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Subject Number of student Theme Sub Topic Previous knowledge General learning outcomes Specific Learning outcomes Science

Process Skill(SPS) Thinking Skill and Thinking Strategies (TSTS) Science attitude & Noble Values

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Science Year 5 30 pupils Investigating Living Things 3.1 Understanding Food Chains The students already know and understood the following concepts: 1. The type of food that animals eat. 2. Plants need sunlight to stay alive. Pupils will know how to construct food chains. At the end of this lesson, the students will be able to: 1. Identify animals and the food they eat. 2. State two examples of producer and consumer verbally. 3. Construct four food chains in the correct sequence. Observing, Classifying, Making inference, Communicating, Predicting Sequencing, Relating, Attributing, Making Inference, Generating Ideas 1. Realising that science is means to understand nature. 2. Being cooperative 3. Being Thankful to god 4. Having Interest and curiosity towards the environment Pupils should take care of plants and animals that can be found around home which is very important to maintain food chains. How does the food chain affect the human?

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Environmental Studies (ES) Future Study (FS)

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TLA ˗ Mahjong paper ˗Marker pen SPS ˗observing ˗Classifying Noble value ˗Being Cooperative TSTS Elephant Sugarcane . Pupils: We need food to get energy. SPS Observing Elicitation of ideas (8 min) Activity for “animals food” Activity : List out the animals food:˗ Animal Rabbit Rat Eagle Food Carrot Paddy Snake 1.PHASE/DURATION Orientation CONTENT Video Presentation TEACHING AND LEARNING ACTIVITIES 1. Teacher asks pupils to name the food that animals eat. 3. today we will learn about Food Chain. 2. Teacher observes students answer. Teacher asks pupils about the content of the video. 4. Teacher paste a majong paper that has animals name on the white board. Teacher tells the topic of the day Teacher: Class. 2. Teacher shows a video clip about animals eating REMARKS TLA ˗Video Clip (5 min) “food chain” food. Teacher: What can you see from the things that I‟m showing? Pupils: Plant and animals Teacher: What related between plants and animals. Pupils come in front and fill up the column of animal‟s food. 3.

secondary consumer and tertiary consumer. Teacher explains animals eat plants and other animals. 4. 7. Noble value  Realising that science is means to understand nature.Tiger Cow Snake Squirrel Restructuring Of ideas (32min) Deer Grass Chicken Nuts 1.  Being cooperative  Being Thankful to god  Having Interest and curiosity towards the environment . Teacher explains and discusses some food chains with the pupils. From the food chain construction. pupils identify and consumers. That the animals are called “consumer”. Teacher introduce the symbol to represent “ eaten by” 12. 9. Each group leader is given some flash ˗Attributing ˗Sequencing Definition of producers and consumers Producers : The produce makes their own food and provides food for animals. Teacher explains about primary consumer. SPS Observing Communicating Making inference Show picture of „arrow‟ Concept of food chain. Teacher explains that food chain starts with „plant‟ it is also „producer‟. Teacher explains that the energy is „pass‟ from the sun to the plants and then to the animals. Pupils tell the producer and consumer according to the picture showing by power point. 6. 11. 3. 10. Teacher asks pupils I) Where do the animals get the energy? 2. Teacher shows some pictures of plants and animals to pupils with food chain. Teacher asks pupils i) Where do the energy in the plants some from? 5. Teacher introduce group leader to come in front of the class. Consumers : They consume (eat) other animals or plants. Example: Producer : Plant Consumer: Rabbit TLA Power point Arrow cards Flash cards animal and plants mask. Plants can produce food with the presence of sunlight in the process of photosynthesis. 8.

Teacher checks their answers. Teacher plays the music. 14. 3. pupils start to write their answers on the paper. Students present their answers. Finally teacher discusses the answers with the pupils. 13. 17.Group activity: to understand the food chain in using an arrow (eaten by ) Example of masks cards of animals and plants and some arrows. Pupils in group from a food chain according to the plants and animals mask. 18. Teacher appreciates the pupils. TSTS Sequencing Generating ideas Relating Application of ideas (10 min) Work sheet Questions about the food chain 1. Teacher distributes worksheets to every student. 19. 16. Teacher asks group leader to present their group presentation. teacher wants you to present your answer” 15. Student from a food chain according to the flash cards and arrows by groups. Teacher distributes some plants and animals mask to each group. The pupils have stop writing when the music stops. Pupils wear the mask and act (eat the plant and animals) 20. Pupils discuss in the group. TLA Worksheet SPS . 2. “ Class. Teacher guides pupils to do group work.

Inferring TSTS Sequencing Generating ideas Relating .