science

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


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


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


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)


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 ○

7

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

26

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


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


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.

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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


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.


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


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


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.


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


‘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.


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.



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


•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 non-living

things.



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




-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.



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


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


•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


○ Knowing the difference

between living things and


- 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


: Can students make groups of living things and non-living things?


Achievement


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.





Edunet: Korean Education and Research Information Service (www.edunet4u.net) (http://www.edunet4u.net/teacher/lessondata/subject/listSubjectForm.do)


Picture material

38

Worksheet

Let`s play Bingo game



‘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


Objective ▪Grouping plants and animals from creatures in Summer.Materials Teacher- Various pictures and photos of plants and animals.



Readiness

activities

(5′)

Motivati

on

◎ Presentation of what we

learned last time.

○ Talking about 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


- 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 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.


○ 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.





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





activity)





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


-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.


Writing Plan

I'm with Nature

※ Let's make groups of plants and animals from creatures in

Summer.

Evaluation Plan


: Students can make groups of plants and animals from creatures in Summer.


Achievement


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.





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


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


‘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.



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.


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



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.


-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


: Can students divide animals according to where they live?


Achievement


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.








Worksheet

Let's draw animals which I like.

Animal:

Color: Where to live:

Food:

52


‘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.



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.



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



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


○ Presenting the flowers which

you saw around us.

◎ Finding out flowers and fruits


○ 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


•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


became your friends.

-We should take care of them.

-We should not cut them

thoughtlessly.

-We should come and talk to


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


: Can students recognize the flowers and fruits which we can see in Summer?


Achievement


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.









‘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


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



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.


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


non-living things.

•Let's Talk about the differences


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


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


: Students can talk about the characteristics of animals and plants in Summer.


Achievement


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


LowStudents can not talk about the characteristics of animals and plants









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


‘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.


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



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



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.


○ (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


: Can students find out the similarities and differences between me and my friends?


Achievement


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







Reference material

68


‘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


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.


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


reference.

◎ Looking and talking about the


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



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.


•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


: Can students look at their body in various ways?


Achievement


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.







Reference material

74


‘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.



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



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



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.


lesson.


Writing Plan

My body

※ Let's learn about the roles of our body parts.

Evaluation Plan


: Can students know the roles of our body parts?


Achievement


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.






78

Refrence material 1

Refrence material 2


Worksheet

♣ Let my body pretty my eyes, nose, mouth, ears, or hands that can write reports.

( )Grade ( )Class Name:

80


‘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


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.



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


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



Let's boast the roles of our body parts.

Develo

pment

(30′)

Activity 1 ◎ Talking about the roles of


hands.

○ Talking about the roles of


hands.

•What is the role of our eyes?

•What is the role of our nose?

○ Talking about the roles of


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.


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.


lesson.


Writing Plan

My body

※ Let's boast the roles of our body parts.

Evaluation Plan


: Can students know the roles of our body parts and do the role-play?


Achievement


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.






84

Refrence material 1



‘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


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


Objective ▪ Students can distinguish various food tastes.

Materials ▪Teacher: Various food

▪Students: Food and drink

StepProcedur

e


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.


Recogni

tion of

the

objectiv

e

Confirmati

on of

learning

objectives



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?


•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.


Writing Plan

My body

※ Let's prepare birthday meal with various foods and distinguish the

food tastes.

Evaluation Plan


: Can students prepare birthday meal with various foods and distinguish the food tastes?


Achievement


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.






90

Picture material

Sweet taste Sour taste Salty taste Bitter taste



‘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


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.



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



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)


•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.


Writing Plan

My body

※ Let's play various sense games and try to understand the difficulty

of the disabled people.

Evaluation Plan


: Can students understand the difficulty of the disabled people after playing various sense

games?


Achievement


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.






96

Refrence material

Touching Smelling Tasting

Looking around Hearing Walking with closed eyes



‘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



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.


Fall



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


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


: Can students make groups of leaves according to various standards such as colors or

shapes after looking at Fall leaves?


Achievement


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


LowStudents can not make groups of leaves according to various standards








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


■ Pasting or drawing similar leaves



‘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


Teacher Students

Readin

ess

activiti

es

(5′)

Motivatio

n


Fall fruits.

