Daily Lesson Plan Year 5 Forces and Energy

DAILY LESSON PLANINVESTIGATING FORCE AND ENERGY ENERGY.

Class /Subject /Time

Activity Impact

Theme : Investigating Force and EnergyLA : 1 EnergyLO : 1.2 Understanding that energy can be

Transformed from one form to another.

LOC : 1.2.1 State the various forms of energy.TLS : 1 Use of teaching C-D Rom.

2 Discussion.Activity : 1 Pupils gather and name about the resources of energy. 2 In groups, the pupils discuss about the main source of energy is the sun. 3 Pupils observe various events and identify the form of energy that involved with our daily activity. 4 Pupils write out the various resources of energy and various forms of events .

Assessment : Answer the questions from the teaching CD Rom.

SPSObservingRelatingClassifying

MSCollect picture relating to the sources of energy

CCTSGroupingComparing and contrasting

NVHaving an interest and curiosity towards the environment.

Reflection

Class /Subject / Activity Impact

Time Theme : Investigating Force and EnergyLA : 1 EnergyLO : 1.2 Understanding that energy can be Transformed from one form to another.LOC : 1.2.2 State that the energy can be transformed.

1.2.3 Give examples of appliances that Make use of energy transformation

TLS : 1 The use of teaching C-D Rom and the use of technology . 2 Experiment. Activity : 1 Pupils carry out the experiment to observe the transformation of energy. 2 In groups, the pupils discuss about that energy can be transformed into various forms of energy. 3 Pupils gather information and Identify appliances that make use of energy transformation and state the form of energy involved. Assessment : 1 Answer the questions from the teaching CD Rom. 2 State out the variables

SPS :ObservingPredicting / VisualizingDefining Operationally

MS :Use and handle the appliances that make use of energy.

CCTS :GroupingComparing and contrasting

NV :Appreciating the contribution of scienceAnd technology.

Reflection :

CLASS/SUBJECT/TIME

ACTIVITY IMPACT

THEME: INVESTIGATING FORCE & ENERGYLA : Energy

SPS : Grouping,

LO : 1.3 Understanding renewable and non- renewable energy.LOC : 1.3.1 State what renewable energy is. 1.3.2 State what non-renewable energy is.

TLS : - discussion - CD-ROM

ACTIVITY :1. Pupils view video about hydroelectric dam.

Teacher ask some questions according to the video.

2. Teacher explain the meaning of renewable and non-renewable energy.

3. Pupils are given the picture of renewable and non-renewable energy.

4. In group, pupils identify the pictures and classify them into renewable or non-renewable energy.

5. After finish, teacher ask pupils what will happen if renewable energy cannot be replenished.

6. Pupils make a conclusion guiding by teacher.

ASSESMENT :1. Pupils answer all question in worksheet given.

classifying.

MS : -

CCTS : generating ideas.

NV :1. Being cooperative.2. Being thankful to God.

REFLECTION :

SUBJECT/ CLASS ACTIVITY IMPACT

Theme : Investigating force and energy.LA : EnergyLO : Understanding renewable and non-renewable energy.LOC : 1.3.3 List renewable energy resources

SPS;* Communicating

CCTS; * Grouping and

1.3.4 List non-renewable energy resources

TLS : Discussion

Activity :1. Teacher starts the lesson by asking pupils to refer to page 40 the textbook.2. Teacher elicits and list on the board pupil idea on the various types of energy resources they can think.3. The teacher use a suitable graphic organizer to classify the resources into renewable and non- renewable energy.4. By grouping pupils list down renewable and non-renewable energy.5. Discussion session.Assessment :

Pupils do exercises in activity book.

classifying

NV ;* Being cooperative

Reflection;

SUBJECT/ CLASS ACTIVITY IMPACT

Theme : Investigating force and energy LA : EnergyLO : Understanding renewable and non-renewable energy.LOC : 1.3.5 Explain why we used energy wisely.

Activity : 1. Teacher give the passage about The

SPS Observing Defining operationally Classifying Communicating

CCTS Synthesizing- pupil make a

list of 10 ways to save energy in the form.

Resources on Earth to the pupils.2. Pupils read the passage and get the important point about the energy3. Pupils complete the tables and discuss with the class with the teacher’s guidance.4. Brainstorming activity to list the reason and the way to use energy wisely.

Assessment : Pupil answer the worksheet paper

NV Being thankful to god

- pupil are thankful to god for creating a variety of energy resources.

