Close your eyes and listen to
the sound. What can you hear?
•How do you know whether it
is bell sound or not.
•How do you distinguish and
know an apple, sesame oil, and
a cuckoo clock in an invisible
secret bag without looking
inside?
◎ Feeling various objects by the
five senses.
-We know it if we hear the bell
sound.
-We can hear with our ears.
-We know it if we touch it.
-We know it if we smell the
savory smell of sesame oil.
-We know it if we hear the
cuckoo clock sound.
A bell
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's play various sense games and try to understand the difficulty of the disabled people.
Develo
pment
(28′)
Playing
games.
◎ Introduction of intergration
activities for the roles of sense
organs.
○ Playing games to see the
sense organs such as the eyes
(sight), nose (smell), ear
(hear), the mouth (taste),
hands (touch)
◎ Introduction of intergration
activities for the roles of sense
organs.
○ Playing games to see the
sense organs such as the eyes
(sight), nose (smell), ear
(hear), the mouth (taste),
hands (touch)
Main lesson plans |93
•There are 6 play stations.
A group with 6 students play 6
different games. Let's talk about
the activities after playing the
games.
refrence
material
Prepare for an
invisible box
(Balloons, dolls,
pieces of wood,
baseball) ready
Prepare for
various tastes of
drinks in the
invisible bottles.
Colored papers
with various
figures.
Prepare for
word cards
◎ Tactile activity: touching <Optional Activity 1>
Put your hand in the box and touch the object. Let's take a guess
at what's in the box
◎ Sense of smell activity: smelling <Optional Activity 2>
. Let's put numbers on the six invisible bottles and pour six
different tasting drinks in the bottles. Then you can smell the
drinks and try to distinguish what the drinks are.
◎ Taste activities: Tasting <Optional Activity 3>
Let's put numbers on the six invisible bottles and pour six
different tasting drinks in the bottles. Than you taste the drinks
using straws. You can talk with your friends about what kinds of
drinks are in the bottles.
◎ Visual activities: Looking around <Optional Activity 4>
Teacher puts colored papers on the black board and asks the
students the shapes and colors of the figures.
Students close their eyes and the teacher takes out one of the
figures on the black board, then students have to find out what is
missing.
◎ Hearing activities: Guessing the words from the behind
<Optional Activity 5>
Let's guess and find out the words from the behind using the word
cards (apples, grapes, bananas, strawberries, peaches, etc.).
◎ Visual activities: Walking with closed eyes <Optional Activity 6>
Students close their eyes and follow one another holding hands at
the back of the classroom. Teacher lets students feel the five
senses.
Arrang
ement
&
evaluati
on
(5′))
Review ◎ Knowing the function of
sense organs and what we need
to do
◎ Knowing the function of
sense organs and what we need
to do
94
•Let's talk about what kinds of
things are happening when we
can not use the sense organs such
as eyes, nose, mouth, ears and
hands.
•How can we reduce the
inconvenience for those who have
eye problems?
-If we have eye problems, we
can not see properly. It would be
very inconvenient.
-If we have problems with our
ears, we can not hear properly.
It would be very inconvenient.
- They can use glasses. Those
who can not see, may use braille
books.
Understan
ding of
disabilities
•How can we reduce the
inconvenience for those who have
ear problems?
◎ Understanding of disabilities
∙What can we do for those who
have inconvenience of body?
- They can use a hearing aid.
Those who can not hear, may
use letters and sign language.
◎ Understanding of disabilities
- We shouldn't tease them.
- We should help them when
they need help.
Main lesson plans |95
Writing Plan
My body
※ Let's play various sense games and try to understand the difficulty
of the disabled people.
Evaluation Plan
1) Evaluation objective
: Can students understand the difficulty of the disabled people after playing various sense
games?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
After playing various
sense games,
students can
understand
difficulties of
disabled people.
HighStudents understand the difficulty of disabled people well after playing
various sense games.
MiddleStudents understand the difficulty of disabled people after playing
various sense games.
LowStudents cannot understand the difficulty of disabled people after
playing various sense games.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
96
Refrence material
Touching Smelling Tasting
Looking around Hearing Walking with closed eyes
Main lesson plans |97
Science Teacher's Training Course Lesson 13
‘Observation and classification of leaves’ Lesson Plan
The topic of this lesson is to group the leaves after observation of the leaves. This topic is
similar with the first grade chapter four 'Group plants into trees and small plants' in 'Living
things around us' of Ethiopian environmental science syllabus.
The teacher may tell the students in advance to collect and bring leaves to the school. The
teacher lets students think where and how to collect leaves and what kinds of leaves to collect
through the planning stage of collecting leaves. We made the lesson plans in which the students
can actually collect leaves in the school and learn that grouping is different from the standard
through the various grouping activities.
98
Chapter Title Fall mountains and fields
Objective ▪ Grouping leaves after observation
Materials ▪ Teachers: Several leaves, Visual Presenter
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)Recogn
ition of
the
objecti
ve
Motivatio
n
Confirmat
ion of
learning
objectives
◎ Singing a song related with
Fall
•Let's sing a song pleasantly
related with Fall.
◎ Singing a song related with
Fall
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's make groups of leaves according to various standards such as colors or shapes after looking at Fall leaves.
Develo
pment
(28′)
Planning
Gathering
leaves
◎ Planning 'Gathering leaves'
activities.
○ Finding out the good places
for gathering leaves.
•Where can we find leaves around our school?
◎ Gathering leaves at the school
○ Gathering leaves around garden or playground.•Let's gather leaves around the garden or the playground.•What should we be careful when we gather leaves around the garden or playground?
◎Planning 'Gathering leaves'
activities.
○ Finding out the good places
for gathering leaves.
- We can find leaves in the
garden.
- We can find leaves around the playground.
◎ Gathering leaves at the school
○Gathering leaves around the garden or the playground.
-We should gather fallen leaves
around the garden or the
playground.
-We should not shake or cut
trees for gathering leaves.
Leaves
Main lesson plans |99
Talking about the characteris
tics
Divide by standard
◎ Talking about the characteristics of leaves after looking at.○Talking about the colors, shapes and so on.•Let's represent the shapes of leaves which you gathered on the desk. •What are the colors of the leaves which each group gathered? •What are the shapes like?
∙How do you feel when you touch the leaves?
◎ Making standards of grouping leaves.○ Making standards of grouping leaves•Let's make standards of grouping various leaves and write in the workbook.•How can we divide?
○ Divide by grouping standards.•Let's make groups according to the fixed standards.
○Talking about the colors, shapes and so on. - Some leaves are orange color and long.
-Some leaves are rough when we touch them.-There are red, yellow, orange and brown colors. -There are sharp edges, round-shaped edges, fan-shaped, finger-shaped and long and thin shaped leaves.
- They are rough. - They are dry. - They are pricking.
◎ Making standards of grouping leaves.○ Making standards of grouping leaves
- We can divide by colors.- We can divide by shapes. - We can divide by size.○ Divide by grouping standards.
- We can divide and make groups according to same color, similar shape and big and small size.
Arrangement & evaluation(5′)
Arrangement
activities
◎ Pasting or drawing grouped leaves by fixed standards. •Let's paste or draw the grouped leaves by colors on the worksheet.
•Let's paste or draw the grouped leaves by shapes and size on the worksheet.
◎ Pasting or drawing leaves by fixed standards.
-Pasting or drawing the grouped leaves by colors on the worksheet.
-Pasting or drawing the grouped leaves by shapes and size on the worksheet.
Worksheet
100
Writing Plan
Fall mountains and fields
※ Let's make groups of leaves according to various standards such
as colors or shapes after looking at Fall leaves.
Evaluation Plan
1) Evaluation objective
: Can students make groups of leaves according to various standards such as colors or
shapes after looking at Fall leaves?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Grouping leaves
after observation
HighStudents can make groups of leaves well according to various standards
such as colors or shapes after looking at Fall leaves.
MiddleStudents can make groups of leaves according to various standards
such as colors or shapes after looking at Fall leaves.
LowStudents can not make groups of leaves according to various standards
such as colors or shapes after looking at Fall leaves.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |101
Worksheet 1
Grade ( ) Class ( ) Name ( )
Divide by colors
■ Get gather similar colors of the leaves, attach or draw.
102
Worksheet 2
Divide by shapes and size
Grade ( ) Class ( ) Name ( )
■ Pasting or drawing similar leaves
Main lesson plans |103
Science Teacher's Training Course Lesson 14
‘Separating seeds from fruits’ Lesson Plan
The topic of this lesson is to look at the Fall fruits and seeds and find out the characteristics.
This topic is similar with the first grade chapter four 'Group plants into trees and small plants' in
'Living things around us' of Ethiopian environmental science syllabus.
The teacher may use video or photo materials, but the most effective way to reach the
learning goal of the students is actually to observe by preparing the fruits and seeds. The
teachers in Ethiopia should reorganize and use the lesson plans because we made the lesson
plans on the basis of the Fall fruits of Korea as considering of each region has different fruits in
Ethiopia.
104
Chapter Title Fall mountains and fields
Objective ▪ Separating seeds from fruits
Materials ▪Teachers: Several leaves, Visual Presenter
StepProcedur
e
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Singing a song related with
Fall fruits.
•Let's talk about some words
related with Fall.
•Let's sing a song related with
Fall fruits.
◎ Singing a song related with
Fall fruits.
-Red and yellow leaves, rice,
apples and pears.
Recogn
ition of
the
objecti
ve
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's look at the Fall fruits and seeds and find out the characteristics.
Develo
pment
(28′)
Presentat
ion
◎ Representing the crops and
fruits which we harvest in Fall.
•What crops do we harvest in
Fall?
•What fruits do we harvest in
Fall?
◎ Finding out where we can
observe the Fall fruits.
•Where shall we go if we want
to observe the Fall fruits?
◎ Representing the crops and
fruits which we harvest in Fall.
- There is rice.
- There are apples.
- There are pears.
◎ Finding out where we can
observe the Fall fruits.
- We can observe at orchards,
around schools, parks, mountains
and fields.
Orchards: We can see apples,
persimmons, chestnuts, etc.
Fields: We can see persimmon,
jujube, red peppers, rice, etc.
Main lesson plans |105
Finding
out
L o o k i n g
at
L o o k i n g
at seeds
◎ Looking at Fall fruits.
○ Looking at appearance, flavor,
size, color, and feelings when
we touched.
•Where shall we go if we want
to observe the Fall fruits?
◎ Looking at Fall fruits.
○ Looking at appearance, flavor,
size, color, and feelings when
we touched them.
•What kinds of fruits can we
eat in Fall?
•What is the shape of the
each fruit?
•What is the color, taste, size
and texture of each fruit?
•‘Looking at Fall fruits’
Let's write the contents which
you looked at the fruits.
-Mountains: We can see
mountain grapes, mountain kiwis,
acorns, etc.
◎ Looking at Fall fruits.
○ Looking at appearance, flavor,
size, color, and feelings when
we touched them.
- We can observe at orchards,
around schools, parks, mountains
and fields.
◎ Looking at Fall fruits.
○ Looking at appearance, flavor,
size, color, and textures when
we touched them.
-There are persimmons, jujube,
apples, pears, pomegranate, and
more.
- Apple and pear look like a
rounded shape.
- Jujube looks like a small and
long shape.
- Pomegranate looks like a
rounded shape, while the end is
pointed.
- Apple and pomegranate are
red.
Jujube is smaller in size
compared to other fruits
Preparing half
cut fruits.
Worksheet
106
◎ Looking at the seeds inside of
the fruits such as jujube,
persimmons, pears, apples and
pomegranate.
○ Observing the tastes, colors
and shapes.
•What is inside of pomegranate?
•Let's eat the fruit and seeds of
a pomegranate. What's the taste
like?
•What is the color of
pomegranate fruit and seed?
•What is inside of
thepersimmon?
•What does the seed of a
persimmon look like?
