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Daily Lesson Plan for Science Year 3

Date Time Class Attendance Learning Theme Learning Area : : : : : : 5th October 2012 0930-1030 a.m. 3 Cemerlang 9 pupils Learning About Living Things Animals At the end of the lesson student will be able to:1. State 4 external features of an animal verbally 2. Match 3 types of animals with their common external features 3. List down 2 out of 4 similarities and differences of the animals that have been discussed. Observing, communicating, relating, classifying and predicting Attributing, classifying, relating, visualizing, generating ideas and detecting differences and similarities Loving and caring towards animals, thankful to God for His creations. Discussion and communication : Students are always seeing the animals in their neighborhood, television and books Animal pictures card/ laptop, worksheets, activity books, textbooks and internet.

Science Process Skills/ Manipulative Skills

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Scientific Attitude and Noble Values Strategies

Teaching and Learning Resources

Step / Phase (Time) Orientation ( 5 minutes)

Contents Different animals have different external features -

Teaching & Learning Activities Show a Power Point presentation of animal pictures and different types of animal (Different features)

Remarks SPS -observing -relating -visualizing

Todays lesson: -Identify the external features of - Teacher will ask the pupils about : an animal Name of the animals Their habitat and their sound (Relate to the lesson) - Then, teacher will show the animals without its certain external features. - Teacher will ask the pupils which parts of the animals are missing. Then, teacher will explain the concept of external part. Eliciting ideas ( 15 minutes) To identify external features of an animals, students need to observeexternal features of: rooster goat crab fish rabbit Concept of the topic. Teacher will show the external parts of animals body to the pupils. Teacher asks the pupils which animals match with the features given. Teacher asks the pupils to identify the animals based from the external features given. In groups, pupils will be given the envelop contains the small pieces of paper which written the external parts of the animals Pupils are required to paste the paper on the pictures given. (see Appendix A)

TS -asking questions

SPS -predicting -communicating -observing -relating -visualizing TS -generating ideas -attributing

Teacher asks the students to color the external parts of the animals with the pencil color. Teacher will conduct a quiz based from activity in second phase. Pupils are divided into 2 groups for that quiz. (Word Puzzle). (See Appendix B) Instruction for the quiz: Pupils are divided in two groups. Each group is given one boards (flag) and they are required to raise the flag when they wish to answer the question There are 10 questions and the group who raise their flag faster will get the chance to answer. However, if they give the wrong answer, the chance will be opened to another group. One group only can answer one question in one time based from the picture paste by the teacher at the end of the crossword. 5 marks for the right answer and 5 marks will be deducted for the wrong answers. The winner will be given a prize. Teacher will ask the students to complete the task in the worksheet SPS -communicating -observing -relating

Restructuring Different animals possess different ideas external features: (10 minutes) rooster has feather, beak and claws - goat has leg, hoof and horn - crab has pincer (claw) or hard shell - fish has fins, scales and tail - rabbit has fur, short tail and long ears -

SANV: -honest -dare to try -cooperative -creative

Application . of ideas ( 10 minutes ) -

SPS -relating

The questions are in table or sentence form (answer are provided). (See Appendix A)

Closure ( 5 minutes)-

Every animal has its own features. rooster has beak goat has horn rabbit has tail fish has fins 2 examples of animals with similar characteristics (i) - rabbit and cat have fur - goat and cow has have horn (ii)

Sing a song entitle Animals Song. (See Appendix D) Teacher will sing the song together with the actions and followed by the pupils. Teacher summarize the lesson today by asking pupils: What are the 4 external features of animals that we had learnt today? State 2 examples of animals which possess similar characteristic with the animals that have been learnt.

SANV -obedient -honesty TS: -singing -acting -making conclusion and anticipating SANV: -confident and spirited while singing

7: Kemagnetan Ungkapan "bertentangan menarik" boleh dilambung sekitar apabila membincangkan hubungan sosial, tetapi akarnya adalah semata-mata saintifik, mengesan kembali kepada konsep kemagnetan. Pemerhatian dan pengiktirafan ini kesan daya semulajadi kembali sepanjang abad [sumber: Negara Aeronautik dan Angkasa Pentadbiran]. Walau bagaimanapun, doktor dan saintis William Gilbert adalah yang paling sering dikreditkan dengan mewujudkan sains kemagnetan pada tahun 1600 [sumber: Perbadanan Penyiaran British]. Kemagnetan adalah satu kuasa yang berlaku apabila bahan-bahan menarik atau menolak bahan-bahan lain pada jarak. Contoh yang paling biasa ini mungkin pada paparan sebagai magnet melekat pada peti sejuk anda. Magnet mempunyai medan magnet yang kuat dan menarik bahan-bahan seperti besi dalam pintu peti sejuk anda. Magnet mempunyai dua kutub (utara dan selatan) dan akan tertarik oleh kutub bertentangan dan ditolak oleh tiang seperti magnet lain [source: Kurtus]. Magnet tidak boleh berpegang kepada peti sejuk keluli tahan karat kerana yang mempunyai perkadaran yang berbeza nikel, yang cenderung untuk mengganggu dengan atom besi.