lesson plan year 4 2008

SCIENCE YEAR 4 DAILY LESSON PLANSK. ST. ANNE’S CONVENT, 09000 KULIM, KEDAH

LESSON 1

CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LO

LOC

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BASIC NEED OF HUMANS1. Living things have basic needs1.1 Understanding that human have

basic needs

Identify the basic needs of humans Give reasons why humans need

food, water, air and shelter

SPS & CCTS Observing Relating Making inference Attributing SANV Realizing that science is

a means to understand nature

Being cooperative Being systematicMS Use and handle science

apparatus and substances

VOCABULARY Basic-asas Needs-keperluan Shelter-tempat

berlindung Balanced diet-diet

seimbang Conditions-keadaan

ACTIVITIES :1. Teacher elicits pupil’s prior knowledge about

humans basic needs and writes down the ideas on the board to introduce the main concept on ‘basic needs’.

2. Teacher continue the lesson by asking pupils to look at the picture on page 2 (TB).

3. Pupils discuss in group about the picture.4. Pupils list out types of house on the board and ask

pupils to look at the pictures of different types of shelter.

5. Pupils draw the types of house correctly in their Science note.

6. Pupils complete the notes gives as an enrichment activities.

1


LESSON 2

CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

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BASIC NEEDS OF ANIMALS1. Living things have basic needs1.2 Understanding that animals have basic needs

Identify the basic needs of animals Give reason why animals need food,

water, air and shelter Describe types of shelter for animals

SPS & CCTS Observing Relating Making inference Attributing SANV Realizing that science is




VOCABULARY Basic need-keperluan

asas Pet-haiwan peliharaan Protect-lindung Cage-sangkar Container-bekas

ACTIVITIES :1. Teacher elicits pupil’s prior knowledge about

animals basic needs and writes down the ideas on the board to introduce the main concept on ‘animal’s basic needs’.

2. Teacher continue the lesson by asking pupils to look at the picture on page 3 (TB).

3. Pupils discuss in group about the picture.4. Pupils list out types of animal’s shelter on the board.5. Pupils list the types of animal’s shelter correctly in

their Science note.6. Pupils conclude that animals also have their own

basic needs.7. Pupils complete the notes gives as an enrichment

activities.

REFLECTION :

2


LESSON 3

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SUBJECT

CONTENT IMPACT

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BASIC NEED OF PLANTS1. Living things have basic needs1.3 Understanding that plants have basic needs Identify the basic needs of plants.

SPS & CCTS Observing Relating Making inference Attributing SANV Realizing that science ia




VOCABULARY condition - keadaan similar - serupa watered - disiram sunlight - cahaya

matahari

ACTIVITIES :1. Teacher elicits pupil’s prior knowledge about plant’s

basic needs and writes down the ideas on the board to introduce the main concept on ‘basic needs’.

2. Teacher continue the lesson by asking pupils to look at the picture on page 5 (TB) to gather information about the basic needs of plants.

3. Pupils discuss in group about the picture.4. Teacher guides pupils to use other resources to

enhance pupil’s understanding.5. Pupils write the notes on the basic needs of plants

in their Science Journal.6. Pupils complete the notes gives as an enrichment

activities.

3


LESSON 4

CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LOLOC

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HUMANS BREATHE1. Living Things Undergo Live

Processes2.1 Analyzing life processes that

humans undergo Explain that humans breathe Describe what inhale is Describe what exhale is

SPS & CCTS Making conclusions Observing & Visualising Comparing &

ContrastingSANV Having an interest in the

environment and being curious about it

Being thankful to GodMS Use and handle science


VOCABULARY exhale - hembus faeces - najis/tinja inhale - tarik nafas rate - kadar undergo - menjalani excretion -

perkhumuhan defecate - nyahtinja offspring - anak reaction - gerak balas reproduce - membiak

ACTIVITIES :1. Pupils discuss the breathing mechanisms and

distinguish between inhaled and exhaled air. 2. Pupils do the activity to feel the movements of their

chest while breathing in and out.3. Pupils study a computer animation of the human

body showing the breathing structure and the associated movement of air.

4. Pupils do some exercises and record their breathing to find out how exercises affects the rate of breathing.

5. Pupils make a conclusion and take some notes related on the topics.

LESSON 5

4


CLASS/TIME/

SUBJECT

CONTENT IMPACT

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TITLELA LOLOC

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RATE OF BREATHING1. Living Things Undergo Live


humans undergo Differentiate the air that we inhale

and the air that we exhale State that humans use lungs to

breathe Identify passage of air during

breathing Conclude that not all individuals have

the same rate of breathing

SPS & CCTS Observing Relating Making inference Communicating SANV Realizing that science ia


Being cooperativeMS Use and handle science


VOCABULARY sweat - peluh stimuli - rangsangan survival – kemandirian cause-menyebabkan inward-ke dalam surroundings-sekeliling trace-mengesan

ACTIVITIES :1. Pupils discuss the breathing mechanisms and

distinguish between the concept of term inhaled and exhaled air.

2. Pupils study a computer animation or the CD ROM of the human body showing the breathing structure and the associated movement of air.

3. Pupils create a model lung to demonstrate and understand the parts of the human lung and the process of breathing as an enrichment activity.

4. Pupils make a conclusion to differentiate the air that we inhaled and the air that we exhaled.

5. Pupils take some notes related on the topics.5. Pupils complete the exercises given as drilling.

LESSON 6

5


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4M

TITLELA LOLOC

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HUMANS EXCRETE AND DEFECATE1. Living Things Undergo Live


humans undergo State that humans excrete and

defecate State the products of human

excretion State the product of human

defecation Give reasons why humans need to

excrete and defecate

SPS & CCTS Making conclusions Making inferenceSANV Appreciating and

practicing clean healthy living



VOCABULARY urine - air kencing waste product - bahan

buangan get rid-singkirkan harm-membahayakan

ACTIVITIES :1. Pupils participate in teacher-led discussion of waste

materials excreted and defecated by human beings.2. Pupils discover more information from other sources

(internet/CDROM) on why human beings should excrete and defecate.

3. Pupils discuss in group to understand the term ‘excrete’ and ‘defecate’ and knowing that the processes are important to human in order to get rid of waste products from their bodies.

4. Teacher guides the pupils to make the conclusion in order to explain why excretion and defecation are important.

5. Pupils complete the exercises given correctly.

LESSON 7

6


CLASS/TIME/

SUBJECT

CONTENT IMPACT

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RESPONSE TO STIMULI1. Living Things Undergo Live


humans undergo State that humans respond to stimuli Give reasons why humans respond

to stimuli

SPS & CCTS Making inferences ObservingSANV Being thankful to GodMS Use and handle science


VOCABULARY touch-sentuh sharp-tajam respond-bertindakbalas stimuli-ransangan rates-kadar

ACTIVITIES :1. Pupils participate in teacher-led discussion of term

‘stimuli’ and ‘response’ to understand the concept and the situations involved in their daily life.