•Let's talk about some words

related with Fall.

•Let's sing a song related with

Fall fruits.


Fall fruits.

-Red and yellow leaves, rice,

apples and pears.

Recogn

ition of

the

objecti

ve

Confirma

tion of

learning

objective

s



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.


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?




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.




we touched them.

- We can observe at orchards,

around schools, parks, mountains

and fields.



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?


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


Writing Plan


※ Let's look at the Fall fruits and seeds and find out the

characteristics.

Evaluation Plan


: Can students find out the characteristics after looking at the Fall fruits and seeds?


Achievement


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.





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:


Refrence material

110


‘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


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.


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


Teacher Students

Readin

ess

activiti

es

(5′)

Motivatio

n

◎ Representing what students

know about Fall.

•Can you talk about what we

learned about Fall?


feel after learning about Fall.

•Can you talk about what you

feel after learning about Fall?


know about Fall.

- There are a lot of fruits and

crops in Fall.

- The colors of mountains and

fields change in Fall.


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



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.


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


※ Let's decorate shapes using seeds and leaves etc.

Evaluation Plan


: Students can decorate shapes using seeds and leaves etc.


Achievement


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.







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


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


‘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.


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


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



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.


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


: Students can observe animals and plants which live with us.


Achievement


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.







Picture material 1

124

Picture material 2



‘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


Teacher Students

Readin

ess

activiti

es

(5′)

Motivatio

n

◎ Talking about the experience

of raising animals.


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



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.


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


•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.


Writing Plan


※ Let's find out the animals which we can raise.

Evaluation Plan


: Students can find out and explain the animals which they can raise.


Achievement


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.






130

Refrence material 1


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.



‘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


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.




Teacher Students

학습

준비

활동

(5′)

동기유발 ◎ Talking about the experience

of growing plants.


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



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.


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.


Writing Plan


※ Let's find out the plants which we can grow.

Evaluation Plan


: Students can find out and explain the plants which they can grow.


Achievement


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.






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.



‘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


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.


Step Procedure


Teacher Students

Readin

ess

activiti

es

(5′)

Motivatio

n


of raising animals and plants.

•Let's talk about the animals

and plants which you have

raised at home.


experiences when your pets

were sick.


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



Students will know how to raise animals and plants.

Development(28′)

Finding

out

◎ Finding out how to raise

animals and plants in healthy

ways.


Making

presentati

on

material

○ Talking about how to raise


ways.

•Let's find out how to raise


ways through OX quiz.

◎ Talking about the animals and

plants which you want to raise.

•Making the presentation

material of the animals and


•Let's Make the presentation



◎Creating an observation record

sheet

-Students find out how to raise


ways through OX quiz.

-Students make the presentation


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


※ Let's find out how to raise animals and plants.

Evaluation Plan


: Students can represent how to raise animals and plants.


Achievement


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.







Reference Material 1

144


○,× 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. (○)


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


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


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


Worksheet 2

Compaction and wind groups of animals and plants


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


‘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.



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.



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



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


-Students can decorate the works

by attaching origami on the

picture.


by attaching the photos of

animals and plants on the

picture.


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


※Let's decorate the house we live in with animals and plants

together.

Evaluation Plan


: Students can decorate the house we live with animals and plants together.


Achievement


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.







Refrence material 1

156

Refrence material 2

Hamster

1 2 3

4 5 6

7 8 9


Rabbit

1 2 3

4 5 6

7 8 9

158

Horse


Dog

160

Pig


Chicken

162


‘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.


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



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



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


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


•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


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


natural environment when it

comes to night time.

•Let's talk about the feelings


-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.


day time.


night time.


•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.


Writing Plan

Day and night is different

※ Let's learn about day and night.

Evaluation Plan


: Students can talk about what they think of day and night.


Achievement


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.






168

Reference material

Day time

Night time


<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.


Day


Mind map worksheet

♣ Let's represent day time on a mind map.


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 ( ).



‘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


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



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



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


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?


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?


and night in a mountain village.


a mountain village?


in a mountain village?


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


a fishing village?


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


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.


•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


※ Let's find out the differences between day and night.

