School Name : SPK PRIMARY GLOBAL INBYRA

Subject : SCIENCE
Teacher’s Name : NT ARTITISARI, S.S., M.Pd.
Grade/ Semester : 1/1
Topic : Toy sorting
Date :
Period : 2 x 30 Minutes
Session :

Learning Objectives 1Cm.01 Identify, name, describe, sort and group common materials, including
wood, plastic, metal, glass, rock, paper and fabric.
1TWSc.01 Sort and group objects, materials and living things based on
observations of the similarities and differences between them.
1TWSc.05 Collect and record observations and/or measurements by annotating
images and completing simple tables.
Success Criteria

Prior Learning Learners would benefit from exposure to the broad range of vocabulary used for
describing properties of materials by hearing them used in everyday contexts.

Skills and Character Building

21 Century Skills
st
Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 1. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 2. Global Diversity,
5. Information literacy 3. Mutual Cooperation (gotong royong),
6. Media literacy 4. Creativity,
7. Technology literacy 5. Critical thinking, and
8. Flexibility 6. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Toy sorting Wide
selection
Gather a range of different kinds of toys for this activity, including metal, of toys
plastic and wooden toys; stuffed animals and toys that require batteries. Either made from
use a selection of toys at school or learners can bring in their own toys from a range of
home. materials
that are
Give learners the opportunity to share their toys with each other and talk about familiar to
their features. Then focus the discussion by asking them what materials they are learners.
made from and how they compare to those of their peers.
Is your toy made of more than one material?
Can you name any of the materials your toy is made of?
Is there anyone else who has a toy made of the same material?

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Next ask learners to stand with someone whose toy has a material in common
with theirs, then organise themselves into groups according to what materials
they are made of. Why have you chosen to stand with that person?
Are there any other groups you could join?
Which group has the most toys in?

Learners then record this learning by photographing sorted toys or drawing

pictures onto a simple chart.

This activity can be extended by asking learners to record their work on a Venn
diagram.

Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.

Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)

Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.

Tegal, 1 January 2023

Checked by Created by

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher

Approved by

ERNA NUGRAHENING N, S.Pd.,MPd

Principal

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 School Name : SPK PRIMARY GLOBAL INBYRA
Subject : SCIENCE
Teacher’s Name : NT ARTITISARI, S.S., M.Pd.
Grade/ Semester : 1/1
Topic : Designing a toy
Date :
Period : 2 x 30 Minutes
Session :

Learning Objectives 1Cp.01 Understand that all materials have a variety of properties
1TWSp.01 Ask questions about the world around us and talk about how to find
answers.
Success Criteria

Prior Learning Learners would benefit from exposure to the broad range of vocabulary used for
describing properties of materials by hearing them used in everyday contexts.

Skills and Character Building

21 Century Skills
st
Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 1. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 2. Global Diversity,
5. Information literacy 3. Mutual Cooperation (gotong royong),
6. Media literacy 4. Creativity,
7. Technology literacy 5. Critical thinking, and
8. Flexibility 6. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Designing a toy Selection
of toys for
Gather a range of different kinds of toys for this activity, including metal, babies or
plastic and wooden toys; stuffed animals and toys that require batteries. Either images of
use a selection of toys at school or learners can bring in their own toys from the same.
home.

Encourage learners to think of their own questions about the materials their toys
are made of.
Which materials were used for a lot of our toys?
Which materials are never used for toys?
Why do you think this is?
Show learners a selection of toys made for babies (or photographs of toys) and
ask them to discuss the materials used and why these have been chosen.
Why do you think plastic has been used?
What properties do baby toys need to have?

Support learners to come to the conclusion that toys for babies need to be sturdy
and easy to clean, or soft and smooth so as not to hurt them. Learners then

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 design their own toy for a baby, drawing it and labelling the materials used. Ask
them to explain why they have chosen these materials based on their properties.

Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.

Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)

Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.

Tegal, 1 January 2023

Checked by Created by

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher

Approved by

ERNA NUGRAHENING N, S.Pd.,MPd

Principal

School Name : SPK PRIMARY GLOBAL INBYRA

Subject : SCIENCE

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Teacher’s Name : NT ARTITISARI, S.S., M.Pd.
Grade/ Semester : 1/1
Topic : Searching for electrical objects
Date :
Period : 2 x 30 Minutes
Session :

Learning Objectives 1Pe.01 Identify things that require electricity to work.

1TWSc.05 Collect and record observations and/or measurements by annotating
images and completing simple tables.
Success Criteria

Prior Learning Learners would benefit from exposure to the broad range of vocabulary used for
describing properties of materials by hearing them used in everyday contexts.

Skills and Character Building

21 Century Skills
st
Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 1. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 2. Global Diversity,
5. Information literacy 3. Mutual Cooperation (gotong royong),
6. Media literacy 4. Creativity,
7. Technology literacy 5. Critical thinking, and
8. Flexibility 6. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Searching for electrical objects Selection
of toys,
With a selection of toys that can, again, be brought in from home or taken from including
those in school, ask learners to sort them into those that require electricity and some that
those that do not. Talk about, and explain that electricity can produce different are
effects, such as make the toys move, light up or make sounds. Then broaden the powered
discussion to objects in the classroom and learners’ homes that use electricity. by
What do you have in your bedroom that needs electricity? electricity.
What electrical objects have you used so far today?
Do all electrical things need to be plugged in?

After this, learners go on an electrical object hunt. Ideally, this will be

throughout school, enabling them to find more objects with different functions,
but it can be done within the classroom if necessary. Ask learners to record
what they find by completing a simple table.

Before setting off on the electrical object hunt, brief learners on the dangers of
plug sockets and tell them not to touch any sockets or plugs they may find.

Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)

Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.

