BBM / sources Text Book Science apparatus

Modul Specimen

Power Point Pictures/charts

Subject Science
Internet Etc._____________________

Class 1 DLP Model

Theme EARTH AND SPACE Teaching & Worksheets Observation Verbal

Learning
Assessment Assignment Student work Quizzes
Topic Unit 9. EARTH
Drama Project
Time 12.15 pm – 12.45 pm
Cross-curricular Technology in Science
9.1 Surface of the Earth
Learning Content Element

9.1.1 State the surface of the Earth e.g. mountain, beach, hill, Moral Values Be cooperative
Learning valley, river, pond, lake and sea.
Standard 1. Pupils do revision on previous lesson.
Acitivities 2. Pupils discuss about the surface of the Earth by
watching the Earth video clip
9.2.1 State the types of soils e.g. garden soil, clay and sand.
3. Pupils build an earth model to show the mountain,
beach, hill, valley, river, pond, lake and sea.
4. Pupils are explained about different types of soil.
Objective By the end of the lesson, pupils should be able to:
1. State the surface of the Earth. 5. Pupils summarize lesson by completing the Activity
2. Give examples of types of soils. Book.

Science Process Observation, communication (diagram), experimenting 1. Question and answer session about the whole activities
Skills carried out.
2. Pupils complete the tasks given.
 Closure

____/_____ pupils achieved the focused learning standard.

____/_____ pupils were able to complete the tasks given.
____/_____ pupils need more guide/assessment.
Reflection
The lesson has been postponed due to
Reinforcement
________________________________________________
Enrichment
__________.

Rubrics for 5E Lesson Plan

Phase Marks

5 4
Engage Remarkably Very interesting reading,
interesting in in capturing
demonstration,
capturing students’ or other activity
students’ interest interest that
piques students’
Highly successful Very successful
in uncover what in uncover what curiosity
students know
and think about students know
a topic and
think about a
Highly effective topic
in assessing if
there are
misconceptions Very effective in
assessing if
Extraordinarily there
rich and having are
various misconceptions
engagement
activities include
reading, Very rich and
demonstration, or having some
other activity that varieties if
piques students’ Exploration Allow students Allow students to A
curiosity engagement to

activities include
build excellent build good models, collect build fairly good build limited
models, collect models, collect data, to make and models, collect models, collect
data, to make and data, to make test data, data, to make
test and test to make and test and test
predictions, or predictions, predictions, or predictions,
form new or form new form predictions, or or form new
predictions new predictions form
Able to provide predictions new predictions predictions
excellent Able to provide
hands-on Able to provide Able to provide
experiences good Able to provide some fairly good
hands-on hands-on limited hands-on
Able to formally experiences hands-on experiences
introduce a experiences experiences
concept, process,
or skill Able to formally Able to formally
excellently Able to formally Limited ability to
introduce a introduce a formally introduce
concept, introduce a concept, a
process, or skill concept, process, or skill concept, process,
well process, or skill fairly good or
skill
Explanation Able to Able to provide Able to provide a Able to provide Able to provide
provide some few opportunities opportunities for limited
plenty opportunities for opportunity
opportunities for for students to students to for students to
students to students to articulate
articulate their articulate their articulate their ideas in articulate their
ideas in their own ideas their ideas in their ideas
words, and to in their own their own words, and in their own
listen critically to words, own words, and to words,
one and to listen to listen critically to and to listen
another critically listen critically to
to one one
Able to provide another
plenty another another
opportunities for Able to provide a
teacher to clarify Able to provide few opportunities Able to provide
students’ concepts, for
to correct opportunities for
some
misconceptions, opportunities teacher to clarify
and to introduce teacher to clarify
for teacher to to one another
scientific clarify students’
terminology students’
students’ concepts, Able to provide
concepts, to correct concepts,
to correct misconceptions, to correct limited
misconceptions, and to introduce misconceptions, opportunity
and scientific and
for teacher to
to introduce terminology to introduce
clarify
scientific scientific
students’
terminology terminology
concepts,
to correct
misconceptions,
and
to introduce
scientific
terminology
Able to provide Able to provide Able to provide a Able to provide Able to provide a
plenty some few opportunities opportunities for limited
opportunities for opportunities for opportunity
teacher to assist for teacher to teacher to assist teacher to assist for teacher to
students in assist assist
explanations to students in students in students in students in
the experiences
they had in the explanations to explanations to explanations to explanations to
engageand the the the the
explore phases experiences experiences experiences experiences
they they they they
had in the had in the had in the had in the
e engage e e
n and explore n n
g p g g
a h a a
g a g g
e s e e
and explore e and explore and explore
p s p p
h h h
a a a
 s s s
e e e
s s s

