Primary Smart Science P1 - Teacher Guide

Teacher
Guide
In collaboration with
Pratomsuksa
Curriculum B.E.2551
Dickens Publishing Ltd. (UK)

1
Based on the Basic Education
Preface
Science plays an important role in our daily life. Science, with the aid of
creativity, has produced various instruments and appliances that facilitate the
running of our lives and the performance of our works. Science demands the
development of our thinking skills in various aspects such as logical, analytical
and critical. Science also requires us to develop the investigative skills that are
essential for enquiring knowledge, making decisions and solving problems
based on available data and evidences. Science is essential to the forming of a
modern knowledgeable society. Therefore, all of us need to be provided with
scientific knowledge in order to gain an understanding of nature as well as man-
made technologies and to apply them by creative and moral means for
constructive and productive purposes.
The Basic Education Core Curriculum aims to inculcate the following

five key competencies among students:
1. Communication Skill
2. Thinking Skill
3. Problem Solving Skill

4. Technology Application Skill
5. Technological Application Skill
The learning objectives emphasize on the linking of knowledge to science

processes, acquiring of investigative skills, accumulation of knowledge through
investigative processes, and problem-solving.
Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 1

Students are required to participate in all stages of learning with activities
involving practical work organized to suit each level of learning. The main
learning areas are as follows:
Living Things and Life Processes: Living things; basic units of living
things; structures and functions of various systems of living things and life
processes; biodiversity; genetic transmission; functioning of various systems of
living things, evolution and diversity of living things and biotechnology
Life and the Environment: Diverse living things in the environment;

relationship between living things and the environment; relationships among
living things in the ecosystem; importance of natural resources, and utilization
and management of natural resources at local, national and global levels; factors
affecting survival of living things in various environments
Substances and Properties of Substances: Properties of materials and

substances; binding forces between particles; changes in the state of substances;
solution formation and chemical reaction of substances, chemical equations and
separation of substances
Forces and Motion: Nature of electromagnetic, gravitational and nuclear

forces; forces acting on objects; motion of objects; frictional forces; moment of
variety of motions in daily life

Energy: Energy and life; energy transformation; properties and
phenomena of light, sound, electrical circuits, electromagnet, radioactivity and
nuclear reactions; interrelationship between substances and energy; energy
conservation; effects of utilization of energy on life and the environment
Processes of Change to the Earth: Structure and components of the

Earth; geological resources; physical properties of soil, rock, water and air;
properties of the Earths surface and atmosphere; change processes of the
Earths crust; geological phenomena; factors affecting atmospheric change
Astronomy and Space: Evolution of the solar system; galaxies; the

universe; interrelationship and effects on living things on Earth; relationship
between the sun, the moon and Earth; importance of space technology
Nature of Science and Technology: Scientific processes; investigation

for seeking knowledge, problem-solving, and scientific mind
Strands and Learning Standard

Strand 1: Living Things and Processes of Life
Standard Sc1.1: Understanding basic units of living things; relationship
between structures and functions of living things which are
interlinked; investigative process for seeking knowledge;
ability to communicate acquired knowledge that could be
applied to ones life and care for other living things.
Standard Sc1.2: Understanding of process and importance of genetic

transmission; evolution of living things and biodiversity
affecting humans and the environment; investigative process

for seeking knowledge and scientific mind; communicating
knowledge that could be applied for useful purpose
Strand 2: Life and the Environment

Standard Sc2.1: Understanding of local environment; relationship between
the environment and living things; relationship between
living things in the ecosystem; investigative process for
seeking knowledge and scientific mind; and communicating
acquired knowledge that could be applied for useful purpose
Standard Sc 2.2: Appreciating the importance of natural resources; utilization

of natural resources at local, national and global levels; and
application of knowledge for management of natural
resources and local environment on a sustainable basis
Strand 3: Substances and Properties of Substances