2. Pupils name other examples in everyday life situations involving response to heat and pain.

3. Pupils in group discuss the picture on page 14 (TB) to understand the need for human being to respond to stimuli.

4. Pupils design a fair test to show that different people have different response rates.

5. Pupils complete the exercises given as the enrichment activities.

LESSON 8

7


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LOLOC

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HUMANS REPRODUCE1. Living Things Undergo Live


humans undergo State that humans reproduce Predict what will happen if humans

do not reproduce

SPS & CCTS Predicting Comparing &

Contrasting Making conclusionsSANV Having an interest in the

environment and being curious about it.



VOCABULARY Family tree-salasilah

keluarga Offspring-zuriat, anak Generation-generasi

ACTIVITIES :1. Pupils participate in teacher-led discussion of their

family tree to understand the topic and the situations involved in their daily life.

2. Pupils discuss the need for humans to produce offspring.

3. Pupils gather information about two generations of their family members as a project work.

4. Pupils conclude the fact that humans give birth when producing their young to relate that humans reproduce to produce offspring.

5. Pupils take some notes and complete the exercises given as the enrichment activities.

LESSON 9

8


CLASS/TIME/

SUBJECT

CONTENT IMPACT

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TITLELA LOLOC

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AVOID BAD HABITS1. Living Things Undergo Live

Processes2.2 Being aware that certain behavior

can disturb life processes. Give examples of habits that bring

harm to human life processes State the effects of smoking on lungs Explain that taking drugs and alcohol

can delay a person’s response to stimuli

Participate in campaign to discourage smoking, drugs taking and alcohol drinking among peers

SPS & CCTS Making inferences Comparing &

Contrasting Attributing Generating ideasSANV Appreciating and


Being responsible MS Use and handle science


VOCABULARY smoker - perokok affect - kesan / akibat drunken - mabuk delay - melambatkan cause - menyebabkan drug - dadah alcohol - minuman keras peers - rakan sebaya avoid-mengelakkan,

cegah substances-bahan taking drugs-mengambil

dadah

ACTIVITIES :1. Pupils participate in teacher-led discussion of bad

habit in humans that bring harm to human life processes such as smoking, taking drugs and drinking alcohol.( TB pg 17)

2. Pupils observe the harmful substances produced when a cigarette is smoked based on the chart shown.

3. Discuss among peers on explaining how taking drugs and drinking alcohol can delay a person’s response to stimuli.

4. Pupils plan and carry out an activity to discourage their peers from bad habits on how the bad habits effect on human’s life.

5. Pupils complete their exercises given correctly.

LESSON 10

9


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J TITLE

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ANIMALS EXCRETE AND DEFECATE1. Living Things Undergo Live

Processes2.3 Analyzing life processes that animals

undergo State that animals excrete State that animals defecate Give reasons why animals need to

excrete and defecate

SPS & CCTS Observing Relating Making inferences CommunicatingSANV Appreciating and


MS Use and handle science


VOCABULARY Stay healthy-kekal sihat Fertiliser -baja give birth - beranak grasshopper - belalang hatch - menetas lay eggs - bertelur life cycle - kitaran hidup occur - berlaku stage - peringkat

ACTIVITIES :1. Pupils explore the science garden to find snails or

other animals to observe the waste products of the animals found.

2. Pupils participate in teacher-led discussion why animals need to excrete and defecate.

3. Pupils use the internet or explore the CD ROM to find out more about the excretion and defecation of different animals to add into their scrapbooks.

4. Pupils take the additional notes and complete the exercises given to enhance their knowledge as the enrichment activities.

LESSON 11

10


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LOLOC

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ANIMALS BREATHE1. Living Things Undergo Live


undergo State that animals breathe Identify the breathing structures for

certain animals Identify the breathing structures for

different types of animals may be different

SPS & CCTS Observing Relating Comparing &

Contrasting CommunicationSANV Realising that science is




VOCABULARY Bubble of air-gelembung

udara Tubes-tiub Underwater-di bawah

permukaan air Water surface

Peka- SPS 4- C1,C2,C3 SPS 1-C1,C2,C3

ACTIVITIES :1. Teacher leads the discussion about the breathing

structure of animals such as gills, lungs, moist skin, book lung, trachea, etc.

2. Pupils carry out the experiment to investigate in groups the breathing structures of a fish and a grasshopper.

3. Pupils understanding by comparing the charts/ CD ROM showing the breathing structures of different animals.

4. Pupils use MyCD to do an interactive activity related to the topics.

5. Pupils take some notes using different resources as the remedial and enrichment activities.

LESSON 12

11


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LOLOC

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GETTING STARTED1. Living Things Undergo Live


undergo State that some animals give birth

and some lay eggs Classify animals according to the way

they reproduce


Contrasting Making conclusionsSANV Realising that science is




VOCABULARY Balance-seimbang Nature-alam semulajadi Reproduction-

pembiakan Species-spesis,

keturunan

Peka – SPS 2-C1,C2,C3,C4 SPS 4-C1,C2

ACTIVITIES :1. Teacher leads the discussion on animal’s

reproduction to recall pupil’s previous knowledge in Science Year 2.

2. Pupils use varieties sources such as science books, internet or encyclopedias to find out the information on classification of animals according to their means of reproduction.

3. Pupils in their own group prepare a reproduction chart for animals choose by classify them into ‘Giving Birth’ or ‘Lay Eggs”.

4. Pupils use MyCD for the interactive activities.5. Pupils complete their exercise correctly.

LESSON 13

12


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SUBJECT

CONTENT IMPACT

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A COMPLETE CHANGE1. Living Things Undergo Live


undergo Describe the life cycles of different

animals Conclude that animals may have

different life cycles

SPS & CCTS Communicating Comparing &

Contrasting Making conclusionsSANV Appreciating the

balance of nature Being thankful to GodMS Use and handle science


VOCABULARY Complete change-

perubahan lengkap Fertilized egg-telur yang

disenyawakan dalam haiwan atau manusia

Metamorphosis-proses pertukaran daripada anak menjadi dewasa melalui beberapa peringkat

Slight change-sedikit perubahan

Peka-SPS4-C1,C2,C3,C4

ACTIVITIES :1. Teacher leads the discussion to generate pupil

ideas to get the different answer on term ‘life cycle’ based on their previous knowledge.

2. Pupils discuss in group the life cycles of certain animals such as frog, butterfly, mosquito and others by explaining the concept they have learnt and add their findings to the scrapbook.

