Science and Technology Lesson Plan Report

Science and Technology Lesson Plan Report
Grade 6
1st semester of the academic year 2021
Wat Khian Khet School
Mentor
Ms. Arpaporn Kamol
organizer
Ms. Kasinee Suthasa Student ID 60181310106
Student practice teaching professional experience.
General Science Program (English Program)
Faculty of Education
Valaya Alongkorn Rajabhat University under royal patronage
introduction
This report is prepared to present the results of teaching science and technology
courses. Grade 6, Semester 1, Academic Year 2021, Wat Khian Khet School with 3 units of
learning management: Unit 1, Nutrients and Our Body, Unit 2, Separation of Mixtures and
Units 3 Stones and Fossils Each learning management plan and worksheet activity sheet as
well
The organizing committee sincerely hopes that This report will be used as
information in the next teaching and learning management. If there is any mistake, we
apologize here.
project organizer
Ms. Kasinee Suthasa
students practicing professional experience Wat Khian Khet School
Learning Unit 1
About nutrients and our bodies
Learning Management Plan 1
About the food I eat at each meal:1
Learning management plan
Science and Technology Learning Group Secondary School Grade 6
Unit 1 Matter: nutrients and our bodies Time: 12 hours
Learning Management Plan 1 Matter: About the food I eat at each meal:1
Time: 1 hours
Instructor Miss. Kesinee Suthasa Semester …………….. Date: ……………………………
1. Learning Standards / Indicators

Standard Sc 1.2 Understand the properties of living things basic unit of life The transport
of substances into and out of cells, the relationship of the structure and function of the
various systems of animals and humans that work together. The relationship between the
structure and function of the various organs of plants that work together. including
applying the knowledge to the benefit
Indicators
Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5 Identify nutrients and tell the benefits of each nutrient
from the food you eat.
Learning Outcome
1. Identify the food you eat in each meal. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Describe the types of nutrients found in food. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
Food is something that we eat and are beneficial to the body by the food we
eat through digestion in the digestive system to obtain the nutrients necessary for daily
life. We have to choose foods that are useful in the amount is suitable for the needs of
each gender and age as well as safe for health.
3. Learning
knowledge
There are 6 types of nutrients in food:
1. Protein is found in food such as meat, milk, eggs, nuts and seeds.
2. Carbohydrates are found mostly in starchy foods and sugars.
3. Mineral salts are found in many vegetables.
4. Vitamins are found in fruits and vegetables.
Fats are found in fats and oils derived from plants and animals.
6. Water is found in most of the food we eat.
Each food contains different nutrients. Some foods contain a single nutrient.
Some foods contain more than one type of nutrient.
1. Classify loam, clay and sandy soil according to soil texture.
2. Observe the water holding of each type of soil.
4. Attribute
1. The ability to communicate
- Explaining, writing, speaking in front of the class
2. The ability to think
- Observation, exploration, analytical thinking Classification, classification,
organization of ideas into a diagram. Explanation, discussion, interpretation Data
investigation and making activities using scientific processes
3. Problem Solving Ability
- Solving problems while performing activities
4. The ability to use life skills
- group process
- Seeking to know more about the analysis of food groups and nutrients eaten
at each meal for use in daily life
5. The ability to use technology
- Data Investigation from Information Technology
5. Desirable characteristics
1. eager to learn
2. Commitment to work
3. Have a public mind
6. Learning materials / learning resources
1. Textbooks for basic science and technology courses Grade 6
2. Science and Technology Fundamentals Course Exercises Grade 6
3. A set of learning activities to develop analytical thinking in basic science and
technology courses Grade 6
4. Picture of 5 main food groups
5. Worksheet 1 on the food I eat in each meal
6. Learning resources inside and outside the school
7. Learning activities
1. Gathering (30 minutes)
1. Students sing together as follows:
Main food song 5 groups

One group eats meat, milk, eggs, nuts and seeds to help them
grow actively.
Moo second group, rice, flour, taro and sugar will give you
strength.
Moo third group eats green, yellow vegetables, and contains
minerals.
Moo Fourth group, eat fruit, many nutrients, eat as a master
Moo five, don't forget to eat. all fat to warm the body
2. Students together name what they think is food that they know and eat. Student
representatives write their answers on the board. in a mind map
(example mind map)
Grilled
chicke
Noodles Stew
Food sample
Fried
Omelet
rice
Fresh
milk
mind map food sample

