PIONEERS INTERNATIONAL SCHOOL

AMERICAN DIVISION
Teacher’s name: Nour Hamed
Hanafy

Week number: 1 Start Date: 17 - 9 - End Date: 17 - 9 - 2023

2023

Grade Level: 1 Subject: Social Studies

Lesson: Orientation

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- In this lesson, students are introduced to the social studies subject and are provided with a brief
background of their curriculum. Students are also introduced to their teacher and classmates, and given the
chance to talk about themselves. Students are also informed about the classroom rules as well as the
system of punishment and reward.

CORRELATION TO….
Common Core State Standards:
The student is expected to:
• Follow classroom rules and directions.
• Know the name of their teacher.
• Know the names

REQUIRED MATERIALS & EQUIPMENT

•Whiteboard
• Marker
• Bag of candy

TEACHING STRATEGY
Anticipatory Set (approximate time): 10 min
- Introducing myself to the students by telling them about my name and the subject I will teach them.
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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Direct Instructions (approximate time): 25 min.

- Ask each student to come to the front of the class and pick a piece of candy. Then, the student is asked to
stand in front of his classmates and introduce himself by saying what is (his/her name, age, favorite color,
subject, and hobby). The rest of the students are asked to clap their hands for their friend in return.
- Introduce the students to the classroom rules as well as the system of punishment and reward.
- Make the students try to guess what the social studies curriculum will be about and what the topics it will
cover are.
- Give the students a brief background about the curriculum and the topics it will cover.

Guided Practice (approximate time): 15min

Closure (approximate time): 5 – 10 minutes
- End the lesson by thanking the students and wishing them a happy year full of joy and success.

ASSESSMENT
- No assessment
Reporting
Date: Class Name Objectives Done Assignment Remarks
3- 9 - Orientation Introducing the students to the No No
subject. assignment remarks
2023

--------------------- Department Lesson Plan Page 2 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: 3 & 4 Start Date: 19 - 9 - End Date: 26 - 9 - 2023

2023

Grade Level: 2 Subject: Social Studies

Lesson: Maps & Globes

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Use representations of the world to find their way around it.
CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.2
The student is expected to:
• Describe the globe
• Identify the globe charcteristics and uses.
• Explain the difference between maps and globes.
• Tell when to use a map or globe.
• Use a map key .
• Find a location without a map

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

--------------------- Department Lesson Plan Page 3 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
TEACHING STRATEGY
Anticipatory Set (approximate time):
- Show the students a model of the globe.
- Ask the students to describe the globe according to the model in front of them.
- Ask the students to guess what do we such a model of the globe for.

Direct Instructions (approximate time):

- Explain to the students based on the model in front of them that the globe is a ball-shaped object that
shows a model of the Earth and how it looks like in outer space.
- - Explain to the students also that the globe model shows us the entire world, with its oceans,
continents, seas, rivers and more.
- - Make sure that the students recognize that a globe gives a 3D view of the world; since that it is
spherical (round).
- - Tell the students that we can spin the globe around to see the whole world and apply this to the
globe model.
- - Clarify to the students that a globe is used to find places. For example; we can use the globe to if we
want to see where a certain continent is located.
- Display a picture of a world map for the students and ask the students to describe what is in the
picture.
- Explain to the students that what they see is a picture of the map of the world and that it is flat and it
gives a 2d view of the world.
- Clarify to the students that there 2 kinds of maps; geographical maps and road maps and that each
kind is used differently.
- Make the students understand that both maps and globes are used to find places but each is used in a
different situation.
- Start a discussion with the students by asking them which is more suitable to use when you are
travelling? a map or a globe? And listen to their answers.

- Clarify to the students that maps are portable; this means they are made of paper and easy to carry.
That’s why it is easier to use them when you’re travelling. However, globes are big and heavy to carry,
that’s why it is difficult to use them when you’re travelling.

- Explain to the students that any map includes a number of colors and symbols. These colors and
symbols cannot be understood without a map key.

