2.1 Breathing Process Learning Standard: Pupils Are Able To

TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:

DATE: TIME:
THEME: LIFE SCIENCE TOPIC: 2.0 HUMAN
CONTENT STANDARD 2.1 Breathing process
LEARNING STANDARD: 2.1.1 Identify the organs involved in the breathing process
LEARNING OBJECTIVE: Pupils are able to :
1. Label the organs involved during the breathing process
SUCCESS CRITERIA: 1. Pupils will be able to state 3 organs involved in the breathing process
TEACHING ACTIVITIES : : Activity 1 1. Pupils are divided into 5 groups. Each group is given one A4 paper with 1 letter and a number. (Code
Breaking Game) .
2. Pupils are required to break code for keywords in order to identify the topic they will be
learned today.
3. The group that can break the code forst and provide the correct title will be considered the
winner.
: Activity 2 1. In the same group, each group will be given red modelling clay, purple modelling clay, brown modelling clay, rolling pin,
ruler, pencil, white paper, manla card, marker pen, and scissors.
2. Pupils draw the shape of the lungs on a piece of white paper and cut it out.
3. The red modelling clay was kneaded and flattened it using the rolling pin.
4. Pupils trace the cut-out of the lungs on the flattened red modelling clay according to the shape.
5. Steps 3 was repeated by using the brown modelling clay to form the nose.
6. Pupils shape the purple modelling clay into the letter “Y” to form the trachea.
7. The clay models of the lungs, nose, and trachea was placed onto a manila card and label accordingly using a marker pen.
: Activity 3 1. The pupils will answer the question on science exercise book.
LEARNING MATERIALS: / Code breaker / rolling pin, ruler, pencil, white paper, / red modelling clay, purple modelling clay,
manla card, marker pen, and scissors brown modelling clay
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship / Global sustainability
CURRICULUM : ICT Environmental sustainability Patriotism
/ Noble Value Financial Education / Creativity And Innovatioan
THINKING SKILLS : LOWER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS
/ Remembering / Applying Evaluating

/ Understanding Analysing Creating
SCIENCE PROCESS / Observing Classifying Measuring And Using Number
SKILLS: Making Inference Predicting Defining Operationally
Experimenting Making Hypothesis Using Space-Time Realtionship
Interpreting Data / Communicating Controlling Variables
MANIPULATIVE SKILLS: / Using and handling science apparatus Handling specimen correctly and carefully
/ Maintaining science apparatus correctly and safely / Sketch specimen and science apparatus
/ Cleaning science apparatus correctly
THINKING MAP : Circle map Tree Map Bubble Map Double Bubble Map
Brace Map Bridge Map Flow Map Multi Flow Map
TEACHING AND Quiz / Orally Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation / Activity Others :________
INSTRUMENT): Book/Worksheet
PERFORMANCE NUMBER OF STUDENT
STANDARD PL 1 PL 2 PL 3 PL 4 PL 5 PL 6
21ST CENTURY SKILLS : Field Trip Code Breaker Game / Gallery Walk
Experiment Role Play I-THINK Map
Hot seat Presentation Project /
REFLECTION:
____/ ____ students can achieve the required standard
____/ ____ student need further training and guidance of teacher
LEARNING CAN NOT BE STARTED AND WILL BE CONTINUED ON THE NEXT DAY BECAUSE:
Meeting / Course Medical Leave/CRK Others: ________________________________
DATE: TIME:
CONTENT STANDARD 2.1 Breathing Process
LEARNING STANDARD: 2.1.2 Describe the breathing process in terms of air passage and exchange of gases in the lungs through observations by using
various media.
1. Explain the breathing process in terms of air passage.
SUCCESS CRITERIA: 1. Pupils will be able to explain the breathing process in terms of air passage.
TEACHING ACTIVITIES : : Activity 1 1. Pupils are shown with 3 picture cards on the human breathing process.(Picture can be taken in TB page 26 and 27)
2. 3 pupils were called to tell what they understood when they saw a picture posted on the whiteboard.
3. The teacher introduced the topic to be learned today
: Activity 2 1. Pupils are divided into 5 groups. Each group will be given mah-jong paper, marker pen and sticker note.
2. Each group need to discuss about the human breathing process in terms of airway and gas exchange during inhalation and
exalation.
3. The result of the group discussion is presented in a flow map by using colour marker pen.
4. The result of the group should be placed on a table with a pencil and sticker note. (Gallery tour)
5. Other members of the group can temporily split up to view other group’s work.
6. After the pupils returns to the original group, they see the comments given by each group on the sticker note.
: Activity 3 1. Pupils do an exercises in science textbooks as reinforcement activities
LEARNING MATERIALS: Video/lap top / Picture card / Mah-jong paper, coloured marker pen, sticker
note
/ Noble Value Financial Education Creativity And Innovatioan

