Year 5 science
Acid
and Alkaline
Subject
: Science ( Year 5
Date
: 25.10.2011 (Tuesday)
Time
: 10 : 00 – 10 : 30 (30 min)
Standard : 5S
Enrolment : 41 pupils
Topic
: Acid and alkaline
Sub-topic : 2.1
Understanding the properties of acidic , alkaline and neutral substances
Learning Outcomes : By the end of the lesson, pupils will be able to
a) Identify acidic,
alkaline and neutral substances using litmus paper.
b) Identify the taste
of acidic and alkaline food.
Previous knowledge : Pupils have learnt about
a) The tastes of food
substances and colour.
b) Mixing vinegar
with baking powder in Year 3.
Thinking skills : Making hypothesis, generating ideas, making conclusions
Moral values : Being cooperate, being respect
Teachin g
an d lear ning resources : Litmus
paper, lemon, tooth paste, soap, cooking oil, vinegar, canned drink, shampoo,
sugar, salt, yogurt
STEP/TIME
|
CONTENT
|
ACTIVITY
|
REMARKS
|
Introduction
(5 min)
|
To predict the taste of substances.
|
1 Teacher ask pupil about the taste of lemon.
Answer :The taste is sour.
2. Teacher explain that substances can be classified as acidic,
alkaline and neutral.
3. Teacher as people to observe the the colour change of the wet red and
blue litmus paper after put on the lemon.
Observation: The red colour of litmus paper no changes colour, but the
blue colour of litmus paper changes to red colour.
4. Teacher asks pupils to carry out hands-on activity to the experiment.
|
AVA:
Lemon
Red and blue colour of litmus paper
Thinking Skill : predict
|
Step 1
(10 min)
Step 2
(5 min)
|
To observe the change colour of blue and red litmus paper.
Group discussion to make :
a Observation
b Conclusion
|
1 Teacher asks pupil conduct an experiment in groups to observe the
change colour of wet blue and red litmus paper .
2 Teacher provides each group blue and red colour litmus paper and
:
Group A lime, mineral water, shampoo, vinegar.
Group B canned drink, cooking oil, tooth paste, sugar.
Group C yogurt, salt, shower jell, pineapple .
Group D soap, liquid detergent, tomato, ketchup.
3 Teacher remind pupils when testing, the litmus paper must be wet,
also not to taste the food before being advised to do so.
4 Pupils work in groups and record their finding on the change
colour of blue and red litmus paper.
1 Teacher asks pupil to discuss in group to make hypothesis
and conclusion.
2 Teacher goes around to observe pupils.
|
AVA :
litmus paper, lime, mineral water, shampoo , vinegar, canned drink,
cooking oil, tooth paste, sugar, yogurt, salt, shower jell, pineapple, soap,
liquid detergent, tomato and ketchup.
Thinking Skill: to observe
Moral Value : Being cooperate
Thinking Skill : Observation and conclusion
Moral Value : Being cooperate
|
Step 3
(7min)
|
Summarizing
|
1 Teacher asks each group make presentation for group discussion.
2 Pupils respond :
Lime, vinegar, canned drink, pineapple, tomato :
changes blue litmus paper to red colour, but red litmus paper no changes
the colour.
The taste : sour
Shampoo, tooth paste, liquid detergent , soap :
changes red litmus paper to blue colour, but blue litmus paper no changes
the colour.
The taste : bitter
mineral water, sugar, yogurt, salt, ketchup :
No changes red and blue litmus paper colour.
The taste : neutral , sweet or sour
3 Teacher discuss the answer
with pupils.
|
Moral Value : Being respect
|
Closure
(3 min)
|
1 Teacher give worksheet to each pupil.
2 Teacher goes around to observe pupils.
|
AVA : worksheet
|
Date: 18 September 2008
Time: 1205 – 1305
Class: 4 Khadijah
Number of
pupils: 31
Subject: Science
Time required: 60 minutes
Learning
Theme: Investigating
Technology
Topic: 1. Technology
(Advantages and Disadvantages of
Technology)
Learning Objective: 1.4 analyzing that technology can
benefit mankind if
used wisely
Learning Outcomes: At the end of the lesson, pupils should
be able to:
1. States at least 2 each
technologies advantages and disadvantages.