- Clarify to the students that a map key tells us whether a certain part on a map is an ocean, a
mountain, a snowy land, a border or a capital city. This means that the colors and symbols in the map
key help us understand any information on the map.

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Ask the students what other option they can use to find a location if they don’t have a map.

- Remind students that all cell phones have a full map of the world to help you find your way when
you’re lost.
- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.

Guided Practice (approximate time):

- Use a Venn diagram chart activity in which students classify a number of factors as related either to
map or globe.
- Display both a geographical map and a road map along with their map key on the screen in front of the
students. Ask the students to come to the board individually and answer multiple questions to make
sure that they are able to understand symbols and colors on a map using the provided map key.

Closure (approximate time):

- Show the students a video about maps & globes.
ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
19 - 9 - Study page 8 in No
 Describe the globe the student remarks
2023
Maps & • Identify the globe charcteristics book.
Globes and uses.
(Part 1) H.W: Answer
p.79 in the
workbook.
20 - 9 - Study page 9 in No
• Explain the difference between the student remarks
2023
Maps & maps and globes. book.
Globes • Tell when to use a map or globe.
(Part 2) H.W: Answer q.4
on p.80 in the
workbook.
--------------------- Department Lesson Plan Page 5 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
24 - 9 - Study pages 10 No
& 11 in the remarks
2023 Maps & • Use a map key . student book.
Globes • Find a location without a map
(Part 3) H.W: Answer q.6
on p.81 + p.82 in
the workbook.
26 - 9 - No
Maps & • Answer a worksheet about the lesson • No remarks
Globes individually. assessment.
2023
(Classwork)

--------------------- Department Lesson Plan Page 6 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: 5 & 6 Start Date: 1 - 10 - End Date: 10 - 10 - 2023

2023

Grade Level: 2 Subject: Social Studies

Lesson: Cardinal Directions

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what are the different tools used to show directions and the different uses of directions in life..

CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.3.7
The student is expected to:
• Describe a compass.
• Name the four main directions .
• Identify the origin and uses of the compass and GPS.
• Define the grid system.
• Identify the elements of the grid system .
• Define Migration.
• Describe how different animals migrate.
• Identify how people knew directions before the compass.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Start an open discussion with the students by asking them about what do they think people used long tie
ago to know the directions when the are travelling and listen to their answers.

Direct Instructions (approximate time):

- Explain to the students that people used a compass to show the four main directions which are called the
“Cardinal Directions”.

- Inform the students that the compass was first invented in China.

- Clarify to the students the names of the four cardinal directions which are; North, South, East and West.

- Explain to the students that after the internet was invented, there becae another odern tool that we can use
on our cell phones to show us the directions which is the GPS.

- Clarify to the students that GPS stands for global positioning system.

- Identify to the students that the GPS is more useful than the compass since that it provides us with the
location of the place we want to go, the way we have to use to reach it and how much time it will take us to
reach there.

- Explain to the students that if we want to study the globe, we have to divide it into parts using lines that we
draw on it.

- Tell the students that we draw two kinds of lines; horizontal and vertical lines.

- Clarify to the students that vertical lines are the lines we draw on the globe from the North to the South and
we call the “Meridians”. However, the horizontal lines are the lines we draw from the East to the West and
we call them “Parallels”.

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Inform the students that we call this network that forms on the globe a “Grid System”.

- Identify to the students both the middle vertical and horizontal lines and clarify their names by saying that
the middle w=vertical is called the “Prime Meridian” while the middle horizontal is called the “ Equator”.

- Also, identify to the students the two hemispheres that we get when we divide the globe both vertically and
horizontally.

- Let the students know that if we divide I vertically, we get the the Eastern and the Western heispheres.
However, if we divide it horizontally, we get the Northern and Southern heispheres.

- Reach with the students to the conclusion that these lines help us understand the four cardinal directions.

- Explain to the students that some animals travel together in groups looking for food or a warm place to stay
in, and that this is called “ Migration”.

- Give the students three examples of animals that migrate such as whales, butterflies and birds.

- Clarify to the students that each kind of animal migrates in a different direction.