2. Processing and Gathering (20 minutes)
1. Students together observe the pictures of 5 main food groups and answer the
following important thought-provoking questions:
5 food groups
1.1 What does food mean?
(Example of answers Food means something that is eaten and is beneficial.
Make the body grow help repair the worn parts)
1.2 Does the food that students eat in each meal contain all 6 types of nutrients or
not?
(Example of answers, complete 5 groups and complete 6 types of nutrients)
2. Students together guess the answers to the above questions.
3. Students work together to study, read the material, investigate and gather
information about the types of nutrients found in food. from the textbook and a variety of
learning resources and designed to present the results of the examination in an interesting
way
4. Students share the collected information and help each other verify the
correctness.
5. Students are divided into groups of 4, assorted sexes, and assorted students who
are good, moderate, and weak (or can be further divided into groups by various methods).
Each group joins together energetically to study how to do and perform activities in 1.1
topics. The food that I eat in each meal in the worksheet 1 as follows:
5.1 Review the roles and duties of the group members and how they are
supposed to perform their duties. In carrying out with a group work process, for example,
the group leader has duties ................. The record-taker has the duties of .............................The
reporter has the duties of ........... ........................ other .......................
5.2 Check the readiness of media, materials and equipment for performing
activities that they are complete and appropriate.
to be used for performing activities
6. Each group of students gathered together energetically to study how to do activity
1.1 titled the food I eat in each meal in Worksheet 1.
7. Each group of students share their opinions before doing the activity. By jointly
answering the questions before doing the activity as follows:
7.1 What is the key question of doing this activity?
(The food that students eat at each meal Are there 6 types of nutrients and
how?)
7.2 Students think The food that students eat in each meal is complete 5
groups and receive complete nutrients. All 6 types?
(Complete 5 groups and receive all 6 types of nutrients)
8. Students in each group join forces to do the activities according to the steps
specified in Worksheet 1.
The food I eat at each meal and record the results of activities in worksheet 1
9. After the students have done the activities and recorded the results of the
activities in Worksheet 1, representatives of each group of students come out to present the
results of the activities in front of the class. By having the information of each group write on
the board with a summary table. to exchange knowledge
10. Students in each group analyzed, discussed and expressed their opinions on the
results of the activities. By jointly answering the following questions after the activity:
10.1 Breakfast, lunch and dinner that students eat What are included?
(Example answers: Breakfast is boiled rice with chicken, fresh milk, tangerines.
Lunch: Pad Thai with fresh shrimp, pineapple, and water. Dinner: steamed rice, fried
pumpkin with egg, watermelon)
10.2 What food groups are in each meal? And have all 6 types of nutrients or
not?
(Breakfast, lunch and dinner have 5 groups and 6 types of nutrients)
10.3 How can you summarize the results of the activities?
(The food that we eat at each meal should have a complete food group of 5
and complete nutrients. all 6 types for the body to grow)
11. Each group of students worked together to think more critically. to enhance
critical thinking competencies
By jointly answering the following questions:
11.1 What kind of food does each food group consist of?
(Moo 1 Meat, Moo 2, Flour, Sugar, Taro, Potato, Moo 3, Vegetables, Moo 4,
Fruit, and Moo 5 Fat)
11.2 What kind of nutrients are found in group 1 food?
(Food group 1 found protein nutrients)
11.3 Food group 2 which nutrients are found?
(Group food 2 found carbohydrate nutrients)
(Food group 3 found mineral nutrients)
(Food group 4 found nutrients in the form of vitamins)
(Food group 5 found fat nutrients)
11.7 How important is water to the body?
Water is an important component in the cells of the body. Help transport
oxygen and nutrients in and out of the body's cells. Stabilize body temperature Expel waste
from the body in the form of sweat, urine, feces, helping the body to be healthy. and
control the system of the body to be normal) (
12. The students in each group summarized the results of the activities and
summarized what they understood as common knowledge about the types of nutrients
found in food. The food that we eat in each meal should have 5 food groups and all 6
types of nutrients for the body to grow.
13. Students work together to evaluate to add value. By jointly answering the
following questions:
13.1 How important is food to the body?
(sample answer Food is a source of energy for the body. to use for various
activities and make the body grow)
13.2 If we eat poor quality food How will the student's body be made
(sample answer weak, unhealthy)
14. Students work together to evaluate to add value. By jointly answering the
14.1 How important is food to the body?
(sample answer Food is a source of energy for the body. to use for various
activities and make the body grow)
14.2 If we eat poor quality food How will the student's body be made?
(sample answer weak, unhealthy)
8. Measurement and Evaluation of Learning Management
1. Evaluation of academic achievement according to the learning objectives
Objective Evaluation method Equipment
1. Identify the food you Assessing knowledge about Worksheet: The Food I Eat
eat in each meal. (Sc 1.2 the types of nutrients found at Each Meal
G. 6/1 .6/2, 6/3, 6/4, 6/5) in food
2. Describe the types of Assessing knowledge about Worksheet: The Food I Eat
nutrients found in food. the types of nutrients found at Each Meal
(Sc 1.2 G. 6/1 .6/2, 6/3, in food
6/4, 6/5)
2. Assessment of desirable characteristics of the school