3. Pupils in their own group prepare a chart of the life cycle of one animal has been choose by using the books and science magazines.

4. A group leader shows and explaining the chart prepared to the class.

5. Teacher guide the pupils to make conclusion and gives the exercise.

LESSON 14

CLASS/TIME/

CONTENT IMPACT

13


SUBJECT

SCIENCE4J

TITLELA LOLOC

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PLANTS RESPOND TO STIMULI1. Living Things Undergo Live

Processes2.3 Analyzing life processes that plants

undergo State that plants respond to stimuli Identify the part of plant that

responds to water Identify the part of plant that

responds to gravity Identify the part of plant that

responds to sunlight Identify the part of plant that

responds to touch

SPS & CCTS Observing Relating Inferring CommunicatingSANV Having an interest in the


Realising that science is a means to understand nature



VOCABULARY Gravity-graviti Mushroom-cendawan water lettuce - kiambang bryophyllum - setawar extinct - pupus shoot - pucuk leaflets - anak daun young plant - anak

pokok parent plant - pokok

induk spores - spora sucker - sulur / anak

pokok stem cutting - keratang

batang underground stem -

batang bawah tanah tapioca plant - pokok ubi

kayu

Peka-SPS 1-C1,C2,C3

ACTIVITIES :1. Teacher shows sample of a plants (balsam plant)

and asking pupils various questions to generate the ideas on part of the plant moving to in order to enhance pupil’s ideas to the plant’s response to.

2. Teacher and pupils explore the school compound to find out the various stimuli and response of plants.

3. Teacher leads pupils to discuss the effect of touch on the mimosa plant and related it as the plant’s response to touch.

4. Pupils discuss in group based on the questions given by teacher to understand the response of plant to touch, light, water and gravity.

LESSON 15

CLASS/TIME/

SUBJECT

CONTENT IMPACT

14


SCIENCE4J

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PLANTS REPRODUCE1. Living Things Undergo Live

Processes2.3 Analyzing life processes that plants

undergo State that plants reproduce Explain that why plants need to

reproduce Predict what will happen to the world

if plants do not reproduce Explain the various ways plants

reproduce


Contrasting ObservingSANV Appreciating the

balance of nature Having an interest in the




VOCABULARY Tiny-halus fern - paku-pakis various - pelbagai corn - jagung dispersal - pencaran splitting - letupan love grass - kemuncup relationship - hubungan flame of the forest -

semarak api shorea – meranti

Peka-SPS 2- C1,C2,C3,C4

ACTIVITIES :1. Teacher leads discussion to generate pupil’s ideas

on the different method by the common plants around them to reproduce such as by seeds or stem cutting.

2. Pupils give reason why plants need to reproduce and predict what would happen if plants do not.

3. Pupils do the experiment to make observation on the growth of plants through various methods identified by discussing the picture on page 29 (TB).

4. Pupils list the ways in which plants reproduce and classify the plants according to their means of reproduction.

5. Pupils give examples and describe the various ways plants reproduce based on their observation of plants specimen.

6. Pupils complete the exercises given as the additional activities.

LESSON 16

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SUBJECT

CONTENT IMPACT

15


SCIENCE4J

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PROTECTION FROM DANGER2. Animals and plants protect

themselves3.1 Understanding that animals have

specific characteristics and behaviour to protect themselves from danger

Identify special characteristics of animals that protect them from danger

Identify special behaviour of animals that protect them from danger

Describe how the special characteristics and behaviour of animals help to protect them from danger

SPS & CCTS Relating Comparing &

Contrasting CommunicationSANV Being responsible for

the safety of oneself, oters and the environment

Patriotisme MS Use and handle science


VOCABULARY Confuse-keliru Change body colour-

berubah warna badan Disturb-mengganggu Enable-membolehkan Long ear-telinga

panjang Long journey-

pengembaraan yang jauh

Lose-hilang Release-mengeluarkan Rise up-naik Similar to the

background-serupa dengan persekitaran

Store-menyimpan Treaten-diancam curl up - menggulung millipede - ulat gonggok centipede - lipan behaviour - perlakuan pangolin - tenggiling scale - sisik bed bug - pijat chameleon - sesumpah sting - sengat

ACTIVITIES :1. Pupils identify the animals on page 36 and 37 and

answering the questions given to generate their ideas on the specific characteristics and behaviours of each animal.

2. Pupils discuss in their own group the different ways animals defend themselves to relate the specific characteristics of these animals to their behaviours and their means of avoiding their enemies.

3. Teacher shows the CD ROM to enrich pupil’s understanding.

4. Pupils discuss in their own group to find out how do certain animals such as snails, earthworms, pangolin, bed bug or millipedes react to danger when they are touched.

5. Pupils record the findings in the form of a table and the group leader presents it to the class.

6. Teacher gets the pupils to do the MyCD as the enrichment activities.

LESSON 17

CLASS/

16


TIME/SUBJECT

CONTENT IMPACT

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LIVING IN EXTREME WEATHER2. Animals and plants protect


specific characteristics and behaviour to protect themselves from extreme weather

Identify specific characteristics and behavior of animals that protect them from very hot or cold weather

Describe how specific characteristics and behaviour of animals help to protect them from very hot or cold weather


Contrasting Making conclusionsSANV Being responsible for

the safety of oneself, others and the environment

PatriotismeMS Use and handle science


VOCABULARY Under their skin-di

bawah permukaan kulit rhinocerous - badak

sumbu extreme weather -

cuaca melampau latex - susu getah thick fur - bulu tebal specific characteristic -

ciri khas humps - bonggol mimosa - semalu fine hair - bulu halus itchiness - kegatalan wallowing – berkubang

ACTIVITIES :1. Teacher gets the pupils to identify the animals on

page 39 and 40 by asking the several questions related to the ideas on how the specific characteristics of the animals can protect them from the extreme weather such as very hot or very cold weather.

2. Teacher shows the CD ROM to get pupils more information on how the specific characteristics and behaviours of animals help to protect them from extreme weather.

3. Pupils found out more information from science magazines, encyclopedias, internet, books or MyCD interactive activities to enrinch their knowledge and understanding.

4. Pupils discuss in group to complete the exercises given by the teacher and present the findings in the form of a table.

LESSON 1

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SUBJECT

CONTENT IMPACT

17


SCIENCE4J

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MEASURING LENGTH1. Measurement1.1 Understanding the measurement of length.