•Let's look at other fruit seeds.
◎ Looking at the seeds inside of
the fruits such as jujube,
persimmons, pears, apples and
pomegranate.
○ Observing the tastes, colors
and shapes.
-There are little seeds inside of
the pomegranate.
- It tastes sour.
- It is red.
- There are a few seeds.
- It looks like a drop of water.
Let
students look
at the Fall fruits
freely.
Arrange
ment &
evaluati
on
(5′)
Gathering
seeds
Advance
notice of
next
lesson.
◎ Gathering seeds from fruits.
○ Put the seeds in an empty
bottle and write a name on the
bottle.
•Let's put the seeds in an
empty bottle and write a name
on the bottle.
•What did you know after you
look at the inside of the fruits?
◎ Advance notice of next
lesson.
•Next time, we will make and
decorate some shapes using
seeds and leaves.
◎ Gathering seeds from fruits.
○ Put the seeds in an empty
bottle and write a name on the
bottle.
- There are seeds inside of
fruits.
○ Preparation of next lesson.
Empty bottles
for seeds.
refrence
material
Main lesson plans |107
Writing Plan
Fall mountains and fields
※ Let's look at the Fall fruits and seeds and find out the
characteristics.
Evaluation Plan
1) Evaluation objective
: Can students find out the characteristics after looking at the Fall fruits and seeds?
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Separating seeds
from fruits
HighStudents can find out the characteristics well after looking at the Fall
fruits and seeds.
MiddleStudents can find out the characteristics after looking at the Fall fruits
and seeds.
LowStudents can not find out the characteristics after looking at the Fall
fruits and seeds.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 1
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 1
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do) Excellent lesson videos, Raising basic inquiry skills of observation through the activity of learning
the characteristics of fruits and seeds
108
Worksheet
Fall fruits
Grade ( ) class ( ) Name ( )
■ Let's write sentences or draw pictures, after looking at the Fall fruits.
• Materials: Various Fall fruits, Handwriting tools, magnifying glass
1. The name of the fruit:
2. The content you looked at.
Outside Inside
• Color:
• Taste:
• Feeling when you touch:
• Other questions:
Main lesson plans |109
Refrence material
110
Science Teacher's Training Course Lesson 15
‘Decorating shapes with various ways’ Lesson Plan
The topic of this lesson is to decorate shapes using seeds and leaves etc. This topic is similar
with the first grade chapter four 'Tell some uses of plants' in 'Living things around us' of
Ethiopian environmental science syllabus.
This topic is the arrangement part of the chapter. Activities can be carried out with drawings
using colored pens or crayons, activity sheets or game activities. We made the lesson plans on
the basis of drawing activities using leaves, fruits, seeds, etc. which students learned in this
chapter.
Main lesson plans |111
Chapter Title Fall mountains and fields Video Clip 7
Objective ▪ Students can decorate shapes using seeds and leaves etc.
Materials ▪Teacher: Leaves, seeds, pencils, scissors, wood working glue, drawing paper
(cardboard), eyes of dolls
Step Procedure
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Representing what students
know about Fall.
•Can you talk about what we
learned about Fall?
◎ Representing what students
feel after learning about Fall.
•Can you talk about what you
feel after learning about Fall?
◎ Representing what students
know about Fall.
- There are a lot of fruits and
crops in Fall.
- The colors of mountains and
fields change in Fall.
◎ Representing what students
feel after learning about Fall.
-It seems sad because all the
leaves are fallen.
-Red and yellow leaves are
beautiful.
Recogni
tion of
the
objectiv
e
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's decorate shapes using seeds and leaves etc.
Develo
pment
(28′)
Finding
out how
to make
the
project.
◎ Finding out how to make the
work.
•Let's find out how to make the
project.
◎ Finding out how to make the
project.
- Gathering seeds, leaves etc.
- Putting seeds and leaves on a
drawing paper whatever shape
you want to make.
- Pasting the seeds and leaves
on a drawing paper.
Looking at the
process of
reference work ;
Fall mountains
and fields
together.
112
Represent
ing by
sketches
Searching
for the
materials
Designing
the
project
Selecting
the
materials
◎ Representing the feelings of
Fall by sketches
•Let's represent the feelings of
Fall by sketches.
◎ Searching for the materials
related with Fall that can
represent your feelings of Fall.
•You can use various materials
other than pencils.
•You can make the work using
materials related with Fall. What
materials are suitable for this?
◎ Designing the work related
with Fall using leaves, seeds and
so on.
•Let's make shapes by pasting
leaves, branches and seeds.
•What shall we put inside of
the work to make shapes?
•Let's draw what you are
thinking on the paper.
◎ Choosing the right materials
for making the project
- Pasting colored papers on the
paper if you want to express
more.
- Drawing colored pencils on
the paper if you want to express
more detail.
- Completing the project which
represents Fall mountains and
fields.
◎ Representing the feelings of
Fall by sketches
- Simple sketches
◎ Searching for the materials
related with Fall that can
represent your feelings of Fall.
- We can use red and yellow
leaves, tree branches, cosmos
flowers, sunflower seeds, and
apple seeds etc.
◎ Designing the project related
with Fall using leaves, seeds and
so on.
- We should put the shapes of
animals, plants, mountains and
fields.
◎ Choosing the right materials
for making the project
drawing paper
Teacher
guides students
can find out the
characteristics of
Fall naturally
using various
materials such as
leaves and seeds.
Main lesson plans |113
Making
the work
Evaluatio
n of the
work
•What materials do you need
for making the work?
◎ Designing and making the
project using the materials
related with Fall.
•Let's make the project using
the materials related with Fall.
◎ Evaluating the works of
friends
•Let's talk about good things
and bad things as you look at
the works of your friends.
- We can use branches and
fruits related with Fall.
- We can use the seeds of fruits.
◎ Designing and making the
project using the materials
related with Fall.
◎ Evaluating the works of
friends
- ○○ made a mountain very
well using branches.
- ◆◆ used the materials related
with Fall well, but there is still
too much empty space so he/she
should decorate more with
colored papers or colored
pencils.
Leaves, seeds,
pencils, scissors,
wood working
glue, drawing
paper
(cardboard), eyes
of dolls
Arrange
ment &
evaluati
on
(5′)
Represent
ing of
the
feeling
◎ Representing of the feelings
after making the project.
•Let's talk about the feelings
after you looked at the project
using leaves and seeds related
with Fall.
◎ Representing of the feelings
after making the project.
-I think we can recycle things
through making the work using
leaves and seeds.
114
Writing Plan
Fall mountains and fields
※ Let's decorate shapes using seeds and leaves etc.
Evaluation Plan
1) Evaluation objective
: Students can decorate shapes using seeds and leaves etc.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
decorate shapes
using seeds and
leaves etc.
High Students can decorate shapes well using seeds and leaves etc.
Middle Students can decorate shapes using seeds and leaves etc.
Low Students can not decorate shapes using seeds and leaves etc.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |115
Refrence material 1
116
Refrence material 2
1. Gathering seeds, leaves etc
2. Putting seeds and leaves on a drawing paper whatever shape you want
to make
3. Pasting the seeds and leaves on a drawing paper
Main lesson plans |117
4. Pasting colored papers on the paper if you want to express more
5. Drawing colored pencils on the paper if you want to express more detail
6.Completing the project which represents Fall mountains and fields
118
Science Teacher's Training Course Lesson 16
‘Observing animals and plants which we can see around us’ Lesson Plan
The topic of this lesson is to know about animals and plants which live with us. This topic is
similar with the first grade chapter four 'Group animals into domestic and wild' in 'Living things
around us' of Ethiopian environmental science syllabus.
This topic is the introduction part of the chapter. The teacher may use various activities such
as showing videos or animations, suggesting photo materials and presentation of the students'
experiences in order to overview of the lesson. We suggested the picture of a house to
understand the students' prior learning standard. The students can draw the pictures of animals
and plants on the picture of the house. We made the lesson plans on the basis of an observation
activity to look at the animals and plants around the school at the pond or garden.
Main lesson plans |119
Chapter Title Animals and plants are my friends Video Clip 8
Objective ▪ Students can observe animals and plants around the school or the house.
Materials ▪Teacher: Animals and plants cards
StepProcedur
e
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎Understanding the concept of
animals and plants
•What are some standards
which we can use to divide
animals and plants after looking
at photos of plants and animals.
•What are some characteristics
of animals?
•What are some characteristics
of plants?
-We divided animals and plants.
-Animals can move by
themselves.
-Animals can eat food.
-Animals can give birth or lay
eggs for breeding.
-The leaves of plants are mostly
green.
-Plants make nutrition by
themselves.
-Most plants can not move.
-Most plants breed by seeds.
Animals and
plants cards
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's know about animals and plants which live with us.
Develo
pment
(28′)
Observati
on
◎ Looking at the animals and
plants that can be found around
us.
○ Finding out the animals and
plants that can be seen around
the house.
There are pine trees, sun flowers
and cherry blossoms.
120
•What kinds of plants can we
see around the house?
•What kinds of animals can we
see around the house?
•Let's draw animals and plants
on the painting materials.
•Let's represent the completed
contents in front of friends.
What is an animal that can be
seen in the pond ∙?
Let's draw animals and plants ∙ painting materials.
•Completed presentation in front
of your friends
○ Observing the animals and
plants at the school.
•What plants can you see in a
school garden?
•What plants can you see in the
pond?
•What animals can you see in
the pond?
•Let's draw animals and plants
on the picture materials.
•Let's represent the completed
contents in front of friends.
-There are goldfish, dogs, cats,
and pigs.
- Drawing pictures of animals
and plants in the proper
location of the painting
materials.
-Representing the drawing at
the front.
○ Observing the animals and
plants at the school.
- Out to the front.
-There are clovers, pine trees
and sun flowers.
-There are water lilies, lotus
and duckweed.
-There are ducks, carp, goldfish
and frogs.
-Draw pictures of animals and
plants in the proper location of
the painting materials.
-Represent the completed
contents at the front.
Picture
material 1,
colored pencils.
Direct
observation of
animals and
plants around
the school.
Picture material
2, colored
pencils.
Main lesson plans |121
Arrang
ement
&
evaluati
on
(5′)
Arrangem
ent &
evaluation
◎ Talking about some good
things of raising animals and
growing plants at the house or at
the school.
•What are some good things for
raising animals and plants?
- We can have a good heart.
- We can love each other.
- We can learn how to take
care and foster
- We can create responsibilities.
- Plants can control the indoor
humidity and reduce fatigue,
make beautiful environments.
122
Writing Plan
Animals and plants are my friends
※ Let's know about animals and plants which live with us.
Evaluation Plan
1) Evaluation objective
: Students can observe animals and plants which live with us.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
observe animals and
plants around the
school or the house.
HighStudents can represent more than 10 things about the animals and
plants which live with us.
MiddleStudents can represent more than 5 things about the animals and
plants which live with us.
LowStudents can represent less than 5 things about the animals and plants
which live with us.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |123
Picture material 1
124
Picture material 2
Main lesson plans |125
Science Teacher's Training Course Lesson 17
‘Choosing the animal which I want to raise' Lesson Plan
The topic of this lesson is to find out the animals which we can raise at the school or house.
This topic is similar with the first grade chapter four 'Tell about the care for animals' and wild'
in 'Living things around us' of Ethiopian environmental science syllabus.
This topic is affected a lot by the region in our country. The teacher may use animals such as
pet animals in the downtown and economic animals in the rural areas. Ethiopian curriculum also
mentioned pet animals, but mainly economic animals on the use of food or leather. We made
the lesson plans on the basis of finding out the animals which we raise around the school or
house and the drawing of animals which I want to raise.
126
Chapter Title Animals and plants are my friends
Objective ▪Students can find out the animals which we can raise at the school or house.
Materials ▪Teacher:Animal photos which we can see around the school or house,
red paper, green paper, animals and plants photo
▪Student: Colored pencils
Step Procedure
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Talking about the experience
of raising animals.