What to measure Evaluation method Equipment
1. eager to learn Assess your ability to pursue Desirable Characteristics
learning. Assessment Form
2. Commitment to work Assess your ability to focus Desirable Characteristics
on answering questions and Assessment Form
doing activities.
3. have a public mind assess the ability to share Desirable Characteristics
knowledge in the classroom Assessment Form
3. Assessment of key competencies of learners

What to measure Measurement method Equipment
1. The ability to - Explaining, writing, speaking student key competency
communicate in front of the class assessment form
2. The ability to think - Observation, exploration, student key competency
analytical thinking assessment form
Classification, classification,
organization of ideas into a
diagram. Explanation,
discussion, interpretation
Investigating data and
activities using scientific
processes
3. Ability - Solving problems while student key competency
performing activities assessment form
4. The ability to use life - group process student key competency
skills - Seeking to know more assessment form
about the analysis of food
groups and nutrients eaten
at each meal for use in daily
life
5. The ability to use - Data Investigation from student key competency
technology Information Technology assessment form
Learning management plan recording form
Time: 1 hours
Instructor Miss. Kesinee Suthasa Semester 1/2563 Date: ……………………………
Record of learning management results

Objective Learning management results
1. Identify the food you eat in each  Total number of students .............. people
meal. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4,  Number of students who passed the
6/5) assessment .............. people
Percentage ..............
 Number of students who did not pass the
assessment ............
 Student number that did not pass the
assessment ....................................
2. Describe the types of nutrients  Total number of students .............. people
found in food. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
6/3, 6/4, 6/5) assessment .............. people
assessment ....................................
2. Evaluation of desirable characteristics
Assessment issues Learning management results
1. eager to learn  Total number of students .............. people
 Number of students who passed the
assessment .............. people
assessment ....................................
2. Commitment to work  Total number of students .............. people
assessment ....................................
3. Have a public mind  Total number of students .............. people

assessment ....................................
3. Curriculum Competency Assessment
1. Communication  Total number of students .............. people
assessment ....................................
2. The ability to think  Total number of students .............. people
assessment ....................................
3. Problem Solving Ability  Total number of students .............. people
assessment ....................................
4. Ability to use skills  Total number of students .............. people
assessment ....................................
5. The ability to use technology  Total number of students .............. people
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Signed.......................................Instructor
(Miss. Kesinee Suthasa)
Date...........Month..................Year...........
The mentor's opinion