- Explain to the students that both whales and butterflies migrate from the North to the South. However,
birds migrate from the East to the West.

- Ask the students to think about what people did in the past when they used to travel without a map or a
compass.

- Clarify to the students that such people used to depend on the shadow of objects from the sun to know the
directions during the daytime. However, they used to depend on the North star to know the directions
during the nighttime.

Guided Practice (approximate time):

- Play a game with the students in which a sentence is said and the students are asked to say if this information is
about the compass or the GPS.

- Display an image of the grid system and ask the students to come over to the sart screen by turn to write down the
names of its elements.

- Design a song for the students to help them memorize the direction in which each kind of animal migrates.

Closure (approximate time):

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Make the students watch the summary video of the lesson.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.

Reporting
Date: Class Name Objectives Done Assignment Remar
ks
1 - 10 - Study page 15 in No
• Describe a compass. the student remarks
Cardinal • Name the four main directions . book.
2023
Directions • Identify the origin and uses of the
(Part 1) compass and GPS. H.W: Answer
p.83 in the
workbook.
3 - 10 - Study page 16 in No
• Define the grid system. the student remarks
2023
Cardinal • Identify the elements of the grid book.
Directions system .
(Part 2) H.W: Answer q.4
on p.84 in the
workbook.
8 - 10 - Study page 18 No
• Define Migration. in the student remarks
2023 Cardinal • Describe how different animals book.
Directions migrate.
(Part 3) • Identify how people knew H.W: Answer q.6
directions before the compass. on p.85 + p.86 in
the workbook.
10 - 10 - No
Cardinal • Answer a worksheet about the lesson remarks
Directions • No assessment.
2023 individually.
(Classwork)

--------------------- Department Lesson Plan Page 10 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: Start Date: 15 - 10 - End Date: 29 - 10 -

7,8 & 9 2023 2023

Grade Level: 2 Subject: Social Studies

Lesson: Northern Africa

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what is the North African region and its characteristics.
CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.3
The student is expected to:
• Locate North Africa.
• Name the countries of North Africa.
• Mention the similar features between the countries .
• Name the important physical features of North Africa.
• Locate and describe the characteristics of each physical feature .
REQUIRED MATERIALS & EQUIPMENT
• Smart screen
• Whiteboard
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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Display to the students a picture of the continent of Africa and ask them to tell any information that they
know about the continent.

Direct Instructions (approximate time):

- -Review with the students that the Sahara desert is the biggest desert in the world and that it covers a large part of
North Africa.

- Remind the students that the Sahara desert is covered with sand and is very hot during the summer.

- Remind the students also that water is found in some places in the desert called oases, where people build towns.

- Introduce the students to the most important physical feature in Northern Africa which is the “Nile River”.

- Inform the students that the Nile river is the longest river in the world and that it flows from Southern Africa to
Northern Africa.

- Make it clear to the students that long ago, the Egyptian people lived along the Nile river and used the water of the
river in the planting of fruits and vegetables.

- Inform the students that Egypt is the country with the highest population in Northern Africa
And that Morocco is the largest country in size in Northern Africa.

- Introduce the students to another physical feature found in North Africa which is the Atlas mountains.

- Explain to the students that the Atlas mountains stretch between Morocco and Tunisia.

- Make it clear also that the top of the mountains is covered with snow and that the highest mountain is called “Mount
Toubkal”.

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Show the students on the map that these mountains separate the Mediterranean sea and the Atlantic Ocean from the
Sahara Desert.

- Introduce the students to the most important physical feature in Northern Africa which is the “Nile River”.

- Inform the students that the Nile river is the longest river in the world and that it flows from Southern Africa to
Northern Africa.

- Make it clear to the students that long ago, the Egyptian people lived along the Nile river and used the water of the
river in the planting of fruits and vegetables.

- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
- Design an activity in which the students match each physical feature in Africa with its characteristics.

Closure (approximate time):

- Show the students a video about the Nile river and how it was important in ancient Egypt.