/ Understanding / Analysing Creating
/ Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
Cleaning science apparatus correctly
Brace Map Bridge Map / Flow Map Multi Flow Map
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL Observation / Activity Others :________
21ST CENTURY SKILLS : Field Trip Game Gallery Walk /

Experiment Role Play I-THINK Map /
Hot seat Presentation Singing
REFLECTION:
DATE: TIME:
CONTENT STANDARD 2.1 Breathing Process
LEARNING STANDARD: 2.1.3 Differentiate the content of oxygen and carbon dioxide during inhalation and exhalation.
2.1.4 Describe the chest movement during inhalation and exalation by carrying out activities.
1. Differentiate the content of oxygen and carbon dioxide during the breathing process.
2. Make generalisation on the chest movement during the breathing process.
SUCCESS CRITERIA: 1. Pupils will be able to state differentiate the content of oxygen and carbon dioxide during inalation and exalation correctly.
2. Pupils will be able to explain chest movement during inhalation and exalation correctly
TEACHING ACTIVITIES : : Activity 1 1. 4 pupils came to the front of the class. One pupil wearing a Manila Card written INHALATION and EXHALATION.
(Simulation)
2. An arrow containing many small blue circles is placed in front of the pupil’s nose.
3. Another pupils holds the arrow and sets the direction whether to inhale or exhale
oksigen Carbon Dioxide
: Activity 2 1. Pupils choose a partner of the same gender. (Let/s Test TB page 32)
2. One has to lies flat on the mat.
3. A book is placed on his/her chest. Then, friends lying on the mat need to inhale and exhale.
4. Pupils observed the movement of the book and chest. Pupils record the observations in the given table.
5. Pupils question and answer the teacher about the activity. Example :
a) What cause the book to change its movement during inhalation and exhalation in this activity?
b) State your conclusion regarding chect movement during inhalation and exalation.
: Activity 3 1. Pupils do an exercise in science textbooks as reinforcement activities.
LEARNING MATERIALS: Video/lap top / Word card / Book, arrow card

SKILLS: / Making Inference Predicting Defining Operationally
/ Interpreting Data / Communicating Controlling Variables
MANIPULATIVE SKILLS: Using and handling science apparatus Handling specimen correctly and carefully
Maintaining science apparatus correctly and safely Sketch specimen and science apparatus
LEARNING ASSESSMENT
21ST CENTURY SKILLS : Simulation / Game Gallery Walk

Hot seat Presentation / Singing
REFLECTION:
DATE: TIME:
CONTENT STANDARD 2.1 Breathing Process.
LEARNING STANDARD: 2.1.5 Make generalisation that the rate of breathing depends on the types of activities carried out.
2.1.6 Explain the observations on human breathing through written or verbal forms, sketches or ICT in a creative way.
1. Conclude that the rate of breathing depends on the types of activities.
2. Communicate creatively and innovatively on situations which give good and bad effect on human breathing and provide suggestions to keep
the lungs healthy.
SUCCESS CRITERIA: 1. Pupils will be able to state 3 different rate of breathing according to the types of activities.
2. Pupils will be able to state 3 situations which good and bad effect on human breathing and give 2 suggestion on how to keep the lung healthy
TEACHING ACTIVITIES : : Activity 1 1. Pupils are divided into 5 groups. Each group will be given stopwatch and observation table card. (Activity TB pg 34)
2. Pupils play some music and start walking slowly for one minute.
3. After one minute, pupils stop the music and stop walking.
4. One hand was placed on his/her chest and start the stopwatch. The number of chest movements was counted in one minute.
5. Pupils record the observations in the table given.
6. Step 2 to 5 was repeated with running on the spot and jumping jacks.
: Activity 2 1. Pupils formed a new group. Pupils will be given paper, stationery, situations card and envelopes. (Activity TB page 36)
2. Each group consists of 4 members. Each member receives a numbered envelopes; 1,2,3, or 4. Each envelope contains a
different situations card.
3. Pupils with the same numbered envelopes form a new group of experts.
4. Each expert group is given 10 minutes to discuss the situation cards in terms of the good and bad effect as well as
suggestions on how to keep the lungs healthy.
5. After the discussion, the experts return to their original group and share the information with their group members.
: Activity 3 1. Pupils complete a bubble map of the good and bad effect based on the card given.
LEARNING MATERIALS: / Portable speaker, music / given paper, stationery, situations card / stopwatch and observation table card
and envelopes
CURRICULUM : / ICT / Environmental sustainability Patriotism
/ Remembering / Applying / Evaluating