Standard Sc3.1: Understanding of properties of substances; relationship
between properties of substances and structures and binding
forces between particles; investigative process for seeking
knowledge and scientific mind; and communicating
acquired knowledge for useful purpose
Standard Sc3.2: Understanding of principles and nature of change in the

states of substances; solution formation; reactions;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge that could
be applied for useful purpose

Strand 4: Forces and Motion
Standard Sc4.1: Understanding of the nature of electromagnetic,
gravitational and nuclear forces; investigative process of to
seeking knowledge and applying acquired knowledge for
useful and ethical purposes
Standard Sc4.2: Understanding the characteristics and the types of motion of

natural objects; investigative process for seeking knowledge
and scientific mind; and communication of acquired
knowledge for useful purposes
Strand 5: Energy
Standard Sc5.1: Understanding the relationship between energy and life;
energy transformation; interrelationship between substances
and energy; effects of energy utilization on life and the
environment; investigative process for seeking knowledge;
and communication of acquired knowledge that could be
applied for useful purposes
Strand 6: Change Processes of the Earth

Standard Sc6.1: Understanding of various processes on the Earths surface
and inside the Earth; relationship between various processes
that cause changes in climate, topography and form of the
Earth; investigative process for seeking knowledge and
scientific mind; and communication of acquired knowledge
that could be applied for useful purposes

Strand 7: Astronomy and Space
Standard Sc7.1: Understanding of evolution of the Solar System, galaxies
and the universe; interrelationships within the Solar System
and their effects on the living things on the Earth;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge for useful
purpose
Standard Sc 7.2: Understanding of importance of space technology utilized

for space exploration and natural resources for agriculture
and communication; investigative process for seeking
knowledge and scientific mind; and communication of
acquired knowledge that could be ethically applied to life
and the environment
Strand 8: Nature of Science and Technology

Standard Sc8.1: Application of scientific processes and scientific mind in
investigation for seeking knowledge and problem-solving;
knowing that most natural phenomena assume definite
patterns are explainable and verifiable within the limitations
of data and instruments available during particular periods
of time; and understanding science, technology, society and
the environment are interrelated

Learners Quality
Understand general characteristics of living things and the existence
of diverse living things in the local environment
Understand the phenomena and changes in materials in the
surroundings; natural forces; forms of energy
Understand physical properties of soil, rock, water, air, the sun and
stars
Pose questions about living things, materials and objects as well as
various phenomena in the surroundings; observe, explore and verify with the
use of simple instruments, and communicate what has been learned through
story-telling, writing or drawing pictures
Apply scientific knowledge and processes in life and search for
additional knowledge; implement the projects or work assignments as
prescribed or in accord with their interests
Show enthusiasm, interest in learning and appreciation of the
environment around them; show kindness and care and concern for other living
things
Carry out assignments with determination, care, economy and honesty
until successfully complete, and work happily with others
For common understanding and correct interpretation, the curriculum prescribes

various codes for learning standards and indicators. One example is shown
below:
Sc 1.1 Gr 1/2
Sc Subject area of Science
1.1 First subject area, Standard 1
Gr1/2 Indicator 2 for Grade (Pratomsuksa) 1

YYeea
arrllyy T
Teea
acch
hiin
nggP
Plla
ann
Science Grade 1 (Pratomsuksa 1)
5 chapters 80 hours
Learning areas Time (hours)
Things Around Us 21
Living things and non-living things
Characteristics of living things
Soil
Animals and Plants Around Us 23
Animals around us
Plants around us
Ourselves 17
Our body
Our five senses
Good habits
Toys and Household Appliances 15
Grouping
Materials
Pull and push
Clear Blue Sky 4
Day and night
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must
attain the standard as prescribed in the learning standards and indicators.

IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass
CChhaapptteerr 11 TThhiinnggss AArroouunndd UUss ((2211 hhoouurrss))
Indicators Learning Areas
Sc1.1 Gr1/1 Compare differences between Living things and
living things and non-living things. non-living things
Sc1.2 Gr1/1 Specify characteristics of living Characteristics of

things in the local area, and categorise them living things
by using external characteristics as criteria.
Sc6.1 Gr1/1 Explore, experiment and explain Soil

components and physical properties of soil in
the local area.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
Students will be taught to:
1. Understand that living things and non-living things are different.
2. Understand the characteristics of living things.
3. Understand soil.
L
Leeaarrnniinngg O
Ouuttccoom
meess
Students will be able to:
1. Describe the differences between living things and non-living things.
2. Describe the characteristics of living things.
3. Describe the components of soil.
4. Describe flow of water through different types of soil.
5. List the uses of soil.

L
Leeaarrnniinngg A
Arreeaass
Living things and non-living things
Characteristics of living things
Soil
T
Teeaacchhiinngg aanndd L
Leeaarrnniinngg A
Accttiivviittiieess
1st 2nd hours (Living Things and Non-Living Things)
1. Ask students to observe the things in the classroom. What do they see?
What are living things and what are non-living things?
2. Refer to page 2.
3. Carry out Activity Corner 1 to identify living things and non-living
things.
4. Have students work on Exercises A to C on pages 5 and 6 of the
workbook as their homework.
5. Ask students to try Enrichment Activity 1.
3rd 12th hours (Characteristics of Living Things)

1. What do we need to stay alive? What must we do to stay alive?
2. Refer to pages 6 and 7. We need to eat, drink and breathe. What happen
to living things if they do not eat, drink or breathe?
3. Have students work on Exercise D on page 7 of the workbook as their
homework.
4. What else can living things do that non-living things cannot do? Refer to
pages 8 to 10. Living things can move by themselves, can grow and can
reproduce. Are humans living things?
5. Have students work on Exercises E to H on pages 7 to 10 of the
6. Guide students to summarize the characteristics of living things by
referring to page 11.
7. Carry out Activity Corner 2 on page 11.
13th 20th hours (Soil)

1. Go to the school garden and show students some soil. Ask students what
soil is made up of.
2. Carry out Activity Corner 3 on page 14 to analyze components of soil.
3. Refer to page 15 to understand the components of soil.
4. Ask students to work on Exercise J on page 11 of the workbook as their
homework.
5. There are three types of soil - garden soil, sand and clay. Show students
the three types of soil. Repeat Activity Corner 3 with the three types of
soil to find out the components.
6. Refer to page 15. Ask students to work on Exercise I on page 11 of the
7. What happens when we pour water into soil? Will the water go through
the soil easily?
8. Carry out Activity Corner 4 to analyze the flow of water through the
three types of soil.
9. Refer to page 18 for explanation. Ask students to work on Exercise K on
page 12 of the workbook as their homework.
10.Carry out Activity Corner 5 to discover things made from soil. Refer to
page 20.
11.Have students work on Exercises L and M on pages 13 to 14 of the
12.Ask students to try Enrichment Activity 3.

21st hour (Conclusion)
1. To test their understanding of this chapter, have students do Test
Yourself on pages 23 and 24.
E
Emmpphhaassiizzeedd SSkkiillllss::
1. Observing
2. Classifying
3. Making inferences
4. Comparing and contrasting
5. Predicting
6. Communicating
7. Using and handling science apparatus correctly and safely
8. Handling specimen correctly and carefully
L
Leeaarrnniinngg M
Maatteerriiaallss::
Primary Education Smart Textbook Science P1
Primary Education Smart Workbook Science P1
Garden soil, sand, clay

Learning Outcome Form
Name-Surname: ............................................................................. No. ..................................

Pratomsuksa: .................................................................................... Date: ................................
Chapter 1 Things Around Us
Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
...........................................................
Contents that you need teacher
to explain further: ........................................................... Knowledge gained from this
........................................................... chapter:
...............................................................
...............................................................
............................................................... ...........................................................
...............................................................
...............................................................
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..............................................................
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Chapter 1 Contents that you like the

Things Around most in this chapter (give your
Application of knowledge from Us reason):
this chapter on your daily life:
...........................................................
...............................................................
...........................................................
................................................................
...........................................................
................................................................
...........................................................
................................................................
Exercises that you like and want
to be selected as the
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................