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Signed.......................................... Mentor
(Miss. Arpaporn Kamol)
Date...........Month..................Year............
Issues in assessing desirable characteristics
Quality level
Assessment issues Very good (3) Good (2) Pass (1) Not pass (0)
(1) to study study Knowledge study study do not study,
Knowledge from from books, Knowledge from Knowledge seek
books, documents, documents, books, from books, knowledge
publications, publications, documents, documents,
media, various media, publications, publications,
technologies, technology, technology technology
internal learning internal and media Learning media Learning
resources and external learning resources inside resources
outside the school resources outside and outside the inside and
and select school and select school and outside the
appropriate media media select media school and
(2) knowledge appropriately and appropriately, select
record analyze, have knowledge and knowledge appropriate
check From what record analyze, is recorded, media and
has been learned, check from what analyzed, and record
it is summarized as was learned, examined from knowledge
a body of summarized as a what has been
knowledge. body of learned,
(3) exchanging knowledge and concluding as a
knowledge with exchange body of
such methods and knowledge with a knowledge and
applied in daily life. variety of exchange
methods and can learning and
be applied in exchange learn
daily life with others
Note: check into the blanks that match the score level.
The assessment results are at the  Very good  Good  Fair  Not pass
Criteria for evaluating worksheets
quality level
Assessment Very good Good Middling Fair Amend Note
issues 5 4 3 2 1
The correctness Students Students Students Students Students
of the work on work on work on work on fail to
worksheet and time and time and time and time and submit
the are able to are able to are able are able assignments
appropriateness answer answer to answer to answer on time.
of the duration questions questions questions questions
of work on the on the on the on the
worksheet worksheet worksheet worksheet
more than more than more than more than
80 percent 70 percent 50 40
correctly, a correctly. percent percent
variety of correctly. correctly.
methods
and can be
used in
daily life.
Assessment Criteria 8-9 points, good level

5-7 points, good level
3-4 Points Level Fair
Less than 3 points, level not passed
got __________
points
Worksheet 1 on the food I eat in each meal
Date________Month_______________ B.E.___________
Name__________________________________________ Number ______Floor________
Explanation: Each group of students practiced as follows:
1. Read the activity method to understand it.
2. Answer the questions before doing the activity.
3. Do activities and record results
4. Answer questions after the activity
Activity 1.1 The food I eat in each meal

How to
The students recorded breakfast, lunch and dinner items eaten during the day and analyzed.
food groups and nutrients Record the results by writing ✓ in the table according to the
nutrients found.
in that food
Questions before the activity
1. Students think Does the food that the students eat in each meal complete all 5 food
groups and receive all 6 types of nutrients?
(ครบ 5 หมู่ และได้รับสารอาหารครบทั้ง 5 ประเภท)
record the results
Table of nutrients found in each food item

nutrients found
menu carbohydrate mineral
protein vitamin fat water
salt
Breakfast
Lunch
Dinner
question after (ตัวอย่างคําตอบ)
1. Breakfast, lunch and dinner that students eat What are included?
(อาหารเช้าได้แก่ ข้าวต้มไก่ นมสด ส้มเขียวหวาน
อาหารกลางวัน ได้แก่ ผัดไทยกุ้งสด สับปะรด น้ำเปล่า
อาหารเย็น ได้แก่ ข้าวสวย ผัดฟ�กทองใส่ไข่ แตงโม)
2. What food groups are in each meal? And have all 6 types of nutrients or not?
(อาหารเช้า กลางวัน และเย็น มีครบ 5 หมู่ และมีสารอาหารครบ 6 ประเภท)
3. How can you summarize the results of the activities?

(อาหารที่เรารับประทานในแต่ละมื้อควรมีหมู่อาหารครบ 5 หมู่ และมีสารอาหารครบทั้ง 6 ประเภท
เพื่อให้ร่างกายเจริญเติบโต)
Do activities energetically. with determination and

About the food I eat at each
meal:2
Time: 1 hours
Instructor Miss. Kesinee Suthasa Semester ………………….. Date: ……………………………

Indicators
Learning Outcome
1. Identify the food you eat in each meal. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Describe the types of nutrients found in food. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
There are 6 types of nutrients in food:
1. Protein is found in food such as meat, milk, eggs, nuts and seeds.
2. Carbohydrates are found mostly in starchy foods and sugars.
3. Mineral salts are found in many vegetables.
4. Vitamins are found in fruits and vegetables.
Fats are found in fats and oils derived from plants and animals.
6. Water is found in most of the food we eat.
Each food contains different nutrients. Some foods contain a single nutrient.
Some foods contain more than one type of nutrient.
1. Classify loam, clay and sandy soil according to soil texture.
2. Observe the water holding of each type of soil.
4. Attribute
- group process
1. eager to learn
technology courses.
4. Subject activity sheet Checking for starch in food
learning activities
3. Practice and Constructing the Knowledge (20 minutes) 1. Students in each group work
together to plan, design and prepare their own food journals. and analyze the value of food
received each day for 7 days, prepared as a piece
Planning, designing, and creating your own food journal