- Show the students different pictures of the Sahara desert and the Atlas mountains

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment
Remar
ks
15 - 10 - Northern • Locate North Africa. Study page 22 in No
Africa • Name the countries of North the student remarks
2023 (Part 1) Africa. book.

H.W: Answer
p.87 in the
--------------------- Department Lesson Plan Page 13 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
workbook.
18 - 10 - Study page 23 in No
the student remarks
• Mention the similar features
2023
Northern book.
between the countries .
Africa
(Part 2) H.W: Answer q.4
on p.88 in the
workbook.
22 - 10 - Study page 24 in No
the student remarks
Northern • Name the important physical
2023 book.
Africa features of North Africa.
(Part 3) •
H.W: Answer q.6
on p.89
25 - 10 - Study page 25 in No
the student remarks
2023 Northern book.
•Locate and describe the characteristics
Africa of each physical feature.
(Part 4) H.W: Answer
p.90 in the
workbook.
29 - 10 - No
Northern • Answer a worksheet about the lesson remarks
Africa • No assessment.
2023 individually.
(Classwork)

--------------------- Department Lesson Plan Page 14 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: 13, 14 Start Date: 26 - 11 - End Date: 10 - 12 -

& 15 2023 2023

Grade Level: 2 Subject: Social Studies

Lesson: Egypt

LESSON OBJECTIVES
By end of this lesson, students will be able to:
-Talk about the history of Egypt and its physical features.

CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.3
The student is expected to:
• Locate Egypt on the map.
• Describe the history of Egypt.
Describe the life of people in Egypt long time ago

--------------------- Department Lesson Plan Page 15 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
• Identify the most important ancient monuments that people love to see in Egypt.
REQUIRED MATERIALS & EQUIPMENT
• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Ask the students to think of how Egypt was different in the past from today and discuss their answers.

Direct Instructions (approximate time):

-Clarify to the students that Egypt is a country that is located in North Africa.
- Display the map of Egypt Infront of the students and explain to them that Egypt is actually divided into two
parts, one in the north (called lower Egypt) and another in the south (called upper Egypt).
-Introduce the students to the most important physical feature found in Egypt which is the Nile river.
-Inform the students that without the Nile, Egypt would have become a desert.
- Tell the students also that mountains and valleys are found near the Nile river.
-Show the students on the map that Egypt is surrounded by different countries and seas.
- Inform them that these places surrounding Egypt from the four directions are called the borders of Egypt.
Then, identify each border of Egypt on the map.
-Start asking the students if they think Egypt is a new or old country and why?
-Listen to their answers and conclude that Egypt is an ancient country; which means it is very old and existed
thousands of years ago.
-Explain to the students as well that Egypt long ago was ruled by the pharaohs who died long time ago.
-Inform the students using pictures that the pharaohs had a special written language called hieroglyphs
which they wrote on both walls and a special kind of paper called “Papyrus”
- Explain to the students that people in Egypt long time ago lived near the Nile river because of it being a
good place for growing crops and fishing.

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 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
-Clarify that the reason behind this was that the “silt” that was formed when the Nile mixes with the sand
helps plants grow and is used to produce fruits and vegetables for families and for the market.
- Ask the students to tell why do people from around the world come to visit Egypt.
-Make it clear for the students that Egypt has many ancient monuments that people love to see which are:
Pyramids of Giza, Luxor Temple, Hatshepsut Temple, Abu Simbel Temple and Valley of kings.

Guided Practice (approximate time):

- Show the students a video about the Nile river and how it was important in ancient Egypt.

Closure (approximate time):

- Show the students a video about ancient egypt.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
26 - 11 - Study page 29 in No
the student remarks
2023 • Locate Egypt on the map. book.
Egypt
(Part 1) H.W: Answer
p.91 in the
workbook.
29 - 11 - Study page 30 in No
the student remarks
2023 • Describe the history of Egypt. book.
Egypt
(Part 2) H.W: Answer q.4
on p.92 in the
workbook.
3 - 12 - Egypt • Describe the life of people in Egypt Study pages 31 No
(Part 3) long time ago in the student remarks
2023 book.