State the different ways to measure length

State the standard unit for length in the metric system

Choose the appropriate measuring tools to measure length

Measure length using the correct technique

Record length in standard units

SPS & CCTS Using and handling

measuring tools Measuring and using

numbers Comparing &

contrastingSANV Being honest and

accurate in recording and validating data



VOCABULARY Ancient-purba Carpenter-tukang kayu Vertically-menegak measurement - ukuran length - panjang width - lebar height - tinggi circumference - lilitan arm span - depa graphic organiser -

penyusun grafik calculate - hitung standard unit - unit

piawai

PEKA: SPS 1 SPS 3 SPS 4 SMS 1 SMS 5

ACTIVITIES :1. Teacher asks several questions to elicit pupils’

concept of length such as everyday examples as in the distance between two places which are ‘far’ and ‘near’ to their school or home.

2. Pupils discuss in group to draw conclusions regarding measurements made using standard and non-standard tools and to name examples of everyday life situations involving the different units of measurements.

3. Pupils discover the need to use standard units when comparing different ways of measuring length.

4. Pupils follow step by step demonstration by the teacher to develop the skill in using the correct technique of measuring length by using the standard tools and standard units (refer to page 51-53 TB).

5. Pupils complete the task sheet given as the additional activities.

LESSON 2

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SUBJECT

CONTENT IMPACT

18


SCIENCE4J

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BIGGER OR SMALLER1. Measurement1. 2 Understandings how to calculate area Compare a square and a rectangle

and guess which object has a bigger area

Carry out a test to confirm their guesses

State that area = length x width State the standard unit for area in the

metric system Calculate the area of a given shape

in standard unit

SPS & CCTS Predicting Measuring and using

numbers Visualizing SANV Being cooperative Being diligent and

preservingMS Use and handle science


VOCABULARY Guess-teka Layout plan-pelan lantai Multiplying-mendarab Peeled off-dikupas Plot of land-bidang

tanah

PEKA : SPS 1 SPS 3 SPS 4 SMS 1 SMS 5

ACTIVITIES :1. Teacher asks several questions while showing or

pointing to objects in the classroom that are square or rectangular in shape to enquire into the concept of a bigger and smaller area.

2. Pupils discover ways of determining the area of a square and a rectangular by carry out the activities on page 54 of the TB.

3. Pupils calculate area by multiplying the length and width as the formula given.

4. Pupils apply the formula area=length x width to identify square and rectangular floor plans of the same area.

5. Pupils complete the exercises given correctly.

LESSON 3

CLASS/TIME/

CONTENT IMPACT

19


SUBJECT

SCIENCE4J

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LOC

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MORE OR LESS1. Measurement1.3 Understandings how to measure the

volume of solid. Compare a cube and a cuboid and

guess which one has a bigger volume

Carry out a test to confirm their guesses

State that volume = length x width x height

State the standard unit for volume of solid in metric system

Calculate the volume of cubes and cuboids based on the measurements taken in standard unit

SPS & CCTS Predicting Classifying Measuring & Using

NumbersSANV Being diligent and

perseveringMS Use and handle science


VOCABULARY volume - isipadu solid - pepejal cube - kiub cuboid - kuboid packet drinks-minuman

kotak

rank-susun


ACTIVITIES :1. Teacher asks pupils with several questions to

understand the cube and the cuboid are and discover the relationship between the number of 1cm x 1cm cuboids and volume of a cube and a cuboid.

2. Pupils calculate the areas of cubes and cuboids using the formula learned.

3. Pupils are asks to do the activity based on the page 57-59 TB

4. Pupils measure the length, width and height of the objects, calculate the volume and record them in the table.

5. Pupils complete the task sheets given.

LESSON 4

CLASS/TIME/

CONTENT IMPACT

20


SUBJECT

SCIENCE4J

TITLELA LO

LOC

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VOLUME OF LIQUID1. Measurement1.4 Understandings how to measure

volume of liquid State the different ways to measure

the volume of a liquid State the standard unit for volume

of liquids in the metric system Choose the appropriate measuring

tools to measure the volume of a liquid

Measure the volume of a liquid using the correct technique

Record the volume measure in standard unit


scientific apparatus and substances

Measuring and using numbers

Observing SANV Being systematic Being cooperative Being honest and




VOCABULARY Cap-penutup Dropper-penitis Level surface-

permukaan yang rata Teaspoon-sudu teh Test tube rack-rak

tabung uji liquids - cecair beaker - bikar measuring cylinder -

silinder penyukat meniscus - meniskus

PEKA: SPS 1 SPS 3 SPS 4 SMS 1 SMS 4 SMS 5

ACTIVITIES :1. Discuss with pupils the different ways of

measuring the volume of liquids using the examples given in page 68 TB or others that given by pupils based on their prior knowledge.

2. Pupils are introduced to the standard tools in measuring liquid such as beaker and measuring cylinder.

3. Pupils observed the calibration on the measuring cylinder to show the measurement in milliliter and litre in learning the correct technique of measuring the volume of liquid.

4. Pupils are given the opportunity to practice their skills in making accurate measurements of liquids by carrying out the activities on page 61 TB.

5. Pupils are asks to complete the exercises given as the enrichment activities.

LESSON 5

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SUBJECT

CONTENT IMPACT

21


SCIENCE4J TITLE

LA LOLOC

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MEASURING MASS1. Measurement1.5 Understandings how to measure mass

State tools for measuring mass State the standard unit for mass in

the metric system Measure the mass of an object

using the correct technique Record the measurement using

standard unit


scientific tools Measuring and using

numbers Classifying SANV Being honest and


Being cooperativeMS Use and handle science


VOCABULARY Beam balance-neraca

palang Chinese herbs-herba

Cina Electronic balance-

penimbang elektronik Scale-pemberat lever balance - neraca

tuas compression balance -

neraca mampat mass – jisim


ACTIVITIES :1. Teacher guides the pupils to focus their attention

and stimulate pupils interest by citing examples of tools used for measuring mass found at home, in school or at work.

2. Pupils observed the actual instruments given such as weighing scale, kitchen scale and bathroom scale.

3. Teacher supervises pupils and guides them step by step to acquire the correct technique of using a lever balance and other tools given in measuring mass activities.

4. Pupils practice their skills using the correct ways in measuring and arrange objects from the biggest to the smallest mass.

5. Pupils understand the suitable units to be used in measuring the objects of the object used in their activities.

6. Pupils record their observation collected.

LESSON 6

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SUBJECT

CONTENT IMPACT

22


SCIENCE4J

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TAKING TIME1. Measurement1.6 Understanding how to measure

time. Identify different way to measure

time State that processes that repeat

uniformly can be used to measure time

State the standard unit for time in the metric system

Identify tools for measuring time Measure time using appropriate

tools Record the time measure in

standard unit

SPS & CCTS Measuring and using

numbersSANV Appreciating the

contribution of science and technology

Developing curiosity and an interest in the environment

Being honest and accurate in recording and validating data

Being systematicMS Use and handle science


VOCABULARY uniformly repeated -

berulang secara seragam

swing - ayunan pendulum - bandul water dripping - air

menitis pulse rate - kadar

denyutan nadi


ACTIVITIES :1. Teacher leads the discussion on briefing the history

of the measurement of time and making pupils appreciate the historical invention of the clock.

