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DAILY LESSON PLAN SCIENCE YEAR 5

WEEK
1
(3P)

DAILY LESSON NOTE
Learning Area: Microorganism
Learning Objective:
1.1 Understanding that microorganism is a living things.
Learning outcomes:
1.1 State types of microorganism
1.2 State that yeast is an example of microorganism
Activities:
i.
ii.
iii.
iv.
Reflection:

1
(2P)

Pupils view the pictures of microorganism in their textbook (page 2
& 3).
Pupils make qualitative comparison between the size of
microorganism and that of human and conclude that
microorganism is very tiny.
Pupils draw each type of microorganisms in their note book.
Pupils also discuss that yeast is an example of microorganism.

Learning Area: Microorganism
Learning Objective:
1.1 Understanding that microorganism is a living things.
Learning outcomes:
1.2 State that microorganism breathes
1.3 State that microorganism grows.
Activities:
i.
ii.
iii.
iv.
v.
Reflection:

2
(3P)

Pupils do a fair test to find out the effect of yeast on dough (refer
Textbook page 13).
Pupils infer that microorganism breathes and cause the dough to
rise.
Pupils do a fair test to see that mould grows (refer Practical Book
page 1 and 2).
Pupils observe and record their findings for a few days.
Pupils conclude that microorganism breathes and grows.

Learning Area: Microorganism
Learning Objective:
1.1Understanding that microorganism is a living things.
Learning outcomes:
1.4 State that microorganism moves.
1.5 Conclude that microorganisms are living things and most of them cannot
be seen with naked eyes.
Activities:
i.
ii.
iii.
Reflection:

Pupils collect sample s of water from ponds, river, or drains and
observe the movement of microorganism under a microscope
(refer Practical Book page 4 & 5).
Pupils record their observation in their Practical Book.
Pupils conclude that microorganisms are living things and most of
them cannot be seen with naked eyes.

2
(2P)

Learning Area: Microorganism
Learning Objective:
1.1Understanding that microorganism is a living things.
Learning outcomes:
1.4 State that microorganism moves.
1.5 Conclude that microorganisms are living things and most of them cannot
be seen with naked eyes.
Activities:
i.
Pupils viewing video on the movement of microorganism in water.
ii.
Pupils record their findings in the note book.
Reflection:

3
(3P)

Learning Area: Microorganism
Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.1 State the example of use of microorganism
1.2 State the harmful effects of microorganism
Activities:
i.

Pupils gather information about the use of microorganism, e.g.:
a. making bread
b. making tapai
c. making tempe
d. making fertilizer
ii.
Pupils gather information on the harmful effects of microorganisms
such as:
a. Causing illness.
b. Causing food poisoning
c. Causing food to turn bad
d. Causing tooth decay
iii. Pupils put all the information in form of mind mapping.
Reflection:
3
(2P)

Learning Area: Microorganism
Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.3 Describe that disease caused by microorganism can spread from one
person to another.
Activities:
i.

ii.
iii.
Reflection:

4

Pupils gather information on diseases caused by microorganisms.
E.g.:
a. stomach upset
b. measles
c. cough
d. flu
e. tooth decay
f. conjunctivitis
g. mumps
h. AIDS
Pupils discuss that disease caused by microorganism can spread
from one person to another.
Pupils put all the information in form of mind mapping.

Learning Area: Microorganism

4 Explain the ways to prevent disease caused by microorganism.g.2 Understanding that some microorganism are harmful and some are useful Learning outcomes: 1. ii.2 Understanding that some microorganism are harmful and some are useful Learning outcomes: 1. Reflection: . Learning Objective: 2.(3P) Learning Objective: 1. By covering mouth when sneezing or coughing. Carry their young in their pouches – kangaroo f. 1. Learning Area: Microorganism Learning Objective: 1. hen. e. By not sharing personal items with others. Learning outcomes: 1. Attack in order to protect their egg and young when they being disturb – snake. e. c.4 Explain the ways to prevent disease caused by microorganism. cat and bird. Activities: i. E.g. b. Pupils do exercises in their textbook to enhance their understanding on this topic (refer Check Your Understanding page 12) Pupils and teacher check the correct answer and do the corrections. By boiling water before drinking. Pupils discuss on how animals ensure the survival of their eggs and young . e. Activities: i. Activities: i.: a. cow. Reflection: 4 (2P) Pupils discuss on how diseases caused by microorganism can be prevented from spreading. d. By quarantine the infected patients. By washing hands before handling food. Stay in herds – elephant iii. tiger. Pupils gather information to find examples of animals that take care of their eggs and young.1 Understanding that different animals have their own ways to ensure the survival of their species. ii. Lay slimy egg – frog e. Pupils put all the information in form of mind mapping.g. Reflection: 5 (3P) Learning Area: Survival of the species. Pupils put all the information in their scrap book. Feed their young – bird c.: a. b. d. By covering wound. ii. Keep their young in their mouth – fish.2 Explain how animals take care of their eggs and young. f.1 Give examples of animals that take care of their eggs and young.

