DAILY LESSON PLAN
INVESTIGATING FORCE AND ENERGY
ENERGY.
Class / Subject / Time | Activity | Impact |
Year 5 8.30-9.30 | Theme : Investigating Force and Energy LA : 1 Energy LO : 1.2 Understanding that energy can be Transformed from one form to another. LOC : 1.2.1 State the various forms of energy. TLS : 1 Use of teaching 2 Discussion. Activity : 1 Pupils gather and name about the resources of energy. 2 In groups, the pupils discuss about the main source of energy is the sun. 3 Pupils observe various events and identify the form of energy that involved with our daily activity. 4 Pupils write out the various resources of energy and various forms of events . Assessment : Answer the questions from the teaching CD Rom. | SPS Observing Relating Classifying MS Collect picture relating to the sources of energy CCTS Grouping Comparing and contrasting NV Having an interest and curiosity towards the environment. Reflection |
Class / Subject / Time | Activity | Impact |
Year 5 8.00-9.00 | Theme : Investigating Force and Energy LA : 1 Energy LO : 1.2 Understanding that energy can be Transformed from one form to another. LOC : transformed. 1.2.3 Give examples of appliances that Make use of energy transformation TLS : 1 The use of teaching C-D Rom and the use of technology . 2 Experiment. Activity : 1 Pupils carry out the experiment to observe the transformation of energy. 2 In groups, the pupils discuss about that energy can be transformed into various forms of energy. 3 Pupils gather information and Identify appliances that make use of energy transformation and state the form of energy involved. Assessment : 1 Answer the questions from the teaching CD 2 State out the variables | SPS : Observing Predicting / Visualizing Defining Operationally MS : Use and handle the appliances that make use of energy. CCTS : Grouping Comparing and contrasting NV : Appreciating the contribution of science And technology. Reflection : |
CLASS/ SUBJECT/TIME | ACTIVITY | IMPACT |
5A SCIENCE ( 9.00 – 10.00 ) | THEME: INVESTIGATING FORCE & ENERGY LA : Energy LO : 1.3 Understanding renewable and non- renewable energy. LOC : TLS : - discussion - CD-ROM ACTIVITY : 1. Pupils view video about hydroelectric dam. Teacher ask some questions according to the video. 2. Teacher explain the meaning of renewable and non-renewable energy. 3. Pupils are given the picture of renewable and non-renewable energy. 4. In group, pupils identify the pictures and classify them into renewable or non-renewable energy. 5. After finish, teacher ask pupils what will happen if renewable energy cannot be replenished. 6. Pupils make a conclusion guiding by teacher. ASSESMENT : 1. Pupils answer all question in worksheet given. | SPS : Grouping, classifying. MS : - CCTS : generating ideas. NV : 1. Being cooperative. 2. Being thankful to God. REFLECTION : |
SUBJECT/ CLASS | ACTIVITY | IMPACT |
Year 5 Science 8.30- 9.30 | Theme : Investigating force and energy. LA : Energy LO : Understanding renewable and non-renewable energy. LOC : 1.3.3 List renewable energy resources 1.3.4 List non-renewable energy resources TLS : Discussion Activity : 1. Teacher starts the lesson by asking pupils to refer to page 40 the textbook. 2. Teacher elicits and list on the board pupil idea on the various types of energy resources they can think. 3. The teacher use a suitable graphic organizer to classify the resources into renewable and non- renewable energy. 4. By grouping pupils list down renewable and non-renewable energy. 5. Discussion session. Assessment : Pupils do exercises in activity book. | SPS; * Communicating CCTS; * Grouping and classifying NV ; * Being cooperative Reflection; |