H.W: Answer q.6

--------------------- Department Lesson Plan Page 17 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
on p.93 in the
workbook.
6 - 12 - Study pages 32 No
in the student remarks
• Identify the most important ancient book.
2023
Egypt monuments that people love to see in
(Part 4) Egypt.
H.W: Answer
p.94 in the
workbook.
10 - 12 - No
Egypt • Answer a worksheet about the lesson remarks
• No assessment.
2023 (Classwork) individually.

Teacher’s name: Nour Hamed

Hanafy

Week number:16, 17 & Start Date: 17 - 12 - End 3 - 1 - 2024

18 2023 Date:

Grade Level: 2 Subject: Social Studies

Lesson: The Past & the Present

LESSON OBJECTIVES
By end of this lesson, students will be able to:
-Tell how the life of people changed between the past and the present.

CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.3.6
The student is expected to:
• Describe the life of people in the past.
--------------------- Department Lesson Plan Page 18 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
• Describe the life of people in the present.
• Identify the reason for the change in the life of people between the past & the present.
• Describe how would life be without electricity.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Start a discussion with the students by asking them if the life of people changed between the past and the
present and listen to their answers.
Direct Instructions (approximate time):
-Discuss with the students that the way people live changed as time passed which means that many things
that we have today were not existing during the time of our ancestors.
- Clarify to the students also that the main reason behind these changes is technology.
- Start giving the students different real examples of changes in life between the past and the present.
- Explain to the students that in the past there were no cell phones. Instead, people used to go to the phone
booth to make phone calls and even before that there were no cell phones at all.
- Tell the students also that people in the past used to hear the news on the radio since there were no TVs or
computers.
-Ask the students if they know how people sent each others messages long time ago.
- Explain to them that since there were no computers and internet people cannot send each others emails.
Instead, they wrote letters and sent them through the post office.
- Discuss with the students that now people can talk to anyone anywhere in the world with a click of a
button. This can happen using emails, online programs and many other applications.
- Conclude the lesson by asking the students to imagine their life one day without electricity and what would
be their reaction.

--------------------- Department Lesson Plan Page 19 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Clarify to the students that without electricity we would have no electronics, no cell phones, no computers
and we would have been still traveling by horse and carriage.
- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
- Show the students different pictures of the tools that were used in the past .

- Show the students pictures of letters and the post office.

Closure (approximate time):

- Ask the students to close their eyes and imagine a day in their life without electricity.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
17 - 12 - Study page 36 in No
the student remarks
2023
The Past & • Describe the life of people in the past.
book.
the Present
(Part 1) H.W: Answer
p.95 in the
workbook.
20 - 12 - Study page 37 in No
the student remarks
The Past & • Describe the life of people in the
2023 book.
present.
the Present
(Part 2) H.W: Answer q.4
on p.96 in the
workbook.
27 - 12 - The Past & • Identify the reason for the change in Study page 38 in No
the life of people between the past & the student
--------------------- Department Lesson Plan Page 20 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
2023 book. remarks
the Present the present.
H.W: Answer q.6
(Part 3)
on p.97 in the
workbook.
3 - 1 - 2024 Study pages 39 No
in the student remarks
The Past & book.
• Describe how would life be without
the Present electricity.
(Part 4) H.W: Answer
p.98 in the
workbook.
10 - 1 - No
The Past & • Answer a worksheet about the lesson remarks
the Present • No assessment.
2024 individually.
(Classwork)

Teacher’s name: Nour Hamed

Hanafy

Week number: 24 & 25 Start Date: 11 - 2 - End Date: 21 - 2 -

2024 2024

Grade Level: 2 Subject: Social Studies

Lesson: Stone Age

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what it is meant by the stone age.
CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.3
The student is expected to:

--------------------- Department Lesson Plan Page 21 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Identify the difficulty of life during the stone age.
- Tell the ways in which te people survived during the stone age.
- Understand how people knew about the stone age.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Ask the students to imagine how did life look like during the stone age.

