Subject

Science

Date

17 May 2010

Time

8.45 9.45 a.m.

Year

5A

Number of Pupils

30

Theme

Investigating the Earth and the Universe

Learning Area

The earth, the moon and the sun

Topic

Phases of the moon

Learning Outcomes:
Pupils
1. state that the Moon does not emit light.
2. explain that the Moon appears bright when it reflects sunlight.
3. describe the phases of the Moon.
Learning Objectives:
At the end of the lesson, pupils should be able to
1.

state correctly that the Moon does not emit light during pupils-teacher discussion

2.

explain accurately that the Moon appears bright when it reflects sunlight during pupilsteacher discussion

3.

name and draw correctly all different phases of the moon in a complete rotation of moon
around the earth during simulation activity

4.

state correctly that the phases of the moon are caused by the way the sunlight falls upon
the body as it orbits the earth during simulation activity

Teaching & Learning Strategies:

Constructivism, cooperative learning, simulation, discussion

Thinking Skills:

Relating, visualising, analysing, generating ideas, making

analogy, attributing

Scientific Skills:
1. Science Process Skills
2. Manipulative Skills

Predicting, inferring, communicating, observing,

defining operationally
Draw the phases of moon correctly

Scientific Attitudes and Noble Values:

Daring to try, being cooperative, being systematic,

thinking rationally, appreciating the balance of nature,
realising that science is a means to understand nature

Pre-requisite Knowledge:

Pupils already know about the moon goes around the sun and
shapes of moon

Teaching Aids & Materials:

A4 paper, torchlight, basketball, diagrams of phases of moon

Step/Phase
(Time)
Orientation
(5 minutes)

Content
Relating some events to the moon.
T.Q: Name some events that relate
to the moon in everyday life.
S.A: Lunar calendar, eclipse of the
moon, festival etc.

Teaching & Learning

Activities
Pupils discuss the events of
moon in their everyday life in
group.
Pupils list down their ideas in a
paper.
Pupils present their ideas.

Remarks
SPS:
- communicating
T.S:
- relating
Value:
- being
cooperative
T/Aids:
- A4 paper

Eliciting of
Ideas
(10 minutes)

The Moon does not emit light and its

brightness is caused by reflection of
sunlight to the earth.
T.Q: Does the Moon has its own
light?
S. A: No.

Pupils together with the

teacher discuss about the
concept that the Moon does
not emit light by itself (LO1)
and its brightness is because it
reflects sunlight (LO2).

T.Q: If you see the Moon is bright,

where does the light come
from?
S.A: From the sun / reflection of the
sunlight.

SPS:
- predicting
- inferring
- communicating
T.S:
- visualising
- relating
Value:
- daring to try

Shapes of the Moon.

T.Q: Draw and state different state
of the Moon.
S.A: - crescent moon
- half moon
- full moon

Several pupils are asked to

state and draw different
shapes of the moon on the
blackboard.

Formation of phases of moon.

T.Q: Why such phenomenon of
phases of moon exist?
S.A: Position of the Moon / the
sunlight falls upon the Moon /
the shade on the Moon.

Pupils discuss why there are

different phases of moon in
groups.
Pupils present their ideas in
class.

Restructuring
of Ideas
(25 minutes)

The phase of the moon depends on

the way the sunlight falls upon the
body of the moon.
T.Q: What are materials can be used
to simulate various phases of
the moon in this class?
S.A: A torchlight and a ball.
T.Q: If we are to carry out a
simulation to show the
formation
of the moon phases?, how to
arrange the relative position of
the sun, the earth and the
moon?
S.A: A circle is drawn on the floor.

Pupils are encouraged to plan

and suggest how to simulate
the phenomenon of the moon
phases by resembling the
available resources in groups.
Pupils are to draw what they
have discussed on the
blackboard.
Pupils are to carry out
simulation activity regarding
the phases of the moon.
The selected pupils will take
turn to record the observation
and share their findings with

SPS:
- observing
- communicating
- predicting
- defining
operationally
MS:
- Draw the
phases of
moon correctly
T.S:
- analysing
- generating
ideas

Step/Phase
(Time)

Teaching & Learning

Activities

Content
One pupil is sitting at the centre
of the circle as an observer (on
earth).
A torchlight (the sun) is shone at
a fixed point from outside of
circle. One pupil holding up a
ball moves counter clockwise
along the circumference of the
circle. The observer will record
all the observation.

their groups.
Several groups are to draw
and explain the phases of the
moon and their formation in
front of the class. (LO3 & LO4)

Remarks
-

visualising
making
analogy
Values:
- being
cooperative
- being
systematic
- thinking
rationally
- daring to try

Source of light
T/Aids:
- torch light
- basket ball
Move

X
Observer
Pupil with a ball
Phases of the moon
New moon, 1st quarter moon,
half moon, last quarter moon.
Application of
Ideas
(15 minutes)

Duration of days for full moon.