This is to strengthen 21st century skills in analytical thinking. creative and
communication
2. Students together summarize what they understand as common knowledge. It is written

in a diagram as follows:
 There are 6 types of nutrients in food as shown in the diagram.
2.
Carbohydrates
are found mostly
1. Protein
in starchy foods 3. Mineral salt
Found in food such
as meat, milk, eggs, found in
nuts and seeds. vegetables
6. Water is found in most 4. Vitamins are found

of the food we eat. in fruits and
5. Fat
vegetables.
Found in fats and oils
from plants and
animals.
Diagram Types of Nutrients

• Each food contains different nutrients. Some foods include single nutrient Some foods
contain more than one type of nutrient.
4. Applying the Communication Skill (20 minutes)
1. Each student representative group presents their own food diary and analyzes their
daily food intake for 7 days by organizing a Team Game Tournament: TGT organized by their
group members. All groups went to listen to the presentation. and answer questions from
other groups
2. Students join together to discuss how they work to show system thinking and how it
works.with a pattern
5. Assessment stage to increase the value of social service and public mind (Self-Regulating)
(20 minutes)
1. Each group of students participated in creative science activities for understanding ASEAN
as follows:
1.1 Each group of students together takes the exam. Study the national dishes of
ASEAN as follows:
country national food nature
1. Brunei (ambuyat) like porridge or porridge Contains sago

Darussalam flour Mainly, it is usually eaten instead of
rice. with at least a main course and a
side dish 3 things placed around
2. Cambodia (amok) It's similar to Homok of Thailand, made
from fish, chili paste, curry paste and
coconut milk.
3. Indonesia (gado gado) It is similar to a green salad consisting of
mung beans, potatoes, bean sprouts, tofu,
hard-boiled eggs, cabbage, and shrimp
crackers. Eat with a peanut sauce that
looks like satay sauce
4. Laos (chicken soup) The ingredient in cooking is lemongrass.
Mint leaves, garlic, shallots
5. Malaysia (nasi lemak) It is fried rice with coconut milk and
herbs, served with
Fried anchovies, sliced cucumbers, hard-
boiled eggs and baked beans
6. Myanmar (Burma) (lahpet) similar to yam miang Eat with side dishes
such as Fermented tea leaves, fried garlic,
various nuts, roasted sesame Dried
shrimp, ginger, roasted coconut
7. Philippines (adobo) Made from marinated pork or chicken and
seasoned with soy sauce, vinegar, minced
country national food nature
garlic, bay leaf, black pepper, cooked by

baking or frying. and eat with rice
8. Singapore (laksa) It's Tom Yum Noodle (with coconut milk)
9. Thai (tom yum goong) focus on sour taste and spicy. The main
spices used in the curry are kaffir lime
leaves, lemongrass, galangal. Vegetables
that are commonly used in tom yum are
tomatoes, straw mushrooms, and fairy
mushrooms. coriander leaves and shrimp
as meat
10. Vietnam (nem) Spring rolls are made from rice flour
sheets. Spring rolls can be chicken, pork,
shrimp, wrapped with vegetables.
various
1.2 Each group of students jointly classified food groups and nutrients in the national
dishes of ASEAN countries. Design a method for presenting the classification results in an
interesting way. Prepared on flipchart paper, then displayed.
The front of the class is the corner of ASEAN Studies.
2. Students bring their understanding to help explain to friends who do not understand. and
jointly select outstanding works to be posted on local noticeboards. to disseminate
knowledge to local people and interested guests
3. Students check or assess the steps that they have learned today are highlighted. What are
the bugs?
If you have any doubts or are curious about something, please specify.
4. Students self-assessment By writing to express feelings after studying and after doing
activities.
on the following issues
• What students have learned today?
• How much did the students participate in group activities?
How much are the students in the group participating in the group activities?
• Are students satisfied with today's study and how much?
• Students will use this knowledge to benefit themselves, their families and society in
general.
• how
• Then exchange and check every step of the work process that will add value to
society.
• In what steps is it more beneficial to society than before? for the next work

1. Identify the food you Assessing knowledge about Worksheet: The Food I Eat
eat in each meal. (Sc 1.2 the types of nutrients found at Each Meal
G. 6/1 .6/2, 6/3, 6/4, 6/5) in food
2. Describe the types of Assessing knowledge about Worksheet: The Food I Eat
nutrients found in food. the types of nutrients found at Each Meal
(Sc 1.2 G. 6/1 .6/2, 6/3, in food
6/4, 6/5)

doing activities.

processes
life
Time: 1 hours
Instructor Miss. Kesinee Suthasa Semester…………………. Date: ……………………………

1. Identify the food you eat in each  Total number of students .............. people
meal. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4,  Number of students who passed the
6/5) assessment .............. people
assessment ....................................
2. Describe the types of nutrients  Total number of students .............. people
found in food. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................
assessment ....................................
assessment ....................................

assessment ....................................
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assessment ....................................
Additional notes
Problems/obstacles
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Date...........Month..................Year...........