Reflection

CLASS/SUBJECT/TIME

ACTIVITY IMPACT

THEME: INVESTIGATING FORCE & ENERGYLA : Renewable and Non-Renewable EnergyLO : Understanding renewable and non-renewable energy.LOC : 1.3.6 Explain why renewable energy is better than non-renewable energy. 1.3.7 Give examples on how to save energy.

TLS : - Discussion

SPS : - Communicating- Predicting- Making inference- Making conclusion.

MS : -

ACTIVITY :1. Pupils list down renewable and non-renewable energy then discuss which one of the energy cannot be replenished.2. Teacher ask some question to the pupils what will

happen if non renewable energy resource used continuously such as :

a. The electrical appliances is switch on all day long.

b. If their car engine running non stop. 3. Pupils predict the result if same thing applied to the renewable energy resources and give their reason.4. Pupils discuss in group the advantages of renewable and non-renewable energy, then explain why renewable energy is better than non-renewable energy.5. Pupils discuss what they can do to save energy.6. Pupils make a conclusion.

ASSESMENT :Pupils answer worksheet given.

CCTS :- comparing and contrasting.

NV :- Thinking rationally- Dare to try.

REFLECTION :

CLASS/ SUBJECT ACTIVITY IMPACT

Theme ; Investigating Force and energyLA ; EnergyLO ; 1.3 Understanding renewable and non-renewable energy.LOC ; 1.3.8 Practice saving energyTLS ; 1. Uses of technology – CD-ROM 2. Discussion

Activity ;

1. Pupils discus in group to make a list of ways in which they can save energy at home.

2. Teachers reminds pupils to be honest in administering the survey.

SPS;* Communicating

CCTS; * Generating ideas

NV ;* Being thankful to God * Being honest and accurate in recording and

3. Pupils administer the survey sheets to find out whether their family members practice any of the ten ways of saving energy listed.

4,. At the end of the survey pupils calculate the total score to represent the extent to which their family members practice the tips in the list.

Assessment; Answer question in the worksheet.

validating data. * Attributing

Reflection;

CLASS/ SUBJECT/

TIMEACTIVITY IMPACT

THEME : Investigating Force and Energy.

LA : 2. Electricity

LO : 2.1. Knowing the sources Electricity.

LOC : 2.1.1 State the sources of electricity.

TLS : 1. Discussion. 2. Experiment.

ACTIVITY.

1. Teacher starts lesson by asking

SPS :

Communicating Relating Observing

MS :

Store science apparatus.

CCTS :

Making Inference. Comparing and

contrasting. Making conclusion.

NV :

pupils to name some appliances that require electricity to work and asks what different sources of electricity are there.

2. Teacher explains that they are going to light up bulb by selecting different sources of electricity. Start by dry cell

(What this one work? Why? )3. Teacher asks pupils to work the

other components such as a dynamo and a solar cell (with reasons) before testing.

( What do you think will happen when the dry cell is replaced by another source of electric ? ).

4. Teacher relates the uses of source of electricity in everyday life. Encourage pupils to discuss in their groups and name other example of appliances that use other sources of electricity. For example a calculator uses a solar cell, a car uses an accumulator and a bicycle need a dynamo to light up. ( Students make activity in group with different sources and compare their finding with other group, record them in their Science Journal. )

5. Teacher reminds pupils to use electricity wisely in daily life.

Being thankful to God.

Being systematic. Appreciating the

balance of nature.

REFLECTION:

Class/Subject/Time

Activity Impact

Theme : Investing Force and Energy

LA: 2. Electricity

LO : 2.2 Understanding a series circuit and a parallel circuit

LOC :

2.2.1 Identify the symbols of various components in a simple electric circuit2.2.2 Draw circuit diagrams

TLS :

Pupils are introduced the symbols of the components in an electric circuit.

Pupils build as many different electric circuits as they can.

SPS

CommunicatingRelating

AttributingObserving

MS

Draw Circuit correctly and

carefully

CCTS

Grouping and analyzing

NV

Activity :

1. Pupils are introduced the symbols of the components, i.e. battery, bulb, connecting wires and switch.

2. Teacher shows a few symbols and asked the pupils to name the symbols given.

3. Teacher puts a card on the blackboard containing the symbols that have been taught and asked the pupils to write the name of the symbols.