T.Q: How long does it take for a new
moon to become a full moon?
S.A: 14 days
T.Q: How many days does it takes
for the moon to orbit the earth?
S.A: 28 days
Significance of moon phases to our
everyday life.
T.Q: What are the significance
of moon phases to our everyday
life?
S.A: To determine the fasting month
and the Hari Raya for the
Muslims.

Reflection
(5 minutes)

Summarises the formation and

phases of the moon.
T.Q: How many phases of the moon
learned?
S.A: New moon, 1st quarter moon,
half moon, last quarter moon.
T.Q: How is the phases of the moon
formed?
S.A: It is formed by the way the
sunlight falls upon the body as it
orbits the earth.

Pupils are to predict the

duration of days for different
phases of the moon shown by
the teacher.

SPS:
- observing
- predicting
- communicating

Pupils are to predict the moon

phases any day of the month

T.S:
- attributing
- relating

Pupils are to discuss in group

the significance of the moon
phases to our life and other
living things.

Pupils discuss the problem

accounted during the
simulation activity.
Pupils recall the formation of
the phases of the moon and its
relation to the position of the
sun, the moon and the earth.

Values:
- appreciating
the balance of
nature
T/Aids:
- diagrams of
phases of
moon
SPS:
- communicating
Values:
- realising that
science is a
means to
understand
nature

Subject

Science

Date

23 May 2010

Time

7.45 8.45 a.m.

Year

1C

Number of Pupils

30

Theme

Learning About Living Things

Learning Area

Plants

Topic

Parts of plant

Learning Outcome:
Pupils
1. identify different parts of plant
Learning Objectives:
At the end of the lesson, pupils should be able to
1. draw picture of plants showing at least three basic parts of the plants after field trip activity
2. label at least three different parts of plant onto their drawings/during labelling activity
3. name correctly three different parts of the plants when shown any plants
Teaching & Learning Strategies:

Constructivist, field trip, cooperative learning, demonstration,

discussion

Thinking Skills:

Analysing, relating, attributing, comparing and contrasting,

making inferences, making conclusion

Scientific Skills:
1. Science Process Skills
2. Manipulative Skills

Observing, classifying, communicating, inferring

Handling specimen carefully, draw specimen correctly

Scientific Attitudes and Noble Values:

Having an interest and curiosity towards the environment,

being cooperative, thinking rationally, daring to try,
being thankful to God, appreciating the balance of nature

Pre-requisite Knowledge:

Pupils already know about the names of different plants

Teaching Aids & Materials:

Picture of a gardener working in a garden, a plant in a pot,

large plastic bags, spoon or spades or shovel, drawing papers,
markers, papers, labels of parts of plants, potato, carrot, cactus
& onion plants

Step/Phase
(Time)
Orientation
(5 minutes)

Content
Demonstration of a safe method
for digging up plants without
destroying the plant and
environment.
T.Q: What can you observe from
the picture?
S.A: A man in a garden / A man
working in a garden.
T.Q: Do you know how to dig up
plants from the soil?
S.A: Yes / No.

Eliciting of
Ideas
(20 minutes)

A field trip to collect plant

samples.
T.Q: How was the field trip?
S. A: Enjoyable / Interesting.
Comparing several types of plant
samples.
T.Q: Does your plant look
different from other groups
plants?
S.A: Yes / No.
T.Q: How they are similar?
S.A: They have similar look / they
have same parts.

Teaching & Learning Activities

Pupils are shown a picture of a
gardener working in a garden.

SPS:
- observing

Pupils observe the activities in the

picture.

TS:
- analysing
- relating

Pupils are asked questions

regarding the shown picture.
Pupils observe demonstration of
how to dig up a plant from a pot.
Pupils are told that todays lesson
is about parts of plants and they
will be taking a walk to the field
behind the school canteen where
they will dig up some small plants.

SPS:
- observing
- classifying
- communicating

Pupils are told the purpose of the

field trip is to dig up some small
plants.

M.S:
- handling
specimen
carefully
- draw specimen
correctly

Pupils are reminded to carefully

dig up one small plant sample by
making sure they get most of the
root system.

Draw a picture of a plant.

Pupils are also reminded never to

put anything in their mouth and do
not taste and eat any plant.

T.Q: Name parts of plant of your

drawing (at least three).
S.A: Leaf / stem / root / flower /
branch / fruit.

Pupils in groups are instructed to

put their plants in the given plastic
bags which they will be brought
back to the class.

The basic parts of plants roots,

stems, leaves, fruits, branches,
flowers.
T.Q: What do all the plants have
in common?
S.A: Leaves / roots / stems.
T.Q: What colour is the leaf?
S.A: Green.