SUBJECT/ CLASS | ACTIVITY | IMPACT |
Year 5 Science 7.30 – 8.30 | Theme : Investigating force and energy LA : Energy LO : Understanding renewable and non-renewable energy. LOC : 1.3.5 Explain why we used energy wisely. Activity : 1. Teacher give the passage about The Resources on Earth to the pupils. 2. Pupils read the passage and get the important point about the energy 3. Pupils complete the tables and discuss with the class with the teacher’s guidance. 4. Brainstorming activity to list the reason and the way to use energy wisely. Assessment : Pupil answer the worksheet paper | SPS · Observing · Defining operationally · Classifying · Communicating CCTS · Synthesizing- pupil make a list of 10 ways to save energy in the form. NV · Being thankful to god - pupil are thankful to god for creating a variety of energy resources. Reflection |
CLASS/ SUBJECT/TIME | ACTIVITY | IMPACT |
5A SCIENCE ( 10.30 – 11.30 ) | THEME: INVESTIGATING FORCE & ENERGY LA : Renewable and Non-Renewable Energy LO : Understanding renewable and non-renewable energy. LOC : 1.3.6 Explain why renewable energy is better than non-renewable energy. 1.3.7 Give examples on how to save energy. TLS : - Discussion ACTIVITY : 1. Pupils list down renewable and non-renewable energy then discuss which one of the energy cannot be replenished. 2. Teacher ask some question to the pupils what will happen if non renewable energy resource used continuously such as : a. The electrical appliances is switch on all day long. b. If their car engine running non stop. 3. Pupils predict the result if same thing applied to the renewable energy resources and give their reason. 4. Pupils discuss in group the advantages of renewable and non-renewable energy, then explain why renewable energy is better than non-renewable energy. 5. Pupils discuss what they can do to save energy. 6. Pupils make a conclusion. ASSESMENT : Pupils answer worksheet given. | SPS : - Communicating - Predicting - Making inference - Making conclusion. MS : - CCTS : - comparing and contrasting. NV : - Thinking rationally - Dare to try. REFLECTION : |
CLASS/ SUBJECT | ACTIVITY | IMPACT |
YEAR 5 SCIENCE 8.30 - | Theme ; Investigating Force and energy LA ; Energy LO ; 1.3 Understanding renewable and non-renewable energy. LOC ; 1.3.8 Practice saving energy TLS ; 1. Uses of technology – CD-ROM 2. Discussion Activity ; 1. Pupils discus in group to make a list of ways in which they can save energy at home. 2. Teachers reminds pupils to be honest in administering the survey. 3. Pupils administer the survey sheets to find out whether their family members practice any of the ten ways of saving energy listed. 4,. At the end of the survey pupils calculate the total score to represent the extent to which their family members practice the tips in the list. Assessment; Answer question in the worksheet. | SPS; * Communicating CCTS; * Generating ideas NV ; * Being thankful to God * Being honest and accurate in recording and validating data. * Attributing Reflection; |
DAILY LESSON PLAN
CLASS/ SUBJECT/ TIME | ACTIVITY | IMPACT |
YEAR 5 ALFA 1 HOUR SCIENCE | THEME : Investigating Force and Energy. LA : 2. Electricity LO : 2.1. Knowing the sources Electricity. LOC : 2.1.1 State the sources of electricity. TLS : 1. Discussion. 2. Experiment. ACTIVITY.
(What this one work? Why? )
( What do you think will happen when the dry cell is replaced by another source of electric ? ).