4. Teacher builds a few electric circuits based on the diagrams.

5. Teacher lets the pupils to build as many different electric circuits as they can.

6. Pupils draw circuit diagrams based on the circuits that they have built.

Example :

Note : series and parallel circuits will not be taught in this lesson

Assesment :Answer questions in the worksheet and MyCd.

Being kind-hearted and

caring

Reflection

Ninety percent of the pupils can

answer the questions correctly


Activity Impact


LA : 2. Electricity.

LO : 2.2. Understanding a series circuit and a parallel circuit.

LOC : 2.2.3. Identify the difference in the arrangement of bulbs in

series and parallel circuits.

TLS : CD-ROM display Diagrams displayACTIVITIES :

SPS : Observing. Predicting.

CCTS : Predicting Making generalizations.

NV : Appreciating the contribution of science.

Reflection :

1. Pupils revise the diagram of series and parallel circuits displayed on the screen.

2. Pupils gather in groups and each group asked to build both type of circuit.

3. Asked pupils to identify the difference in the arrangement of bulbs in series and parallel circuits. List them.

ASSEEMENT :Answer questions in the worksheet and My CD.


Activity Impact


LA : 2. Electricity.LO : 2.2. Understanding a series circuit and a parallel circuit.LOC : 2.2.4. Build a series circuit.

TLS : CD-ROM display Experiment.

ACTIVITIES :1. Pupils revise the diagram of a series

circuit displayed on the screen.

2. Pupils gather in groups and each group is asked to get a set of apparatus needed to build a series circuit.

3. Pupils build a series circuit usingi. 1 bulbii. 2 bulbs.iii. 3 bulbs.

SPS : Observing. Predicting. Experimenting. Comparing

MS : Use and handle science apparatus. Store science apparatus.


NV : Responsible about safety. Appreciating the contribution of science.

Reflection :

PEKA :

4. Pupils observe and compare the brightness of the bulb/bulbs in the circuits.

5. Making conclusion


SPS 1, SPS 6, SPS 7

SMS 1, SMS 5


Activity Impact



LO : 2.2. Understanding a series circuit And A parallel circuit.

LOC : 2.2.6. Compare the brightness of the bulbs in a series and a parallel circuit .

TLS : Experiment.

ACTIVITIES :

1. Pupils draw a series circuit diagram2. Pupils draw a parallel circuit

diagram3. Pupils gather in groups and each

group is asked to get a set of apparatus needed to build both circuits.

4. Pupils build a series circuit.5. Pupils build a parallel circuit.6. Pupils observe and compare the

SPS : Observing. Predicting. Experimenting. Comparing

MS : Use and handle science apparatus.


CCTS : Predicting Relating.

NV : Responsible about safety.

Appreciating the contribution of science.

PEKA :SPS 1, SPS 6, SPS 7

SMS 1, SMS 5

brightness of the bulb/bulbs in the circuits.


Reflection :


Activity Impact



LO : 2.2. Understanding a series circuit and a parallel circuit.

LOC : 2.2.7. Compare the effect on the bulbs when various switches in a series circuit and a parallel circuit are off.

TLS : CD-ROM display Experiment.

ACTIVITIES :

1. Pupils revise the diagram of a series circuit prepared by the teacher earlier.

2. Pupils gather in groups and each group is asked to get a set of apparatus needed to build the circuit.

3. Pupils build circuit usinga. 3 switch andb. 3 bulbs.

4. Pupils carry out activities and compare what happen to the bulbs when various switches are off. (Practical book page 21)

5. repeat step 1 to 4 for parallel circuit.

SPS : Observing. Predicting. Experimenting.

MS : Use and handle science apparatus



NV : Responsible about safety.

Appreciating the contribution of science.

PEKA :SPS 1, SPS 6, SPS 7

SMS 1, SMS 5


Reflection :

CLASS/SUBJECT

/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 2. ElectricityLO : 2.3 Understanding the safety precautions to be taken when Handling electrical appliances

LOC : 2.3.1 Describe the danger of mishandling electrical AppliancesTLS : Discussion

ACTIVITY:

1. Teacher shows a few pictures on effects of mishandling electrical appliances.

2. Teacher ask the pupils :Why these can happen? (According to the pictures)

3. Pupil response to the question.

4. Pupil talk about other experience that they have gone through by watching or reading about the danger of mishandling electrical appliances.

5. Teacher asks pupils in group of four to gather information about the danger of mishandling electrical

SPS: 1. Communicating2. Observing

CCTS:1. Generating ideas2. Attributing3. Relating

NV:1. Appreciate the

contribution of science and technology.