T/Aids:
- a picture of a
gardener
working in a
garden
- a plant in a pot
- spoon

Pupils are divided into 6 groups.

Each group is given a large
plastic bag and a shovel.

In the class, pupils are to display

their plants on a piece of paper
and every group has to draw their
plant sample in the provided
drawing paper. (LO1)

Restructuring
of Ideas
(15 minutes)

Remarks

Each group are asked to show

their respective drawing in front of
the class and then paste them on
the blackboard.
Pupils are asked to compare and
contrast the drawings.
Pupils are asked questions that
related to the basic parts of plants
based on students plant samples.

T.S:
- attributing
- comparing and
contrasting
Value:
- having an
interest and
curiosity
towards the
environment
- being
cooperative
T/Aids:
- plastic bag
- shovel
- paper
- drawing paper
- marker pen
SPS:
- observing
- communicating
T.S:
- analysing
- comparing and
contrasting
- attributing
- relating

Step/Phase
(Time)

Content
T.Q: List three differences that
can be observed form the
displayed drawings.
S.A: Some of them have flowers /
fruits/ branch while other
plants do not.
T.Q: Which part of the plant is
Beautiful / attractive?
S.A: Flower.

Teaching & Learning Activities

Several pupils are called out to
label the parts of plant using the
displayed drawings. (LO2)

Remarks
Values:
- thinking
rationally
- daring to try

Pupils together with the teacher

discussed that not all plants have
branch, flowers and fruits.

T.Q: Do all plants produce fruits

and flowers?
S.A: No.
T.Q: Name plants that have
flowers.
S.A: Hibiscus / orchid / rose /
sunflower / tulip.
T.Q: Name plants that produce
fruits?
S.A: Papaya / durian / banana
mangosteen / mango plant.
Application of
Ideas
(15 minutes)

Parts of plants look different for

various plants to suit some
purposes.
T.Q: What are these?
S.A: Potato, carrot, cactus &
onion.
T.Q: Are they plants?
S.A: Yes.
T.Q: Why they look different from
the plants we have
discussed?
S.A: They are special / To meet
some purposes.
T.Q: Which plant we can eat?
S.A: Potato, carrot, onion.
T.Q: What part of the potato do
we eat?
S.A: We eat the specialized stem
(called tuber) of the potato
plant that grows
underground.
T.Q: What part of the carrot do we
eat?
S.A: We eat the root of the carrot
plant.
T.Q: What part of the onion do we
eat?
S.A: We eat the stem of the onion
plant.

Pupils are shown real plants

(potato, carrot and onion with
shoot and roots as well as cactus
plant) which have specialised
parts.
Pupils are led in discussion in
labelling parts of plants and the
reasons for the different
modification of the parts of the
plants. (LO3)

SPS:
- observing
- inferring
- communicating
T.S:
- attributing
- analysing
- relating
- making
inferences
Values:
- thinking
rationally
T/Aids:
- Potato, carrot,
cactus, onion
plants

Step/Phase
(Time)
Reflection
(5 minutes)

Content
Recall the basic parts of plant.

Teaching & Learning Activities

Pupils are asked to summarise
the lesson.

T.Q: Name the basic parts of

plants?
S.A: Root / stem / leaf / fruit /
branch / flower.
T.Q: What must we do to keep
plants healthy?
S.A: Provide enough sunlight /
water / fertiliser.

T.Q: Why plants are important to

us?
S.A: They provide us food, fruits,
drink (juices), shelter
(materials in building house)
and clean air to breath.

SPS:
- communicating
TS:
- making
conclusion
- relating

Pupils are asked further questions

to stimulate their thinking.

T.Q: Do all plants have to be

grown in soil? Why?
S.A: No. Because their roots can
absorb water and nutrients
without soil. E.g. orchids
plants and hydroponics
technique of developing
plants in water.
Be responsible for our natural
environment.

Remarks

Pupils are guided to understand

why we should be responsible for
our natural environment.

Values:
- being thankful
to God
- appreciating
the balance of
nature

NEEDHAMS TEACHING PHASE & CRITERIA

Orientation
1.

Is the topic clearly introduced?

2.

Does it arouse the students interest?

3.

Does it promote thinking skills?

Eliciting of Ideas
1.

What is the technique used?

2.

Are the techniques used successfully?

3.

Do the activities or questions relate to the students

previous knowledge?

Restructuring of Ideas
1.

Are the activities interesting?

2.

Are the students thinking?

3.

Is the experience meaningful? Why?

4.

Is the class control effective?

Application of Ideas
1.

What sort of problem reflective thinking?

2.

Is the students idea applicable?

Reflection
1.

Do the questions promote reflective thinking?

2.

Do the main ideas highlighted? (? closure)

3.

Are the students motivated? (? closure)