| SPS :
MS :
CCTS :
NV :
REFLECTION: |
Class/Subject/ Time | Activity | Impact |
Year 5 Science Eight – nine am | Theme : Investing Force and Energy LA: 2. Electricity LO : 2.2 Understanding a series circuit and a parallel circuit LOC : 2.2.1 Identify the symbols of various components in a simple electric circuit 2.2.2 Draw circuit diagrams TLS : Pupils are introduced the symbols of the components in an electric circuit. Pupils build as many different electric circuits as they can. Activity :
 Example : Note : series and parallel circuits will not be taught in this lesson Assesment : Answer questions in the worksheet and MyCd. | SPS Communicating Relating Attributing Observing MS Draw Circuit correctly and carefully CCTS Grouping and analyzing NV Being kind-hearted and caring Reflection Ninety percent of the pupils can answer the questions correctly |
Class / Subject / Time | Activity | Impact |
Year 5 Science 30 minutes | THEME : Investigating Force and Energy. LA : 2. Electricity. LO : 2.2. Understanding a series circuit and a parallel circuit. LOC : 2.2.3. Identify the difference in the arrangement of bulbs in series and parallel circuits. TLS : CD-ROM display Diagrams display ACTIVITIES : 1. Pupils revise the diagram of series and parallel circuits displayed on the screen. 2. Pupils gather in groups and each group asked to build both type of circuit. 3. Asked pupils to identify the difference in the arrangement of bulbs in series and parallel circuits. List them. ASSEEMENT : Answer questions in the worksheet and My CD. | SPS : Observing. Predicting. CCTS : Predicting Making generalizations. NV : Appreciating the contribution of science. Reflection : |
Class / Subject / Time | Activity | Impact |
Year 5 Science 1 hour | THEME : Investigating Force and Energy. LA : 2. Electricity. LO : 2.2. Understanding a series circuit and a parallel circuit. LOC : 2.2.4. Build a series circuit. TLS : CD-ROM display Experiment. ACTIVITIES : 1. Pupils revise the diagram of a series circuit displayed on the screen. 2. Pupils gather in groups and each group is asked to get a set of apparatus needed to build a series circuit. 3. Pupils build a series circuit using i. 1 bulb ii. 2 bulbs. iii. 3 bulbs. 4. Pupils observe and compare the brightness of the bulb/bulbs in the circuits. 5. Making conclusion ASSEEMENT : Answer questions in the worksheet and My CD. | SPS : Observing. Predicting. Experimenting. Comparing MS : Use and handle science apparatus. Store science apparatus. CCTS : Predicting Making generalizations. NV : Responsible about safety. Appreciating the contribution of science. Reflection : PEKA : SPS 1, SPS 6, SPS 7 SMS 1, SMS 5 |
Class / Subject / Time | Activity | Impact |
Year 5 Science 1 hour | THEME : Investigating Force and Energy. LA : 2. Electricity. LO : 2.2. Understanding a series circuit and a parallel circuit. LOC : 2.2.5. Build a parallel circuit. TLS : CD-ROM display Experiment. ACTIVITIES : 1. Pupils revise the diagram of a parallel circuit displayed on the screen. 2. Pupils gather in groups and each group Is asked to get a set of apparatus needed to build a series circuit. 3. Pupils build a parallel circuit using a. 2 bulbs. b. 3 bulbs. 4. Pupils observe and compare the brightness of the bulbs in the circuits ASSEEMENT : Answer questions in the worksheet and My CD. | SPS : Observing. Predicting. Experimenting. MS : Use and handle science apparatus. Store science apparatus. CCTS : Predicting Making generalizations. NV : Responsible about safety. Appreciating the contribution of science. PEKA : SPS 1, SPS 6, SPS 7 SMS 1, SMS 5 Reflection : |
Class / Subject / Time | Activity | Impact |
Year 5 Science 1 hour | THEME : Investigating Force and Energy. LA : 2. Electricity. LO : 2.2. Understanding a series circuit And A parallel circuit. LOC : 2.2.6. Compare the brightness of the bulbs in a series and a parallel circuit . TLS : Experiment. ACTIVITIES : 1. Pupils draw a series circuit diagram 2. Pupils draw a parallel circuit diagram 3. Pupils gather in groups and each group is asked to get a set of apparatus needed to build both circuits. 4. Pupils build a series circuit. 5. Pupils build a parallel circuit. 6. Pupils observe and compare the brightness of the bulb/bulbs in the circuits. ASSEEMENT : Answer questions in the worksheet and My CD. | SPS : Observing. Predicting. Experimenting. Comparing MS : Use and handle science apparatus. Store science apparatus. CCTS : Predicting Relating. NV : Responsible about safety. Appreciating the contribution of science. PEKA : SPS 1, SPS 6, SPS 7 SMS 1, SMS 5 Reflection : |