Pupils do the Activity Zone (textbook page 17). Pupils put all the information in their scrap book. Reflection: 7 Learning Area: Survival of the species. By animal – Group 3 d.2 Understanding that different plants have their own ways to ensure the survival of their species. v. Learning Area: Survival of the species. Learning outcomes: 1. Give examples of plants that disperse seeds and fruits by animals. Activities: i. By explosive mechanism – Group 4. Learning Area: Survival of the species.6 Give examples of plants that disperse seeds and fruits by water. Pupils are divided into 4 groups. Give examples of plants that disperse seeds and fruits by wind. Learning Objective: 2. Each group has to study 3 different types of seeds and fruits. Learning Objective: 2. Activities: i. iii.5 (2P) Learning Area: Survival of the species.2 Understanding that different plants have their own ways to ensure the survival of their species. Reflection: 6 (3P) Pupils discuss and conclude that animals take care of their eggs and young to ensure the survival of their species. Pupils have to identify the characteristic of those seeds and fruits.3 1. ii.5 Explain why animals take care of their eggs and young. By wind – Group 1 b. Pupils conclude that plants needs to disperse their seeds or fruits to ensure the survival of their species. Learning Objective: 2. ii.4 1. Give examples of plants that disperse seeds and fruits by explosive mechanism. Reflection: 6 (2P) Teacher asks pupils to bring seeds and fruits from their home. ii. Activities: i. . By water – Group 2 c. Learning outcomes: 1. Pupils relate the characteristic of the seeds and fruit to the ways of dispersion. 1. iii.1 State various ways plants disperse their seeds and fruits. Groups present their finding in front of the class. Learning outcomes: 1. vi.1 Understanding that different animals have their own ways to ensure the survival of their species. iv. Pupils present their finding in front of the class. Each group has to gather information to give examples of plants that disperse seeds and fruits: a.2 Explain why plants need to disperse their seeds and fruits.5 1. Pupils display their Mother’s Day cards in front the class. Pupils are divided into for groups.

Each group is given one habitat. Pupils classify the animals into three groups according to the food they eat: a.2 Understanding that different plants have their own ways to ensure the survival of their species. have fine hair and small. ii. teacher shows the pupils how to build up the food chain. ii. have smells and have hooks.2 Classify animals into herbivore. By wind – light. Pupils copy the information in their note book. carnivore and omnivore. iv. b. 1. Reflection: 7 (2P) Pupils relate the characteristics of the seeds and fruits to they way they are dispersed: a. d. Learning outcomes: 1.3 Construct food chain. Group 3 – palm oil plantation . Carnivore – eats other animals c.4 Identify producer 1. have wing-like structure. Group 2 – pond c. edible. Herbivore – eats plant only b. Pupils write down the list of animals on the blackboard and the food that they eat. b. Pupils are divided into four groups. Pupils carry out a brainstorming session on animals and the food they eat. Using the groups of animals from the last lesson.1 Identify animals and the food they eat. ii. Activities: i. (introducing the phrase “is eaten by” equal to ) From the food chain. Learning outcomes: 1. brightly colored. Pupils do the Practical 3 (Practical Book page 7). c. (to be used in the next lesson) Reflection: 8 (3P) Learning Area: Food Chain and Food Web Learning Objective: 3. 1. pupils identify the producer (green plant) and the consumer (herbivore. By water – light and have air space. By explosive mechanism – dry when ripe. carnivore and omnivore) in the food chain. They need to find the animals in those habitats and construct at least three food chains that can be found in the habitat.1 Understanding food chains.(3P) Learning Objective: 2. iii. a. Group 1 – paddy field.5 Identify consumer Activities: i. iii. dry. Learning Area: Food Chain and Food Web Learning Objective: 3.1 Understanding food chains. They need to identify the producer and the consumer in each food chain. Learning outcomes: 1. By animals – fleshy. Omnivore – eats both plants and other animals.7 Relate characteristics of seeds and fruits to the ways they are dispersed. Activities: i.

iii.1 Construct a food web Activities: i.8 Identify consumer Activities: i. iv.2 Construct food webs of different habitats. Pupils do the corrections. ii.7 Identify producer 1.2 Synthesizing food chains to construct food web Learning outcomes: 1. Pupils present their food web in front of the class. ii. Reflection: 10 Learning Area: Food Chain and Food Web . Pupils and teacher discuss the correct answers. Pupils work in group to complete Practical 4 in the Practical Book page 10 & 11. iii. ii. Pupils present their work in front of the class.6 Construct food chain. Reflection: 9 (3P) Pupils do some multiple choice questions and structured questions on this topic. iii. Pupils answer the questions and make the conclusion from what they have learnt today. Learning Area: Food Chain and Food Web Learning Objective: 3.1 Understanding food chains. 1.2 Synthesizing food chains to construct food web Learning outcomes: 1. (Refer to UPSR pass year’s questions). Pupils present their work in front of the class. Reflection: 8 (2P) Learning Area: Food Chain and Food Web Learning Objective: 3. Pupils used the food chains that they had built in the last lesson (week 8) to construct food web. Group 4 – garden iv.d. Activities: i. Learning Area: Food Chain and Food Web Learning Objective: 3. Learning outcomes: 1. Teacher shows how to built food web from the food chains given. Reflection: 9 (2P) Teacher writes four different food webs from one habitat (Refer textbook page 28).