Evaluation Plan


: Students can talk about the characteristics after looking at the figures of day and night.


Achievement


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.







Reference material 1

Day

Night

180

Worksheet

♣ Let's find out the differences between day and night as looking at the reference picture.


Day Night

♣ Let's talk about why day and night are created.



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


‘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.



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



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



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,


•Let's choose either a day of

David or a day of mom as

presenting worksheet 2 and

divide and paste into morning,


○ Talking about what you did

in the morning, in the afternoon

and in the evening.

•Let's talk about what David did


and in the evening.

•Let's talk about what mom did


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


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.


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.


meals, morning and afternoon or

morning, afternoon, evening and

night.

○ Advance notice of next lesson

186

Writing Plan


※ Let's divide a day by time.

Evaluation Plan


: Students can divide a day in various ways.


Achievement


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.







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.


Day Night


Worksheet 2 (Option1)

---------------------------------cutting line------------------------------------

♣ Let's paste pictures of a day in the life of David, divided into morning, afternoon and evening.


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.


Morning Afternoon Evening


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


‘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.



Objective ▪Students can find the changing lifestyle of people according to day and night.

Materials ▪Teacher: lifestyle photos of the day and night



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.


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.


•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.



Writing Plan


※ Let's find out how the lifestyle of people are different from

day and night.

Evaluation Plan


: Students can find out how the lifestyle of people are different from day and night.


Achievement


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.






198




<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



‘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



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



Let's find out how the shape of animals and plants are different

depending on day and night.


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.


animals' life during the day.


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


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


※ Let's find out how the shape of animals and plants are

different depending on day and night.

Evaluation Plan


: Students can compare the life styles of animals and plants depending on day and night.


Achievement


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


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








Worksheet

Observing a day of animals and plants


■ 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


‘Finding shadow’ Lesson Plan

The topic of this lesson is to look for shadows around us. This topic is similar with the second


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.


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



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



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


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


-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.


•Next time, we will learn about

the difference between sunny

place and shade.

-Students represent their mind

map.


212

Writing Plan

I'm friends with the shadows

※ Let's look for shadows around us.

Evaluation Plan


: Students can find the places where shadows are created and make a mind map.


Achievement


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.








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



Teacher's reference material

(Completed picture material)

216

Mind map worksheet

♣ Let's draw somethings when you think of shadow through mind map.


Shadow



‘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.



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


Recogn

ition of

the

objecti

ve

Confirmat

ion of

learning

objectives



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


•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.


do at sunny places and shady

places from the pictures of the

textbook.

•Let's find out what the people



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.




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


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.


•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


※ Let's find out the difference between sunny place and shade.

Evaluation Plan


: Students can divide what people do by the difference of sunny place and shade.


Achievement


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.








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



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


‘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.



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



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



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.


•Let's represent about the

shadows which you looked at

through 'Stepping on shadow

game'

The direction of shadow is the


-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


-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


○ Preparation of the next

lesson.

230

Writing Plan


※ Let's find out the changes of the shadow for a day.

Evaluation Plan


: Students can examine the changes of the shadow for a day.


Achievement


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.








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


♣ Looking at how the shadow is changing in a day.

(9AM)

(12PM:Noon) (3PM)

(The length of shadow in a day)

234


‘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


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.


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



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



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


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


are created.

•What are some common points


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?


•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.


238

Writing Plan

I am friends with shadows.

※ Let's find out the reason why shadow is created.

Evaluation Plan


: Students can find out the reason why shadow is created.


Achievement


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.






240


♣ Let's find out the objects which sunlight can pass through or not around us.

Check ◯ for the objects which sunlight can pass through.


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


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


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.



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



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



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.


•We will perform the shadow

puppet show.

-Students decide the practicing

time.

○ Preparation for the next

lesson.


Writing Plan


※ Let's prepare the shadow puppet show.

Evaluation Plan


: Students can make the various shaped shadows and prepare the shadow puppet show.


Achievement


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.





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


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

248

Worksheet 1

♣ Let's make a story for the shadow puppet show

1. Script

2. Preparation supplies

3. Roles

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)


▪ 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

science

Documents

Transcript of science