Class / Subject / Time | Activity | Impact |
Year 5 Science 1 hour | THEME : Investigating Force and Energy. LA : 2. Electricity. LO : 2.2. Understanding a series circuit and a parallel circuit. LOC : 2.2.7. Compare the effect on the bulbs when various switches in a series circuit and a parallel circuit are off. TLS : CD-ROM display Experiment. ACTIVITIES : 1. Pupils revise the diagram of a series circuit prepared by the teacher earlier. 2. Pupils gather in groups and each group is asked to get a set of apparatus needed to build the circuit. 3. Pupils build circuit using a. 3 switch and b. 3 bulbs. 4. Pupils carry out activities and compare what happen to the bulbs when various switches are off. (Practical book page 21) 5. repeat step 1 to 4 for parallel circuit. ASSEEMENT : Answer questions in the worksheet and My CD. | SPS : Observing. Predicting. Experimenting. MS : Use and handle science apparatus Store science apparatus. CCTS : Predicting Making generalizations. NV : Responsible about safety. Appreciating the contribution of science. PEKA : SPS 1, SPS 6, SPS 7 SMS 1, SMS 5 Reflection : |
CLASS/ SUBJECT/ TIME | ACTIVITY | IMPACT |
5 A 1 Hour 7.30-8.30 | THEME : Investigating Force and Energy LA : 2. Electricity LO : 2.3 Understanding the safety precautions to be taken when Handling electrical appliances LOC : 2.3.1 Describe the danger of mishandling electrical Appliances TLS : Discussion ACTIVITY: 1. Teacher shows a few pictures on effects of mishandling electrical appliances. 2. Teacher ask the pupils : Why these can happen? (According to the pictures) 3. Pupil response to the question. 4. Pupil talk about other experience that they have gone through by watching or reading about the danger of mishandling electrical appliances. 5. Teacher asks pupils in group of four to gather information about the danger of mishandling electrical appliances. 6. Discussion. ASSESMENT: Answer questions in the worksheet and My CD | SPS: 1. Communicating 2. Observing CCTS: 1. Generating ideas 2. Attributing 3. Relating NV: 1. Appreciate the contribution of science and technology. 2. Being responsible about the safety of oneself, others, and the environment. 3. Being flexible and open minded REFLECTION: |
CLASS/ SUBJECT/ TIME | ACTIVITY | IMPACT |
5A 8.00 – 9.00 SCIENCE | THEME : Investigating Force and Energy LA : 2. Electricity LO : 2.3 Understanding the safety precautions to be taken when handling electrical appliances LOC : 2.3.2 Explain the safety precautions to be taken when using electrical appliances TLS : 1. Use technology – CD-ROM 2. Discussion ACTIVITY : 1. Teacher asks pupils to revise on the previous lesson. 2. In group of five, pupils try to list out the safety precautions that should be taken when using electrical appliances. 3. Pupils present their ideas to share with the whole class. 4. Teacher plays a video CD. ASSESMENT : Answer questions in the worksheet and My CD | SPS : Communicating Observing Making conclusion Predicting CCTS : Generating ideas Attributing NV : Appreciate the contribution of science and technology. Being responsible about the safety of oneself, others, and the environment. REFLECTION : |
CLASS/ SUBJECT/ TIME | ACTIVITY | IMPACT |
5A 8.00 – 9.00 SCIENCE | THEME : Investigating Force and Energy LA : 2. Electricity LO : 2.3 Understanding the safety precautions to be taken when handling electrical appliances LOC : 2.3.2 Explain the safety precautions to be taken when using electrical appliances TLS : Discussion, Drawing ACTIVITY : 1. Teacher asks pupils to explain the safety precautions to be taken when using electrical appliances. 2. Pupils discuss and explain the safety precautions. 3. Teacher asks pupils to make a poster about the safety precautions. 4. Pupils prepare their poster. | SPS : Communicating CCTS : Attributing , Relating NOBLE VALUES: Appreciate the contribution of science and technology. Being responsible about the safety of oneself, others, and the environment. REFLECTION : |