2. Being responsible about the safety of oneself, others, and the environment.

3. Being flexible and open minded

REFLECTION:

appliances.6. Discussion.

ASSESMENT:Answer questions in the worksheet and My CD

CLASS/SUBJECT/

TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 2. ElectricityLO : 2.3 Understanding the safety precautions to be taken when handling electrical appliancesLOC : 2.3.2 Explain the safety precautions to be taken when using electrical appliancesTLS : 1. Use technology – CD-ROM 2. Discussion

ACTIVITY : 1. Teacher asks pupils to revise on the

previous lesson.2. In group of five, pupils try to list out the

safety precautions that should be taken when using electrical appliances.

3. Pupils present their ideas to share with the whole class.

4. Teacher plays a video CD.

ASSESMENT :Answer questions in the worksheet and My CD

SPS : CommunicatingObserving Making conclusionPredicting

CCTS :Generating ideas Attributing

NV :Appreciate the contribution of science and technology.

Being responsible about the safety of oneself, others, and the environment.

REFLECTION :

CLASS/SUBJECT/

TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 2. ElectricityLO : 2.3 Understanding the safety precautions to be taken when handling electrical appliancesLOC : 2.3.2 Explain the safety precautions to be taken when using electrical appliancesTLS : Discussion, Drawing

ACTIVITY : 1. Teacher asks pupils to explain the safety precautions to be taken when using electrical appliances.2. Pupils discuss and explain the safety precautions.3. Teacher asks pupils to make a poster about the safety precautions.4. Pupils prepare their poster.

SPS : Communicating

CCTS : Attributing , Relating

NOBLE VALUES:Appreciate the contribution of science and technology.

Being responsible about the safety of oneself, others, and the environment.

REFLECTION :

Class / Subject /

Time

Activity Impact

Theme : Investigating force and lightLA : 3. LightLO : 3.1 Understanding that light travels in a straight line.LOC : 3.1.3 Describe how shadow is formedTLS : Discussion

Activity1. Pupils observe the shadow when

light is blocked by an opaque or a translucent objects.

2. Pupils discuss the formation of shadow and make a conclusion.

AssessmentAnswer question in the worksheet.

SPS- Observing- Making conclusion

CCTS- Attributing

NV- Appreciating the

contributing of science and technology.

Reflection

Class / Subject /

Time

Activity Impact

THEME : INVESTIGATING FORCE AND ENERGY

LA : 3. LightLO : 3.1 Understanding that light travel in a straight line.LOC : 3.1.5 Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change and what to observe.

TLS : Experiment

Activities :1. Pupils carry out activities to

investigate the shape of a shadow to change.

2. In groups, pupils observe discuss and conclude :

a) the shape of the shadow changes according to the position of light source.

b) The shape of the shadow changes according to the position of an object.

Assessment :Making conclusion based on the experiment.

SPS :* Observing* Relating* Communicating* Controlling Variables* Measuring and using number

MS :* use and handle science and substances* Store science apparatus

CCTS : * Making hypothesis* Relating

NV :* Being honest and accurate in recording validating data* Being cooperation

PEKA:SPS 1SPS 6SMS 1SMS 5

Reflection :

CLASSSUBJECT

TIMEACTIVITY IMPACT

THEME:Investigating Force and Energy

LA:Light

LO:3.1 Understanding that light travels in

a straight line

LOC: 3.1.4 Design a fair test to find

out what cause the size of a shadow to change by deciding what to keep the same , what to change , and what to observe.

TLS:Experiment

ACTIVITIES:1. pupils carry out activities to

investigate the size of a shadow can be changed by changing the light source / object / screen.

a) in pairs , pupils observe the distance between the light source and the object.

b) Pupils observe the distance between the object and the screen.

ASSESMENT:Making conclusion based on the experiment.

SPS: observing relating

MS: use and handle science

apparatus store science apparatus

CCTS: making hypotheses measuring and using

numbers controlling variable

NV: being honest and

accurate in recording and validating data

being cooperative

PEKA: SPS 1 SPS 6 SMS 1 SMS 5

REFLECTION:

CLASS/SUBJECT/

TIMEACTIVITY IMPACT

Theme : Investigating Force And Energy L.A : LightL.O : Understanding that light travels in a straight line. L.O.C : (i) state that light travels in a straight line. (ii) give examples to verify that light travels in straight line.T.L.S : 1. Discussion 2. Experiment

Activity

1. Teacher guide pupils to conduct a discussion session about :-

(a) entering a dark room from a bright room.(b) looking trough a small pipe, cylinder, or straw.(c) using a torch at night(d) observing light passing trough a small hole or opening on roof.(e) observing light from a light

house.2. Pupils use straight and bend rolled paper to look at an object.3. Pupils make inference4. Teacher explains the events and

phenomena that shows light travel in a straight line.