•Let's talk about the names of
animals which you have raised
before. Let's talk about this in
dialogue.
•How did you feel when you
were raising animals?
-When I come home, the dog
always welcomes me. Hello, my
cute puppy; Happy. How are
you Happy? Happy, please don't
snore when you sleep.
-Animals are just like family.
Therefore people should take
responsibility for the animals
which they raise.
Photos or
videos with
animals.
Recogni
tion
of the
objectiv
e
Confirma
tion of
learning
objective
s
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the animals which we can raise.
Develo
pment
(28′)
Finding
out
◎ Finding out the animals which
we raise at the school or house.
○ Talking about the
characteristics of the animals
which we raise at the school or
house and talking about some
fun experience with the animals.
Photos of the
animals which we
can see around
the school or
house
refrence
material1
Main lesson plans |127
•What is the name of the animal
which you raise at the house?
•Where does it usually live?
•Why do you raise the animal?
•What are fun things when you
raise the animal?
○ Observing the shapes and
characteristics of animals.
•Let's make animal cards.
•Let's do the animal quiz.
○ Observing the animals which
we raise around the school or
house.
•Let's think about the animals
which you can see around the
school or house.
-I have a puppy which is called
'Happy'.
-It usually lives at home.
-It keeps the house safe and
soothes my loneliness.
-It is fun to see that it can listen
to my words after some training.
-Students make one card which
explains the name and
characteristics of the animal.
Description of the problem:
Unplugging the animal card game
of the friends. I stand to answer.
The student meets answers the
problem unplugging the relay.
-One student picks an animal
card and explains about the card
to the class. Then the rest of the
students take a guess and find
out the answer. The student who
gets the answer picks the next
card.
-Students can recall dogs, cats,
chickens, cows, pigs and goats.
refrence
material2
128
•Let's divide animals according
to where they live.
•Let's divide animals according
to their appearances.
•Let's find out the animals
which give us something.
◎ Choosing the animal which
you want to raise.
•Drawing the animal which you
want to raise.
•Let's draw the animal which
you want to raise on a
worksheet.
- Animals living mainly around
the house are dogs, cats,
chickens, cows, pigs and goats.
- The animals that lives mainly
in water are ducks, frogs, cranes
and goldfish.
-Cows, pigs, sheep, chickens,
ducks give us eggs, milk and/or
meat, etc.
-Students draw the animal which
they want to raise and write the
name and the reason why they
want to raise it.
Worksheet,
colored pen
Arrang
ement
&
evalua
tion
(5′)
Arrangem
ent &
evaluation
◎ Talking about the animals
which you want to raise
○ Talking about the animals
which you want to raise and
talking about the reason.
•What animals do you want to
raise? Why do you want to raise
the animal?
-Talking about the animal which
I want to raise and the reasons.
Main lesson plans |129
Writing Plan
Animals and plants are my friends
※ Let's find out the animals which we can raise.
Evaluation Plan
1) Evaluation objective
: Students can find out and explain the animals which they can raise.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find
out the animals
which we can raise
at the school or
house.
HighStudents can find out and explain the animals which they can raise
well.
Middle Students can find out and explain the animals which they can raise.
Low Students cannot find out and explain the animals which they can raise.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
130
Refrence material 1
Main lesson plans |131
Refrence material 2
1. Each horizontal red paper, green paper, 10cm ×10cm cut to size. Making it easier
to 4 may be halved by using A4 paper.
2. Cropped fitted with a photo on the front of the animal (plant). Internet, can take
advantage of the material, photographs, magazine picture.
3. Cut the back of the paper, white paper, 9cm × vertical horizontal4, 9cm size (A4
paper halved if the margin 1cm) leaving crop after cutting the animals and plants
Using the characteristics of the paper is attached to.
132
Worksheet
Let's draw the animal which you want to raise.
Let's write why you want to raise the animal.
Main lesson plans |133
Science Teacher's Training Course Lesson 18
‘Introduction of the plant which I like’ Lesson Plan
The topic of this lesson is to find out the plants which we can raise at the school or house.
This topic is similar with the first grade chapter four 'Tell about the care for animals' and wild'
in 'Living things around us' of Ethiopian environmental science syllabus.
This topic is affected a lot by the regions in our country. This topic is focused on the
decorative or ornamental plants rather than edible plants. Ethiopian curriculum mentioned plants
are mainly edible, ornamental or construction material usage. This lesson covers the plants only
around the school or house. We made the lesson plans on the basis of the role-play activity
which students would become the plants which they like.
134
Chapter Title Animals and plants are my friends Video Clip 9
Objective ▪Students can find out the plants which we can grow at the school or house.
Materials ▪Teacher: Plant photos which we can see around the school or house.
▪Student: Colored pencils
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
학습
준비
활동
(5′)
동기유발 ◎ Talking about the experience
of growing plants.
•Let's talk about the names of
plants which you have grown
before.
•How did you feel when you
grew the plants?
-I grew peas before. It was
amazing to see the peas sprout,
grow up and produce peas
again.
-I was sad to see that the plants
which I was growing began
withering.
-I grew some plants and I ate
them. They were delicious.
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the plants which we can grow.
Devel
opme
nt
(28′)
Observati
on
◎ Observing the plants in the
school garden.
○ Observing the plants at the
school garden or around the
school.
•Let's observe the plants at the
school garden or around the
school.
Observing the
plants around
the school.
Main lesson plans |135
Finding
out
Selection
•Let's talk about the shapes,
colors, shapes of flowers and so
on after looking at the photos
which the teacher took around
the school and the garden.
◎ Finding out the names of
plants
○ Finding out the names of
plants as you look at the photos.
•Let's find out the names of
plants which we observed
around school or at the school
garden.
◎ Choosing students' favorite
plants
○ Choosing a favorite plant
•What plant do you like?
○ Talking about what you know
about the plant which you like.
-There are pine trees which are
the symbol of our school.
-Talking about the appearance,
color, and shape of the flowers
of roses, rose of sharon, grass,
pine, and morning glories as
students are looking at pictures.
○ Finding out the names of
plants as you look at the photos.
- Tells the story of a plant name
for the appearance, color, and
shape of the flowers.
-Talking about the appearance,
color, and shape of the flowers
which we mentioned, and the
names of plants.
- Morning Glory.
-The shape of a Morning Glory
flower looks like a trumpet.
The photos of
plants which we
can see around
the school or
house.
Homework
:Research the
plants you like.
136
Introducti
on
•Let's talk about color, size,
appearance, the things which
plants like and the things which
plants do not like.
◎ Introducing your favorite
plants.
○ Imagine you became a plant
and write a letter to introduce
to your friends.
Let's imagine you became a plant
and write a letter to introduce
to your friends.
The leaves are divided into three
parts. It has a long leafstalk.
-The color of the flowers are
white and red.
-It blooms in the early morning
and closes the flowers in the
afternoon.
- Let's talk to your friend. If you
were a plant, what would you
like or dislike?
'I' means 'a
plant' on the
worksheet.
Arrang
ement
&
evalua
tion
(5′)
Arrangem
ent &
evaluation
◎ Introduction of the plants
which you like to friends.
•Let's represent the introduction
to your friends
-Representation of the
introduction.
Main lesson plans |137
Writing Plan
Animals and plants are my friends
※ Let's find out the plants which we can grow.
Evaluation Plan
1) Evaluation objective
: Students can find out and explain the plants which they can grow.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find
out the plants
which we can
grow at the school
or house.
HighStudents can find out and explain the plants which they can grow
well.
Middle Students can find out and explain the plants which they can grow.
Low Students can not find out and explain the plants which they can grow.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
138
I
Worksheet
I am a sunflower.
I like water and warm sun.
So, you should grow me in a sunny place.
I can grow well.
Main lesson plans |139
Science Teacher's Training Course Lesson 19
‘How to raise animals and plants’ Lesson Plan
The topic of this lesson is to know how to raise animals and plants. This topic is similar with
the first grade chapter four 'Caring plants and animals' and wild' in 'Living things around us' of
Ethiopian environmental science syllabus.
This topic may be organized with talking about the experience of raising animals and plants,
quiz activities, drawing activities and so on. In addition to these activities, the teacher gives
various pictures of plants and animals which the students can do the cut-and-paste activity. We
also prepared the activity of making the observation record sheet which the students continue to
observe the animals and plants, and the students can write their pledge when they raise animals
and plants in order to make the best effect of learning.
140
Chapter Title Animals and plants are my friends
Objective ▪Students can represent how to take care of animals and plants.
Materials ▪Teacher: Photos of plants and animals.
▪Student: Colored pencils
Step Procedure
Teaching-Learning ActivitiesMaterials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Talking about the experiences
of raising animals and plants.
•Let's talk about the animals
and plants which you have
raised at home.
•Let's talk about the
experiences when your pets
were sick.
•Let's talk about the
experiences in which you took
care of your pets well.
-I have raised a puppy and
tomatoes.
-When my puppy was sick, I
took the puppy to a vet.
-When I grew tomatoes, some of
the tomatoes were dead because
of aphids.
- I raised some gold fish for a
long time since I changed water
often and fed them regularly.
-We grew some peppers well
and we ate for side dishes.
reference
material1
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Students will know how to raise animals and plants.
Development(28′)
Finding
out
◎ Finding out how to raise
animals and plants in healthy
ways.
Main lesson plans |141
Making
presentati
on
material
○ Talking about how to raise
animals and plants in healthy
ways.
•Let's find out how to raise
animals and plants in healthy
ways through OX quiz.
◎ Talking about the animals and
plants which you want to raise.
•Making the presentation
material of the animals and
plants which you want to raise.
•Let's Make the presentation
material of the animals and
plants which you want to raise.
◎Creating an observation record
sheet
-Students find out how to raise
animals and plants in healthy
ways through OX quiz.
-Students make the presentation
material of the animals and
plants which they want to raise
using the photos and pictures of
animals and plants.
-Creating an observation record
sheet
refrence
material2
Learning
material and
worksheet1
Teacher lets
students make
the presentation
through drawing
in the learning
material.
reference
material3
Arrang
ement
&
evaluati
on
(5′)
Writing
the hope
and
pledge
◎ Writing the hope and pledge
when you raise animals and
plants.
•Let's write your hope and
pledge through 'The hope and
pledge when you raise animals
and plants'.
-Students write the names of
animals and plants, how to raise
and draw animals and plants.
Worksheet
142
Writing Plan
Animals and plants are my friends
※ Let's find out how to raise animals and plants.
Evaluation Plan
1) Evaluation objective
: Students can represent how to raise animals and plants.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
represent how to
take care of animals
and plants.
High Students can represent well how to raise animals and plants.
Middle Students can represent how to raise animals and plants.
Low Students can not represent how to raise animals and plants.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |143
Reference Material 1
144
Reference Material 2
○,× Quiz
<Careful things while growing plants>
1. You should water the plants well. (○)
2. You can touch the buds when the buds are growing. (×)
3. You should place the plants on sunny place in the classroom.
(○)
4. You should give the plants manure. (○)
5. You often touch the plants by hand. (×)
6. You treat the plants with love. (○)
<Careful things while raising animals>
1. You should give the animals food regularly. (○)
2. You should give the animals a lot of food. (×)
3. You should make a comfortable environment for the animals. (○)
4. Do not bother the animals. (○)
5. You treat the animals with love. (○)
Main lesson plans |145
Apple Peach Persimmon
Grapes Oranges Banana
Cherry Lemon Melon
Learning material 1
146
Grasshopper Stag beetle Chick
Owl Cicada Dragonfly
Squirrel Turtle Puppy
Learning material 2
Main lesson plans |147
Worksheet 1
The animals and plants which I want to raise Grade ( ) Class ( ) Name ( )
Pasting pictures
or photos
The names of
animals and
plants
The characteristics
of animals and
plants
(Shapes,
behaviors, foods,
habitats)
148
Reference Material 3
Creating a record sheet while observing animals and plants grow
Planting seeds observed Raising animals to observe
1. Plant the seeds.
2. Observe how you grow.
3. Observed a burgeoning seed shape.
4. Should observe the shape of the
buds grow.