2. Based on TB page 64, pupils are asked with several questions to understanding the concept of uniformly repeated processes such as sand clock and water dripping.

3. Teacher supervises pupils to work in their groups in observing the water dripping, the pulse rate and the swinging of a pendulum in explaining what is meant by uniformly repeated processes and how to observe them.

4. Pupils are introducing with different tools used to measure time (refer to page 67 TB) used by different peoples and different purposes.

5. Teacher demonstrates to the pupils how to use a stop watch to record time and proceeds to the activity on page 67 TB as the additional activities.

6. Pupils make a conclusion of the activities.

LESSON 7

23


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4J

TITLELA LOLOC

::::

IMPORTANCE OF STANDARD UNITS1. Measurement1.7 Realising the importance of using

standard units Choose and use the appropriate tools

to measure the volumes of liquids and masses of the ingredients in a recipe

Give reasons for any differences in the dough prepared by pupils using the given recipe

Conclude the need for using standard unit

SPS & CCTS Communicating Comparing &

Contrasting analysing SANV Being honest and


Being systematicMS Use and handle science


VOCABULARY Appropriate tools-

peralatan yang sesuai Clear plastic container-

bekas plastic yang jernih Ingredients-bahan-

bahan dough - adunan texture - tekstur accuracy – ketepatan

knead - uli ingredient - bahan mixture – campuran

PEKA: SPS 1 SPS 3 SPS 4 SMS 1 SMS 4 SMS 5

ACTIVITIES :1. Pupils make inferences about the importance

of standard units.2. Pupils watch video or multimedia presentations

such as the CD ROM to understand the uses of various standard units and some standard tools / non standard tools using in measurements.

3. Pupils are asked to carry out the activity on TB page 69 in using the activity to enrich pupils’ understanding.

4. Pupils complete the work sheets given to enrich their understanding on the importance of standards units.

LESSON 18

CLASS/ CONTENT IMPACT

24


TIME/SUBJECT

SCIENCE4J

TITLELA LO

LOC

:::

:

SURVIVAL2. Animals and plants protect


specific characteristics and behaviour to enable them to survive.

Recognize the need for animals to protect themselves from enemies and extreme weather conditions

Make a model of an imaginary animal that can survive both extreme weather and enemies

Give reasons why models are built in such ways

SPS & CCTS Relating Visualising CommunicatingSANV Being responsible for


Daring to try Being confident and

independentMS Use and handle science


VOCABULARY Attack-menyerang Conditions-keadaan Enable-membolehkan Recognize-

mengecam/mengenal pasti

Successful-berjaya Summer-musim panas Winter-musim sejuk excessive - berlebihan region - kawasan

ACTIVITIES :1. Pupils discuss the different ways animals defend

themselves by related the specific characteristics and behaviours to their means of avoiding the enemies and extreme weather conditions.

2. Pupils make inferences about the characteristics and behaviours needed as the survival of animals while discuss the special features for their own imaginary pet (refer to PB page 25).

3. Pupils are asked to present their ideas on the mahjong paper while describing how the imaginary pet model is to survive in every environment identified.

4. Teacher gets the pupils to make a list of animal’s product and present the findings in the form of a table.

LESSON 19

CLASS/TIME/

SUBJECT

CONTENT IMPACT

25


SCIENCE4J

TITLELA LO

LOC

:::

:

NATURAL DEFENSE IN PLANTS2. Animals and plants protect

themselves3.4 Understanding that plants have

specific characteristics to protect themselves from enemies.

Identify the specific characteristics of plants that protect them from enemies

Describe hoe the specific characteristics of plants help to protect them from enemies

SPS & CCTS Relating Observing Making inferencesSANV Having an interest in the

environment and developing curiosity

Appreciating the balance of nature



VOCABULARY Defend-

mempertahankan diri Produce-mengeluarkan Touch-menyentuh

ACTIVITIES :1. Pupils observe the specimens given such as

mimosas, pineapples, bamboos, yams, mushrooms, roses and cactus to identify the plants feature of the structures and its special characteristics as natural defense in plants.

2. Pupils study the plants and discuss the specific characteristics of each specimen.

3. Teacher shows multimedia presentations on various ways in which plants protect themselves to enrich pupil’s knowledge and understanding.

4. Teacher gets the pupils to make a list of plants specific characteristics and present the findings in the form of a table.

LESSON 20

CLASS/TIME/

CONTENT IMPACT

26


SUBJECT

SCIENCE4J

TITLELA LO

LOC

:::

:

ADAPTATION TO NATURE2. Animals and plants protect

themselves3.5 Understanding that plants have

specific characteristics to protect themselves from dry region and strong wind.

Give examples of plants found in very dry region

Identify specific characteristics of plants that protect them from excessive loss of water

Describe how specific characteristics of plants help them to survive in dry region

SPS & CCTS Making conclusions Observing Making inferencesSANV Realizing that science is


Being systematics MS Use and handle science


VOCABULARY Needle shaped-

berbentuk jarum Potted-dalam pasu Specific-khusus Survive-hidup

ACTIVITIES :1. Teacher gets the pupils to identify the plants

shown and asking them several questions to generate the ideas on plant’s specific characteristics.

2. Pupils do the experiment to find out which plants can survive in dry regions (refer to TB page 44-45).

3. Pupils interpret data showing how specific characteristics of plants help them from the excessive loss of water and from the strong winds.

4. Pupils record their finding as the additional notes and complete the exercises given.

REFLECTION :

LESSON 1

CLASS/TIME/

SUBJECT

CONTENT IMPACT

27


SCIENCE4J

TITLELA LOLOC

::::

MATERIALS AROUND YOU1. Properties of materials. 1.1 Understanding the properties of materials

Classify object into groups according to the materials they are made of

Identify materials that conduct electricity

Identify materials that conduct heat


measuring tools Measuring and using

numbers Comparing &

contrastingNV Being honest and




Peka:SPS 1- C1,C3,C4VOCABULARY Absorb-menyerap Bomber-pesawat

pengebom Classify-mengelaskan Draw-melukis Discuss-bincang Fastest-paling laju Glass-kaca Identify-mengenal pasi Suggest-mencadangkan material - bahan conductor - pengalir insulator - penebat metal - logam heat - haba float - terapung absorb - menyerap stretch – regangan

ACTIVITIES :6. Teacher leads discussion on developing basic

classification skills in materials.7. Pupils investigate several everyday objects and

group them according to the materials they are made of.

