LESSON PLAN

INFORMASI UMUM
A. IDENTITAS MODUL
Composer : AYU ADELLA SAPUTRI
Education Unit : Primary School
Year Of Preparation : 2024
Meeting : Chapter 4 (Page 32)
Lesson : English Education
Subject Matter : Our Changing Climate
Time Allocation : 2 x 35 Minute

B. LEARNING PURPOSE
❖ Children are able to Explaining what climate change is in their own words.
❖ Children are able to Identify the main causes of climate change, such as the use of fossil fuels,
deforestation and pollution.
❖ Children are able to Mention some of the impacts of climate change on the environment and
daily life.
C. PANCASILA STUDENT PROFIL
1. Critical Reasoning
2. Creative
3. Democracy & Social Justice
D. FACILITIES AND INFRASRUCTUR
❖ Learning Resaurces : Our Changing Climate Published by UNICEF 6 Fairbridge
Avenue, Belgravia P.O. Box 1250, Harare Zimbabwe
❖ Learning Equipment : Laptop, Audio Aids (Speakers), Projector, Whiteboard, and
Stationery, Such as Markers.

E. T A R G E T S T U D E N T S
❖ Regular/typical students: general, have no difficulty in digesting and understanding teaching
material.
❖ Students with high achievement: digest and understand quickly, are able to achieve high level
thinking skills (HOTS), and have leadership skills.
F. N U M B E R O F S T U D E N T S
❖ Minimum 15 students, maximum 25 students
G. L E A R N I N G M O D E L
❖ Face to Face Learning
CORE COMPONENTS
A. O B J E C T I V E S O F L E A R N I N G A C T I V I T I E S

❖ learning achievements:

❖ Listening – Speaking
At the end of Phase E, students use English to communicate with teachers, peers and other
people in a variety of situations and purposes. They use and respond to questions and use
strategies to initiate and maintain conversations and discussions. They understand and
identify the main ideas and relevant details from discussions or presentations on topics close
to students' lives. They use English to convey opinions about climate change that occurs
around students' lives. They give opnions and make comparisons. They give and receive
opinions about climate change to understand it in some context.

❖ Reading-Viewing
At the end of Phase E, students read and respond to various kinds of texts such as narrative,
description, procedure, exposition, recount, and report. They read to learn something or to get
information about climate change. They search for and evaluate the specific details and
essence of climate change. This text can be in print or digital form, including visual,
multimodal or interactive text. Their understanding of the meaning of climate change and its
causes in various texts begins to develop. They identify the author's purpose and develop
their skills to perform simple inferences to understand the information implied in the text.
❖ Writing-Presenting
At the end of Phase E, students write various types of fiction and non-fiction texts, through
guided activities, showing students' awareness of the goals and target readers. They plan,
write, review and rewrite their understanding of climate change by demonstrating self-
correction strategies, including punctuation and capitalization. They convey ideas using
common vocabulary and verbs in their writing. They present information using various
presentation modes to suit readers/viewers and to achieve different goals, in print and digital
forms.
❖ Learning Subjectives:
• Students can independently identify the context, main idea, detailed information,
meaning implied and explicit, and characteristics, which presented in multimodal
form regarding climate change that is close to students' daily lives or the
environment they.
• Students can present oral or text information writing using variety effective
presentation mode in convey an understanding of climate change.
• Students can effectively communicate ideas main points and relevant details in the
discussion or presentations, opinions, and creating comparisons about imminent
climate change with students' daily lives or experiences of the environment around
them.
B. USERS WILL HAVE LEARNT THE FOLLOWING
1. What is climate change?

2. How is it affecting us?

3. How best can we deal with it?

C. DATA COLLECTION
1. Observe the material provided by the teacher, then read it again, understand and write down the
findings about climate change obtained from the chapter

2. Ask questions about the subject matter: Climate change contained in the chapter

D. L E A R N I N G P R O C E S S
❖ Preliminary Activities (10 Minutes)
• Open the class with greetings and prayer.
• Convey the learning objectives of today's meeting.
• Apperception of the material to be presented
❖ Main Activities (25 Minutes)
❖ Stimulus
• Students receive encouragement or stimulus to direct their attention toward
relevant subjects: Climate Change
❖ Identification of Problem:
• The teacher gives students the opportunity to explain a little about climate
change.
Climate Change
Global warming is a problem because it causes changes in our weather leading to climate
variability and over a long time causes our climate to change. This is what is known as climate
change. Climate change includes major changes in temperature, rainfall or wind patterns among
other effects.
Small changes in the average temperature can result in big changes to the weather patterns and
to the climate. As a result weather patterns are changing due to climate change leading to:
increased temperatures;
increased incidence of extreme natural events such as droughts and flooding;
a gradual shifting of seasons;
a changing of the worlds landscape.
How is Climate Change?

effecting us in Zimbabwe?
How is climate changes affective?