- Stem, leaf growth observed shape.
- Fructiferous blossomed shape
observed.
5. Live picture depicting the characteristics
of the plant looks.
- Felt that in raising the plants glow
writes.
1. Should observe that grows in raising
animals.
- Observed overall appearance.
- Find out the name of each part.
- Moving features observed.
2. Felt that in raising the animals glow
writes.
3. Figure depicts the characteristics of the
animal alive.
Observation record sheet how to create a small book
Main lesson plans |149
Worksheet 2
Compaction and wind groups of animals and plants
Grade ( ) Class ( ) Name ( )
1.What's the name I'm raising of plants and animals?
:
2. Raising of plants and animals, what does he look like? Get the figure
simply represents
3. If you grew up how I'm raising of plants and animals, and good writing!
:
4. How to take care of animals and plants, I'm raising my pledge to write
your
:
150
Science Teacher's Training Course Lesson 20
‘How to raise animals and plants’ Lesson Plan
The topic of this lesson is to decorate the house we live in with animals and plants together.
This topic is similar with the first grade chapter four 'Tell about the care for plants and animals'
and wild' in 'Living things around us' of Ethiopian environmental science syllabus.
This topic is the arrangement part of the chapter. Teachers can arrange the lessons with the
activities such as the question and answer activity in which the students have learned about so
far, watching videos and photo materials, drawing pictures, and mind map activities. We made
the lesson plans in order to apply to the classrooms in Ethiopia through drawing activity and
making origami activity.
Main lesson plans |151
Chapter Title Animals and plants are my friends Video Clip 10
Objective ▪Students can represent the house they want to live with animals and plants in
various ways.
Materials▪ Teacher: Home audio-visual materials related with the animals and plants that
are at the house.
▪ Student: Canvas, colored pencils and colored papers, etc.
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Finding out where animals
and plants live in the house
•Let's find the animals that live
outside as you look at the next
photos.
•Let's find the animals that live
in the house
•Let's find the plants that you
can see in the house or in the
classroom.
•Let's find the plants that you
can see outside of the house or
in the classroom.
- Look for animals that can be
seen outside the home.
- Look for the animals that can
be seen in the house.
- Look for plants that can be
seen in the house.
- Look for plants that can be
seen outside the home.
The photos
mixed with the
animals that can
be seen in the
house and outside
the house.
The photos of
plants that can be
seen in the house
and outside the
house.
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's decorate the house we live in with animals and plants
together.
Devel
opme
nt
(28′)
Finding
out
◎ What are some good points
when we live with animals and
plants together?
○ Representing some good
things when we live with
animals together.
•What are some good points
when we live with animals?
- We will love animals.
152
Decorating
○ Representing some good
things when we live with plants
together.
•What are some good points
when we live with plants?
◎ Decorating the house you
want to live in with animals and
plants.
○ Designing the house you want
to live in with animals and
plants.
-Let's imagine a house you want
to live in together while raising
the animals and plants.
○ Drawing the house you want
to live with animals and plants.
•Let's draw the house you want
to live with animals and plants.
○ Completing the house you
live with animals and plants in
various ways.
∙ Let's talk about how to
decorate the house you live with
animals and plants in various
ways.
-We can keep a sense of
responsibility.
-We can learn the preciousness
of life.
-We can get the scientific
knowledge through observation.
-We can get benefits in case of
edible plants for home
economics and health.
-Students imagine the house they
want to live in with animals and
plants.
-Students draw the house they
want to live with animals and
plants.
Drawing
paper, colored
pencils, colored
papers
refrence
material1,2
Main lesson plans |153
-Students can decorate the works
by attaching origami on the
picture.
-Students can decorate the works
by attaching the photos of
animals and plants on the
picture.
-Students can decorate the works
by attaching the grasses or
flowers on the picture.
A large sheet
of paper
Arrang
ement
&
evaluati
on
(5′)
Arrangem
ent &
evaluatio
n
◎ Representing a good house
we can live with animals and
plants.
•Let's represent the complete
house.
-Representing the complete
house.
154
Writing Plan
Animals and plants are my friends
※Let's decorate the house we live in with animals and plants
together.
Evaluation Plan
1) Evaluation objective
: Students can decorate the house we live with animals and plants together.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
represent the house
they want to live
with animals and
plants in various
ways.
HighStudents can represent the house they live in with animals and plants
well and in various ways.
MiddleStudents can represent the house they live with animals and plants in
various ways.
LowStudents cannot represent the house they live with animals and plants
in various ways.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |155
Refrence material 1
156
Refrence material 2
Hamster
1 2 3
4 5 6
7 8 9
Main lesson plans |157
Rabbit
1 2 3
4 5 6
7 8 9
158
Horse
Main lesson plans |159
Dog
160
Pig
Main lesson plans |161
Chicken
162
Science Teacher's Training Course Lesson 21
‘Meeting day and night’ Lesson Plan
The topic of this lesson is to learn about day and night. This topic is similar with the second
grade chapter three 'Day and Night' in 'Observing natural phenomena' of Ethiopian environmental
science syllabus.
There are various activities related with this topic such as the presentation of the students'
experiences, presenting the photos of the teacher, making sentence cards, game activities and so
on. We added the role-play activity which the students call each other using the time difference
between Korea and Ethiopia. This may be a good opportunity for Ethiopian students to have
more interests in Korea.
Main lesson plans |163
Chapter Title Day and night is different Video Clip 11
Objective ▪Students can talk about day and night.
Materials ▪Teacher: photo materials, globes, worksheets, and role-play script
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Motivation
○ Observing the various aspects
of the day.
•Let's look at how people live
during the day and at night
looking at the photos of day and
night.
○ Talking about the figures of
day and night.
•The reference pictures are the
pictures taken in the same place
during the day and at night.
Let's compare the two pictures.
•How do the same places differ
between day and night?
-We study at school or play at
the playground during the day.
-We go home, stay with family
and sleep during the night.
- Compare the photo of the
reference material.
- People seem too busy during
the day because it is bright.
- People seem to go home
during the night because it is
dark.
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's learn about day and night.
164
Develo
pment
(28′)
Role-play
Looking
at the
figure of
day
◎ Doing role-play
○ Calling a friend in Korea
•What time is it now in
Ethiopia?
•What time is it now in Korea?
•What will happen when you
call to your friend in Korea?
•Let's do phone role-play with
friends in Korea.
◎ Indicating 'day time' and
'night time' on a mind map.
•Let's write what you think of
day time and night time on a
mind map.
◎ Talking about something
when it comes to day time.
•Let's write one word or one
sentence on a sentence card
when it comes to day time.
•Let's talk about somethings on
the basis of our work when it
comes to day time.
•Let's talk about some things on
the basis of
-It's 11 in the morning.
-It's 5 in the afternoon.
- My friend seems to receive a
call at home.
-Students do a simple role-play
with the role-play script.
-Writing the ideas on a mind
map.
-Completing the sentence card.
-Study time, P.E. time, lunch
time, cleaning time, when
playing with a friend, when
doing homework, when playing
at the playground.
Role-play
script
Don't have to
consider the
exact time
difference.
Mind map
worksheet
Day and night
sentence cards,
figures when it
comes to day
and night
Main lesson plans |165
Looking
at the
figure of
night
people's activities when it comes
to day time.
•Let's talk about the figures of
natural environment when it
comes to day time.
Let's talk about the feelings when
it comes to day time.
◎ Talking about somethings
when it comes to night time.
•Let's write one word or one
sentence on a sentence card
when it comes to night time.
•Let's talk about some things on
the basis of our work when it
comes to night time.
•Let's talk about somethings on
the basis of people's activities
when it comes to night time.
Going to work, fishing, farming,
leisure, selling products, buying
and selling, exercising, moving
-flowers in full bloom,
far-reaching mountain scenery,
the figure of the rice growing,
the waves sparkling in the
sunlight.
-Brightness, liveliness, warmness,
noisiness, business, quickness,
plentifulness
-Completing the sentence card.
-Doing homework, watching TV,
using the computer, writing in
my diary.
- Eating dinner, night duty,
buying stuff, leisure, studying
166
•Let's talk about the figures of
natural environment when it
comes to night time.
•Let's talk about the feelings
when it comes to night time.
-Dark scenery, sleeping animals
and plants, lights.
-Calm, cool, dark, quiet, slow,
and less
Arrang
ement
&
evaluati
on
(5′)
Presentati
on
◎ Arranging words when it
comes to day time and night
time.
•Let's talk about the figures of
day time.
•Let's talk about the figures of
night time.
◎ Advance notice of next lesson.
•We will learn about the
characteristics of day and night.
-Talking about the figures of day
time.
-Talking about the figures of
night time.
○ Advance notice of next lesson.
Main lesson plans |167
Writing Plan
Day and night is different
※ Let's learn about day and night.
Evaluation Plan
1) Evaluation objective
: Students can talk about what they think of day and night.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can talk
about day and night.
HighStudents can represent what they think of day and night on a mind
map in various ways.
MiddleStudents can represent what they think of day and night on a mind
map.
LowStudents cannot represent what they think of day and night on a mind
map.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
168
Reference material
Day time
Night time
Main lesson plans |169
<Calling friend in Korea>
• Try to set the scene as day time for the student in our country and night
time for the student in another country.
• Try to allow students to realize that the time in our country and the time
in another country are sometimes opposite.
• Don't try to explain the exact time difference.
• The role-play should be focused in the different daily life according to day
and night.
<Phone Play>
Alemu: Hello, Minho!
Minho: Hello, Alemu!
Alemu: Minho, our country is now late summer, but it is still very hot.
And now it is mid-day, so sunshine is bright. What about Korea?
Minho: Ethiopia is the day! Korea is evening now.
Most of the people are in the house and eating dinner.
Alemu: Korea and our country are on the same earth.
Why is the time different?
Minho: Well, why is it different?
Role-play script
170
Mind map worksheet
♣ Let's represent when it comes to day on a mind map.
( )Grade ( )Class Name:
Day
Main lesson plans |171
Mind map worksheet
♣ Let's represent day time on a mind map.
( )Grade ( )Class Name:
Night
172
Making sentence cards
Day Night
The sun is in the sky. It is dark.
It is bright without
lights on.
We can see the moon and
stars at ( )
Children play at ( ).There are no children
at the playground.
We buy things at ( ). ( ) close the door.
There are many people on
the street.On the street ( ).
Main lesson plans |173
Science Teacher's Training Course Lesson 22
‘Meeting day and night’ Lesson Plan
The topic of this lesson is to learn about day and night. This topic is similar with the second
grade chapter three 'Day and Night' in 'Observing natural phenomena' of Ethiopian environmental
science syllabus.
This topic can be carried out making sentences by presenting the word of the day and night,
finding out the day and night in various places, the video or the description of the teacher about
the reason why day and night occur. Particularly we mentioned the appearances of cities, rural
areas, fishing villages and mountain villages in Korea so that Ethiopian students can learn about
the day and night in a variety of places. Making the day and night of the earth with various
materials can help the students to reach the goal of this lesson.
174
Chapter Title Day and night is different
Objective ▪Students can find out the characteristics of day and night.
Materials ▪ Teachers: photo materials, colored cellophane papers, worksheet
▪ Students: colored pencils
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Motivation
○ Talking about the figures of
day and night.
•(Presenting the words; day and
night) Let's talk about your
thought in a sentence after
looking at the following words.
-Students study during the day
and sleep at night.
-Day time is bright but night
time is dark.
Suggest or
write the words
'day' and 'night'
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the differences between day and night.
Develo
pment
(28′)
Comparin
g the
figures
◎ Finding out the characteristics
of day and night.