Class / Subject / Time | Activity | Impact |
5 Rajin | Theme : Investigating force and light LA : 3. Light LO : 3.1 Understanding that light travels in a straight line. LOC : 3.1.3 Describe how shadow is formed TLS : Discussion Activity
Assessment Answer question in the worksheet. | SPS - Observing - Making conclusion CCTS - Attributing NV - Appreciating the contributing of science and technology. Reflection |
Class / Subject / Time | Activity | Impact |
5 Maju Science 10.30 - | THEME : INVESTIGATING FORCE AND ENERGY LA : 3. Light LO : 3.1 Understanding that light travel in a straight line. LOC : 3.1.5 Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change and what to observe. TLS : Experiment Activities :
a) the shape of the shadow changes according to the position of light source. b) The shape of the shadow changes according to the position of an object. Assessment : Making conclusion based on the experiment. | SPS : * Observing * Relating * Communicating * Controlling Variables * Measuring and using number MS : * use and handle science and substances * Store science apparatus CCTS : * Making hypothesis * Relating NV : * Being honest and accurate in recording validating data * Being cooperation PEKA: SPS 1 SPS 6 SMS 1 SMS 5 Reflection : |
CLASS SUBJECT TIME | ACTIVITY | IMPACT |
5 JAYA SCIENCE 0845 am 0945 am | THEME: Investigating Force and Energy LA: Light LO: 3.1 Understanding that light travels in a straight line LOC:
TLS: Experiment ACTIVITIES: 1. pupils carry out activities to investigate the size of a shadow can be changed by changing the light source / object / screen. a) in pairs , pupils observe the distance between the light source and the object. b) Pupils observe the distance between the object and the screen. ASSESMENT: Making conclusion based on the experiment. | SPS:
MS:
CCTS:
NV:
PEKA: SPS 1 SPS 6 SMS 1 SMS 5 REFLECATION: |
CLASS/ SUBJECT/ TIME | ACTIVITY | IMPACT |
Year 5 Science 8.50 – 9.50 | Theme : Investigating Force And Energy L.A : Light L.O : Understanding that light travels in a straight line. L.O.C : (i) state that light travels in a straight line. (ii) give examples to verify that light travels in straight line. T.L.S : 1. Discussion 2. Experiment Activity 1. Teacher guide pupils to conduct a discussion session about :- (a) entering a dark room from a bright room. (b) looking trough a small pipe, cylinder, or straw. (c) using a torch at night (d) observing light passing trough a small hole or opening on roof. (e) observing light from a light house. 2. Pupils use straight and bend rolled paper to look at an object. 3. Pupils make inference 4. Teacher explains the events and phenomena that shows light travel in a straight line. 5. Pupils make conclusion with the guidance of teacher. Assessment Answer question in the worksheet. | SPS :, - Observing - Making Inference - Experimenting MS : CCTS : - Making conclusion NV : - Being thankful to god Reflection : |
Class Subject Time | Activity | Impact |
Year 5 Science 1 hour | Theme : Investigating Force and Energy L.A : 3. Light L.O : 3.2 Understanding that light can be reflected LOC: 1. State that light can be reflected. 2. Draw ray diagrams to show reflection of light. TLS: Discussion Activities : 1. Pupils carry out activities to investigate reflection of light using a mirror and an aluminium foil. 2. Teachers explain to pupils how we can see our images in the mirror and reflection of light can be shown in the form of a ray diagram. 3. Pupils draw ray diagrams to show the reflection of the above activities in their Science Journal. 4. Discussion and conclusion. Assesment: Draw the ray diagram | SPS : - observing - communicating MS : - Draw specimens correctly and carefully CCTS : -relating - visualizing NV : Being systematic in following the given instructions. Reflection: |
Year 5 Science 1 hour | Theme : Investigating Force and Energy L.A : Electricity L.O : understanding that light can reflected LOC : example of uses of reflection of light in everyday. TLS : Simulation, Discussion. Activities : 1. Teacher guides pupil to discuss the uses of reflection of light in everyday life. 2. Pupils gather information about the uses of reflection of light in everyday life . eg; a) sides mirror of a car b) mirror at the sharp bend of a road. c) mirror in the barbershop d) periscope 3. Pupil do exercises in worksheet and My Cd. Assesment: Answer questions in the worksheet and My Cd. | SPS : -Observing MS : -Use and handle science apparatus and substances CCTS : -making generalization NV : -Appreciating the contribution of science and technology Reflection : |