5. Pupils make conclusion with the guidance of teacher.

Assessment

Answer question in the worksheet.

SPS :, - Observing- Making Inference- Experimenting

MS :

CCTS : - Making conclusion

NV : - Being thankful to god

Reflection :

ClassSubjectTime

Activity Impact

Theme : Investigating Force and EnergyL.A : 3. LightL.O : 3.2 Understanding that light can be reflectedLOC: 1. State that light can be reflected.

2. Draw ray diagrams to show reflection of light.

TLS: Discussion

Activities :1. Pupils carry out activities to investigate reflection of light using a mirror and an aluminium foil. 2. Teachers explain to pupils how we can see our images in the mirror and reflection of light can be shown in the form of a ray diagram.3. Pupils draw ray diagrams to show the reflection of the above activities in their Science Journal.4. Discussion and conclusion.

Assesment:Draw the ray diagram

SPS :- observing- communicating

MS :- Draw specimens

correctly and carefully

CCTS :-relating- visualizing

NV :Being systematic in following the given instructions.

Reflection:

Theme : Investigating Force and EnergyL.A : Electricity

SPS :-Observing

L.O : understanding that light can reflectedLOC : example of uses of reflection of light in everyday.

TLS : Simulation, Discussion.

Activities :1. Teacher guides pupil to discuss the uses of reflection of light in everyday life.

2. Pupils gather information about the uses of reflection of light in everyday life . eg;

a) sides mirror of a carb) mirror at the sharp bend of a road.c) mirror in the barbershopd) periscope

3. Pupil do exercises in worksheet and My Cd.

Assesment:Answer questions in the worksheet and My Cd.

MS :-Use and handle science apparatus and substances

CCTS :-making generalization

NV :-Appreciating the contribution of science and technology

Reflection :

Theme : Investigating Force and EnergyL.A : 3. LightL.O : 3.2 Understanding that light can be reflected

SPS :-Observing-inventing

LOC: i) state that light can be reflected.ii) Give example of uses of reflection of

light in everyday life.

TLS : i)Discussion ii)Project

Activities :i) Pupils apply the principle of light

reflection to design periscope.ii) Pupils carry out the activity by refer

to text book page 67 to design their own periscope.

iii) Teacher explaination and discussion.iv) Conclusion.

Assesment :-Design ‘My Periscope’ and answer question orally.

MS :-Use and handle science apparatus and substances

CCTS :-making generalization

NV :-Appreciating the contribution of science and technology-being systematic

Reflection :

CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. Heat

SPS :* Communicating

LO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC : 4.1.1 State that when a substance gains heat it will become warmer.

4.1.2 State that when a substance loses heat it will become cooler.

TLS : 1.Experiment 2. Discussion.

ACTIVITY :1. Pupil heat 250ml of water for 3 minutes

and feel the water every few seconds while heating to feel the change of temperature.

2. Pupils let the warm water cool down and feel the water every few seconds.

3. Base on the above activities, pupils discuss and conclude that :a) heat gain causes the water to become warmerb)heat loss causes the water to become cooler.

ASSESMENT:Record and conclude the observation

* Attributing* Relating* Observing

MS : Use and handle science apparatus and substances

CCTS :* making hypotheses* making conclusions

NV :* Being cooperative* Being confident and independent


REFLECTION :

CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC : 4.1.3 measure temperature using

the correct technique.TLS : 1.Experiment 2. Discussion.ACTIVITY :

1.Teacher introduces thermometer as an instrument to measure temperature and the metric unit for temperature.2.Teacher demonstrates the correct technique of using a thermometer.3. Pupils record their observations in their observations in their Science Journal.


SPS :* Communicating* Attributing* Measuring and using number

MS : Use and handle science apparatus and substances



REFLECTION :

75% of pupils can record observation correctly.

CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC :4.1.4 state the metric unit for temperature.TLS : 1.Experiment 2. Discussion.