CChhaapptteerr 22 AAnniimmaallss aanndd PPllaannttss AArroouunndd UUss ((2233 hhoouurrss))

Sc1.1 Gr1/2 Observe and explain Animals around us
characteristics and functions of external Plants around us
structures of plants and animals.
Sc1.2 Gr1/1 Specify characteristics of living

things in the local area, and categorise them
by using external characteristics as criteria.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Analyze animals.
2. Analyze plants.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State the sounds animals make.
2. State how animals move.
3. State the habitats of animals.
4. State the external characteristics of animals.
5. Group animals by their similar external characteristics.
6. State the parts of plants.
7. Group plants by their similar external characteristics.
8. List the importance of animals and plants.

L
Leeaarrnniinngg A
Arreeaass
Animals around us
Plants around us
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 12th hours (Animals Around Us)
1. Carry out Activity Corner 1 on page 27 to make some models of animals.
Ask students name the animals.
2. Ask students to look at the animals on page 26. Ask them to name the
animals they can find in the picture.
3. Have students work on Exercises A and B on pages 22 and 23 of the
workbooks as their homework.
4. What sounds do animals make? Refer to page 28. Ask students to imitate
the animal sounds.
5. Have students work on Exercise C on page 24 of the workbook as their
homework.
6. Ask students to describe the movements of some animals. Refer to page
28.
7. Have students work on Exercise D on page 25 of the workbook as their
homework.
8. Discuss with students the living places of some animals. Refer to pages
29 to 33.
9. Have students work on Exercise E on page 26 of the workbook as their
homework.
10.Get a few pictures of animals. (You may get the pictures from
http://www.sciencekids.co.nz/pictures/animals.html.) Ask students to
identify parts of the animals in the pictures. Refer to page 34. Guide them
to know the main functions of those parts.

11.Have students work on Exercises F and G on pages 27 and 28 of the
12.We can group animals based on their differences. Refer to page 35.
13.Carry out Activity Corners 2 and 3 on pages 36 and 37 to group animals.
14.Have students work on Exercises H and I on page 29 of the workbook as
their homework.
13th 22nd hours (Plants Around Us)

1. Look at the picture on page 41. Ask students to identify the plants in the
picture.
2. Carry out Activity Corner 4 to make pressed plants.
3. Have students work on Exercises J and K on pages 30 and 31 of the
4. Go to the school garden. Help students to identify parts of a plant.
5. Refer to page 43 to know the functions of the parts of a plant.
6. Have students work on Exercises L and M on pages 32 and 33 of the
8. We can group plants based on their differences.
10.Have students work on Exercise N on page 34 of the workbook as their
homework.
11.Carry out Activity Corner 7 on page 46 to find out the importance of
animals and plants.
12.Have students work on Exercises O to Q of pages 35 to 37 of the

23rd hour (Conclusion)
1. To test their understanding, ask students to work on Test Yourself on
page 50.
E
1. Observing
2. Predicting
4. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::
Pictures of animals

Name-Surname: ............................................................................. No. ..................................

Chapter 2 Animals and Plants Around Us

chapter:
...........................................................
........................................................... chapter:
...............................................................
...............................................................
............................................................... ...........................................................
...............................................................
...............................................................
...............................................................
..............................................................
...............................................................
Chapter 2
Contents that you like the
Animals and most in this chapter (give your
Application of knowledge from Plants Around Us reason):
...........................................................
...............................................................
...........................................................
................................................................
...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................