2. Concludes that technology
can benefit mankind if used wisely (by guide).
Prior Knowledge: Pupils know from the previous
lesson that technology is invented for
the betterment of mankind.
Strategy: Technology (Microsoft PowerPoint),
Discussion
Science Process and Thinking
Skills:
Observing
Making conclusions
Communicating
Generating Ideas
Comparing and Contrasting
Relating
Drawing conclusions
Scientific
Attitudes and Nobles Values (SANV):
- Appreciating the contribution of science and technology.
- Realizing that science is a means to understand nature.
- Being thankful to God.
- Being cooperative.
- Being objective.
Teaching aids: Laptop,
LCD, worksheets.
|
Phase/Time
|
Contents
|
Teaching
and Learning activities / Scientific skills
|
Remarks
|
|
Set Induction
(7 minutes)
|
To revise their knowledge on previous lesson.
|
Teacher revises previous topic on Technology.
Teacher asks;
1. How you come to the
school?
2. Is it kind of technology?
3. How many minutes it take
to come to school?
4. What if there is no
technology for you to use, what do you use to come to school?
5. If that is so, how many
minutes for your own opinion using method you’ve said before?
6. So, compare it with
transportation that you use every day.
Teacher tells pupils that they are going to learn analyzing that
technology can benefit mankind if used wisely.
|
TS: Relating, Comparing
SANV: Being objective.
To see whether they understood previous lesson.
|
|
Eliciting Ideas
(±13 minutes)
|
To find out any alternative concepts among pupils
|
Teacher shows videos regarding on advantages and
disadvantages of technology.
Teacher ask;
Teacher says about
disadvantages of technology generally.
Teacher tells the pupils
that they are going to discover advantages and disadvantages of technology.
|
AVA: Laptops, LCD, Microsoft PowerPoint
SANV: Appreciating the contribution of science and technology.
SPS & TS: Observing, Relating
- Smoke
emitted from the factory
- Ozone
depletation
- Foresting
of forest
- Water
pollution
- War
technology abusing
- Health
|
|
Development Idea (25 minute)
|
State at least 2 advantages and disadvantages.
|
Teacher asks the pupils to form 7 groups of
4(group already divided by teacher).
Teacher asks pupils to cut the picture in
appendix I and paste it on their own field (e.g. communications,
transportation). Gives space at below of the picture and ask pupils to
discuss and generates ideas of the advantages and disadvantages of technology
that they know. Teacher may guide all the time process of discussion.
Ask the pupils to put their work on the walls.
Let them walk to each groups work. Teacher gives mark for each workgroup
work.
Teacher shows picture of people in war (from
Microsoft PowerPoint).
Teacher asks pupils,
Teacher concludes that technology have its
advantages and disadvantages. It also has to use wisely so that all human can
get benefit from it. We also should be thankful to God for gave an idea to
develop a technology that we can use it nowadays.
|
AVA: Worksheet
SPS & TS:
Comparing and Contrasting, Generating Ideas, Communicating and drawing
conclusions
SANV: Being cooperative, Being thankful to God,
Being objective
|
|
Application of Ideas
(10 minute)
|
To reinforce their understanding
|
Teacher asks the pupils to do exercise on unit 21
Kluster A+ exercise book.
Both teacher and pupils will discuss the exercise
together.
|
SPS: Communicating
TS: Identifying, Matching
SANV: Cooperative
|
|
Closure
(5 minute)
|
Recall and conclude today’s lesson
|
Pupils were asked what they have learnt for the
day.