ACTIVITY :1. Pupils gather information on the metric unit for measuring temperature.2. Pupils carry out activity to measure temperature.3.Pupils heat up water and record the temperature every few minutes.4.Pupils turn off the Bunsen burner.5.Pupils record the temperature every few minutes while the water cools off.


SPS :* Communicating* Measuring and using number* Observing

MS : Use and handle science apparatus and substances.



REFLECTION :

CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC : 4.1.5 State that temperature of an object or material increases as it

gains heat.

TLS : 1.Experiment 2. Discussion.ACTIVITY :

1.Apparatus are set up.2.Pupils put the ice cubes into the beaker until three-quarter full and measure the temperature.3.Pupils pour 50ml of hot water into the beaker and start the stop watch.4.Pupils measure the temperature every minute for 5 minutes.5.Pupils record their observation in the table.

6. Base on the above activities, pupils discuss and conclude that temperature of an object or material increases as it gains heat.






PEKA : SPS 3 SPS 4 SMS 1 SMS 5

REFLECTION :


CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC : 4.1.6 state that temperature of an object or material decreases as it loses heat.

TLS : 1.Experiment 2. Discussion.ACTIVITY :

1.Apparatus are set up.2.Pupils pour hot water into the beaker until it is half full.3.Pupils measure the temperature.4.Pupils add five ice cubes into the water and start the stopwatch.5.Pupils measure the temperature every minutes for 5 minutes.6. Pupils record their observation in the table.

7.Base on the above activities, pupils discuss and conclude that temperature of an object or material decreases as it loses heat.

.





NV :* Being cooperative* Being confident and Independent

PEKA : SPS 3 SPS 4 SMS 1 SMS 5

REFLECTION :


CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.1 Understanding that temperature is an indicator of degree of hotnessLOC : 4.1.7 Conclude that the temperatures is an indicator to measure hotness.

TLS : 1. Discussion.

ACTIVITY :1.Pupils discuss and conclude that the temperature increase when heat is gained and decreases when heat is lost.2.Pupils discuss and conclude that the temperature is an indicator to measure hotness.3.Pupils doing the worksheet exercises..

ASSESMENT:Answer questions in the worksheet and My Cd

SPS :* Communicating* Attributing* Relating* Observing


CCTS :* Grouping and Classifying* Attributing

NV :* Being flexible and analytical thinking

REFLECTION :

75% of pupils can answers questions correctly using both exercises.

CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.2 Understanding the effects of heat matter.LOC : 4.2.1 state that matter expands

when heated. 4.2.2 state that matter contracts when cooled.

TLS : 1. Discussion.

ACTIVITY : 1.Pupils carry out activities to observe the effects of heat on matter., 2.Pupils heating an iron ball and inserting it into an iron ring . 3.Pupils cooling the heated iron ball and inserting it into the iron ring. 4.Pupils heating coloured water in a beaker with a glass tube and observing the water level in the glass tube. 5.Pupils heating a dented ping pong ball in hot water. 6.Pupils cooling coloured water in a beaker with a glass tube and observing the water level in the glass tube. 7.Pupils discuss their observations of the activities and conclude that matter expands when heated and contracts when cooled.

.


SPS :* Communicating* Observing


CCTS :* making hypotheses* making conclusionsNV :* Being cooperative* Being confident and Independent


REFLECTION :


CLASS/ SUBJEK/TIME

ACTIVITY IMPACT

THEME : Investigating Force and EnergyLA : 4. HeatLO : 4.2 Understanding the effects of heat matter.LOC : 4.2.3 give examples of the application of the principle of expansion and contraction in everyday life

TLS : 1. Discussion. 2. Use of techonology -CD-Rom

ACTIVITY : 1. Pupils view video or computer simulation on the expansion and contraction of matter in every life. e.g. a) an electric cable is installed loosely to prevent it from snapping when it contracts in cold weather. b)there are gaps at railway tracks to allow for expansion in hot weather. c) a tight bottle cap can be loosened by immering it in hot water, d) concrete slabs on pavements have gaps to allow for expansion. 2. Pupils doing their worksheet exercises.

.

ASSESMENT:Answer questions in the worksheet and My Cd

SPS :* Communicating* Attributing* Relating* Visualising


CCTS :* Grouping and Classifying* Making Conclusions

NV :* Being flexible and analytical thinking

REFLECTION :

75% of pupils can answers questions correctly using both exercises.

Daily Lesson Plan Year 5 Forces and Energy

Documents

family members

mishandling

answers questions

class subject

making conclusion

store science

handle science

class subject