Elaboration Able to Able to provide Able to provide a Able to provide Able to provide
provide some few opportunities opportunities for limited
plenty opportunities for opportunity
opportunities for for students to students to for students to
students to students to elaborate
elaborate the elaborate the elaborate the activities elaborate the
activities the activities
activities activities
Able to provide Able to provide
plenty
opportunities for Able to provide Able to provide a opportunities for Able to provide
teachers to few opportunities
correct students’ for limited
some teachers to
remaining opportunities correct opportunity
misconceptions for teachers to teachers to students’ for teachers to
and generalize correct remaining
the correct students’ students’ misconceptions correct students’
concepts in a remaining and
broader context remaining misconceptions generalize the remaining
and
The activities generalize the concepts in a misconceptions
misconceptions
provide plenty and and
opportunities to concepts in a broader context generalize the
generalize the
challenge
studentsto apply, broader context concepts in a
concepts in a
extend, or The activities broader context
elaborate upon
broader context
provide a few
The activities
The activities
The activities opportunities to
provide a few
provide some opportunities to challenge provide limited
s
opportunities to challenge t opportunity to
students u
to apply, extend, d
challenge challenge
or e
s students
n
t elaborate upon to apply, extend,
t
u or
s
d concepts, and elaborate upon
e to apply, extend,
skills
n or
in a new
t elaborate upon
situation,
s
to apply, extend, concepts, and
or skills
elaborate upon in a new
situation,
concepts, and concepts, and resulting in resulting in concepts, and
skills in a new skills in a new deeperundersta deeperundersta skills in a new
situation, situation, nding nding situation,
resulting in resulting in resulting in
deeperunderstan deeper deeperundersta
ding understanding nding
Evaluation Able to Able to provide Able to provide a Able to provide Able to provide
provide some and few encouragement limited
plenty and various encouragements for encouragement
various encouragement for students to for
encouragement for students to assess students to
for students to students to assess their assess
assess their assess their understanding their
understanding their understanding and abilities understanding
and abilities understanding and abilities and abilities
and abilities
Able to provides Able to provides
plenty Able to provides
opportunities for Able to provides Able to provide a opportunities for
teachers to few opportunities limited
evaluate some for opportunities
teachers to
students’ opportunities for teachers to
evaluate
progress toward teachers to
for teachers to students’
achieving the evaluate evaluate
progress
educational students’ students’
evaluate toward achieving
objectives progress
students’ the progress toward
progress toward toward achieving educational
Able to provide
the achieving the
plenty
achieving the educational objectives
opportunities for
teachers to educational
educational objectives objectives
evaluate
students’under Able to provide
standing of objectives
concepts and opportunities for
Able to provide a Able to provide
their proficiency
few
with Able to provide teachers to
various skills opportunities for limited
evaluate
Able to provide teachers to opportunities for
some students’
plenty evaluate teachers to
opportunities understanding
opportunities for students’
for teachers to of
students to test understanding of evaluate
their own evaluate concepts and students’
understanding and students’ concepts and their understanding of
understanding of their proficiency with
proficiency with concepts and
concepts and various skills their
their various skills proficiency with
proficiency with various skills
Able to provide
various skills Able to o provide
Able to provide a opportunities for
Able to provide few limited
opportunities for students to test opportunities
some their for students to
opportunities students to test own test
for students to their understanding their own
test own and skills understanding and
their own understanding
understanding and and skills
skills skills skills