iii. ii.State the various form of energy. iv. a ringing telephone iv. melt or bounce non living things. .1 Understanding the uses of energy. Teacher introduce the up and down arrow to represent the population of each species in the food web when there is a change in population of a certain species. Pupils build the mind map on this topic in their notes book. b. Learning Outcome: After this lesson pupils should be able to: . Pupils discuss that the sun is the main source of energy iii. Reflection: 11 3 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1.2 Synthesizing food chains to construct food web Learning outcomes: 1. boil. ii. Activities: i. Teacher and pupils discuss the correct answer. . a burning candle d. food c. Pupils gather information about sources of energy: a. battery ii. a stretched rubber band c. by living things to carry out life processes such as moving. sun b.3 Explain what will happen to a certain species of animals if they eat only one type of food. Pupils do some exercises on this topic. Pupils discuss and conclude that energy is needed: a. a moving battery – operated toy car b. fuel e.State the various source of energy.(3P) Learning Objective: 3. Reflection: Pupils discuss and predict what will happen if there is a change in population of a certain species in the food web. 1.Gives examples where and when energy is used. Pupils do the corrections. To move. Activities: i. Pupils gather information and give example where and when energy is needed.Explain why energy is needed. Pupils put the information in form of mind map. breathing and growing. Reflection: .1 Understanding the uses of energy. Learning Outcome: After this lesson pupils should be able to: . wind d. Activities: i. 10 2 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. v. iii.2 Predict what ill happen if there is a change in population of certain species in a food web. Pupils observe various events and identify the form of energy involved: a.

Reflection: .give examples of appliances that make use of energy transformation.list renewable energy resources . Pupils gather information and identify appliances that make use of energy transformation and state the form of energy involved. Pupils carry out activities to discuss the transformation of energy e.2 Understanding that energy can be transformed from one form to another. radio: electrical energy – sound energy c. Pupils conclude that energy can be transformed from one form to another.2 Understanding that energy can be transformed from one form to another. Pupils gather information on the following: a. Pupils and teacher discuss the correct answer.e. ii.list non renewable energy resources Activities: i. Pupils put all the information in form of mind map. iii.3 Understanding renewable and non renewable energy Learning Outcome: After this lesson pupils should be able to: .g. petroleum and coal. Learning Outcome: After this lesson pupils should be able to: . . ceiling fan: electrical energy: kinetic energy + sound energy d.list renewable energy resources .state that energy can be transformed. electric iron : electrical energy – heat energy b. b. Pupils discuss that renewable energy is the energy than can be replenished when used up and non renewable energy is the energy that cannot be replenished when used up.state what renewable energy is . Lighting the candle: chemical energy – heat energy + light energy c. Pupils record their observations.state what renewable energy is . Reflection: 13 3 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1.11 2 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1.state what is non renewable energy is . a. Activities: i.state what is non renewable energy is .3 Understanding renewable and non renewable energy Learning Outcome: After this lesson pupils should be able to: .list non renewable energy resources Activities: i. non renewable energy resources: natural gas. Switching on the light: electrical energy – light energy. wind and biomass b. Reflection: 12 3 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. Reflection: 12 2 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. Learning Outcome: After this lesson pupils should be able to: . Pupils do the corrections. Activities: i. ii. iii. gas stove: chemical energy – heat energy – light energy. iii. Using a solar power calculator: solar energy – electrical energy + light energy ii. Pupils do some exercises – objective and structured questions. a.g. renewable energy resources: solar.

iv. iii.Explain why we need to use energy wisely. e.state the sources of electricity. Pupils discuss why we need to use energy wisely. accumulator c.g. To avoid wastage d.3 Understanding renewable and non renewable energy Learning Outcome: After this lesson pupils should be able to: . solar cell ii. Pupils paste the list at the Science Corner. . dynamo d. a. Pupils present their work in front of the class. Reflection: . some energy resources cannot be replenished when use up. Pupils conclude that we need to use the energy wisely.13 2 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. iii. Reflection: 14 2 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. Pupils conclude that dry cell. ii.Give examples on how to save energy.Practice saving energy. Pupils copy the list in their note book.3 Understanding renewable and non renewable energy Learning Outcome: After this lesson pupils should be able to: . To reduce pollution ii. Activities: i.1 Knowing the source of electricity Learning Outcome: After this lesson pupils should be able to: . To save cost c. ii. Pupils put all the information in the form of mind map. Pupils share their list with their friends. Teacher list the pupils finding on the blackboard. b.Explain why renewable energy is better that non renewable energy. dry cell b.3 Understanding renewable and non renewable energy Learning Outcome: After this lesson pupils should be able to: . accumulator. Pupils write a list of do’s and don’ts on how to save energy and use it as guide to carry out daily activities. Activities: i. Reflection: 14 3 Theme: Investigating Force and Energy Learning Area: Energy Learning Objective: 1. iii. Activities: i. Reflection: 15 3 Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2. Pupils in groups discuss on why renewable energy is better that non renewable energy and how to save energy. dynamo and solar cells are the sources of electricity. Activities: i. Pupils carry out activities such as lighting up the bulb or ringing the electric bell to verify that the following sources produce electricity: a.

