LESSON PLANDate: 22 September 2012.Class: 4 Anggerik.Time: 45 minutes.Number of students: 30Subjects : Biology Form 4Learning area : 2.0 Endangered EcosystemLearning objectives: Understanding the human activities that endanger an ecosystemLearning outcomes: At the end of the lesson, students should be able to:1. Identify the types of pollution and sources of pollution.2. Describe types of pollution and sources of pollution.Instructional tool: Power point slides, manila card, video.Science process skills:1. Observe the video that shown about the pollution

2. Communicate among the students in discuss the activity and brainstorming process.

3. Analyze several pictures and relate it to the sources of the pollutions.

4. Scientific attitude and noble values:

Being cooperative while carrying out the activities and discussion.

Being confident and willing to come out and talk in front of the class room.

Being able to think creative and critical about the sources of pollutions.

Appreciating our environments by take care of it.

Thinking skills:1. Relating the types of pollution and how its occurred.

1. Relating how human activities give rise to the pollution

Prior knowledge: Students have learned about:1. Human activities that threaten the ecosystem.2. The impact of human activities on the ecosystem.3. The effects of unplanned development and mismanagement of the ecosystem.Teachers reference: Biology Spm, Integrated Curriculum for Secondary Schools (ICSS), Success, Gan Wan Yeat, Oxford Fajar.Students reference: Biology Spm, Integrated Curriculum for Secondary Schools (ICSS), Success, Gan Wan Yeat, Oxford Fajar.StepContentTeachers activityStudents activityNotes/Remarks

Introduction set (5 minutes) Introduction of the topic to be taught.

Explanations on the learning outcome to be achieved for the lesson.Teacher asks the students about the environment nowadays. How they feel towards the environment they live today.

Teacher show video about the pollution that are related to the human activities.http://www.youtube.com/watch?v=p6QLx7vEyIY

Communicate with student by guiding them to identify the topic to be learned.

Q1: What the video shown about?Q2: In your opinion, how did the problems occur?Q3: So, what do you think were going to learn today?

1. Show the learning outcomes to be achieved in power point so that student will have idea about their lesson.2. Inform them about the group system and the way their given marks.3. Students are divided into 6 groups with five persons each.Students actively give their comments about the condition of the environment. Example: A lot of garbage that didnt manage properly.

Students try to identify the pollution and relate it to the human activities.

Students respond to teachers questions actively and figure out the topic thats going to be taught.

A1: About the pollutionsA2: Almost occurred because of human activities. A3: Types of pollutions Teacher interest students with real life experiences.

Observing skills are implemented.

Communicating skills are built up.

Group points are based on:

Performance during activity. Participation in class. Values shown during activity.

Group system is conducted to retain students interest and participation in class. Reward will be given at the end of the class.

Step 1 ( 10 minutes) Identify the types of pollutions and the sources of pollutions.

ACTIVITY 1: LABLE IT TRUETeacher continue the lesson with Activity 1: LABLE IT TRUE.

This activity needs the students to label the pictures with the different types of pollutions and done by group work.

Teacher asks the representative of each group to come out to the front and labelled the picture with the correct answer.

Example:

After the activity done, teacher ask one representative among the students to read aloud the different types of pollutions.1. Water pollution2. Air pollution3. Thermal pollution 4. Noise pollutionTeachers stress the students about the differences of air pollution and thermal pollution.

Students focus and try to relate with their previous knowledge with the content of the topic to be discussed.

Students actively engaged with the activity. Students try to identify the different types of the pollutions according to the pictures given.

Expected answer:Water pollution

One representative read aloud the types of pollutions.

Students concentrate and try to make a difference about the two types of pollutions that are closely related.

This activity promotes the cooperative skills among the students.

Developing the confident level among the students to be one of the representatives of the class.

Developing the critical thinking.

Step 2( 15 minutes)

Step 3 ( 10 minutes) Describes the types of pollutions and the sources of pollutions.

ACTIVITY 2: DISCUSSIONTeacher asks each of the group leaders to choose one envelope at the front and ask them not to open until it announced to do so.

Each of the group will be given one piece of manila card and marker pen.

After each of the group ready, teacher asks the students to open the envelope and take a look what the picture that they got and start to think about it. Since it have six groups of the students, two groups got the similar types of pollutions with the others.

Teacher explains the task of the activity.

Each of the group needs to describe the type of pollution that they have and discuss among them what the sources of the pollution that gives rise to it and how it is occurs.

Teacher asks the students to write out all the sources of the pollution on the manila card within 15 minutes.

After they finish the task, teacher asks each of the groups to present their findings at the front.

Teacher asks the students to be freely ask the questions to the group that have done their presentation.

After all the groups have done their presentation, teacher stress back what are the sources of pollutions and relate to the human activities.

Teacher tries to inculcate the moral values among the students by asking them several questions.

Q1: What do you feel when living in such bad environments?Q2: What do you think about the effects if continuously come into contact with pollutions?Q3: So, what you need to do to take care of our environments as to stay healthy?

Group leader of each group take the envelope and manila card with marker pen.

Students start to work in their group.

Students listen and try to understand the explanation given by teacher.

Students try to relate the sources of the pollution that they get based on their knowledge about it.

Students actively participated in the discussion activity. Each of the group members have to give their idea about the discussion.

Each of the group members come to the front and present their findings.

Students ask the questions to the group that have presented.

Students focus and concentrate to the teacher explanation.

Students try to relate the environments with their life.

Expected answer: A1: Uncomfortable to live in bad environments.A2: Effects our health

A3: Dont throw the rubbish every where, start to recycle and so on.

Group points are based on:

Performance during activity. Participation in class. Values shown during activity.

Critical and creative thinking skills are developed.

This activity promotes confident level among the students as they have to be able to deliver the contents at the front clearly.

Moral values are inculcated among the students.

Closure ( 5 minutes) Assess and summarize the lesson of the day.Teacher use concept map to summarize the lesson.

Teacher shows incomplete concept map to the students on the powerpoint slide.

Teacher discusses the concept map with the student by asking them to give the answer in order to complete concept map.

Students actively participated to summarise the lesson.

Students give the best answer to complete the concept map.

Teaching Aids: Power point slides

Appendix: Activity 1 and 2: Four pictures of different types of pollutions Water pollution Air pollution Thermal pollutionNoise pollutionConcept Map: Closure

POLLUTIONSFUNGSI RAWAN:MENYERAP HENTAKAN DAN MENGHALANG KEROSAKAN TULANG APABILA BERGERAK1. WATER POLLUTION

TYPES OF POLLUTIONS

SOURCES OF POLLUTIONS TrafficAirportsRailroadsManufacturing plantsConstruction or demolitionConcertsPower plantsUrban sprawlAir pollution particulates that trap heatDeforestationLoss of temperature moderating water suppliesVehicle or manufacturing exhaustForest fires, volcanic eruptions, dry soil erosion, and other natural sourcesBuilding construction or demolitionIncreased sediment from soil erosionImproper waste disposal and litteringLeaching of soil pollution into water suppliesOrganic material decay in water suppliesSOURCES OF POLLUTIONS SOURCES OF POLLUTIONS SOURCES OF POLLUTIONS 4. NOISE POLLUTION3. THERMAL POLLUTION2. AIR POLLUTION