Year 5 Science ½ hour | Theme : Investigating Force and Energy L.A : 3. Light L.O : 3.2 Understanding that light can be reflected LOC: i) state that light can be reflected. ii) Give example of uses of reflection of light in everyday life. TLS : i)Discussion ii)Project Activities : i) Pupils apply the principle of light reflection to design periscope. ii) Pupils carry out the activity by refer to text book page 67 to design their own periscope. iii) Teacher explaination and discussion. iv) Conclusion. Assesment : -Design ‘My Periscope’ and answer question orally. | SPS : -Observing -inventing MS : -Use and handle science apparatus and substances CCTS : -making generalization NV : -Appreciating the contribution of science and technology -being systematic Reflection : |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.30-9.30 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC : 4.1.1 State that when a substance gains heat it will become warmer. 4.1.2 State that when a substance loses heat it will become cooler. TLS : 1.Experiment 2. Discussion. ACTIVITY :
a) heat gain causes the water to become warmer b)heat loss causes the water to become cooler. ASSESMENT: Record and conclude the observation | SPS : * Communicating * Attributing * Relating * Observing MS : Use and handle science apparatus and substances CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and independent PEKA: SPS 1 SPS 7 SMS 1 SMS 5 REFLECTION : |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.30-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC : 4.1.3 measure temperature using the correct technique. TLS : 1.Experiment 2. Discussion. ACTIVITY : 1.Teacher introduces thermometer as an instrument to measure temperature and the metric unit for temperature. 2.Teacher demonstrates the correct technique of using a thermometer. 3. Pupils record their observations in their observations in their Science Journal. ASSESMENT: Record and conclude the observation | SPS : * Communicating * Attributing * Measuring and using number MS : Use and handle science apparatus and substances CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and independent REFLECTION : 75% of pupils can record observation correctly. |
LA = LEARNING AREA
LO= LEARNING OBJECTIVES
LOC= LEARNING OUTCOMES
TLS= TEACHING AND LEARNING STRATEGIES
SPS= SCIENCE PROCESS SKILLS
MS= MANIPULATIVE SKILLS
CCTS= CREATIVE AND CRITICAL THINKING SKILLS
NV= NOBLE VALUE
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC :4.1.4 state the metric unit for temperature. TLS : 1.Experiment 2. Discussion. ACTIVITY : 1. Pupils gather information on the metric unit for measuring temperature. 2. Pupils carry out activity to measure temperature. 3.Pupils heat up water and record the temperature every few minutes. 4.Pupils turn off the Bunsen burner. 5.Pupils record the temperature every few minutes while the water cools off. ASSESMENT: Record and conclude the observation | SPS : * Communicating * Measuring and using number * Observing MS : Use and handle science apparatus and substances. CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and independent REFLECTION : |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC : object or material increases as it gains heat. TLS : 1.Experiment 2. Discussion. ACTIVITY : 1.Apparatus are set up. 2.Pupils put the ice cubes into the beaker until three-quarter full and measure the temperature. 3.Pupils pour 50ml of hot water into the beaker and start the stop watch. 4.Pupils measure the temperature every minute for 5 minutes. 5.Pupils record their observation in the table. 