○ Finding out the characteristics
of day and night from the
reference materials.
•Let's write the characteristics
of day and night while looking
at the reference materials.
•Let's represent the
characteristics of day and night
after discussing them with the
friends.
-Students write the
characteristics on the worksheet.
Reference
material 1,
Worksheet
Main lesson plans |175
Looking
at the
figures of
the day
Looking
at the
figures of
the night
○ Finding out the figures of day
and night.
•What are the figures of the
day?
•What are the figures of the
night?
○ Finding out the figures of day
and night in a farm village.
•How are the figures of day in
a farm village?
•How are the figures of night
in a farm village?
○ Finding out the figures of day
and night in a mountain village.
•How are the figures of day in
a mountain village?
•How are the figures of night
in a mountain village?
○ Finding out the figures of day
and night in a fishing village.
-The groups of students check
and fill in the contents and
present them in order.
-There are many different shapes
of buildings, the figures of various
people and the busy and
crowded life figures.
-We can feel the peaceful and
quiet atmosphere.
-The figure of night is quiet
because most people are farmers.
-There are not many people
coming and going, and there are
few houses in a mountain village
so it seems quiet. It has beautiful
scenery with nature.
-It seems dark and quiet.
176
Finding
out the
reason
•How are the figures of day in
a fishing village?
•How are the figures of night
in a fishing village?
◎ Finding out the reason why
day and night are created.
○ Finding out the reason why
day and night are created.
•What do we call it when
sunlight is on?
•How do we call when there is
no sunlight?
•What are the reasons of
creation of day and night?
-It seems busy when fishing
boats are coming but it seems
relatively quiet during the day.
-We can see many stars and
the moon in the dark.
-It is the day.
-It is the night.
-Because of the sunlight.
○ Talking about your thoughts
about why day and night are
created.
•Let's arrange the reasons why
day and night are created after
'making day and night of the
earth'
<Making day and night of the earth>
① Cut the drawing paper and OHP film with round shape and
draw the figure of the earth on the drawing paper.
② Draw and make the shapes of the sun, moon and stars and
paste them on the OHP film.
③ Paste cellophane paper on the half of the OHP film or draw
with magic pen and then put a thread pin in the center of the
overlap part of the earth and OHP film.
④ Spin the completed earth and observe the day and night of the
earth.
Drawing paper,
OHP film,
cellophane
papers, thread
pin,
Reference
material 2
Main lesson plans |177
Arrang
ement
&
evaluati
on
(5′)
Presentat
ion
Advance
notice of
next
lesson.
◎ Representing the characteristics
of day and night.
•Let's Represent the
characteristics of day and night.
◎ Advance notice of next lesson.
•Let's find out how to divide a
day in various ways.
-People work or study hard
during the day because it is
bright.
-People sleep or take a rest
during the night because it is
dark.
○ Preparation of the next lesson.
178
Writing Plan
Day and night is different
※ Let's find out the differences between day and night.
Evaluation Plan
1) Evaluation objective
: Students can talk about the characteristics after looking at the figures of day and night.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find
out the
characteristics of day
and night.
HighStudents can talk about the characteristics well after looking at the
figures of day and night.
MiddleStudents can talk about the characteristics after looking at the figures
of day and night.
LowStudents can not talk about the characteristics after looking at the
figures of day and night.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |179
Reference material 1
Day
Night
180
Worksheet
♣ Let's find out the differences between day and night as looking at the reference picture.
( )Grade ( )Class Name:
Day Night
♣ Let's talk about why day and night are created.
Main lesson plans |181
Reference material 2
Making the day and night of the earth
① Cut the drawing paper and OHP film with round shape and draw the figure of the
earth on the drawing paper.
② Draw and make the shapes of the sun, moon and stars and paste them on the OHP film.
③ Paste cellophane paper on the half of the OHP film or draw with magic pen and then
put a thread pin in the center of the overlap part of the earth and OHP film.
④ Spin the completed earth and observe the day and night of the earth.
※ Teacher explains day and night are not shifting like this in real because the earth
rotates in the center of Arctic
182
Science Teacher's Training Course Lesson 23
‘Dividing a day in various ways' Lesson Plan
The topic of this lesson is to divide a day by time. This topic is similar with the second grade
chapter three 'Day and Night' in 'Observing natural phenomena' of Ethiopian environmental
science syllabus.
The lessons can be carried out by presenting the photo materials which we can recognize the
order of the day and night sequentially, watching the videos, the teacher's questions and
students' answers. The teacher can suggest various standards including these and allows the
students to divide the day and night and learn about the ways of classification according to the
standards.
Main lesson plans |183
Chapter Title Day and night is different Video Clip 12
Objective ▪Students can divide a day in various ways.
Materials ▪Teachers: a model clock, photos, drawings and worksheets related with a day
▪Students: Colored pencils, Scissors, Pastes
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Motivation
○ Observing the change of a
day
•Which order are the photos of
reference material arrayed?
○ Thinking of how to divide a
day.
•Let's write the words which
the teacher suggested below the
photos of the reference material.
•How can we divide a day?
-It represents the process of
sunrise to sunset.
-Write the correct words below
the photos.
-We can divide into day and
night.
-We can divide into morning,
afternoon and night.
Reference
material
Presenting
sunrise, morning,
noon, afternoon,
sunset, night,
without order
Recogni
tion of
the
objectiv
e
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
∙Let's find out what we will learn today.
Let's divide a day by time.
Develo
pment
(28′)
Dividing
a day 1
◎ Dividing a day into day and
night.
○ Pasting pictures on a
worksheet divided by day and
night.
•Let's paste the pictures of a
day in the life of a puppy
184
Dividing a
day2
in worksheet 1, divided by day
and night.
○ Talking about what you did
during the daytime and
nighttime.
•Let's talk about what the
puppy did at the daytime and
nighttime.
•Let's find today's sunrise and
sunset time.
◎ Dividing a day into morning,
afternoon and evening.
○ Dividing and pasting
worksheet 2 into morning,
afternoon and evening.
•Let's choose either a day of
David or a day of mom as
presenting worksheet 2 and
divide and paste into morning,
afternoon and evening.
○ Talking about what you did
in the morning, in the afternoon
and in the evening.
•Let's talk about what David did
in the morning, in the afternoon
and in the evening.
•Let's talk about what mom did
in the morning, in the afternoon
and in the evening.
-Pasting cut pictures on a
worksheet.
-Representing a made story.
-Sunrise is at 05:42 and sunset is
at 19:32.
-Pasting one of two.
-Representing what David did in
the morning, in the afternoon
and in the evening.
-Representing what mom did in
the morning, in the afternoon
and in the evening.
Worksheet
1,Scissors, Pastes
Worksheet 2
Main lesson plans |185
Dividing a
day3
◎Dividing a day into different
ways.
○ Dividing a day by meals.
What is the standard for dividing
a day into in the morning, in
the afternoon and in the
evening?
•Are there any other ways to
divide a day beside the
presented ways?
-We can divide a day by meal
-We can divide a day into
morning and afternoon.
-We can divide a day into
morning, afternoon, evening and
night.
Arrang
ement
&
evaluati
on
(5′)
Presentati
on
Advance
notice of
next
lesson
◎ Arranging how to divide a
day.
•Let's represent the standard
how to divide a day.
◎ Advance notice of next lesson
•We will learn about the daily
life of people according to day
and night.
-We can divide a day into
meals, morning and afternoon or
morning, afternoon, evening and
night.
○ Advance notice of next lesson
186
Writing Plan
Day and night is different
※ Let's divide a day by time.
Evaluation Plan
1) Evaluation objective
: Students can divide a day in various ways.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can divide
a day in various
ways.
High Students can divide a day in various ways by several standards well.
Middle Students can divide a day in various ways by several standards.
Low Students cannot divide a day in various ways by several standards.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |187
Reference material
188
Worksheet 1
---------------------------------cutting line------------------------------------
♣ Let's paste pictures of a day in the life of a puppy, divided into day and night.
( )Grade ( )Class Name:
Day Night
Main lesson plans |189
Worksheet 2 (Option1)
---------------------------------cutting line------------------------------------
♣ Let's paste pictures of a day in the life of David, divided into morning, afternoon and evening.
( )Grade ( )Class Name:
Morning Afternoon Evening
190
Worksheet 2 (Option 2)
---------------------------------cutting line------------------------------------
♣ Let's paste pictures in a day in the life of Mom, divided into morning, afternoon and evening.
( )Grade ( )Class Name:
Morning Afternoon Evening
Main lesson plans |191
Supplementary Worksheet
How to divide a day ( )Grade ( )Class Name:
1. Let's write how to divide a day.
2. Let's divide a day by the following ways and paint with distinct color.
Day and night Morning and afternoon
3. How can we divide a day in different ways?
192
Science Teacher's Training Course Lesson 24
‘The lifestyle of people according to day and night' Lesson Plan
The topic of this lesson is to find out how the lifestyle of people are different from day and
night. This topic is similar with the second grade chapter three 'Day and Night' in 'Observing
natural phenomena' of Ethiopian environmental science syllabus.
There are various activities are possibilities related with this topic such as a guessing game
without looking after observing the paintings of many different aspects of the day and night,
presentations of students' experiences, drawing pictures, mind mapping activities and so on. We
made the lesson plan which the students can write the script and do the role-play on the basis
of the student's experiences or imaginations about the lifestyle of people during the day and
night, and added the interviews with the people who work at day and night.
Main lesson plans |193
Chapter Title Day and night is different Video Clip 13
Objective ▪Students can find the changing lifestyle of people according to day and night.
Materials ▪Teacher: lifestyle photos of the day and night
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readiness
activities
(5′)
Motivation
◎Motivation
○Guessing the contents of the
reference pictures.
•I will show you the reference
picture one and two for 30
seconds and then I will ask
some questions.
•What things do the people do
in the picture during the day?
•What things do the people do
in the picture during the night?
•What was I holding in my
hand?
•What was the TV program at
home?
What stuff was the apartment
janitor carrying?
-Looking at the pictures of the
textbook carefully.
-Mathematics, physical
education classes, jogging,
company work, attending work
and leaving work
-Dinner, talking with family,
going to bed, guard the
apartment, doing homework,
etc.
-A triangle shaped ruler.
-Football
-A fresh light.
Reference
material 1
When teacher
ask and answer
the questions, let
students look at
the contents of
the pictures
carefully.
Recogniti
on of
the
objective
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.•Let's find out what we will learn today.
Let's find out how the lifestyle of people are different from day and night.
194
Develo
pment
(28′)
Finding
out the
lifestyles.
Finding
out the
changing
lifestyle
◎ Finding out the lifestyle of
people during the day and night.
○ Representing the lifestyle
during the day?
•What do you usually do during
the day?
•Who mainly work during the
day?
•What do the people mainly
work during the day?
○ Representing the lifestyle of
people during the night.
•What do you usually do during
the night?
•Who mainly work during the
night?
•What do the people mainly
work during the night?
◎ Finding out the of lifestyle of
people during the day and night
○Finding out what the people
who work during the day do
during the night?
•What do the people who work
during the day do at night?
-I usually study at school or play
at the playground.
-Office workers, teachers and
most of the people work during
the day.
- People work at the work
places.
-I usually do my homework, talk
with my family or go to bed.
-Security guards, firefighters,
night emergency room doctor.
-Night patrol, putting out fires at
night, curing patients.
-People have their own free
time and private life.
Main lesson plans |195
Having a
gratitude
mind.
○ Finding out what the people
who work during the night do
during the day?
•Let's find out what night duty
workers do during the day as
listening to their interviews.
•What do the people who work
during the night do during the
day?
◎ Having gratitude mind to the
people who work for us during
the day and night.
○ Knowing he people who
work for us during the day and
night.
•Who work for us during the
day?
•Who work for us during the
night?
•Let's talk about the mind and
behavior for the people who
work for us.