series circuit b. iii.2 Understanding the series circuit and parallel circuit Learning Outcome: After this lesson pupils should be able to: .Compare the effects on the bulbs when various switches in a series circuit and a parallel circuit are off Activities: i. iii.Identify the symbols of various components in a simple electric circuit . Pupils discuss the danger of mishandling electrical appliances. Pupils draw the circuit diagram of the circuit that they have built.2 Understanding the series circuit and parallel circuit Learning Outcome: After this lesson pupils should be able to: .3 Understanding the safety precautions to be taken when using electrical appliances.15 2 Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2. iii. . parallel circuit c.g. ii. ii. Pupils carry out activities and compare what happen to the bulbs in series and parallel circuit when various switches in each circuit are off. electrocution ii. Pupils record their observations. Reflection: 16 3 Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2.2 Understanding the series circuit and parallel circuit Learning Outcome: After this lesson pupils should be able to: . Based on the observations. a.Built a parallel circuit Activities: i. . between series and parallel circuit. Learning Outcome: After this lesson pupils should be able to: . bulb. iv.Compare the brightness of the bulb in series and parallel circuit. Reflection: Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2. ii. pupils discuss the differences in the arrangement of bulbs in series and parallel circuit. Pupils observed various series circuit and parallel circuits.Built a series circuit . Reflection: . Pupils observe and compare the brightness of the bulb in: a. Pupils put all the information in form of mind map. switches and connecting wires to build series and parallel circuit. Pupils are introduced the symbols of the component in an electric circuit. fire c. Activities: i. Pupils are given batteries. Reflection: 16 2 17 3 Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2.Draw circuit diagrams Activities: i. Pupils draw the circuit diagrams of series and parallel circuit and compare the arrangement of the bulb in these circuits. burn d. v. .Describe the danger in mishandling electrical appliances. Pupils draw the circuit diagrams based on the circuit that they have built.e. Pupils built as many different electric circuits as they can. electric shock b.Identify the different in the arrangement of the bulbs in series and parallel circuit.

Learning Outcome: After this lesson pupils should be able to: . teacher asks the pupils to shower the object with the light from different angle. Reflection: Theme: Investigating Force and Energy Learning Area: Light Learning Objective: 3.3 Understanding the safety precautions to be taken when using electrical appliances. iv.1 Understanding that light travels in a straight line. what to change and what to observed.Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same. Do not repair electrical appliances on your own d. do not touch electrical appliances with wet hand b. c.Describe how shadow is formed . Activities: i. what to change and what to observe. Pupils discuss the safety precautions to be taken when using electrical appliances: a.1 Understanding that light travels in a straight line. iii. ii. Activities: i. Do not connect too many electrical appliances to one power supply. Activities: i.Design a fair test to find out what cause the size of shadow to change by deciding what to keep the same. Pupils observe and discuss the formations of shadow to conclude that shadow is formed when light is blocked by an opaque or a translucent object. Pupils observe. Pupils observe the shape of the shadow from different angles. Reflection: Theme: Investigating Force and Energy Learning Area: Light Learning Objective: 3. ii. Teacher asks the pupils to bring some object from their home. An aluminium foil ii. Learning Outcome: After this lesson pupils should be able to: . . Reflection: Theme: Investigating Force and Energy Learning Area: Light Learning Objective: 3. Activities: i.2: Ray diagram reflected light . Light Mirror Figure 3. iii. do not use electrical appliances that are faulty or having broken insulation wires. Pupils carry out activities to investigate reflection of light using: a. Learning Outcome: After this lesson pupils should be able to: .2Understanding that light can be reflected. the size of the shadow increases and vice versa. By using the object that they have brought from their home.Explain the safety precautions to be taken when using electrical appliances.17 2 18 3 18 2 19 3 Theme: Investigating Force and Energy Learning Area: Electricity Learning Objective: 2. A mirror b. Pupils are divided into 6 groups. Pupils carried out activities to investigate the factors that cause the size of the shadow to change. Pupils observe. discuss and conclude that the shape of the shadow changes according to the position of light and shape of the shadow.Draw the ray diagrams to show reflection of light. Learning Outcome: After this lesson pupils should be able to: . Pupils draw the ray diagrams to show the reflection of light in the above activities.State that light can be reflected. Each group is given a touch light and an A4 paper (as a screen). discuss and conclude that when the distance between an object and its light source decreases.