SCIENCE PROCESS / Observing Classifying / Measuring And Using Number
SKILLS: / Making Inference / Predicting / Defining Operationally
/ Experimenting / Making Hypothesis Using Space-Time Realtionship
/ Interpreting Data / Communicating / Controlling Variables
THINKING MAP : Circle map Tree Map / Bubble Map Double Bubble Map
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT
ST
21 CENTURY SKILLS : Field Trip Game Gallery Walk
Experiment / Role Play I-THINK Map
REFLECTION:
DATE: TIME:
CONTENT STANDARD 2.2 Excreation and Defecation
LEARNING STANDARD: 2.2.1 State the meaning of excreation and defecation.
2.2.2 Identify the organs and products of excretion.
1. State the meaning of excreation and defecation.
2. Identify the organs and products of excretion.
SUCCESS CRITERIA: 1. Pupils will be able to explain the meaning of excreation and defecation correctly.
2. Pupils will be able to identify 3 organs and products of excreation correctly.
TEACHING ACTIVITIES : : Activity 1 1. Using Power Point, pupils are shown with 4 situation pictures.
2. By looking at the picture of the situation, the pupils guess the letters for them to learn today.
3. If the letter is wrong, hangman will draw on the whiteboard.
4. Pupils are introduced the meaning of the excreation and defecation based on the situation in the slide
show.
: Activity 2 1.Two pupils are required to come forward. (Simulation)

2.A pupils was given a white shirt with a drawing of excretion organ whisch is skin, lungs and kidneys.
3.Another pupils was given a card that featured of anal organ and was worn on the back.
4.Pupils are explained by the excreation and defection of each organs.
: Activity 3 1.Pupils are divided into 5 groups. (Fun Activity TB pg 40)
2.Each group will be given A4 paper, marker pen, pictures of organs and answer card.
3.A representative from each group choose three pictures of organs from Table 1.
4.Member in each group discuss and identify the product (s) of each selected organ.
5.Another group representative goes to Table 2 and chooses the corresponding answer card as discussed earlier.
6.The group members match the organs with the products of excretion using suitable graphic organizers according to their
creativity and present it in front of the class.
LEARNING MATERIALS: / Power point, lap top, LCD / A4 paper, marker pen, pictures of / White shirt with the organ picture, picture card
organs and answer card.
CURRICULUM : / ICT Environmental sustainability Patriotism

TEACHING AND Quiz / Orally / Presentation / Student work
LEARNING ASSESSMENT
(EVALUATION Drama/ PBL / Observation Activity Others :________
21ST CENTURY SKILLS : Field Trip Game Gallery Walk

Simulation / Role Play I-THINK Map
REFLECTION:
DATE: TIME:
CONTENT STANDARD 2.2 Excretion and Defecation
LEARNING STANDARD: 2.2.3 Make inferences on the importance to rid products of excreation and defecation
2.2.4 Explain the observations on human excretion and defecation through written or verbal forms, sketches or ICT in a creative
way.
1. Provide reasoning on the importance of excretion and defecation in human.
SUCCESS CRITERIA: 1. Pupils will be able to explain 3 importance of excreation and defecation in human correctly.
TEACHING ACTIVITIES : : Activity 1 1. Pupils respond to teacher questions : What would happen to our health if we didn’t urinate for a week?
2. Pupil answer will be linked to the topics that will be learned today
: Activity 2 1. Pupils divided into 5 group with 4 members in the group.
2. Each group is given 6 colour card containing question. (Fan-N-Pick)
3. Each member of the group is assigned a role.
Student 1 : Hold question cards in a fan and says “ Pick a card, any card!”
Student 2 : Pick a card, read the question aloud and allows five seconds of time to think.
( Question about the importance of excretion and defecation in human)
Student 3 : Answer the question
Student 4 : Responds to the answer (Check and then praises or tutors)
4. Pupils rotates roles, one person clockwise for each new round
: Activity 3 1. Pupils do an exercise in science textbooks as reinforcement activities.
LEARNING MATERIALS: / Video, LCD, Lap top / Marker pen / Coloured card paper
CURRICULUM : ICT / Environmental sustainability Patriotism

SCIENCE PROCESS Observing Classifying Measuring And Using Number
TEACHING AND Quiz Orally Presentation Student work
LEARNING ASSESSMENT