Tegal, 1 January 2023

Checked by Created by

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher

Approved by

ERNA NUGRAHENING N, S.Pd.,MPd

Principal

School Name : SPK PRIMARY GLOBAL INBYRA

Subject : SCIENCE
Teacher’s Name : NT ARTITISARI, S.S., M.Pd.

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Grade/ Semester : 1/1
Topic : Pushes and pulls in the classroom
Date :
Period : 2 x 30 Minutes
Session :

Learning Objectives 1Pf.01 Explore, talk about and describe the movement of familiar objects.
1Pf.02 Describe pushes and pulls as forces.
1TWSc.01 Sort and group objects, materials and living things based on
observations of the similarities and differences between them.
Success Criteria

Prior Learning Learners would benefit from exposure to the broad range of vocabulary used for
describing properties of materials by hearing them used in everyday contexts.

Skills and Character Building

21 Century Skills
st
Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 7. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 8. Global Diversity,
5. Information literacy 9. Mutual Cooperation (gotong royong),
6. Media literacy 10. Creativity,
7. Technology literacy 11. Critical thinking, and
8. Flexibility 12. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Pushes and pulls in the classroom Selection
of toys
With a selection of toys that move or have moving parts (e.g. cars, dolls and that move,
toys with buttons), discuss with learners how they can be made to move, using set of
the language of push and pull throughout. ‘push’ and
What could you do to make your toy move? ‘pull’
What will happen if you push your toy? word cards
Does anyone have a toy that turns, spins or jumps? for each
learner or
From this, lead the discussion onto other familiar objects that move when pair of
pushed or pulled (e.g. doors, chairs, drawers). learners
(learners
Give learners cards that say ‘push’ and ‘pull’ and ask them to label objects in could
the classroom that can be pushed or pulled. After giving them a moment to find make
these objects, ask them to explain why they have placed their cards where they these
have done. themselve
How does that move when you push it? s).
Can your object be pushed as well as pulled?

Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)

Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.

Tegal, 1 January 2023

Checked by Created by

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher

Approved by

ERNA NUGRAHENING N, S.Pd.,MPd

Principal

School Name : SPK PRIMARY GLOBAL INBYRA

Subject : SCIENCE
Teacher’s Name : NT ARTITISARI, S.S., M.Pd.
Grade/ Semester : 1/1
Topic : Exploring magnets

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 Date :
Period : 2 x 30 Minutes
Session :

Learning Objectives 1Pe.02 Explore, talk about and describe what happens when magnets approach
and touch different materials.
1TWSp.02 Make predictions about what they think will happen.
Success Criteria

Prior Learning Learners would benefit from exposure to the broad range of vocabulary used for
describing properties of materials by hearing them used in everyday contexts.

Skills and Character Building

21st Century Skills Pancasila Student Profile
The twelve 21st Century skills are: The Pancasila Student Profile consists of 6
1. Critical thinking competencies (dimensions) namely
2. Creativity 1. Faith, fear of God Almighty and noble
3. Collaboration character,
4. Communication 2. Global Diversity,
5. Information literacy 3. Mutual Cooperation (gotong royong),
6. Media literacy 4. Creativity,
7. Technology literacy 5. Critical thinking, and
8. Flexibility 6. Independent.
9. Leadership
10. Initiative
11. Productivity
12. Social skills

Learning Sequences
Lesson Activity Resources
Introduction Teacher greets, prays and checks the attendance of learners.
Teacher boosts the mood of the learners by doing warm up activity.
Main Activity Exploring magnets Selection
of
Allow learners to freely explore a range of differently-shaped magnets and differently
magnetic toys (e.g. magnetic letters, train carriages that join with magnets). -sized
Discuss with them what they can see happening while they play. magnets
What happens when one magnet goes near another magnet? and
Can you make a magnet move without touching it? magnetic
Can you push these two magnets together? toys,
selection
Bring learners back together as a class to share their observations with one of small
another. magnetic
Have they noticed any patterns in the materials that magnetic toys are made of? and
non-magn
Introduce learners to the terms ‘attract’ and ‘repel’ and demonstrate each clearly etic
with the magnets. Then show learners a small, magnetic object such as a coin objects
(or paper clip and ask them to predict what will happen when a magnet (include
approaches it. Model moving the magnet slowly towards the object until it is some
attracted to and moves towards the magnet. Repeat this with a non-magnetic metal
object asking learners to first make a prediction and then move the magnet objects
towards the object until they are touching. that are
not
Learners then repeat this themselves with small objects made of a range of magnetic).
different, familiar materials. Learners, using a pre-made table, record their
simple predictions about what they think will happen. They then test each

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10

 object. As they work, talk to them about what they have seen, and whether or
not their predictions were correct.
What happened when you tested the marble?
What materials are the magnetic objects made from?
Were all the metal objects attracted to the magnet?

Reinforce with the learners that magnets do not stick to anything. Instead, an
invisible force from the magnet can attract or repel materials. Learners will also
discover that a magnet does not affect some materials.

Closing Discussing Findings: Take feedback on the conclusions that learners made and
discuss if a conclusion can be made as a class.

Reflection
(Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.)

Next Plan :
(What will I teach next, based on learners’ understanding of this lesson?)
Support:
Give these learners planet Earth to research to increase their knowledge about something that they already
know some facts about
Extension:
Challenge these learners to find out the name of a famous scientist who discovered their planet or something
about it.

Tegal, 1 January 2023

Checked by Created by

JOEMER P.L., B.End NT ARTITISARI, S.S., M.Pd.

Coordinator Science Teacher

Approved by

ERNA NUGRAHENING N, S.Pd.,MPd

Principal

SC IENCE1 - NT ARTI TISAR I, S.S. , M .Pd. Page 10