8. Pupils discuss among them the materials used to make the objects that identified and lay out the objects made of the five types of materials on the table.

9. Pupils watch the CD ROM presentation to enrich their understanding on classifying the objects.

10. Pupils observe and classify materials from multiples sources around them according to the instructions given.

11. Pupils discuss their final findings and present the findings to the class.

LESSON 2

CLASS/TIME/

SUBJECT

CONTENT IMPACT

28


SCIENCE4J

TITLELA LOLOC

::::

PROPERTIES OF MATERIALS1. Properties of materials. 1.1 Understanding the properties of materials Identify materials that float on water Identify materials that absorb water Identify materials that can be

stretched Identify materials that allow light to

pass through

SPS & CCTS Observing Interpretation Classification SANV Being honest and




PEKA: SPS 7 – C1,C2, C4, C5VOCABULARY Absorb-menyerap Conduct-konduksi Float-timbul Hard-keras Heat-haba Properties-sifat Stretch-meregangkan Squeeze-memerah Unlabelled-tidak

dilabelkan

ACTIVITIES :6. Pupils choose a number of different materials that

are used in school and at home prepared by teacher.

7. Pupils assemble the materials required and handle it before they do the activity on page 76 PB.

8. Pupils carry out the experiments with teachers’ guidance to understand the properties of each material which can float on water, absorb water, can be stretch and can allow light to pass through.

9. Pupils record their observation on each station in understanding the properties of the materials.

10. Teacher leads the discussion on making the conclusion.

LESSON 3

CLASS/TIME/

SUBJECT

CONTENT IMPACT

29


SCIENCE4J

TITLELA LOLOC

::::

CONDUCTORS OR INSULATORS1. Properties of materials. 1.1 Understanding the properties of materials State what a conductor is State what an insulator is Conclude that a good conductor of

heat is also a good conductor of electricity

SPS & CCTS Observing Inferring & Classifying Discussing & PredictingSANV Patriotism Being responsible for




PEKA: SPS 6 –C1, C2,C3, C4VOCABULARY Group-kumpulan Hot-panas Metal-logam Metallic substance-

barangan logam Plastic-plastik Spoon-sudu Wood-kayu

ACTIVITIES :1. Teacher revise pupils’ knowledge on conductors

and non-conductors studied in Year 3 using several questions to generate the ideas.

2. Teacher explains the concept of conductor and insulator.

3. Pupils discuss in group to identify the materials given as conductor or insulator and design their findings in a table.

4. In group, pupils completing the circuit (refer to PB page 45) by connecting it to a variety of materials in turn.

5. Pupils conclude that the conductors will permit current to pass through and it will be sufficient to light up the bulb but the insulators are cannot.

6. Teacher leads pupils to discuss and identify whether the objects are good conductors of heat, conductors of electricity or both.

LESSON 4

CLASS/TIME/

SUBJECT

CONTENT IMPACT

30


SCIENCE4J

TITLELA LOLOC

::::

FANTASTIC MATERIALS1. Properties of materials. 1.1 Understanding the properties of materials

Classify materials based on their abilities to allow light to pass through

State what a transparent materials is

State what a translucent material is State what an opaque material is List uses of transparent, translucent

and opaque materials

SPS & CCTS Observing Relating Inferring & Classifying Communicating SANV Having an interest in the


Being thankful to God Being systematicMS Use and handle science


PEKA : SPS 6 – C1, C2, C3, C4.VOCABULARY Amount-jumlah Opaque-legap Torchlight-lampu suluh Transparent-lut sinar Translucent-lut cahaya Type-jenis

ACTIVITIES :1. Teacher leads the discussion on transparent,

translucent and opaque concept using the materials given to generate pupils’ ideas and understanding.

2. Pupils discuss to classify the materials according to the amount of light passing through.

3. Pupils make a study of the things found around them to classify them into transparent, translucent or opaque objects.

4. Pupils design a simple table to classify and tabulate their findings.

LESSON 5

CLASS/TIME/

SUBJECT

CONTENT IMPACT

31


SCIENCE4J

TITLELA LOLOC

::::

CHOOSING SUITABLE MATERIALS1. Properties of materials. 1.2 Applying the knowledge of properties

of materials in every day life. Suggest ways to keep things cold Suggest ways to keep things hot Design an effective way to keep

things hot or to keep things cold.

SPS & CCTS Observing & Making

Conclusions Relating, Inferring &

Predicting Communicating SANV Being diligent &

Persevering Appreciating the




PEKA: SPS 7 – C1, C2VOCABULARY Cotton-kapas Coconut husk-sabut

kelapa Daily use-kegunaan

harian Insulators-penebat Polystyrene-polisterina Saw dusts-habuk kayu Towel-tuala Trapped air-udara

terperangkap Wrap-bungkus

ACTIVITIES :1. Teacher leads pupils to discuss the common

characteristics of insulating materials using various types of insulating materials.

2. Teacher guides pupils to make the observation and discover the air pockets in the insulating materials.

3. Pupils discuss in groups to suggest and predict the heat insulating properties of various materials.

4. Pupils discuss and suggest ways of keeping things warm (refer to page 83 TB).

5. Pupils explore the CD ROM to enrich their understanding on how heat insulating materials work and use them if they are available.

LESSON 6

CLASS/TIME/

SUBJECT

CONTENT IMPACT

32


SCIENCE4J

TITLELA LOLOC

::::

COMBINED USES OF MATERIALS1. Properties of materials. 1.3 Synthesising the knowledge about

uses of materials based on their properties. List objects and the materials that

they are made of Give reasons what particular

materials are used to make an object

State that materials are chosen to make an object based on their properties

Design an object for a specific purpose and give reasons why certain materials are used to make

SPS & CCTS Observing Relating Making inferencesSANV Realizing that science is




PEKA : SPS 1 – C1,C3VOCABULARY Casing-sarung Grip-cengkam Last longer-tahan lebih

lama Leather-kulit Metal-logam Plug-palam Rubber-getah Shoe buckle-alat logam

pada kasut untuk mengancing

Strong-kuat Waterproof-kalis air

ACTIVITIES :1. Teacher gets pupils to find out about the different

types of materials shown to them and discuss the different types of materials for making different parts of the object.

2. Pupils are asked with several questions in generate the ideas on suggesting different types of materials to substitute those that are used in the objects shown.