-Students listen to 'Night duty
workers have to sleep during the
day' and 'The interview with an
engineer'
-Listenning interview
-They take a rest during the day.
-Teachers, police officers and
cleaners
-Night patrol janitors, fire
fighters and doctors.
-We should have gratitude mind
and bow politely when we meet
them.
Reference
material 2.
Let students
listen to
interview
materials.
role playing
196
Arrange
ment &
evaluati
on
(5′)
Arrange
ment
Advance
notice of
next
lesson
◎Representing the changing
lifestyle of people according to
day and night.
•Let's Represent the changing
lifestyle of people according to
day and night.
◎ Advance notice of next lesson
•We will learn about the figures
of animals and plants according
to day and night.
-Most people work during the
day take a rest during the night.
-There are many people who
work at night.
We can live comfortably thanks
to the people who work at
night.
○ Advance notice of next lesson
Main lesson plans |197
Writing Plan
Day and night is different
※ Let's find out how the lifestyle of people are different from
day and night.
Evaluation Plan
1) Evaluation objective
: Students can find out how the lifestyle of people are different from day and night.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find the
changing lifestyle of
people according to
day and night.
HighStudents can find out how the lifestyle of people are different from day
and night well.
MiddleStudents can find out how the lifestyle of people are different from day
and night.
LowStudents can not find out how the lifestyle of people are different from
day and night.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
198
Reference material 1
Main lesson plans |199
Reference material 2
<Interview with an engine driver>
Reporter: What is the reason you become an engine driver?
Engine driver: Reason for becoming an engine driver? I do not have a
special reason, but I am just doing my best.
Reporter: What is the hardest thing?
Engine driver: The life which day and night is changed is the most
difficult. The working hour is not constant. The body rhythms are irregular
because I have to work day and night shift. Working during the day and
sleeping at night seems like a dream to the engine driver. Day and night
shift replaces at the interval of a week. There are many engine driver who
are suffering from insomnia because of shift work. Driving at night
particularly difficult because we can not take a rest in the middle of driving.
<Night shift workers have to sleep in the daytime>
I and my sister-in-law have jobs working at night. People who do not
work at night can not understand that people like us should sleep in the
daytime. Some people call in the day time and ask why I am still sleeping.
The noon for people who are working at night is just like the midnight for
ordinary people. There are many days I just can sleep 4hours because of
people's call. There are many people call me even if I take a message in the
answering machine message which I work at night and sleep in the
daytime. The people who work at night have to sleep as much as other
people do.
200
Worksheet
♣ Drawing the people who work during a day and a night
DAY NIGHT
Main lesson plans |201
Science Teacher's Training Course Lesson 25
‘The lifestyle of people according to day and night’ Lesson Plan
The topic of this lesson is to find out how the shape of animals and plants are different
depending on day and night. This topic is similar with the second grade chapter three 'Day and
Night' in 'Observing natural phenomena' of Ethiopian environmental science syllabus.
There are various activities related with this topic such as the activity in which the teacher
shows some part of the picture and the students take a guess and find out what the picture is
of, presentation of the students' experiences, presenting the teacher's photos, watching the
videos. The students can observe the animals or plants at the day and night through these
activities.
202
Chapter Title Day and night is different
Objective ▪Students can compare the life styles of animals and plants depending on day and
night.
Materials ▪ Teacher: Photos of daily lives of animals and plants
▪ Student: Colored pencils, observation journal
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Motivation
○ Guessing the mosaics.
•Let's guess what the teacher is
covering.
(Puting the sunflower during the
day on the visual presenter.)
•(Showing the covered material
little by little) What is it?
•(Puting the sunflower at night
on the visual presenter.)
•Let's guess what the teacher is
covering.
•(Showing the covered material
little by little) What is it?
•Let's guess what the differences
are between the same sunflower
during the day and during the
night.
-Taking a guess looking at the
photos.
-It is a sunflower.
-It is a sunflower.
-The first sunflower is looking at
the sun during the day and the
second sunflower is looking at
the ground during the night.
The photos of
sunflower which
are covered
partly.
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out how the shape of animals and plants are different
depending on day and night.
Main lesson plans |203
Develop
ment
(28′)
Finding
out the
figures of
plants 1
◎ Finding out the figure change of a sunflower.•When and where have you seen a sunflower?
•What does a sunflower look like?
•Which direction is a sunflower pointing during the day?
•Which direction are the
flowers and leaves of sunflower
heading toward during the night?
•How does a sunflower move
depending on the sun.
◎ Finding out the figure change
of dandelion flower.
○ When and where have you
seen a dandelion flower?
•Let's talk about how the
dandelion flower is changing
depending on the day time and
sunset time after looking at the
dandelion flower at the reference
material.
-I saw it at the flower garden in Summer.
-It is tall and the flower is very big and round.
-It is yellow and little flowers make a big blossom.
-It is pointing toward the sun.
-It is heading toward the
ground.
-I saw dandelion flowers under
the wall in the early morning
when I visited my grandmother
in the countryside.
-It is blooming during the day
and it is closing during the
sunset.
Dandelion
flower or
morning glory
204
Finding
out the
figures of
animals2
Finding
out the
life of
animals
Comparing
with our
life
◎ Observing the daily life of
animal
•Let's talk about the experience
of raising animals at home.
•Let's talk about the figures of
animals' life during the day.
•Let's talk about the figures of
animals' life during the night.
•Let's talk about how animals
live during a day.
◎ Comparing our life of day
and night and the plant's life of
day and night.
•Let's talk about our life of a
day and the figure of dandelion
flower.
∙ Let's talk about our life of the
daytime and the figure of
sunflower.
◎ Finding out nocturnal animals
and plants
-Talking about the experience of
raising animals at home.
-The animals move actively and
eat a lot during the day.
-There are some animals moving
actively at night such as
hedgehogs or cats.
-Most animals are active and
find food during the day, but
some animals are active during
the night.
-The shapes of dandelion flower
is changing depending on the
sun just like we study during the
day and sleep during the night.
-Comparing and talking
Main lesson plans |205
Finding
out
nocturnal
animals
and plants
•Most animals are active during
the day just like us and most
plants bloom flowers while there
is sunlight, but some animals
and plants are different.
•What animals are active at
night only?
•What flowers bloom at night
only ?
•Let's play the experience game
of the nocturnal animals we
found.
-There are mice, owls, bats, cats
and snakes.
-There are primrose and gourd
flowers.
- Let's do the role-play after
listening to the teacher's
explanation.
<Experiencing the nocturnal animals game>
① Decide the roles of nocturnal animal predators (owls, snakes,
etc.) and prey (mice, rabbits, etc.) one by one and the rest
do the roles of the trees in the forest.
② Close the eyes of predators.
③ The preys stand and stay still from the predators about 20-30
meters away.
④ The people who are assigned the role of trees in between
prey and predators make woods and interfere the way.
⑤ The trees make sounds 'mmm ...' and announces his position.
⑥ The preys inform their position by hitting an occasional clap,
and the predators should arrive at the prey avoiding the trees.
⑦ If the predators hit the trees, they switch roles..
Arrang
ement
&
evalua
tion
(5′)
Arrange
ment
◎ Representing the figures of
animals and plants' life for a day.
•Let's observe the day of
animals and plants on the
worksheet 'Observing the figure
of a day' and express the result
by writing or drawing.
-Express the result of the
observation on the worksheet.
worksheet
206
Writing Plan
Day and night is different
※ Let's find out how the shape of animals and plants are
different depending on day and night.
Evaluation Plan
1) Evaluation objective
: Students can compare the life styles of animals and plants depending on day and night.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
compare the life
styles of animals and
plants depending
on day and night.
HighStudents can compare the life styles of animals and plants well
depending on day and night.
MiddleStudents can compare the life styles of animals and plants depending
on day and night.
LowStudents cannot compare the life styles of animals and plants
depending on day and night.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |207
Worksheet
Observing a day of animals and plants
Grade ( ) Class ( ) Name ( )
■ Let's observe the figures of the animals and plants which we can
see around us for a day.
When
Where
What
Figures
Morning Afternoon
Evening Night
What you
know.
208
Science Teacher's Training Course Lesson 26
‘Finding shadow’ Lesson Plan
The topic of this lesson is to look for shadows around us. This topic is similar with the second
grade chapter three 'Day and Night' in 'Observing natural phenomena' of Ethiopian environmental
science syllabus.
There are various activities related with this topic such as taking quizzes about the shadows,
drawing the shadows, mind mapping, presentation of the students' experiences, watching videos
or animation and so on. We also added the activity which the teacher prepares the shadow
stories in advance and performs in front of the students. This activity will be able to maximize
the effect of the motivation for the students.
Main lesson plans |209
Chapter Title I'm friends with the shadows Video Clip 14
Objective ▪Students can look for shadows around us.
Materials ▪Teacher: shadow quiz materials, drawing papers
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎Motivation
○Solving quiz related with
shadows.
•Everyone, listen carefully and
find out the answers of the quiz.
•Step1: What is this which
looks black even though it is
black, red or blue.
•What is this which you can
not catch even if it is not
moving?
•What is this which looks black
even if it wears pretty clothes.
•Let's check the answer.
What is the answer?
○ Listening to children's story
'Wolf and shadow'
•This time, I will tell you about
an interesting story about
shadow. Are you ready? Listen
carefully, please.
•Why the wolf was puffed
himself up in front of the lion?
-Students listen carefully and try
to understand what teacher is
explaining.
-Shadow!
-The wolf looked at his long
shaped shadow and he thought
the shadow was his real figure.
Reference
material 1
210
•Why is the wolf's shadow
changed?
○Expecting the learning contents
of the lesson.
•What will you learn this
lesson?
-Because the length of shadow
at the sunset time looks longer.
-I think we will learn about
why shadow is created.
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's look for shadows around us.
Develo
pment
(28′)
Looking
for
shadows
◎Marking the place where
shadow is created.
○Reference material 2 Looking
at the pictures.
•Let's look at the pictures of
reference material 2 and talk
about your own experience
about shadow.
•Talking about the odd things
in the picture.
○ Looking for the places where
shadows are created.
•Let's mark the place where
shadows can be created.
○Thinking about whether
shadows are created at night.
-I took a rest under shadow of
the school building escape from
the heat in Summer.
-I stepped shadows with my
brother.
-There is no shadow in the
picture.
-Marking in the picture with a
pencil.
Reference
material 2
Main lesson plans |211
Making
mind map
•Let's look at the picture below
reference material 2. Can shadow
be created at night?
When is shadow created?
•Let's draw the right shadows
for the picture.
◎Making mind map
•Let's represent somethings
when you think of shadow
through mind map.
-Shadows are created at night.
-Shadows are created on a fine
day but shadows are also created
at night if there are lights, street
lights, bonfire, etc.
-Drawing the places where the
shadows are created.
-Drawing a mind map about
shadow.
Mind map
worksheet
Let students
represent
somethings
when they think
of shadow
through mind
map.
Arrang
ement
&
evaluati
on
(5′)
Presentati
on
Advance
notice of
next
lesson
◎ Representing the mind map.
•Let's represent the mind map.
◎ Advance notice of next lesson
•Next time, we will learn about
the difference between sunny
place and shade.
-Students represent their mind
map.
○ Advance notice of next lesson
212
Writing Plan
I'm friends with the shadows
※ Let's look for shadows around us.
Evaluation Plan
1) Evaluation objective
: Students can find the places where shadows are created and make a mind map.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can look
for shadows
around us.
HighStudents can find the places where shadows are created and make a
mind map well.
MiddleStudents can find the places where shadows are created and make a
mind map.
LowStudents can not find the places where shadows are created and make
a mind map.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |213
Reference material 1
Wolf and shadow
One day, an wolf was walking down the street.
Around the evening, the wolf suddenly said "No?" and was surprised
because his shadow looked much bigger. "I've grown a lot." The wolf was
quite pleased.
As the sun was going down to western sky, the shadow on the reflection
of the way looked getting longer and bigger.