6. Base on the above activities, pupils discuss and conclude that temperature of an object or material increases as it gains heat. ASSESMENT: Record and conclude the observation | SPS : * Communicating * Measuring and using number * Observing MS : Use and handle science apparatus and substances. CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and independent PEKA : SPS 3 SPS 4 SMS 1 SMS 5 REFLECTION : 75% of pupils can record observation correctly. |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC : 4.1.6 state that temperature of an object or material decreases as it loses heat. TLS : 1.Experiment 2. Discussion. ACTIVITY : 1.Apparatus are set up. 2.Pupils pour hot water into the beaker until it is half full. 3.Pupils measure the temperature. 4.Pupils add five ice cubes into the water and start the stopwatch. 5.Pupils measure the temperature every minutes for 5 minutes. 6. Pupils record their observation in the table. 7.Base on the above activities, pupils discuss and conclude that temperature of an object or material decreases as it loses heat. . ASSESMENT: Record and conclude the observation | SPS : * Communicating * Measuring and using number * Observing MS : Use and handle science apparatus and substances. CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and Independent PEKA : SPS 3 SPS 4 SMS 1 SMS 5 REFLECTION : 75% of pupils can record observation correctly. |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-8.30 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.1 Understanding that temperature is an indicator of degree of hotness LOC : 4.1.7 Conclude that the temperatures is an indicator to measure hotness. TLS : 1. Discussion. ACTIVITY : 1.Pupils discuss and conclude that the temperature increase when heat is gained and decreases when heat is lost. 2.Pupils discuss and conclude that the temperature is an indicator to measure hotness. 3.Pupils doing the worksheet exercises. . ASSESMENT: Answer questions in the worksheet and My Cd | SPS : * Communicating * Attributing * Relating * Observing MS : Use and handle science apparatus and substances. CCTS : * Grouping and Classifying * Attributing NV : * Being flexible and analytical thinking REFLECTION : 75% of pupils can answers questions correctly using both exercises. |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.2 Understanding the effects of heat matter. LOC : 4.2.1 state that matter expands when heated. 4.2.2 state that matter contracts when cooled. TLS : 1. Discussion. ACTIVITY : 1.Pupils carry out activities to observe the effects of heat on matter., 2.Pupils heating an iron ball and inserting it into an iron ring . 3.Pupils cooling the heated iron ball and inserting it into the iron ring. 4.Pupils heating coloured water in a beaker with a glass tube and observing the water level in the glass tube. 5.Pupils heating a dented ping pong ball in hot water. 6.Pupils cooling coloured water in a beaker with a glass tube and observing the water level in the glass tube. 7.Pupils discuss their observations of the activities and conclude that matter expands when heated and contracts when cooled. . ASSESMENT: Record and conclude the observation | SPS : * Communicating * Observing MS : Use and handle science apparatus and substances. CCTS : * making hypotheses * making conclusions NV : * Being cooperative * Being confident and Independent PEKA: SPS 1 SPS 4 SMS 1 SMS 5 REFLECTION : 75% of pupils can record observation correctly. |
CLASS/ SUBJEK/TIME | ACTIVITY | IMPACT |
YEAR 5 A 8.00-9.00 SCIENCE | THEME : Investigating Force and Energy LA : 4. Heat LO : 4.2 Understanding the effects of heat matter. LOC : 4.2.3 give examples of the application of the principle of expansion and contraction in everyday life TLS : 1. Discussion. 2. Use of techonology -CD-Rom ACTIVITY : 1. Pupils view video or computer simulation on the expansion and contraction of matter in every life. e.g. a) an electric cable is installed loosely to prevent it from snapping when it contracts in cold weather. b)there are gaps at railway tracks to allow for expansion in hot weather. c) a tight bottle cap can be loosened by immering it in hot water, d) concrete slabs on pavements have gaps to allow for expansion. 2. Pupils doing their worksheet exercises. . ASSESMENT: Answer questions in the worksheet and My Cd | SPS : * Communicating * Attributing * Relating * Visualising MS : Use and handle science apparatus and substances. CCTS : * Grouping and Classifying * Making Conclusions NV : * Being flexible and analytical thinking REFLECTION : 75% of pupils can answers questions correctly using both exercises. |
No comments:
Post a Comment