CChhaapptteerr 33 O Ouurrsseellvveess ((1177 hhoouurrss))

Sc1.1 Gr1/3 Observe and explain Our body
characteristics, functions and importance of Our five senses
external human organs as well as health care. Good habits
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand parts of our body.
2. Understand our five senses.
3. Realizing the good habits.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Identify parts of our body.
2. Identify the functions of parts of our body.
3. Practice good habits.
L
Leeaarrnniinngg A
Arreeaass
Our body
Our five senses
Good habits

T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (Our Body)
1. Look at our body in mirrors. Ask students to name the parts of our body.
2. Refer to pages 52 and 53.
3. Make sure students can name the parts of our body and head correctly.
4. Have students work on Exercises A to C on pages 41 and 42 of the
5th 10th hours (Our Five Senses)

1. Explain the five senses of our body.
2. What do we use our eyes, ears, tongue, skin and nose? What happens if
we do not have those parts?
3. Refer to pages 56 to 62.
5. Have students work on Exercises D to F on pages 43 to 45 of the
11th 16th hours (Good Habits)

1. Ask students what they do before they go to schools every day. Do they
brush their teeth, take a bath and have breakfast every morning?
2. Discuss with students why they need to wash their hands before eating
and after using the toilet.
3. Refer to page 66 and 67.
4. Have students work on Exercises G to I on pages 46 to 48 of the

17th hour (Conclusion)

1. To test students understanding, have them work on Test Yourself on
page 70.
E
1. Observing
3. Generating ideas
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 3 Ourselves

chapter:
...........................................................
........................................................... chapter:
...............................................................
...............................................................
............................................................... ...........................................................
...............................................................
...............................................................
...............................................................
..............................................................
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Application of knowledge from Ourselves most in this chapter (give your

reason):
...........................................................
...............................................................
...........................................................
................................................................
...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................

CChhaapptteerr 44 TTooyyss aanndd H Hoouusseehhoolldd AApppplliiaanncceess ((1155 hhoouurrss))

Sc3.1 Gr1/1 Observe and specify apparent Grouping
characteristics or properties of materials Materials
utilized for making toys or articles of everyday
use.
Sc3.1 Gr1/2 Classify the materials utilized for
making toys or articles of everyday use as well
as specify the criteria for such classification.
Sc4.1 Gr1/1 Experiment and explain the act of Pull and push
pulling or pushing objects.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Analyze grouping of things.
2. Understand types of materials.
3. Understand pull and push.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Group things by their external features.
2. Identify types of materials.
3. Identify pull and push.

L
Leeaarrnniinngg A
Arreeaass
Grouping
Materials
Pull and push
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 7th hours (Grouping)
1. There are many things around us. We can group the things around us by
their colors, shapes, sizes or hardness.
2. Refer to pages 73 and 74.
4. Have students work on Exercises A to E on pages 53 to 56 of the
8th 9th hours (Materials)

1. There are many different materials such as glass, wood, plastic, metal and
rubber.
2. Ask students to look at the things around them. Ask them to identify
things that are made up of glass, wood, plastic, metal and rubber.
3. Carry out Activity Corners 2 and 3 on pages 78 and 79.
4. Have students work on Exercise F on page 57 of the workbook as their
homework.
10th 14th hours (Pull and Push)

1. Explain to students what a push and a pull are. What are the differences?
2. Carry out Activity Corners 4 to 6.
3. What are the activities that involve a pull or a push? Refer to page 85.
4. Have students work on Exercises G to I on pages 58 to 60 of the

1. To test students understanding, ask them to work on Test Yourself on
page 87.
E
1. Observing
2. Classifying
4. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 4 Toys and Household Appliances

chapter:
...........................................................
........................................................... chapter:
...............................................................
...............................................................
............................................................... ...........................................................
...............................................................
...............................................................
...............................................................
..............................................................
...............................................................
Chapter 4
Toys and Household Contents that you like the
Appliances most in this chapter (give your
Application of knowledge from
reason):
...........................................................
...............................................................
...........................................................
................................................................
...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................