"Hey, look at this. I am so big!" The length of shadow is different between
the time when the sun is directly shining in the middle of the day and the
time when the sun begins to set in the evening. However, the wolf really
thought the appearance of shadow is real.
"I am so big and great! Now I do not need to be afraid of the lion." Wolf
threw back the body and said by himself "From today, I am the king of the
beasts". Then, He was Walking around a stately pace.
"I am not afraid of the lion any more" "Lion, come on!" But the lion which
was watching the wolf behind of the tree appeared in front of the wolf. It
happened almost at the same time as the wolf said "Oops, it's a lion!" and
the lion showed up the paws.
214
Reference material 2
Main lesson plans |215
Teacher's reference material
(Completed picture material)
216
Mind map worksheet
♣ Let's draw somethings when you think of shadow through mind map.
( )Grade ( )Class Name:
Shadow
Main lesson plans |217
Science Teacher's Training Course Lesson 27
‘Sunny place and shade’ Lesson Plan
The topic of this lesson is to find out the difference between sunny places and the shade. This
topic is similar with the second grade chapter three 'Day and Night' in 'Observing natural
phenomena' of Ethiopian environmental science syllabus.
There are various activities related with this topic such as teacher's storytelling, presentation of
the students' experiences, drawing pictures, investigating and so on. The teacher lets the students
move to the sunny places and to the shaded places to feel the differences. The students can
learn about the sunny places and shade places deeply through the research activity.
218
Chapter Title I'm friends with the shadows
Objective ▪Students can divide what people do by the difference of sunny place and shade.
Materials ▪Teacher: the photo materials of sunny place and shade.
Step ProcedureTeaching-Learning Activities
Materials( ) Remark( )
Teacher Students
Readin
ess
activiti
es
(5′)
Motivatio
n
◎ Motivation
○ Listening to the fairy tale
'The bachelor who bought the
shade of a tree.
•Let's listen to the fairy tale
'the bachelor who bought the
shade of a tree.
•What did the bachelor buy
from the old rich man?
•Why does a tree have a
shadow?
•Why did the bachelor buy the
shade of a tree?
∙ What is the reason for the
changed location of the tree
shadow?
○ Looking at the Reference
material
Let's consider what we will
study as looking at the photos of
the reference material.
- Listen to the story and think
about what is happening.
- The shade of a tree.
- Because it prevents the sun.
- He bought the shade because
he wants to make a fool of the
greedy old rich man when the
shadow is longer.
-The shadow was longer because
of the sun set.
- We will find out the difference
between sunny place and shade.
Reference
material 1
Reference
material2
Main lesson plans |219
Recogn
ition of
the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the difference between sunny place and shade.
Develo
pment
(28′)
Finding
out the
difference
◎ Finding out the difference
between sunny place and shade.
○ Finding out about sunny
places and shady places.
•What is a sunny place?
•What is shade?
○ Thinking about the reason
why sunny places exist and why
shadows are created.
•Why are sunny places created?
•Why is shade created?
○ Feeling of the sunny place
and shade.
•Let's go outside and sit on the
boundary line of sunny place
and shade.
•Let's put each hand on the
sunny place and the shade and
compare the feeling of both
hands.
-Sunny places are the places
where there is sunlight.
-Shade is the place where there
is no sunlight.
-Sunny places are created when
the sun is not obscured by
buildings or objects.
-Shade is created when the sun
is blocked by buildings or
objects.
-Students go outside and put
their hands on the boundary line
of sunny place and shade and
feel the sunny place and shade.
-Sunny places are bright, but
shade is dark.
220
Looking
at what
the
people
do.
•Let's record the feeling on the
worksheet.
○ Finding out the other
differences of sunny place and
shade.
•What are some other
differences of sunny place and
shade?
◎ Looking at what the people
do at sunny place and shade and
writing on the worksheet.
○ Finding out what the people
do at sunny places and shady
places from the pictures of the
textbook.
•Let's find out what the people
do at sunny places and shady
places from the pictures of the
reference material 2.
○ Representing what the people
do at sunny place on the
worksheet.
•Let's Represent what the
people do at sunny place
•Let's represent what the people
do at sunny places
-Sunny places have shadows, but
the shade does not have
shadows.
○ Finding out what the people
do at sunny places and shady
places from the pictures of the
textbook.
○ Representing what the people
do at sunny place on the
worksheet.
Worksheet
Arrang
ement
&
evalua
tion
(5′)
Arrange
ment
◎ Researching and representing
the case of using sunny place
and shade in our lives.
- Growing peppers, drying
peppers and drying squids.
- Growing ginsengs, growing
mushrooms, drying persimmons
and taking a rest in the shade of
the parasol
Main lesson plans |221
Advance
notice of
next
lesson
•Let's find out other examples of
using sunny place in our lives
besides the reference materials.
•Let's find out other examples of
using shade in our lives besides
the reference materials.
◎ Finding out the reason why
sunny places and shade are
created.
•Let's find out the reason why
sunny places and shade are
created.
◎ Advance notice of next lesson
•We will find out the change of
shadow for a day.
-People dry rice.
-People dry laundry.
-People dry the clay work under
the shade.
-They are created by the sunlight.
○ Preparing of next lesson
222
Writing Plan
I'm friends with the shadows
※ Let's find out the difference between sunny place and shade.
Evaluation Plan
1) Evaluation objective
: Students can divide what people do by the difference of sunny place and shade.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can divide
what people do by
the difference of
sunny place and
shade.
HighStudents can divide what people do by the difference of sunny place
and shade well.
MiddleStudents can divide what people do by the difference of sunny place
and shade.
LowStudents cannot divide what people do by the difference of sunny
place and shade.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |223
Reference material 1
The young man who bought the shade of a tree
Once upon a time, there was a greedy old man who never helped others
that lived in a village. There was a tree in front of the old man's house. On
a hot Summery day, a nice and smart young man who lives in the village
was working on the garden and was too hot, so he took a rest in the shade
of a tree in the front of the old man's house. The old man saw this and
went to the young man and said "Hey, fellow, my great grand father planted
this tree, so the shadow of the tree is also mine. Get out of here!" And the
old man did not let the young man sit under the shadow. The young man
decided to play trick to the old man.
The young man bought the shade of a tree.
When the sun goes down and the shade of the tree moves into the yard of
the old man's house, the young man walked to the yard and lied down.
"No, you rascal! What are you doing! Leave right now," The old man was
angry and shouted. Then the young man "I have bought the shade of a tree,
so of course the shade of the tree here is also mine." When the shade
moved to the main bedroom, the young man also went to the bedroom and
lied down. The young man went to the house and did same things everyday
since then. The old man could not stand this and asked the young man to
sell the shade of the tree but the young man said "I will never sell this
shade." In the end, the old man left the house with the family. The wise
young man accidentally got the house.
224
Reference material 2
Main lesson plans |225
Worksheet
♣ Sunny place and shade worksheet
( ) Grade ( ) Class Name:
Contents Sunny place Shade
What does it represent?
How do you feel when
you touch?
What other differences?
What do people do there?
■ Let's research and write what people do at sunny place and shade in
our lives.
Sunny place Shade
226
Science Teacher's Training Course Lesson 28
‘Examining the change of the shadow in a day’ Lesson Plan
The topic of this lesson is to observe the changes of the shadow over the length of a day.
This topic is similar with the second grade chapter three 'Day and Night' in 'Observing natural
phenomena' of Ethiopian environmental science syllabus.
There are activities related with this topic such as singing an easy song, along and changing
the lyrics to this topic, and measuring the length of the shadow every hour on the playground.
The teacher's demonstration or explanation is required in advance for students measure the
length of the shadow on the playground. Shadow stepping game is added, so the students can
experience the characteristics of the shadow through the fun activities.
Main lesson plans |227
Chapter Title I'm friends with the shadows
Objective ▪Students can examine the changes of the shadow for a day.
Materials ▪ Teachers: a small bar (or a small doll), color strips, white canvas
▪ Student: scissors, glue, memo pads, pencils
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Motivation
○ Changing and singing the
lyrics of ‘Who who is
sleeping?’
•Let's sing ‘Who who is
sleeping?’together.
•Let's change and sing the lyrics
by the groups. For example, we
can change like this. "Where
shall I hide my shadow? I shall
hide my shadow under a zelkova
tree."
Let's change lyrics using
'shadow', 'hiding' and so on.
-Students sing together.
-"Where shall I hide my shadow?
I shall hide my shadow under a
zelkova tree."
Reference
material 1
Recognition of the objecti
ve
Confirmation of
learning objectives
◎ Recognition of the objective.
∙Let's find out what we will learn today.
Let's observe the changes of the shadow over the length of a day.
Devel
opme
nt
(28′)
Examinin
g the
change
of
shadow
◎ Examining the change of
shadow in a day.
○ Measuring the length of a
shadow
•How does the length of the
shadow vary depending on the
height of the sun during the
day?
•Let's measure the length of the
shadow with the color strip and
paste it on the worksheet.
•When is the length of shadow
longest?
•When is the length of shadow
shortest?
- The length of the shadow is
short during the day, but the
length of the shadow is getting
longer in the morning and in the
evening.
-Measure and Paste it with a
color strip.
- 9am.
- Around noon (12 o'clock).
Shadow
measurement tools,
color strips
228
Finding
out how
to play
the
stepping
shadow
game.
Playing
stepping
on
shadows.
•What did you know?
○ Looking at the direction and
shape of the shadow.
•How does the direction of the
shadow change?
•How does the shape of the
shadow change?
○ Finding out the change of the
shadow in a day.
•Let's arrange the changing
shapes of the shadow according
to time from the reference
material.
-The shadow changes according
to time.
-It is getting shorter from
morning to noon.
-It is getting longer from noon
to evening.
-The shadow is created at the
opposite direction of the sun.
-The shape of the shadow is
longer or shorter according to
the location of the sun.
-The direction and shape of the
shadow for a day change.
-The length of the shadow is
shortest at lunch time.
Reference
material2
Reference
material3
◎ Finding out how to play and rules of the stepping shadow
game.
○ Finding out how to play of the stepping shadow game.
•Let's play the stepping shadow game in the following order at
the playground.
① Making groups of 5 ~ 6 people.
② Once the groups are decided, determine the tagger and play
areas.
③ Stay in the shade until counting ten.
④ Tagger man is chasing a fleeing man and step the shadow.
⑤ The person who is stepped on becomes a tagger.
○ Finding out how to avoid
stepping shadows.
•If you don't want your shadow
to be walked on, what should
you do?
◎ Playing stepping on shadows
game.
○ Finding out the direction
which the shadow is created.
-We should run faster than a
tagger.
-We should hide under the
shade.
Main lesson plans |229
•Let's represent about the
shadows which you looked at
through 'Stepping on shadow
game'
The direction of shadow is the
opposite direction of the sun.
-There is no shadow in shade.
Arrang
ement
&
evalua
tion
(5′)
Arrange
ment &
evaluatio
n
(5′)
Advance
notice of
next
lesson
◎ Representing the facts you
know.
•Let's represent the changes
(length, direction, and shape) of
a shadow in a day.
•Let's represent what you have
found from the 'Stepping on
shadows game'
◎ Advanced notice of next
lesson
•Let's find out the reason why
shadows are created.
-The length of shadow is
shortest at lunch time.
If you do not want your shadow
to be walked on, enter into the
shade.
- Creates a shadow of the object
on the other side of this sunny.
○ Class learning activities to
familiarize yourself
-You should go in the shade if
you don't want your shadow to
be stepped on.
-The shadow is created in the
opposite direction of the sun.
○ Preparation of the next
lesson.
230
Writing Plan
I'm friends with the shadows
※ Let's find out the changes of the shadow for a day.
Evaluation Plan
1) Evaluation objective
: Students can examine the changes of the shadow for a day.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can
examine the
changes of the
shadow for a day.
