DAILY LESSON PLAN FOR YEAR 4 KBSR SCIENCE (Model 5-Phase Needham) Subject Class/Form/Year Number of Pupils Date/Time

Theme Learning Area General Learning utcomes Specific Learning utcomes : Science : Year 4 Bestari : 29 pupils (13 boys and 20 girls) : 16th ei 2013 (!riday) " 10#$0%11#$0a#& (1 hour) : 'n(estigating )i(ing *hings : )i(ing in +,tre&e -eather : .nderstand that ani&als ha(e speci/ic characteristics and beha(iors to protect the&sel(es against e,tre&e 0eather : 1# 'denti/y speci/ic characteristics and beha(iour o/ ani&als that protect the& /ro& (ery hot or cold 0eather# 2# 1escribe ho0 speci/ic characteristics and beha(iour o/ ani&als help to protect the& /ro& (ery hot or cold 0eather# : 2t the end o/ the lesson3 the student 0ill be able to 1# State at least three e,a&ples speci/ic characteristics and beha(iour o/ ani&als that protect the& /ro& (ery hot or cold 0eather correctly# 2# 'denti/y at least three e,a&ples ho0 speci/ic characteristics and beha(iour o/ ani&als help to protect the& /ro& (ery hot or cold 0eather correctly : 'n Science Year 23 pupils ha(e learnt that ani&als that ani&als ha(e di//erent e,ternal /eatures#

!"plicit #eha$ioral bjecti$es

Pre%re&uisite 'no(le)ge

Teaching Strateg*/ +etho) Science Process S,ills +anipulati$e S,ills TSTS Scientific Attitu)es An) Noble -alues

: 1iscussion"student centered strategy : 4bser(ing3 co&&unicating3 classi/ying3 &a5ing 'n/erences3 predicting3 grouping# : 6one : 7enerating idea3 attributing3 &a5ing generali8ation : Being cooperati(e3 ha(e analytical and critical thin5ing3 thin5ing rationally3 being honestly3 ha(ing an interest and 9uriosity to0ards en(iron&ent3 appreciating the balance o/ 6ature : y 91 course0are3 )913 laptop3 0hite board3 &ar5er pen3 0or5sheet#

Teaching an) Learning Ai)s

Phase/ !me O'!e"#a#!o" ( + 5 m!")#es)

Co"#e"#s/Co"$e%#s/ No#es :erbal interaction 0ith teacher and peers# +,tre&e 0eather such as hot and cold 0eather can a//ect our acti(ities#

ea$h!"& a"d Lea'"!"& A$#!(!#!es/P'o$ed)'es/S$'!%#s ea$he' P)%!ls -hile teacher sho0s the (ideo /ro& y 91 course0are o/ (ie0 to the class3 teacher as5: =upils loo5 at the (ideo /ro& the y 91 course0are and ans0er the >uestion#

Rema'*s/Comme"#s ea$h!"& A!ds, )91 )aptop h!"*!"& S*!lls,

S$'!%#, )oo5 at 1aniel3 0hy he is s0eating; -hat should 1aniel do to cool hi&sel/ do0n;

E-%e$#ed a"s.e', %'t is a (ery hot day#

7enerating idea 2ttributing a5ing generali8ation#

%Bathing %7o to cold area (2ny ans0er is acceptable)

SPS: 4bser(ing =redicting 9o&&unicating a5ing in/erence

-hat about you; <o0 do you cool yoursel/ 0hen the 0eather is hot; <o0 do you 5eep yoursel/ 0ar& 0hen the 0eather is

%Bathing %7o to cold area (2ny ans0er is acceptable) %-ear a s0eater"thic5 clothes

cold; El!$!#!"& Idea (+ /0 m!")#es) 2ni&als also need to protect the&sel(es /ro& (ery hot and cold 0eather# S$'!%#, <o0 about ani&als; <o0 ani&als protect the&sel(es /ro& hot or cold 0eather; Res#')$#)'!"& Ideas (+ 10 m!")#es) i# 2ni&als ha(e speci/ic characteristics 0hich protect the& /ro& (ery hot or cold 0eather# ii# *he speci/ic beha(iour o/ so&e so&e ani&als can *eacher as5s each group to &atch the pictures according to their characteristics in the 0or5sheet gi(en# *eacher gi(es -or5sheet 2 to each group# *eacher di(ides pupils into si, groups# *eacher as5s >uestion to the pupils#

%7o to hot area (2ny ans0er is acceptable) *he pupils 0ill try to ans0er the >uestion# E-%e$#ed a"s.e', %<a(e speci/ic characteristics and beha(iour# =upils /or& si, groups# SPS, =redicting a5ing in/erences ea$h!"& a!ds, -or5sheet 2 -or5 sheet B +ach group gets -or5sheet 2# +ach group &atches the pictures o/ ani&als according to their characteristics in the 0or5sheet gi(en# SPS, 9lassi/ying3 grouping3 2al)es, 9ooperation <a(e critical and analytical thin5ing# ea$h!"& a!ds, -hite board3 &ar5er pen

protect the& /ro& e,tre&e 0eather conditions# 2/ter that3 teacher as5s each group to present their /indings in the /or& o/ a table# *eacher discusses the ans0er 0ith the pupils and gi(es rein/orce&ent to A%%l!$a#!o"s o3 Ideas (/5 m!")#es) *hin5ing 2n '&aginary Situation to sur(i(e in e,tre&e 0eather conditions# S$'!%#s, 9an you sur(i(e in the Sahara 1esert 0ith a bottle o/ 0ater; <o0 long can you li(e in hot te&perature; %4ne day %4ne 0ee5 E-%e$#ed a"s.e', %Yes %6o the&# *eacher as5s pupils si&ple >uestions to enrich pupil?s understanding# =upils try to ans0er the >uestions posed by teacher +ach group /ills the table in the 0or5sheet gi(en#

&a5ing in/erences3 co&&unicating

ea$h!"& A!ds, -or5sheet 9 2al)es, *hin5ing rationally Being honestly SPS, 9o&&unicating a5ing in/erences =redicting

%4ne &onth (2ny ans0er is acceptable)

-hat special ite&s do you need to help you sur(i(e in such places;

%-ater %!an %.&brella (2ny ans0er is acceptable)

*eacher as5s pupils to 0rite do0n a list o/ e>uip&ents that they 0ould bring along 0ith the& to go to those places# *eacher as5s so&e pupils to read their ans0er /or the tas5 gi(en in /ront o/ the Re3le$#!o"s (+ 5 m!")#es) 9onclusion class# *eacher guides pupils to re/lect 0hat they ha(e learnt

=upils 0rite do0n a list o/ e>uip&ent that they 0ould bring along 0ith the& to go to those places#

So&e pupils co&e in /ront o/ the class to read their ans0er /or the tas5 gi(en# So&e pupils co&e in /ront o/ the class to re/lect 0hat 4ome.o'*, -or5boo5

today# *eacher as5s pupils i/ they ha(e any >uestion# *eacher gi(es ho&e0or5 to pupils as enrich&ent#

they ha(e learnt today# 2ny pupils can as5 >uestion to the teacher# =upils do their ho&e0or5 as enrich&ent#

(=age $2 and $3)

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