Climate Change impacts

Climate Change affects many areas of our lives as follows:
1. Agriculture
Due to the changes in weather patterns, climate change is affecting agriculture. This is because of
the change in rainfall patterns. There are more frequent droughts and floods which are affecting
farming activities. This leads to food shortages.
The shortages lead to conflict as people fight over the little available food.
Food shortages also lead to malnutrition which exposes people to diseases especially children.
2. Water Supply
Climate change causes repeated droughts and flooding. Flooding damages water supply facilities
resulting in less clean water available. Droughts mean less water is available meaning people turn
to sources that are not safe.
The lack of clean and adequate water affects the health of people. lt leads to outbreak of water
borne diseases such as ringworm, cholera, typhoid, anaemia, diarrhea and bilharzia.
People need to drink water from safe sources so that they don't fall sick.
3. Extreme Temperature
Climate change causes extreme temperatures which result in some of the following problems:
a) Heat Waves
Extreme temperatures result in repeated heat waves which affect our health.
Heat waves are caused by very high temperatures. They make us suffer from heat exhaustion or
tiredness, breathing difficulties, headaches, body rashes and other illnesses.
b) Distribution of pests and disease changes
Extreme temperatures are causing the spread of pests and diseases. Pests such as mosquitoes,
army worms and locusts are now being found in areas they were not seen before, leading to
repeated disease outbreaks.
c) More Frequent and severe Veld Fires
People start veld fires. Due to extreme temperatures, veld fires become difficult to control. These
are harmful to people, animals and property. People have lost their lives in veld fires, even
children. They also lead to more climate change as they release stored carbon as greenhouse
gases.
❖ Closing Activities
• At this stage students are invited to mention again the material they have studied
• Students who have a turn to lead prayer to close the learning process.
• Students say hello and thank you, then together with the teacher say goodbye to
each other.
E. REFLECTION
❖ Teacher Reflection
1. How do students react to learning in chapter 4?
2. What are the obstacles in learning in chapter 4?
3. How is success achieved in student learning?
4. What are the important points to note in solving learning problems in the material explained
earlier?
5. One word or sentence that describes the learning achievements in chapter 4?

Student Reflections:
Students express verbally what they learned today.
F. ASSESMENT
❖ Assessment rubric

The following is an assessment that can be used by teachers in assessing students in the learning
in chapter 4.

Aspect

Rata-
No. Name Pronounc Completnes
Fluency rata
iation s
 1 2 3 1 2 3 1 2 3
1 Haidar
2
3

G. E N R I C H M E N T A N D R E M E D I A L A C T I V I T I E S
Enrichment is a learning activity provided to students with high achievements so that they can
develop their potential optimally.

Remedial is given to students who need guidance to understand the material or repeat learning.
When designing enrichment activities, you need to pay attention to differentiation, for example
learning sheets/activities that are different from the class.

APPENDIX
A. STUDENT WORKSHEETS
STUDENT WORKSHEETS
Nama : .............................................................................
Kelas : .............................................................................
 Nilai Paraf Guru

B. T E A C H E R & S T U D E N T R E A D I N G M A T E R I A L S
• [Link]
[Link]
• A child friendly climate change handbook – UNICEF Buka This book is a child friendly
handbook meant to explain the concepts of climate change in an easily understandable manner
and language.
 ACTIVITY PAGE
Climate Change Impacts
Complete the Sentence
Use the words in the list below to complete the sentence

1. Climate change affects farming which leads

to................. shortages.
2. Droughts mean less............ is available for people to use
3. Flooding damages water facilities and this infrastructure pests
means water may not be...................to use. vulnerable food
4. Lack of clean and adequate water leads. temperatures safe
To......................... outbreaks such as cholera. resilient water disease
5. Increase in temperatures leads to spread of........... and conflicts
diseases.
6. Extreme............ make veld fires difficult to control.
7. People who are..............are not able to cope with climate change.
8. People who can adapt to the changes brought by climate change are.........
9. Climate change results in.............. as people fight for food, land and other resources.
10. Climate change destroys..................such as roads and schools.