LESSON+3+WRITTEN+GRAMMAR

Science & technology || **Yr Level:** Stage 2, Year 4 || **3** of 10 |||| **Lesson Topic:** Describing different organs and the systems they belong to. || **Learning Area(s):**
 * **Unit Topic:**
 * EXPLORING THE HUMAN BODY ** |||| **Curriculum Link:**
 * **Lesson Number:**
 * Science: Living Things
 * English: Talking and Listening ||
 * **Unit Aim or Outcome:**

__Science:__
 * LT S2.3 //Identifies and describes the structure and function of living things and ways in which living things interact with other living things and their environment//
 * Identifies and describe structure and functions of living things

__English:__ Students extend their knowledge on different organs and the systems they belong to, where they write a description paragraph about the organs using adjectives and extended nouns. || The lesson beings with students seated on the floor. Teachers begin by saying a riddle to the students:
 * WS2.9 //Produces texts clearly, effectively and accurately, using sentence, grammatical features and punctuation//
 * Writes a description paragraph about the organs using extended nouns. ||
 * **Lesson Outcome:**
 * **Resources:**
 * //What about the body?//
 * a power point with different descriptions for each organ(to recap students understanding of organs)
 * images of organs per student (see Appendix A) ||
 * **Lesson Outline** ||
 * **Introduction (5 mins):**

//Who am I? It has a beat, that warms your feet, an important part, (is your heart).

Who am I? It's got lots of nerve, it's got to observe, think and strain, (it is your brain).

Who am I? Exercise will give you strength, to help you go the extra length, building them will help you hustle, (they are your own group of muscle).

Who am I? The right foods will help them grow, fruits and veggies, green or yellow. If you break one, you will moan, (it's always best to protect your bones).//

Ask students from the above riddles, what some describing words were, what gramamtical features are included in a descriptive paragraph.

Recap students knowledge about adjectives and nouns. ||
 * **Teaching strategy/Learning Activity:** ||
 * **Students will ……** |||| **Teacher will…** ||
 * Students sit on the floor listening to the teacher read the book. Students are selected to use the magic wand to point to a word or adjective that describes the noun (the organ in this case).

Students are sit in a circle and each student names an adjective that describes the noun (organ).

Students ask questions if needed.

Students access various resources after observing the teacher and the demonstration. They then write their own descriptive paragraph about an organ. |||| Read the book 'What about the human body?' upto page 10.

Write down a list of all the organs on the boards that were mentioned in the book. Ask the students to name an adjective that describes the organ.

Demonstrate to the students how they should write a descriptive sentence about their organ. Explain to students about the use of joining (connective) words to make the sentences better.

Give each person an image of an organ, student can use books and the links provided. Ask the students to write a descriptive paragraph about their organ. || Students present their descriptive paragraphs to the class by reading it out aloud. || Students will be assessed on their paragraphs. A focus will be placed upon the structuring of the paragraph, the use adjectives to describe their organs (noun) and the correct use of grammatical features. || Modify the task and indicators for students with special needs such that it is appropriate for their learning ability. Consider seating students with special needs with a more capable student to promote peer assistance. ||
 * **Concluding strategy:**
 * **Assessment:**
 * **Any special considerations or contingency plans:**
 * **Self-reflection**
 * What were the high and low points of the lesson?
 * Were the students engaged throughout the lesson?
 * Was there enough time to complete all the set tasks?
 * How was the flow of the lesson?
 * Are there any areas that I need to go over or move beyond?
 * Did I meet my own focus objectives? ||