3. Pupils in group discuss to give reason why particular materials are used to make the object.

4. Pupils record their findings and present it to the class.

LESSON 7

CLASS/TIME/

SUBJECT

CONTENT IMPACT

33


SCIENCE4J

TITLELA LOLOC

::::

NATURAL AND MAN-MADE MATERIALS1. Properties of materials. 1.4 Knowing the importance of reuse,

reduce and recycle of materials in every day life. Give examples of natural materials Give examples of man-made

materials State that man-made materials

come from natural materials

SPS & CCTS Observing & Making

Conclusions Relating, Inferring &

Predicting Communicating SANV Being diligent &

Persevering Appreciating the




PEKA : SPS 2 – C1, C4VOCABULARY conserve - memelihara natural material - bahan

semula jadi man-made - bahan

buatan reuse - guna semula recycle - kitar semula reduce - mengurangkan wood - kayu metal - logam cotton - kapas rubber - getah silk - sutera leather - kulit

ACTIVITIES :1. Teacher leads pupils to make close observation and

discover that there are natural and man-made materials around them.

2. Pupils discuss and classify materials around them into natural or man-made materials.

3. By using external resources or visiting school compound, pupils investigate natural materials such as rock, sand and soil, and relate them to their uses and origin.

4. Pupils find out more information using the internet or CD ROM as enrichment activities to improve their understanding.

5. Pupils takes notes on the topic and complete the exercises given correctly.

LESSON 8

CLASS/TIME/

SUBJECT

CONTENT IMPACT

34


SCIENCE4J

TITLELA LOLOC

::::

REUSE, REDUCE AND RECYCLE1. Properties of materials. 1.4 Knowing the importance of reuse,

reduce and recycle of materials Give reasons why materials need

to be conserved Practise reusing, reducing and

recycling to conserve materials

SPS & CCTS Observing & Identifying Relating &

Communicating Inferring & ClassifyingSANV Being responsible Patriotism MS Use and handle science


PEKA : SPS 4 – C1, C3,C4VOCABULARY Address-alamat Cooked food-makanan

yang dimasak Do not waste-jangan

membazir Envelope-sampul surat Limited-terhad Plate-piring Reuse-guna semula Reduce-mengurangkan Recycle-kitar semula

ACTIVITIES :1. Teacher leads discussion on recycling activities

around pupils such as at school or through the mass-media.

2. Pupils discuss about recycling object and the amount of waste generated on Earth.

3. Pupils discuss among them the contents of the rubbish and implications of their actions.

4. Pupils discuss all things that can be reused, reduced in the amounts used, and recycled and different ways of conserving them.

5. Pupils list the things that can be reused and recycled.

6. Pupils carry out the recycle project in initiate a campaign to collect old newspaper or other old papers for recycling purposes.

LESSON 9CLASS/

TIME/SUBJECT

CONTENT IMPACT

35


SCIENCE4J

TITLELA LOLOC

::::

RUSTING1. Properties of materials. 1.5 Understanding that some materials can rust

Differentiate between a rusty object and a non-rusty object

Identify objects that can rust Conclude that objects made from

iron can rust Design a fair test to find out what

factors cause rusting by deciding what to change, what to observe and what to keep the same

Carry out the test and record the observations

SPS & CCTS Observing & Comparing Making Inferences &

Making Conclusions Relating Communicating SANV Being diligent &

Persevering Being honest and




PEKA : SPS 6 - C1,C2, C3, C4

VOCABULARY Blister-lencur Coating-salutan Grease-gris Paint-cat Plating-menyadur Prevent-hindar Rusted-berkarat Rough-kasar

ACTIVITIES :1. Teacher leads pupils to examine and identify rust

before allowing them explore the school surroundings.

2. Pupils discuss their findings on classifying rusty objects and non-rusty objects in comparing the characteristics.

3. Pupils make inferences about rusting materials by observing their surfaces and conclude the factors cause rusting.

4. Pupils in group carry out the experiment to find out the factors cause rusting.

5. Teacher leads pupil to make conclusion that iron needs air and moisture to rust.

LESSON 10CLASS/

TIME/SUBJECT

CONTENT IMPACT

36


SCIENCE4J

TITLELA LOLOC

::::

RUSTING1. Properties of materials. 1.6 Understanding that rusting can be prevented

State the different ways to prevent objects from rusting

Explain how these ways can prevent rusting

Explain what it is necessary to prevent rusting

SPS & CCTS Observing & Comparing Making Inferences &

Making Conclusions Relating Communicating SANV Being diligent &

Persevering Being honest and




ACTIVITIES :1. Pupils make inferences about rusting materials

using their prior knowledge on the experiment done before.

2. Teacher leads pupils to discuss the different ways to prevent objects from rusting.

3. Pupils explore more information using CR ROM to generate their understanding on explaining how rusting can be prevented by coating, greasing, plating etc.

4. Pupils complete the exercises given as the enrichment activities.

LESSON 1

CLASS/TIME/

CONTENT IMPACT

37


SUBJECT

SCIENCE4J

TITLELA LOLOC

::::

OUR SOLAR SYSTEM1. The Solar System 1.1 Understanding the Solar System. List the constituents of the Solar

System List the planets in the Solar

System in a sequence State that planets move around

the Sun

SPS & CCTS / PEKA Observing &

Sequencing Relating & Inferring Planning &

CommunicatingSANV Being thankful to GodMS Use and handle science


VOCABULARY Chunks-ketulan Glowing-berkilau Oval-bujur Path-lorong Plane-satah Spin-putar Solar System - Sistem

Suria Mercury - Utarid Venus - Zuhrah Earth - Bumi Mars - Marikh Jupiter - Musytari Saturn - Zuhal Uranus - Uranus Neptune - Neptun Pluto - Pluto

ACTIVITIES :1. Teacher leads pupils to explore the simulation on

Solar System using the CD ROM or by using the chart.

2. Pupils discuss among them on Solar System and list the constituents of the Solar System.

3. Pupils list the planets in the Solar System in a sequence.

4. Pupils discuss in their group to state that planets move around the Sun on their own path called ‘orbit’.

5. Pupils use the internet to get more information on Solar System.

6. Pupils compile pictures of planets in sequence from the Sun as their project activities.

LESSON 2

CLASS/TIME/

SUBJECT

CONTENT IMPACT

38


SCIENCE4J

TITLELA LOLOC

::::

HOW FAR AND HOW BIG1. The Solar System 1.2 Understanding the relative size and

distance between the Earth, the Moon and the Sun..

State the size of the Sun relative to the size of the Earth

State the size of the Earth relative to the size of the Moon

State the relative distance from the Earth to the Sun compares to the relative distance from the Earth to the Moon

SPS & CCTS Comparing, Relating &

Making Analogy Mathematical Skills Discussion SANV Being confident and

independent MS Use and handle science


VOCABULARY Basket ball-bola jaring Distance-jarak Glass-kaca Marble-marmar Scale-skala Size-saiz Orrey-model Sistem

Suria sago - sagu support lives -

menyokong hidupan absence of water -

ketiadaan air

ACTIVITIES :1. Teacher leads the discussion by displaying the

pictures of latest Moon landing or the space probe using the internet or CD ROM to stimulate pupils’ interest.