High Students can examine the changes of the shadow for a day well.
Middle Students can examine the changes of the shadow for a day.
Low Students can not examine the changes of the shadow for a day.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |231
Reference material 1
WHO? WHO IS SLEEPING?
In the wide, wide sky, who, who is sleeping?
In the deep, deep forest, who, who is sleeping?
The baby star in the heaven is flickeringly, flickeringly sleeping.
Mountain birds and wild birds get together and sleeping.
232
Reference material 2
♣ Looking at how the shadow is changing in a day.
(9AM)
(12PM:Noon) (3PM)
(The length of shadow in a day)
Main lesson plans |233
Reference material 3
234
Science Teacher's Training Course Lesson 29
‘Finding out the reason why shadow is created’ Lesson Plan
The topic of this lesson is to find out the reason why shadow is created. This topic is similar
with the second grade chapter three 'Day and Night' in 'Observing natural phenomena' of
Ethiopian environmental science syllabus.
The learning objective can be reached by the description of the teacher, but the students will
have more enjoyable time with the activity the reason why the shadows are created using a
variety of materials. Main activity is attaching man-shaped figure on a transparent film and find
out the difference between the shadow part and the other. The teacher lets the students feel the
differences after the showing a glass, a transparent plastic ruler, shoes, pencil case, and a soccer
ball. We made the lesson plan which the teacher arranges the characteristics of the object that
the sun passes through or not in the arrangement part.
Main lesson plans |235
Chapter Title I am friends with shadow Video Clip 15
Objective ▪Students can find out the reason why shadow is created.
Materials ▪Teacher: transparent film, A4 paper, glass, transparent plastic ruler, shoes,
a pencil case, a soccer ball
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎Motivation
○Looking at what we will learn.
•Let's look at what we will
learn as looking at reference
material 1.
-We will learn the reason why
shadow is created.
Reference
material 1
Recog
nition
of the
objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's find out the reason why shadow is created.
Devel
opme
nt
(28′)
Finding
out the
difference
◎Making a shadow by pasting
opaque stickers on a transparent
film.
○Making a shadow by pasting
opaque stickers on a transparent
film.
-Students make shadows
according to teacher's
explanation.
Transparent
film, man-shaped
picture
① Pasting opaque stickers on OHP film.
② Sunlight on the OHP film pasted opaque stickers.
③ Comparing the part of pasting opaque stickers and other part.
Finding
out the
difference
◎ Finding the differences passing
through in sunlight OHP film
and A4 paper.
Finding the differences passing
through in sunlight OHP film
and A4 paper.
•Let's pass through in sunlight
OHP film and A4 paper.
-OHP film doesn't have a
shadow.
236
Finding
out the
characteri
stics
Talking
about the
characteri
stics
•What are differences between
OHP film and A4 paper?
◎Grouping the objects which
sunlight can pass and can't.
○Finding the objects which
sunlight can pass and can't.
•Let's take the supplies of
refrence material2 to a sunny
place and examine whether the
sunlight pass through.
•Let's group the objects which
sunlight can pass through and
can't pass through.
•What objects can sunlight
pass through?
•What objects can not sunlight
pass through?
◎Finding out the characteristics
of the objects which sunlight
can pass through and can't pass
through.
•What characteristics does the
object have which sunlight can
pass through?
•What characteristics does the
object have which sunlight can
not pass through?
-A4 paper creates a shadow.
-OHP film is transparent.
-A4 paper is not transparent.
-Taking the supplies to a sunny
place and examine and record
on the worksheet.
- recording on the worksheet.
- A plastic ruler, a glass, wrap.
- Shoes, a pencil case, and a
soccer ball.
- Transparent.
-Clear shadow are not created.
Glass,
transparent plastic
ruler, shoes, a
pencil case,
wraps, and a
soccer ball
Worksheet
Main lesson plans |237
Arrang
ement
&
evaluati
on
(5′)
Advance
notice of
next
lesson
◎Representing the characteristics
of the objects which shadows
are created or not.
•What are some common points
of the objects which shadows
are created.
•What are some common points
of the objects which shadows
are not created.
•Let's find out some examples
of using sunny places in our
daily life except the reference
materials.
•Let's find out some examples
of using shade places in our
daily life except the reference
materials.
◎Finding out the reason for
sunny place and shade place are
created.
•Let's arrange the reason for
sunny place and shade place are
created.
•What is the reason shadow is
created?
◎ Advance notice of next lesson
•We will prepare a shadow
puppet show next time.
- Opaque.
- Clear shadows are created.
- Opaque.
- Transparent.
-Farmers can dry rice corps.
-We can dry washing in the sun.
-We can dry clay works in the
shade.
-They are created by the Sun..
-The shadows are created when
sunlight can not pass through.
○ Advance notice of next lesson
238
Writing Plan
I am friends with shadows.
※ Let's find out the reason why shadow is created.
Evaluation Plan
1) Evaluation objective
: Students can find out the reason why shadow is created.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can find
out the reason why
shadow is created.
High Students can find out the reason why shadow is created well.
Middle Students can find out the reason why shadow is created.
Low Students can not find out the reason why shadow is created.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
Main lesson plans |239
Reference material 1
240
Reference material 2
♣ Let's find out the objects which sunlight can pass through or not around us.
Check ◯ for the objects which sunlight can pass through.
Main lesson plans |241
Worksheet
The reason why shadow is created
Grade( ) Class( ) Name ( )
■ Let's find out the objects which sunlight can pass through or not by
passing reference material 2 through sunlight.
Let's write the common points of the objects which sunlight can pass
through or not.
The objects which sunlight can pass. The objects which sunlight can not pass.
Common points Common points
∙∙
∙∙
■ Let's find out the objects which shadows are created clearly or not.
Let's write the common points of the objects which shadows are created or
not.
The objects which shadows are created
clearly.
The objects which shadows are not
created clearly.
Common points Common points
∙∙
∙∙
242
Science Teacher's Training Course Lesson 30
Preparing the shadow puppet show’ Lesson Plan
The topic of this lesson is to prepare the shadow puppet show. This topic is similar with the
second grade chapter three 'Day and Night' in 'Observing natural phenomena' of Ethiopian
environmental science syllabus.
This topic is the arrangement part of the chapter. There are various activities related with
this topic such as singing, making shadows with hands, talking about the experience of the
shadow play. To reach the learning objectives the group activities such as writing a play
script, making props using various materials are needed rather than individual activity. If
the teacher prepares the necessary materials in advance and teaches the shadow play
during the break time, the topic will be good memories for the students.
Main lesson plans |243
Chapter Title I'm friends with the shadows
Objective ▪Students can make the various shaped shadows and prepare the shadow puppet
show.
Materials ▪Teacher: Story book, scissors, drawing papers, wooden chopsticks, animal
pictures, cellophane tape
Step ProcedureTeaching-Learning Activities Materials( )
Remark( )Teacher Students
Readi
ness
activit
ies
(5′)
Motivatio
n
◎ Motivation
○ Singing 'Animal farm song'
•Let's mimic animals with
'Animal farm song'.
○ Looking at the contents of
the textbook.
•Let's look at what we will
learn today as looking at the
reference material photos.
To participate and have fun.
-Is to create the shadows of
different shapes by hand.
-Shadow play will be ready.
-Participating in the activity with
fun.
-We will make various shaped
shadows.
-We will prepare the shadow
puppet show.
Accompaniment
of 'Animal farm'
Reference
material
Recognition of the objecti
ve
Confirmat
ion of
learning
objectives
◎ Recognition of the objective.
•Let's find out what we will learn today.
Let's prepare the shadow puppet show.
Devel
opme
nt
(28′)
Making
shadows
Represent
ing the
experienc
es
◎ Making various shadows using
hands and simple tools.
•Let's look at the various
shaped shadows made by hands
in the reference.
•Let's represent the shadows
which you made.
•Let's look at the other hand
shadows.
◎ Representing the experience
of the shadow puppet show.
•Let's represent the experience
of the shadow puppet show.
•How can we perform the
shadow puppet show?
- There is an elephant.
- There is a bird.
- Students represent the
experience.
- Observe the hand shadows of
the reference.
- Represent the experience.
-Students make stories, take the
roles, make props, practice the
roles and perform the show.
Beam projector,
screen, or
lighting and
screen
Teacher shows
a variety of the
hand shadows
from the reference
materials, get the
applicant who
would like to
perform.
244
Looking
at the
order
Preparing
the
show.
•What do you need to prepare
for the shadow puppet show?
◎ Looking at the order of the
shadow puppet show.
○ Making the story for the
shadow puppet show.
•Each group makes the story.
You can use story books or you
can create a new story. Let's
represent what kinds of stories
are better to perform.
•After making the story, what
do you have to do next?
◎ Preparing the shadow puppet
show.
•Let's represent the outline of
the story and the supplies for
the shadow puppet show.
-We should make props for the
right roles.
-I would like to decorate it as
an interesting story .
-I hope it has some lesson in
the story.
-I would like to make a short
and simple story.
-I would like to make the story
which has a few characters and
a few scenes to decorate.
- Each person should take a
role.
- You must make the necessary
props for the show.
- Each group represents the plot
of the story and the materials
and props fro the show.
Worksheet for
decorating the
story.
Story book,
scissors, drawing
papers, wooden
chopsticks, animal
pictures,
cellophane tape
Arran
geme
nt &
evalu
ation
(5′)
Arrange
ment
◎ Practicing the shadow puppet
show.
•Let's practice the shadow
puppet show during the break
time and after school.
◎ Advance notice of next lesson
•We will perform the shadow
puppet show.
-Students decide the practicing
time.
○ Preparation for the next
lesson.
Main lesson plans |245
Writing Plan
I'm friends with the shadows
※ Let's prepare the shadow puppet show.
Evaluation Plan
1) Evaluation objective
: Students can make the various shaped shadows and prepare the shadow puppet show.
2) Achievement and evaluation standards
Achievement
standardEvaluation standard
Students can make
the various shaped
shadows and
prepare the shadow
puppet show.
HighStudents can make the various shaped shadows and prepare the
shadow puppet show well.
MiddleStudents can make the various shaped shadows and prepare the
shadow puppet show.
LowStudents can not make the various shaped shadows and prepare the
shadow puppet show.
Bibliographies and reference sites
∙ Ministry of Education, Science and Technology, Elementary School Teachers' Manual, Intelligent Life 2
∙ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life 2
∙ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 2
Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do) Excellent lesson videos, Dongnim Elementary School for Policy Research class
246
Reference material 1
Animal Farm
In the hen house, hens are (cackling) Next to the door, geese are (quacking)
In the deep forest, cuckoos are (cuckoo) In the high sky, skylarks are (whistling)
Under the pear trees, goats are (eumme) In the stable, calves are (moo)
On the fireplace, cats are (mew) Under the floor, puppies are (bowwow)
In the hen house, hens are Next to the door, geese are
In the deep forest, cuckoos are In the high sky, skylarks are
Under the pear trees, goats are In the stable, calves are
On the fireplace, cats are Under the floor, puppies are
Main lesson plans |247
248
Worksheet 1
♣ Let's make a story for the shadow puppet show
1. Script
2. Preparation supplies
3. Roles
Main lesson plans |249
250
▍Reference
▪ Ministry of Education, Science and Technology, Elementary School Teachers' Manual,
Intelligent Life 1~2
▪ Ministry of Education, Science and Technology, elementary school textbooks, Intelligent Life
1~2
▪ Ministry of Education of Ethiopia, Environmental Science Syllabus For Grade 1~2
▪ Edunet: Korean Education and Research Information Service (www.edunet4u.net)
(http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)
▪ Science all (http://www.scienceall.com)
(http://www.scienceall.com/contents/contents.sca?todo=edumain)
▪ Excellent lesson videos, Dongnim Elementary School for Policy Research class
▪ Excellent lesson videos, Raising basic inquiry skills of observation through the activity of
learning the characteristics of fruits and seeds