Direct Instructions (approximate time):

- Explain to the students that the stone age existed 1.5 million years ago.
- Clarify to the students that the people during the stone age were hunters and gatherers and they made
weapons using stones and bones.
- Give the students some examples of animals that lived during the stone age.
- Explain to the students that we learned about the stone age from archeologists who dig under the ground
to find fossils.

- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
--------------------- Department Lesson Plan Page 22 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Let the students play a game about the stone age.
Closure (approximate time):
- Show the students different videos about stone age to make sure they understood the lesson well.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.

Reporting
Date: Class Name Objectives Done Assignment Remar
ks
11 - 2 - Study page 43 in No
the student remarks
- Identify the difficulty of life during the book.
2024 Stone Age stone age.
(Part 1) H.W: Answer
p.99 in the
workbook.
14 - 2 - Study page 44 in No
the student remarks
- Tell the ways in which people survived
2024 book.
Stone Age during the stone age.
(Part 2) H.W: Answer q.4
on p.100 in the
workbook.
18 - 2 - Study pages 45 No
in the student remarks
2024 - Understand how people knew about the book.
Stone Age stone age.
(Part 3)
H.W: Answer q.6
on p.101 + p.102
in the workbook.
21 - 2 - No
Stone Age • Answer a worksheet about the lesson remarks
• No assessment.
2024 (Classwork) individually.

--------------------- Department Lesson Plan Page 23 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: 26 & 27 Start Date: 25 - 2 - End Date: 6 - 3 - 2024

2024

Grade Level: 2 Subject: Social Studies

Lesson: Ice Age

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what is meant by the ice age.
CORRELATION TO….
--------------------- Department Lesson Plan Page 24 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.3
The student is expected to:
- Identify the difficulty of life during the ice age.
- Tell the ways in which people survived during the ice age.
- Understand how life during the ice age was different than today.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Ask the students to imagine how did life look like during the ice age.

Direct Instructions (approximate time):

- Explain to the students that the ice age existed 11 thousand years ago.
- Clarify to the students that the people during the ice age were hunters because the weather was cold, dry
and snowy with no plants at all.
- Give the students some examples of animals that lived during the ice age.

- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
- Let the students play a game about the ice age.
Closure (approximate time):
- Show the students a song about the ice age.

--------------------- Department Lesson Plan Page 25 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
25 - 2 - Study page 70 in No
the student remarks
2024 - Identify the difficulty of life during the book.
Ice Age
ice age.
(Part 1) H.W: Answer
p.103 in the
workbook.
28 - 2 - Study page 71 in No
the student remarks
2024 book.
Ice Age - Tell the ways in which people survived
(Part 2) during the ice age.
H.W: Answer q.4
on p.104 in the
workbook.
3 - 3 - 2024 Study pages 72 No
Understand how life during the ice age in the student remarks
was different than today. book.
Ice Age
(Part 3)
H.W: Answer q.6
on p.105 + p.106
in the workbook.
6 - 3 - 2024 Ice Age • Answer a worksheet about the lesson No
• No assessment.
(Classwork) individually. remarks

--------------------- Department Lesson Plan Page 26 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number: 28 & 29 Start Date: 10 - 3 - End 20 - 3 -

2024 Date: 2024

Grade Level: 2 Subject: Social Studies

Lesson: The Future

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what is meant by the future.
CORRELATION TO….
Common Core State Standards: CCSS.ELA-LITERACY.RI.2.7
--------------------- Department Lesson Plan Page 27 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
The student is expected to:
- Illustrate the changes to our lives that might occur in the future.
- Compare the present to the future
-Assemble the good and bad possibilities of the future.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Ask the students to imagine how would life look like in the future.

Direct Instructions (approximate time):

- Explain to the students that the future is the time that is going to come.
- Clarify to the students that in the future people will invent robots that will make the life of humans easier.
- Tell the students that robots will do work that is difficult or dangerous to the humans.
- Explain to the students that scientists think that robots would be dangerous to humans in the future.
- Give the students several examples of inventions that might come up in the future.
- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
- Let the students play a game about the future.