Periscope ii. Learning Outcome: After this lesson pupils should be able to: . Activities: i. Side mirror of the car b. Activities: i. Pupils apply the principle of light reflection to design a periscope. .Measure temperature using the correct technique.2Understanding that light can be reflected. Mirror at the sharp bend of the road.State that when a substance gains heat it becomes warmer.1 Understanding that temperature is an indicator of degree of hotness. c.g. Pupils are guided to use and read thermometer correctly.: a.State the metric unit for temperature. Learning Outcome: After this lesson pupils should be able to: . Pupils carry out activity to measure temperature: a. ii. iii. Reflection: 20 2 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. . Heat up water and record the temperature every 5 minutes. Learning Outcome: After this lesson pupils should be able to: . Pupils gather information about the uses of reflection of light in everyday life . iv. iii. Teacher does the demonstration on how to use the thermometer correctly. Pupils conclude that the temperature is an indicator to measure hotness. Pupils heat 250 ml water for 3 minutes. Based on the above activities.1 Understanding that temperature is an indicator of degree of hotness. Reflection: 21 3 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. Activities: i. Learning Outcome: After this lesson pupils should be able to: . e.State that temperature of an object or material increases as it gains heat. iii.Conclude that the temperature is an indicator to measure hotness.State that when a substance loses heat it will become cooler. Reflection: . . b. Heat gain causes the water to become warmer.Give examples of uses of reflection of light in everyday life. Activities: i. iv. Pupils record their observation in a table.19 2 Theme: Investigating Force and Energy Learning Area: Light Learning Objective: 3. Pupils gather information on the metric unit for measuring temperature. Reflection: 20 3 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. Pupils immerse their fingers in the warm water for every few seconds to feel the temperature changes. Pupils let the warm water to cool down and feel the water every few second. pupils discuss and conclude that: a. Heat loss causes the water to become cooler. Mirror in the barber shop d. Pupils answer the structured question on the fair test done. ii.1 Understanding that temperature is an indicator of degree of hotness. ii.

2 Understanding the effects of heat on matter.State the matter expands when heated. ii. Pupils record their observation in a table.State the matter expands when heated.State that matter contracts when cooled. Pupils carry out activities to observe the effects of heat on matter.State the matter expands when heated. effects of heat on solid. Learning Outcome: After this lesson pupils should be able to: . Pupils conclude that the temperature is an indicator to measure hotness. liquid and gas. .State that matter contracts when cooled. . Reflection: 22 3 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. pupils observe the effect of heat on the dented ping pong ball. iv. Reflection: 23 3 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. Pupils carry out activities to observe the effects of heat on matter.2 Understanding the effects of heat on matter. Learning Outcome: After this lesson pupils should be able to: .State that temperature of an object or material decreases as it loses heat. iii. Teacher divides the lesson into three parts.2 Understanding the effects of heat on matter. v. . Learning Outcome: After this lesson pupils should be able to: . iv. For the effects of heat on solid. pupils observe the effect of heat on the coloured water in a beaker with a glass tube. effects of heat on solid. Teacher divides the lesson into three parts. Pupils answer the structured question on the fair test done. For the effects of heat on liquid. Heat up water and then turn off the Bunsen burner and record the temperature every few minutes while the water cools off. Learning Outcome: After this lesson pupils should be able to: . Pupils carry out activity to measure temperature: a. effects of heat on solid. Pupils discuss their observation and conclude that solid will expands when heated and solid will contracts when cooled. Pupils record the water level after heating and cooling. ii. Pupils discuss their observation and conclude that solid will expands when heated and solid will contracts when cooled. Activities: i.State that matter contracts when cooled.21 2 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. Activities: i.1 Understanding that temperature is an indicator of degree of hotness. Pupils carry out activities to observe the effects of heat on matter. iii. . ii. pupils observe the effect of heat on the iron ball. iv. Reflection: 22 2 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. iii. ii. Activities: i. liquid and gas. Pupils discuss their observation and conclude that solid will expands when heated and solid will contracts when cooled. Reflection: .Conclude that the temperature is an indicator to measure hotness. Activities: i. For the effects of heat on gas. liquid and gas. iv. Teacher divides the lesson into three parts. iii.

v. Pupils discuss and conclude that solid has mass. Each group is given one liquid material. has fixed volume and has fixed shape. Pupils classify objects and materials into solid. Reflection: . Each groups are given one solid material. iv. ii.State the properties of solid. Activities: i. ii. Reflection: 24 (23) Theme: Investigating Force and Energy Learning Area: State of Matter Learning Objective: 1. ii. Reflection: 24 (23) Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1.Classify object and materials into three states of matter. d. Activities: i.Give examples of the principle of expansion and contraction in everyday life. Pupils need to study the properties of the solid by: a. Measure the volume c. iii. An electric cable is installed loosely to prevent it from snapping when it contracts in cold weather.23 2 Theme: Investigating Force and Energy Learning Area: Heat Learning Objective: 4. Pupils need to study the properties of the liquid by: a. Pouring it into the container with various shapes. Weighing it b.State the properties of liquid. liquid and gas. Putting it in the container with various shape. Pupils discuss and conclude that matter will expands when heated and contracts when cooled. c. Concrete slabs on pavements have gaps to allow for expansion.1 Understanding that matter exist in the form of solid. Learning Outcome: After this lesson pupils should be able to: . liquid and gas. liquid and gas) into the classroom and asks the pupils to classify them into solid. Weighing it b. Pupils discuss and conclude that liquid has mass. liquid and gas. A tight bottle cap can be loosened by immersing it in hot water. Pupils are divided into 6 groups. Learning Outcome: After this lesson pupils should be able to: . Teacher shows some pictures on the examples of the principle of expansion and contraction in everyday life: a. Measure the volume c. liquid and gas. b. . has fixed volume and has no permanent shape and takes the shapes of its container.1 Understanding that matter exist in the form of solid. There are gaps at railway tracks to allow for expansion in hot weather.2 Understanding the effects of heat on matter. Activities: i. Teacher brings objects (consists of solid. Pupils are divided into 6 groups. Pupils discuss and give reasons for their classification. Learning Outcome: After this lesson pupils should be able to: .