Teachers sing a song “Technology” and ask pupils
to sing along.
Teacher conclude the lesson today by giving them
reason why they must be thankful to Allah Mighty God because of Him, our
Malaysian country still in peace resulting from using technology wisely.
|
SPS: Making conclusions
SANV: Thankful to God, Realizing that science is
a means to understand nature.
|
REFLECTION:____________________________________________________________________________________________________________
Date: 14 July 2008
Time: 1105 – 1205
Class: 3 Abu Bakar
Number of
pupils: 31
Subject: Science
Time required: 60 minutes
Learning Theme: Learning
about the World around us.
Topic: 5. Soil
Learning Objective: 5.1 Pupils should learn what soil made
up of.
Learning Outcomes: At the end of the lesson, pupils should
be able to:
1. Label at least 3 of the soil’s layer.
2. Can differentiate between soil samples from
different places.
Prior
knowledge: Pupils know what
soil is is.
Strategy: Experimenting
Science Process / Manipulative
Skills and Thinking Skills:
Observing
Classifying
Investigating
Differentiate
Scientific
Attitudes and Values:
- Having an interest and curiosity towards the environment
- Realizing that science is a means to understand nature.
- Appreciating the balance of the nature
Learning aids
and materials:
- Soils (Clay, garden soil, sand)
- Soils from school compound
- Bottles
- Small shovel
- Water
- Newspaper
- Flash Cards
|
Phase/Time
|
Contents
|
Teaching
and Learning activities / Scientific skills
|
Remarks
|
|
Set Induction
(5 minutes)
|
What soil’s made up of?
|
Teacher shows picture of different types of soil.
Teacher asks the pupils:
a). What can you see from the picture?
b). Can you touch/smell it?
c). Where can you see it?
d). What is the uses of the sample from the pictures?
Teacher tells student that today they are going to learn soil.
|
SPS: Observing
TS: Relating
|
|
Eliciting Ideas
(7 minutes)
|
To find out any alternative concepts among pupils
|
Teacher shows picture of soil on the writing board.
Teacher asks the student to choose from the flash-cards to label the
plant.
Accept all the answer without pointing out the mistakes.
Teacher asks;
Teacher tells the pupils that they are going to investigate what are the
soils made up of.
|
SPS: Identifying, Differentiate,
TS: Reading
|
|
Restructuring Ideas
(30 minutes)
|
Soils are made up from:
|
Teacher divides pupils into 6 groups of 5. Each group is provided 2
bottle of mineral water, newspaper and small shovel (share with another
group).
Teacher asks the pupils to take soil in front of the class inside the
plastic bottle. Each bottles must be fill in about 10 tea spoon. After that,
ask pupils to fill in water and shake the mixture. Ask pupils to observe the
layer of the mixture.
Repeat the process again but change the soil mixtures that have been
taken from different places. Ask them to observe it.
Teacher asks;
a) What can
you see from the mixtures?
b) How many
layers can you see on the mixture?
c) What is
the first layer of the soil mixture?
d) What is
the last layer of the mixture?
e) Are there
any different between samples from 3 places?
Teacher asks pupils to draw and label the soil mixtures that they
observe. Pick representative to present their work.
Teacher asks the student to fill in the blank the flash card accordingly
to the layer that correctly according to the layer mixture.
Teacher prepares all the materials including soils from the different
part of the school compound (e.g. Soil from football field, besides the class
and at the garden of the school compound).
|
SPS: Investigating,
Relating
Observing
|
|
Application of Ideas
(8 minutes)
|
Give the student activity sheet regarding on this topic.
Asks the pupils to discuss among their group and ask them to write the
answer at the blackboard.
|
SPS: Discussing, Grouping, classifying and
|
|
|
Closure
(5 minutes)
|
Summary on the lesson
|
Teacher concludes the lesson by give the pupils mind maps regarding the
layer of the soil.
Teacher gives exercise as pupil’s extra work.
|