--------------------- Department Lesson Plan Page 28 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
Closure (approximate time):
- Show the students a video about future inventions.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
10 - 3 - Study page 63 in No
the student remarks
-Illustrate the changes to our lives that book.
2024 The Future might occur in the future.
(Part 1) H.W: Answer
p.107 in the
workbook.
13 - 3 - Study page 64 in No
the student remarks
2024 book.
The Future -Compare the present to the future
(Part 2) H.W: Answer q.4
on p.108 in the
workbook.
17 - 3 - Study pages 65 No
-Assemble the good and bad possibilities & 66 in the remarks
2024 of the future. student book.
The Future
(Part 3)
H.W: Answer q.6
on p.109 + p.110
in the workbook.
20 - 3 - No
The Future • Answer a worksheet about the lesson remarks
• No assessment.
2024 (Classwork) individually.

--------------------- Department Lesson Plan Page 29 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

Teacher’s name: Nour Hamed

Hanafy

Week number:33, 34 & Start Date: 14 - 4 - End 28 - 4 -

35 2024 Date: 2024

Grade Level: 2 Subject: Social Studies

Lesson: Endangered Animals & Plants

LESSON OBJECTIVES
By end of this lesson, students will be able to:
- Tell what is meant by endangered animals and plants.
CORRELATION TO….
--------------------- Department Lesson Plan Page 30 of 33
 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
Common Core State Standards: CCSS.ELA-LITERACY.RI.3.2
The student is expected to:
- Identify how some animals and plants are becoming extinct.
-Give one special case of a species becoming endangered.
-Explain how endangered species can be saved.
- Understand what factors hurt the environment.

REQUIRED MATERIALS & EQUIPMENT

• Smart screen
• Whiteboard
• Markers
• Flashcards.
• Student book

TEACHING STRATEGY
Anticipatory Set (approximate time):
- Ask the students to guess the meaning of the word extinct.

Direct Instructions (approximate time):

- - Explain to the students that many animals and animals have become extinct because of excessive hunting.
- -Clarify that the word extinct means that they no longer exist.
- -Tell the students that there are many ways that humans can use to prevent many animals and plants to
become extinct.
- -Explain to the students that there are several factors that cause harm to the environment.
- Distribute a worksheet about the lesson to the students and ask them to answer it individually.
- Each question is read to the students 3 times.
- Students are then given the chance to write their answer on the paper.
- Papers are collected from the students at the end of the lesson.
- The sheet is answered on the screen in front of the students, so they can know their mistakes.
Guided Practice (approximate time):
- Let the students search for extra examples of endangered species.
Closure (approximate time):

--------------------- Department Lesson Plan Page 31 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION
- Show the students a video about endangered animals.

ASSESSMENT
- Test the students' understanding of the lesson using different hand-on activities.
Reporting
Date: Class Name Objectives Done Assignment Remar
ks
14 - 4 - Study page 63 in No
Endangered - Identify how some animals and plants the student remarks
2024 book.
Animals & are becoming extinct.
Plants H.W: Answer
(Part 1) p.107 in the
workbook.
17 - 4 - Study page 64 in No
Endangered -Give one special case of a species the student remarks
2024 book.
Animals & becoming endangered.
Plants H.W: Answer q.4
(Part 2) on p.108 in the
workbook.
21 - 4 - Study pages 65 No
Endangered - Explain how endangered species can be in the student remarks
2024 Animals & saved. book.
Plants H.W: Answer q.6
(Part 3) on p.109 + p.110
in the workbook.
24 - 4 - Study pages 65 No
Endangered in the student remarks
2024 Animals & - Understand what factors hurt the book.
Plants environment. H.W: Answer q.6
(Part 4) on p.109 + p.110
in the workbook.
28 - 4 - Endangered No
Animals & • Answer a worksheet about the lesson remarks
• No assessment.
2024 Plants individually.
(Classwork)

--------------------- Department Lesson Plan Page 32 of 33

 PIONEERS INTERNATIONAL SCHOOL
AMERICAN DIVISION

--------------------- Department Lesson Plan Page 33 of 33