c.State that some liquid flow faster than others. Collecting water vapour.25 25 26 Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. Evaporation d.State the properties of gas. Removing the cover of the first container and observe how smoke moves from a container to another inverted container placed directly over it. Pupils observe the state changes for water. allowing its to cold and making it freeze. Activities: i. Boiling c. Freezing. Balancing two inflated balloons as on a stick and puncturing one of the balloons. Heating water until it boils c. Observing smoke in the closed container then placing an inverted container on it. Allowing ice to melt b.Identify the processes involved when a matter changes from one state to another. Reflection: . Pupils carry out the following activities to observes the change of the state of water: a.2 Understanding that matter can be change from one state to another.2 Understanding that matter can be change from one state to another. Melting b. ii. Inflating balloons of difference shapes. Activities: i. Reflection: Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. Pupils discuss and conclude that gas has mass. has no fixed shapes but takes the shapes of its container. ii. Pupils discuss and conclude that: a. Each group is given different fair test in order to study the properties of the gas: a.State that water can change its state . Feeling the pressure of the gas in a syringe when it plunges is pushes down with nozzle closed. Water can exist as solid. Learning Outcome: After this lesson pupils should be able to: . Pupils discuss the process involved when a matter changes from one state to another: a. occupies paste and has no fixed volume and can be compressed.Conclude that water can exist in any of the three states of matter. Learning Outcome: After this lesson pupils should be able to: . liquid and gas. Activities: i. Condensation e. b. . ii.1 Understanding that matter exist in the form of solid. d. Water can change from one state to another b. Learning Outcome: After this lesson pupils should be able to: . Reflection: Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. Pupils are divided into 4 groups. liquid and gas.

. Reflection: 27 2 Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. ii. 28 2 . They will gather information on how to keep our water resources clean and present it in form of folio. Pupils investigate and discuss the factors that effect how fast water evaporates e.Identify the factors that affect the rate of evaporation of water. ii. . hot weather and wind.. Activities: i. Teacher demonstrates how to use the litmus paper.Describe how clouds are formed. The importance of water for living things. Each group will put their discussion on the mahjung paper and present it in front of the class. iii. Pupils record their finding in a table. iii. Learning Outcome: After this lesson pupils should be able to: .2 Understanding that matter can be change from one state to another.Describe how rain is formed. Learning Outcome: After this lesson pupils should be able to: . Pupils do the exercise on the structured question based on the topic.3 Understanding the water cycle. b. ii.. iv. They will run an experiment to identify acidic. Each group use the litmus paper to identify acidic. Reflection: 28 3 Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1.Explain the importance of water cycle. Activities: i.1 Understanding the properties of acidic. alkaline and neutral substances. alkaline and neutral substances using litmus paper. Teacher pastes the diagram of clouds formation in front of the class.Give reason why we need to keep our water resources clean. Learning Outcome: After this lesson pupils should be able to: . iv. Pupils discuss and explain the changes in the state of matter in the water cycle. .4 Appreciating the importance of water resources. ii. Each group will put their discussion on the mahjung paper and present it in front of the class. Activities: i. Reflection: 27 3 Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. They will discuss the topic on: a.Describe ways to keep our water resources clean. Learning Outcome: After this lesson pupils should be able to: . Pupils put the information in form of mind mapping.Explain how water is circulated in the environment. Reflection: Theme: Investigating Materials Learning Area: Acid and alkali Learning Objective: 2. alkaline and neutral substances that they have brought from home. Pupils are divided into 6 groups.g. Pupils are divided into 6 groups.4 Appreciating the importance of water resources. alkaline and neutral substances using litmus paper. Activities: i. ii. The effect of human activities on the quality of water supply.Identify acidic.**26 3 Theme: Investigating Materials Learning Area: State of Matter Learning Objective: 1. Pupils are divided into 6 groups. Learning Outcome: After this lesson pupils should be able to: . Pupils discuss the importance of water cycle. Activities: i.

