General Details Date Subject Class Time Number of pupils Topic Subtopic Learning objective 1 March 2013 (Friday)

Science 4 Kuning 9.15 a.m 9.45 am and 10.10 am 10.40 am (60 minutes) 45 Unit 2. Life processes Lesson 9. A Complete Change 2.3 Analysing the life processes in animals. At the end of the lesson, pupils should be able to: Learning outcomes I. II. Prior knowledge Science process skills Thinking skills Scientific attitude and State orally that animals have different life cycles. Describe at least three types of the life cycles of different animals.

Pupils know that animals reproduce their young by laying eggs or giving birth from Lesson 8. Observing, communicating. Making conclusions, predicting, generating ideas, comparing and contrasting, relating. Being cooperative, being confident, dare to try, being thankful to God, appreciating the

noble value Teaching and learning resources

balance of nature. Snake model, tadpoles, pictures and diagram (Appendix 1), powerpoint (appendix 2), A Plus Science Year 4 Book A, page 26, 27 and 28.

Step/ Phase Orientation (5 minutes)

Content Examples of live specimen: a) Tadpoles Example of model: a) Snake

Teaching and Learning Activities 1. Teacher begins the lesson by showing pupils the live specimen which is tadpoles and snake model in front of the class. 2. Teacher asks question: a) What is the name of the live specimen shown? Answer: Tadpoles. b) What are the characteristics of the tadpoles? Answer: Have tail. c) What are the names of the model shown? Answer: Snake d) What are the characteristics of the snake? Answer: Do not have legs, have tail e) What is the similarity between tadpoles and snake? Answer: Both of the snakes and tadpoles

Notes/ Remarks Science process skills: Observing, Communicating

Thinking skills: Relating

ABM: Snake model, tadpoles

Values: Dare to try, being thankful to God.

produce their young by laying eggs. f) Does the young look similar to the adult animal or different? Answer: The young of the snakes look like their parents but the young of the tadpoles do not look like them. g) Do the snake and tadpole have the same life cycle? Answer: No, different animals have different life cycles. 3. Teacher introduces the topic of the lesson today which is Lesson 9: A complete change. Eliciting Ideas (15 minutes) Activitiy 1: Arrange my life cycle 1. Life cycle of a frog eggs tadpoles frog 1. Each group will get two pieces of papers to do activity 1. 2. Each group needs to cut and paste the pictures in Paper A according to the correct stages in the life cycle of animals 2. Life cycle of a deer fawn young deer deer that are listed down in Paper B. 3. Then, each group leader will write their answers on the whiteboard. Science process skills: Communicating Thinking skills: Sequencing, comparing and contrasting ABM: pictures and diagram (Appendix 1).

3. Life cycle of a butterfly eggs caterpillar pupa

butterfly Restructuring of Ideas (18 minutes) Some baby animals look like their parents but some do not. Baby animals change and grow to become adults through different stages 1. Life cycle of a deer fawn deer young deer adult 1. Teacher discusses the answers of each group at eliciting ideas step before. 2. Teacher corrects the mistake made by each group if there is any. 3. Teacher asks the pupils to name some animals that have the life cycle similar to a butterfly and a deer. 4. Then, teacher shows the pupils powerpoint about life cycle of different frog animals. 5. Teacher asks the pupils to copy down 3. Life cycle of a mosquito eggs larva mosquito pupa the important points in their exercise books.

Values: Being cooperative Science process skills: Communicating, observing Thinking skills: Comparing and contrasting, sequencing ABM: powerpoint (appendix 2) Values: Dare to try, being thankful to God.

2. Life cycle of a frog eggs tadpoles

4. Life cycle of a butterfly eggs butterfly caterpillar pupa

Application (15 minutes)

Exercise A Plus Science Year 4 Book A, page 26, 27 and 28.

1. Teacher asks pupils to take out their workbooks and go through the questions in the workbook together with the pupils. 2. Then, teacher asks the pupils to do the exercise inside the workbook. 3. Pupils are given 15 minutes to complete their work. 4. Teacher discusses the correct answers with the pupils if there is enough time. 5. Then, teacher will discuss the correct answers with the pupils in the class. 6. Teacher asks the pupils question: a) Can you name some young animals that look similar to the adults? b) Can you name some young animals that look different from the adults?

Science process skills: Communicating, observing Thinking skills: Comparing and contrasting, sequencing ABM: A Plus Science Year 4 Book A, page 26, 27, 28 (Appendix 3) Values: Being cooperative, dare to try

Reflection (5 minutes)

Some baby animals look like their parents but some do not. Baby animals change and grow to become adults through different stages.

1. Teacher summarizes what has been learned in the lesson today. 2. Teacher asks questions such as: a) What have you learnt today? b) Do animals have the same life cycles?

Science process skills: Communicating Thinking skills: Making conclusion,

c) Do all young animals look like their parents?

generating idea Values Being thankful to God, and appreciating the balance of nature.

Teachers reflection

Advantages

Disadvantages

. Suggestions for Improvements

Mentor Teacher / Lecturers Comment