Experiment Role Play Fan-N-Pick /
Hot seat Presentation Singing
REFLECTION:
DATE: TIME:
CONTENT STANDARD 2.3 Humans Respond to Stimuli
LEARNING STANDARD: 2.3.1 State that humans respond when the sensory organs receive stimuli
2.3.2 Explain with examples humans respond to stimuli in daily life
2.3.5 Explain the observations on human response to stimuli through written or verbal forms, sketches or ICT in a creative way.
1. State that human respond to stimuli.
2. Give examples on how humans respond to stimuli.
SUCCESS CRITERIA: 1. Pupils will be able to explain that human respond to stimuli by engaging in activities.
2. Pupils will be able to explain 3 examples humans responds to stimuli correctly
TEACHING ACTIVITIES : : Activity 1 1. Pupils will be given 3 covered and labeled containers containing pandan leaves, perfumes car and petai fruit.
2. All the pupils will guess what the material is without looking into the container.
3. Pupils answer will be reviewed together based on their notes on the observation paper.
4. Pupils will respond to the teacher question.
5. Pupils are introduced to the topic today based on the pupils answer.
: Activity 2 1. Pupils are divided into 5 group. Each group will be given a torchlight, whistle, coffee with no sugar, shrimp paste, small
towel and ice cubes. (TB page 45)
2. Each group will be conducting investigations at five stations. That activity at each station is as follows.
Station A – Wrap some ice cubes using a small towel and place it on that neck.
Station B – Taste the coffee with no sugar
Station C – Shine light towards the eyes
Station D – Smell shrimp paste
Station E – Blow a whistle loudly into someone’s car.
3. Pupils identify the stimuli and responses in the activity and record them in the table provided by the teacher.
4. Each group will present the result of the group investigation.
: Activity 3 1. Pupils complete a tree map of the response to the stimuli and paste the tree map in the science practicle book.
LEARNING MATERIALS: / Tree map / pandan leaves, perfumes car and petai / torchlight, whistle, coffee with no sugar,
fruit. shrimp paste, small towel and ice cubes.
ELEMENT ACROSS THE Language / Science & Technology Entrepreneurship Global sustainability

SCIENCE PROCESS / Observing / Classifying Measuring And Using Number
SKILLS: / Making Inference / Predicting Defining Operationally
/ Experimenting Making Hypothesis Using Space-Time Realtionship
/ Interpreting Data / Communicating Controlling Variables
/ Cleaning science apparatus correctly
THINKING MAP : Circle map / Tree Map Bubble Map Double Bubble Map
TEACHING AND Quiz / Orally / Presentation / Student work
LEARNING ASSESSMENT

Experiment / Role Play I-THINK Map /
REFLECTION:

DATE: TIME:
CONTENT STANDARD 2.3 Human Respond to Stimuli
LEARNING STANDARD: 2.3.3 Make inferences on the importance of human response to simuli
2.3.4 Explain habits that disrupt the process of human response to stimuli
1. Summarise the importance of human response to stimuli .
2. Communicate creatively and innovatively concerning habits thats should be avoided to prevent damage to the sensory organs and present the
findings.
SUCCESS CRITERIA: 1. Pupils will be able to state 3 importance of human response to stimuli correctly.
2. Pupils will be able to explain 3 habits that should be avoided to prevent damage to sensory organs correctly.
TEACHING ACTIVITIES : : Activity 1 1. Pupils will respond to questions of the given situation. “What would happen if a boy couldn’t respond to the sound of a
car honking as he was crossing the road” Why that happened?
2. Pupils are introduced to the topic today based on the pupils answer.
: Activity 2 1. Pupils are divided into 5 group. Each group will be given A4 paper and stationery. (Fun Activity page 48)
2. In group, Pupils obtain information from different sources on habits that can disrupt human response to stimuli.
3. Pupils discuss with group members on how to relate the habits to the damages they can cause to the sensory organs.
4. Each group need to present the result of the discussion in the form of a creative poster.
: Activity 3 1. Pupils anser questions in the science workbook as an reinforcement activity.
LEARNING MATERIALS: Video/lap top / Sticker note. Marker pen / A4 paper and stationery

SCIENCE PROCESS / Observing / Classifying Measuring And Using Number
MANIPULATIVE SKILLS: Using and handling science apparatus Handling specimen correctly and carefully
TEACHING AND Quiz Orally / Presentation / Student work
LEARNING ASSESSMENT
21ST CENTURY SKILLS : Field Trip Game Gallery Walk /

REFLECTION:

2.1 Breathing Process Learning Standard: Pupils Are Able To

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TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

SUBJECT: SCIENCE CLASS:

/ Remembering / Applying Evaluating

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk /

oksigen Carbon Dioxide

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Simulation / Game Gallery Walk

/ Remembering / Applying / Evaluating

: Activity 2 1.Two pupils are required to come forward. (Simulation)

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk

TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

/ Remembering / Applying Evaluating

21ST CENTURY SKILLS : Field Trip Game Gallery Walk /

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