TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)

SUBJECT: SCIENCE CLASS:

DATE: TIME:
THEME: PHYSICAL SCIENCE TOPIC: 6.0 SOUND
CONTENT STANDARD 6.1 Sound
LEARNING STANDARD: 6.1.1 State that sound is produced by vibrations, by carrying out activities
LEARNING OBJECTIVE: Pupils are able to :
1. List ways to produce sound
SUCCESS CRITERIA: 1. Pupils will be able to list 3 ways to produce sound
TEACHING ACTIVITIES : : Activity 1 1. Pupils will listen a video clip song “ hutang” floor 88 on the screen in front of the class.
2. Pupils will respond to teacher’s question. “How the musicians in this video use their music to produce a
variety of sounds?
3. All pupils answer wil be written on the whiteboard and reviewed together.
4. Pupils will be provided with a tree map sheet to create the different ways sound is produced by different
instruments.
: Activity 2 1. Pupils are divided into 5 groups. Each group will be given a metal hanger, thread and pencil. (Fun
Activity TB page 113)
2. Pupils tie the thread to the hanger.
3. Pupils need to entwine the ends of the thread around index fingers.
4. After that, place the index fingers close to the ears.
5. Pupils ask her friend to tap the metal hanger with a pencil and observe what happens.
6. Steps 2 to 5 were repeated by exchanging the role with other members in the group.
: Activity 3 1. Pupils will answer questions in the worksheet about how different sounds are produced.
LEARNING MATERIALS: / Tree map / LCD, Speaker, Lap top, Video / metal hanger, thread and pencil

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 Game Gallery Walk

Experiment Role Play I-THINK Map /
Hot seat Project / Singing
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: ________________________________
 TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:
DATE: TIME:
THEME: PHYSICAL SCIENCE TOPIC: 6.0 SOUND
CONTENT STANDARD 6.1 Sound
LEARNING STANDARD: 6.1.2 Describe that sound travels in all directions.
6.1.3 Give examples of phenomenon that shows sound can be reflected in daily life.
LEARNING OBJECTIVE: Pupils are able to :
1. Make generalisation taht sound travels in all direction.
2. Explain through examples the phenomena that shows sound can be reflected
SUCCESS CRITERIA: 1. Pupils will be able to explain that sound travels in all direction.
2. Pupils will be able to explain 3 examples the phenomena that shows sound can be reflected.
TEACHING ACTIVITIES : : Activity 1 1. One pupil is selected to play the character of an “ice cream seller” and ring an ice bell.
2. Pupils will respond to the teacher’s question “how can you all hear the sound of this bell even though you are in a
different position?
3. Pupils answer will be associated with the way sound travels.

LEARNING MATERIALS:
: Activity 2 1. All pupils will line up and move around in an empty and closed classroom.
2. One pupils would come forward and scream at his friend’s name.
3. The observation is made after the screams. (The other pupils will hear his friend’s voice again)
4. Through this experiment, pupils can conclude that sound can be reflected when exposed to hard surface.
: Activity 3 1. Pupils will produce a bubble map related to the example of a phenomenon that shows the sound can be reflected. (Refer
TB page 116 and 117)
2. Each group will be provided with mahjung paper and colored maker pen.
3. Once all the groups have discussed and created a bubble map using their own creativity, the bubble map will be pasted in
their place. (Gallery Walk)
4. All groups will move around with the sticky note to provide a comments on other groups.
5. Each group is required to read the results of their movement before making any comments obout it
/ Ice bell / Mahjung paper, marker pen / Sticky note

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

SCIENCE PROCESS
SKILLS:
MANIPULATIVE SKILLS:
/ Understanding / Analysing Creating
/ Observing Classifying Measuring And Using Number
/ Making Inference / Predicting / Defining Operationally
Experimenting Making Hypothesis Using Space-Time Realtionship
Interpreting Data / Communicating / Controlling Variables
/ 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
ST
21 CENTURY SKILLS : Field Trip Game Gallery Walk
Experiment Role Play / I-THINK Map /
Hot seat / Presentation / Singing
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: ________________________________
 TEACHING AND LEARNING PLAN DAILY YEAR 4 (WEEK ____)
SUBJECT: SCIENCE CLASS:
DATE: TIME:
THEME: PHYSICAL SCIENCE TOPIC: 6.0 SOUND
CONTENT STANDARD 6.1 Sound
LEARNING STANDARD: 6.1.4 Describe the sound that is useful and harmful in daily life
6.1.5 Genrates ideas to solve problems in reducing sound pollution.
6.1.6 Explain the observations of sound through written or verbal forms, sketches or ICT in a creative way.
LEARNING OBJECTIVE: Pupils are able to :
1. Solve problem to reduce sound pollution in daily life.
SUCCESS CRITERIA: 1. Pupils will be able to state 2 sounds that is useful and 2 sound that is harmful in daily life.
2. Pupils will be able to sove one problems in reducing sound pollution
TEACHING ACTIVITIES : : Activity 1 1. Pupils will hear loud noises from vehicle and machinery.
2. Pupils will respond to the teacher’s question “did the noise just now disturb yor comfort? Why?
3. The teacher introduced the topic based on the pupils answer. (Useful and harmful sounds)

: Activity 2 1. Pupils are divided into groups of four members. (Fan-N-Pick)

2. Each group receives a set of situations cards. (The situation card are based on the TB page 118 and 119)
3. Roles rotate with each new question.
Pupils 1 – Hold situation card in a fan and says “pick a card, any card”
Pupils 2 – Pick a card, look at the situations card and allows 5 seconds of think time.
Pupils 3 – Answer the question
(The question about the useful and harmful sounds to us based on the situation card)
Pupils 4 – Respond to the answer.
: Activity 3 1. In the same group, pupils were given mahjung paper to produce bubble map on ways to reduce pollution.
2. Each group need to present their work in their own creative way.
LEARNING MATERIALS: / Portable speaker, mp3 sounds / Situation card / Mahjung paper and marker pen

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 Game Gallery Walk

Fan-N-Pick / Role Play I-THINK Map /
Hot seat Presentation / Singing
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: ________________________________