CChhaapptteerr 55 BBlluuee SSkkyy ((44 hhoouurrss))

Sc7.1 Gr1/1 Specify that in the sky there are Day and night
the sun, the moon and stars
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand the difference between the day sky and the night sky.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Identify the day sky.
2. Identify the night sky.
L
Leeaarrnniinngg A
Arreeaass
Day and night
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 3rd hours (Day and night)
1. What do we see in the day sky and night sky? What are the differences?
2. Refer to page 90.
3. Carry out Activity Corner 1.
4. Have students work on Exercises A and B on page 62 of the workbook as
their homework.

1. To test students understanding, ask them to work on Test Yourself on
page 92.
E
1. Observing
3. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 5 Blue Sky

chapter:
...........................................................
........................................................... chapter:
...............................................................
...............................................................
............................................................... ...........................................................
...............................................................
...............................................................
...............................................................
..............................................................
...............................................................
Application of knowledge from Blue Sky most in this chapter (give your
reason):
...........................................................
...............................................................
...........................................................
................................................................
...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................

You may use Term Test 1 on pages 63 to 66 of the workbook to test students
understanding after learning the first 2 chapters and also Term Test 2 on pages
67 to 70 for all the chapters learnt.
Notes: Strand 8: Nature of Science and Technology is inculcated in all the

activities appearing in all the chapters. Through the activities, students will
learn to
pose questions about the matter studied as prescribed or in accord with
their interests.
plan for observation, exploration, verification, study and research by
using their own ideas and those of their teachers.
use suitable materials, instruments for exploration and verification and
record results using simple methods.
arrange data obtained from exploration and verification into groups and
present results.
express opinions in the course of exploration and verification.
make a record and explain results of the exploration and verification by
drawing pictures or writing short texts.
verbally present their work to understand.

Primary Smart Science P1 - Teacher Guide

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Primary Smart Science P1 - Teacher Guide

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Teacher

Dickens Publishing Ltd. (UK)

The Basic Education Core Curriculum aims to inculcate the following

3. Problem Solving Skill

5. Technological Application Skill

The learning objectives emphasize on the linking of knowledge to science

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 1

Life and the Environment: Diverse living things in the environment;

Substances and Properties of Substances: Properties of materials and

Forces and Motion: Nature of electromagnetic, gravitational and nuclear

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 2

Processes of Change to the Earth: Structure and components of the

Astronomy and Space: Evolution of the solar system; galaxies; the

Nature of Science and Technology: Scientific processes; investigation

Strands and Learning Standard

Standard Sc1.2: Understanding of process and importance of genetic

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 3

Strand 2: Life and the Environment

Standard Sc 2.2: Appreciating the importance of natural resources; utilization

Strand 3: Substances and Properties of Substances

Standard Sc3.2: Understanding of principles and nature of change in the

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 4

Standard Sc4.2: Understanding the characteristics and the types of motion of

Strand 6: Change Processes of the Earth

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 5

Standard Sc 7.2: Understanding of importance of space technology utilized

Strand 8: Nature of Science and Technology

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 6

For common understanding and correct interpretation, the curriculum prescribes

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 7

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 8

Sc1.2 Gr1/1 Specify characteristics of living Characteristics of

Sc6.1 Gr1/1 Explore, experiment and explain Soil

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 9

3rd 12th hours (Characteristics of Living Things)

13th 20th hours (Soil)

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 11

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 12

Name-Surname: ............................................................................. No. ..................................

Feeling after learning this

Chapter 1 Contents that you like the

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 13

Indicators Learning Areas

Sc1.2 Gr1/1 Specify characteristics of living

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 14

Primary Education Smart Textbook Science Pratomsuksa 1 Lesson Plan 15

13th 22nd hours (Plants Around Us)

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Feeling after learning this

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Indicators Learning Areas

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5th 10th hours (Our Five Senses)

11th 16th hours (Good Habits)

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17th hour (Conclusion)

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Chapter 3 Contents that you like the

Application of knowledge from Ourselves most in this chapter (give your

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