2. Teacher shows the computer simulation of the relative sizes of the Sun, the Moon, Earth and other planets in the Solar System.3. Teacher shows the sago bead, the glass marble and the basket ball as to comparing the sizes of the Moon, Earth and the Sun.4. Pupils discuss the analogy and draw the conclusions.5. Teacher gets pupils to build the model as explained to compare the relative sizes and

distances of the Sun and the Moon from Earth using the appropriate objects.6. Pupils complete the exercises given as the enrichment activities.

LESSON 3

CLASS/TIME/

SUBJECT

CONTENT IMPACT

39


SCIENCE4J

TITLELA LOLOC

::::

PLANETS, PLANETS, HOW ARE YOU?1. The Solar System 1.3 Appreciating the perfect placement

of the planet Earth in the Solar System. State why certain planets are not

conductive for living things Predict what will happen if the

Earth is placed much nearer or farther from the Sun

Conclude that the Earth is the only planet in the Solar System that has living things

SPS & CCTS / PEKA Comparing &

Contrasting Making inferences Research skills Other skillsSANV Appreciating the

contribution of science and technology.



VOCABULARY Atmosphere-atmosfera Heat-haba Position-kedudukan Support-menyokong Temperature-suhu

ACTIVITIES :1. Teacher plays the animation on MyCD to stimulate

pupils’ interest in the Solar System.2. Pupils discuss with teacher information about

other planets in comparison to Earth.3. Teacher leads pupils to discuss the connection

between the condition on the planet is and its ability to support life.

4. Pupils discuss to make inferences and state why certain planets are not conductive for living things.

5. Pupils predict what will happen if the Earth is placed nearer or farther from the Sun.

6. Pupils conclude that the Earth is the only planet in the Solar System that has living things.

7. Pupils complete the exercises given.

CLASS/TIME/

SUBJEC

CONTENT IMPACT

40


T

SCIENCE4M

TITLELA LOLOC

::::

HUMANS’ LIMITATION1. Technology 1.1 Understanding the

importance of technology in every day life State that there are

limitations to human’s abilities to do things

Identify devices used to overcome human’s limitations

Explain how certain devices are used to overcome human’s limitations

SPS & CCTS Making Inferences Analyzing synthesisingSANV Appreciating the


Being systematic Being thankful to

GodMS Use and handle

science apparatus and substances

VOCABULARY Detect-kesan Detector-alat

pengesan Imagine-bayangkan Overcome-

mengatasi Unable-tidak

berupaya Well hidden-

tersorok dengan baik

PekaSms 1

ACTIVITIES :1. Teacher leads pupils to discuss the

pictures on page 108 TB in generating pupils’ ideas on technology.

2.Teacher asks pupils to name other examples of what human beings can and cannot do.

3.Pupils carry out some investigation to test the limitations of their abilities such as memorizing telephone numbers without writing them down, touching the ceiling and reading from different distances.

4.Pupils investigate the devices used to overcome some of the limitations of human beings (refer to page 110 TB).

5.Pupils complete the exercises given.

LESSON 2

41


CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4M

TITLELA LOLOC

::::

DEVELOPMENT OF TECHNOLOGY1. Technology1.2 Understanding the

development of technology. Give examples of

development of technology Recognize the needs to

innovate or invent device for the betterment of mankind

SPS & CCTS Comparing &

Contrasting Visualizing Sequencing Synthesizing SANV Appreciating the


Being systematic Patriotism Having interest &

curiosityMS Use and handle


VOCABULARY Comfortable-selesa Communicate-

berhubung Exploration-

penerokaan Messages-isyarat Launched-

dilancarkan Motorized-bermotor Replace-ganti Undergone-melaluiPeka:

Sps 2 : ClassifyingSps 4: Communicating

Sms 1

ACTIVITIES :1.Teacher explains the development of

technology in agriculture (refer to page 111 TB) and draw their attention to the devices used in the olden days to plough the paddy fields and compare them with modern tractors.

2.Teacher leads the discussion on the development of technology in communication using pictures/charts and some key concepts to guide the pupils through the major changes in land, water and air transport.

3.Pupils compare the developments in land, water and air transport by answering several questions related.

4.Pupils work in pairs to prepare a folio on one of the list of devices given on the page 117 TB.

5.Pupils present their findings to the class.

42


LESSON 3

CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4M

TITLELA LOLOC

::::

SOLVING PROBLEMS1. Technology 1.3 Synthesising how

technology can be used to solve problems

. Identify problems they encounter in their daily life

Generate ideals to solve the problems identified

Design a device to solve the problem identified

Demonstrate how the device invented can be used to solve the problem identified.

SPS & CCTS Relating & Making

Inferences Communicating Generating ideasSANV Appreciating the


Being systematic Patriotism MS Use and handle


VOCABULARY Device-alat Sharpen-mengasah Shorten-

memendekkan

Peka:

-

ACTIVITIES :1.Teacher asks pupils with several

questions to gather information on the problem they encounter in school and at home in their daily lives.

2.Pupils discuss in their own group to identify one problem that they have to solve such as how to keep their money.

3.Pupils discuss to generate ideas to create devices to overcome problems identified.

4.Pupils design a device to solve the problem identified.

5.Group leader demonstrate how the device invented can be used to solve the problem identified.

43


LESSON 4

CLASS/TIME/

SUBJECT

CONTENT IMPACT

SCIENCE4M

TITLELA LOLOC

::::

ADVANTAGES AND DISADVANTAGES1. Technology1.4 Analysing that technology

can benefit mankind if used wisely State that technology has

advantages and disadvantages

Conclude that technology can benefit mankind if used wisely

SPS & CCTS Relating Communicating Drawing

conclusionsSANV Being fair and just Patriotism MS Use and handle


VOCABULARY Advantages-

kebaikan Disadvantages-

keburukan Harmful-

memberikan kesan buruk/bahaya

Improve quality of live-meningkatkan kualiti hidup

Mankind-manusia

Peka:

Sps 2: ClassifyingSps 4: Communicating

Sms 4

ACTIVITIES :1.Pupils read the dialogues on page 119 TB

to generate the ideas on the topic.2.Pupils discuss the advantages and

disadvantages of technology in preparing the ideas for the debate.

3.Teacher gets pupils to organize the debate among them by divide the class into two groups.

4.Pupils discuss on the topic selected in their own group.

5.Pupils carry out the debate based on the topic ‘The Plastic Bag; Give advantages or disadvantages’ using the ideas listed.

6.Teacher leads pupils to conclude why people use plastic and polystyrene containers for packaging nowadays.

7.Pupils complete the exercises given as the enrichment.

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lesson plan year 4 2008

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