Big Dipper and Southern Cross. iii. They will run an experiment to identify acidic. Pupils discuss that constellations is a group of stars that form certain pattern in the sky. Reflection: Theme: Investigating Materials Learning Area: Acid and alkali Learning Objective: 2. alkaline and neutral substances. iv. bitter.Conclude the properties of acidic. alkaline and neutral substances. Teacher demonstrates how to use the litmus paper.1 Understanding the properties of acidic. Pupils draw the pattern of Scorpion. Pupils record their finding in a table. Pupils and teacher discuss the correct answer. Pupils build model from sugar paper and torch light to study the pattern of Scorpion.1 Understanding the properties of acidic. and tasteless). Pupils record their finding in a table. Activities: i. v. alkaline substances taste bitter and sweet. Pupils are divided into 6 groups. v. Each group use the litmus paper to identify acidic. Pupils test each group of food with litmus paper iv. iv. Pupils conclude that acidic substances taste sour. Pupils observe the Orion. Activities: i. Reflection: 30 3 Theme: Investigating Materials Learning Area: Acid and alkali Learning Objective: 2. ii. Pupils are divided into 6 groups. They will run an experiment to identify the taste of acidic and alkaline food. ii. ii. alkaline and neutral substances using litmus paper. Scorpion. alkaline and neutral substances. iii. Learning Outcome: After this lesson pupils should be able to: . Pupils view PowerPoint slide to observe various constellations. Big Dipper and Southern Cross in their exercise book. ii. Reflection: 30 2 Theme: Investigating the Earth and the Universe Learning Area: Constellation Learning Objective: 1. iii. alkaline substances will change the red litmus paper into blue and there is no change on the both litmus paper for neutral substances. sour. Pupils do some structured questions on this topic. . alkaline and neutral substances. Reflection: 29 2 Theme: Investigating Materials Learning Area: Acid and alkali Learning Objective: 2.Identify the constellations. alkaline and neutral substances. salty.Identify acidic. iii.g. Based on the experiment they had done before. pupils conclude the properties of the acidic. salty and tasteless food are neutral substance.v. v. Learning Outcome: After this lesson pupils should be able to: . 29 3 Pupils conclude that acidic substances will change the blue litmus paper into red in colour. alkaline substances will change the red litmus paper into blue and there is no change on the both litmus paper for neutral substances.State what constellations are? . Big Dipper and Southern Cross in the sky. alkaline and neutral substances using litmus paper. Learning Outcome: After this lesson pupils should be able to: . Activities: i. sweet. alkaline and neutral substances that they have brought from home. Pupils conclude that acidic substances will change the blue litmus paper into red in colour. Pupils divide the food that they have brought according to its taste (e.1 Understanding constellations. Activities: i.1 Understanding the properties of acidic.Identify the taste of acidic and alkaline food. Learning Outcome: After this lesson pupils should be able to: .

Describe the changes in the length and position of the shadow throughout the day. Pupils conclude that Moon rotates on its axis and at the same time its moves around the Earth. Pupils observe and record the length and position of the shadow . iv.: a.State that the Earth rotates on its axis. Teacher asks 3 pupils to do simulation on the phenomenon. Pupils and teacher discuss and gather information on the importance of constellations. Teacher demonstrates the changes in the length and position of the shadow through out the day. Learning Outcome: After this lesson pupils should be able to: . Teacher shows the model of Earth (glob) rotates on its axis. The Moon and The Sun. Learning Outcome: After this lesson pupils should be able to: . Learning Objective: 2. Pupils and teacher discuss the correct answer. Pupils do some exercises on this topic.State that the Moon and the Earth move round the Sun at the same time. the Moon and the Sun. Teacher shows the model of Moon rotates on its axis. Activities: i. Pupils view PowerPoint slide to observe the movement of the Earth. . Teacher shows that Earth rotates and at the same time moves around the Sun. Moon and Sun. Pupils view PowerPoint slide to observe the movement of the Earth. ii.1 Understanding the movement of the Earth. . The Moon and The Sun.State that the Moon rotates on its axis.State that the Earth rotates and at the same time moves around the Sun.Reflection: 31 3 31 2 32 3 32 2 Theme: Investigating the Earth and the Universe Learning Area: Constellation Learning Objective: 1. Teacher shows that the Moon and the Earth rotates and at the same time moves around the Sun. Reflection: Theme: Investigating the Earth and the Universe Learning Area: The Earth. E. Moon and Sun. Pupils view PowerPoint slide to observe the movement of the Earth.1 Understanding constellations. ii. ii. Reflection: Theme: Investigating the Earth and the Universe Learning Area: The Earth. Activities: i. Activities: i. Pupils conclude that Earth rotates on its axis and at the same time its moves around the Sun. Reflection: Theme: Investigating the Earth and the Universe Learning Area: The Earth. To show direction b. Teacher asks 3 pupils to do simulation on the phenomenon. ii.g. the Moon and the Sun. iv. v. The Moon and The Sun. iii. iii. the Moon and the Sun.1 Understanding the movement of the Earth. Teacher shows that Moon rotates and at the same time moves around the Sun. . iii. Moon and Sun. Learning Objective: 2. v. iv. v. Learning Outcome: After this lesson pupils should be able to: . To indicate the time to carry out certain activities such as planting season. Activities: i.1 Understanding the movement of the Earth. Learning Outcome: After this lesson pupils should be able to: . iii.State the importance of constellation. Learning Objective: 2. Teacher asks 3 pupils to do simulation on the phenomenon.State that the Moon rotates and at the same time moves around the Earth.

Pupils view computer simulation on how days and nights are formed.State that the Moon does not emit light. Activities: i.Explain that the Moon appears bright when it reflects sunlight. Activities: i. The Moon and The Sun. Learning Outcome: After this lesson pupils should be able to: . ii. Pupils discuss and conclude that the Earth rotates on its from west to east. Pupils view computer simulation on the phases of the Moon. Pupils carry out a simulation by illuminating a rotation globe to observe the Earth occurrence of day and night. Reflection: 33 3 Theme: Investigating the Earth and the Universe Learning Area: The Earth. Based on above activity. Pupils observe the length and position of the shadow formed when the globe is rotated at its axis from west to east over a fixed light source (the Sun). . ii. Based on above activity.Conclude that the Earth rotates on its axis from west to east. Pupils view computer simulation and discuss that the Moon does not emit light but reflect the sunlight.3 Understanding the phases of the Moon. Pupils fix a tooth pick vertically on the surface of the a globe. Reflection: 32 2 Theme: Investigating the Earth and the Universe Learning Area: The Earth. iii. Learning Objective: 2. iii. Learning Outcome: After this lesson pupils should be able to: . ii.Explain that day and night occur due to the rotation of the Earth on its axis. Full moon Reflection: . Learning Objective: 2. Learning Objective: 2. iii. iii. The Moon and The Sun. . Pupils draw the phases of the Moon and label it: a. Learning Objective: 2. pupils conclude that day and night occur due to the rotation of the Earth on its axis. Pupils carry out a simulation by illuminating a rotation globe to observe the Earth occurrence of day and night.Describe the phases of the Moon. Learning Outcome: After this lesson pupils should be able to: .State that it is day time for the parts of the Earth facing the Sun. Learning Outcome: After this lesson pupils should be able to: . Pupils view computer simulation on how days and nights are formed. pupils conclude how day and night occur. Crescent c. The Moon and The Sun.2 Understanding the occurrence of day and night.2 Understanding the occurrence of day and night. . Reflection: 33 2 Theme: Investigating the Earth and the Universe Learning Area: The Earth. Reflection: 34 3 Theme: Investigating the Earth and the Universe Learning Area: The Earth. Half moon d.State that it is night time for the parts of he Earth facing away from the Sun Activities: i. ii. Moon and Sun.of a pole at different time of the day. New moon b.1 Understanding the movement of the Earth. The Moon and The Sun. Activities: i.

Learning Outcome: After this lesson pupils should be able to: . Pupils have to present their folio after finish it. iii.Describe the phases of the Moon. ii. Hemisphere ii. Learning Outcome: After this lesson pupils should be able to: . Pupils carry out activities to investigate factors that affect the stability of a structure. Reflection: 36 3 Theme: Investigating Technology Learning Area: Strength and stability Learning Objective: 1. Pushing a high chair and a low chair. . Base area b. Learning Outcome: After this lesson pupils should be able to: . Learning Outcome: After this lesson pupils should be able to: . i. Pushing a bottle standing upright and bottle standing upside down.g. the more stable the object is. Cube b. Cuboids c. Pupils name and draw the shapes in their exercise book.Identify the factors that affect stability of objects. Reflection: 35 2 Theme: Investigating Technology Learning Area: Strength and stability Learning Objective: 1.3 Understanding the phases of the Moon.1 Knowing the shapes of objects in structures. Pupils discuss and conclude that the stability of an object is affected by: a.States the shapes of objects . Learning Objective: 2. . Pupils walk around the school compound and identify the shapes mentioned above. Pupils carry out activity to investigate how base area affects the stability of an object. the bigger the base. Pupils carry out activities to recognise the shapes of objects: a.Identify shapes in the structures Activities: i.e. The Moon and The Sun.: a. Activities: i.2 Understanding the strength and stability of a structure. Height. . Pupils prepare the project in the form of folio.2 Understanding the strength and stability of a structure. Pupils carry out a project to observe and record the phases of the Moon for a month and relate them to the dates in lunar calendar.Explain how height affects stability Activities: i. ii. Cylinder f.Explain how base area affects stability . b. Pyramid g. iii.34 2 Theme: Investigating the Earth and the Universe Learning Area: The Earth. iii. Pupils carry out activities to identify the shapes of objects that are stable.e. Cone e. Sphere d. Reflection: 35 3 Theme: Investigating Technology Learning Area: Strength and stability Learning Objective: 1. Activities: i.Identify the shapes of objects that are stable.

Learning Outcome: After this lesson pupils should be able to: . Each group has to design the strongest and most stable structure using materials of their choice. Then put objects of the same mass on each bridge. a. 3. Pupils discuss and conclude that the strength of a structure is affected by: a. Reflection: . Pupils are divided into 6 groups.2 Understanding the strength and stability of a structure. Make two bridges. e. i. Reflection: Pupils carry out activity to investigate how height affects the stability of an objects. Groups present their work in front of the class.e.g.ii. 2. Learning Outcome: After this lesson pupils should be able to: .Design a model that is strong and stable Activities: 1. the less stable the object is. 36 2 Theme: Investigating Technology Learning Area: Strength and stability Learning Objective: 1. Pupils carry out activity to study the factors that affect the strength of a structure. one using a piece of flat paper and the other using a folded paper. the higher the object. 2. Pupils choose the best design. How the structure is placed Reflection: 37 3 Theme: Investigating Technology Learning Area: Strength and stability Learning Objective: 1. Types of materials used b. Pupils record their finding in the exercise book. iii.Identify the factors that affect the strength of a structure Activities: 1.2 Understanding the strength and stability of a structure. Suspend a weight on a straw and then on a pencil b.