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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Students try the following activities.
Activity to check starch in food.
method
1 . Divide into groups. Each group together put equal amount of cooked rice, taro,
potatoes, boiled corn, bread, and chopped cooked chicken into a plastic pit dish.
Observe the color of each food. Record the results.
2. Drop 2 drops of iodine solution onto the food in each well.
3. Observe the changes and record the results by coloring the results.
4. Each group presented their results.
record the results
cooked rice Taro cassava boiled corn bread cooked

crumbs chicken
finely finely sliced finely sliced finely sliced
different kinds of food in plastic hole plate

question after activity
1. When drops of iodine solution What foods cause the iodine solution to change
color?
2. When drops of iodine solution What foods make the iodine solution color intact?
3. How can the results of the experiment be summarized?
Do activities energetically. with responsibility and curiosity

about the benefits of nutrients
Learning Management Plan 3 Matter: about the benefits of nutrients Time: 1 hours
Instructor Miss. Kesinee Suthasa Semester ………………….. Date: ………………

Indicators
Learning Outcome
1. Explain about the benefits of different types of nutrients. (Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Inquire for information about the benefits of various types of nutrients intensively,
with intention and curiosity. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Each nutrient has different benefits to the body. Carbohydrates, proteins and fats are
nutrients that provide energy for the body, while minerals, vitamins and water are
nutrients that do not provide energy to the body. but helps the body to function
normally
4. Attribute
- group process
1. eager to learn
technology courses. Grade 6
4. Diagram of 5 main food groups
1. Observation, gathering information (Gathering) (10 minutes)
1. Students sing together. and showing gestures for the song as follows:
Carrot Song
I brought carrots want her to eat

Vegetables have vitamins, no need to eat expensive
things.
I brought the carrots want her to be strong
her cheeks will be red Red like a carrot
La la la...
2. Students together observe and read the diagrams of the 5 main food groups, and then
together answer the questions that stimulate the students' interest as follows:
Diagram of 5 main food groups

2.1 What are the benefits of each nutrient?
(Protein, the benefits of nutrients such as helping the body to grow, strong, helping to
strengthen and repair the worn out parts of the body Helps the brain to grow and produce
red blood cells for the body. give energy to the body
Carbohydrates, the benefits of nutrients such as making the body grow, strong, no disease
give energy to the body Makes the strength to do various activities and exercise.
Mineral salts. The benefits of nutrients, such as being an important part of bones and teeth.
Including various organs of the body, causing the body to grow Make the system of the body
work normally. make the body strong and healthy
Vitamins, the benefits of nutrients such as helping to strengthen the body to grow and be
effective. Make the system of the body work normally. Helps the body to resist disease
Fat, the benefits of nutrients such as making the body grow strong, helping to provide
energy and
body warmth It is a solubilizer of some vitamins for the body. for the body to use vitamins
Water, the benefits of nutrients, for example, is an important component in the cells of the
body. Help transport oxygen and nutrients into and out of the body's cells. regulate body
temperature
to keep the waste out of the body in the form of sweat, urine, faeces)
4. Students are divided into 6 groups, assorted genders, and assorted students who are
good, moderate and weak (or can be divided into groups by additional methods). Each
group performs the activities according to the following steps:
4.1 Review the roles and duties of the group members and how they are supposed to
perform their duties.
With a group work process, for example, the group leader has duties ................. The recorder
is responsible for .................The report presenter has duties ................. other ......................
5. Student representatives of each group draw a lottery to select a topic. Each group of
students work together to study together. read the content, investigate and gather
information about the benefits of each nutrient. from the text book and a variety of learning
resources and designed to present the results of the examination in an interesting way as
follows:
Group 1 Protein, Group 2 Carbohydrates
Group 3 Minerals Group 4 Vitamins
Group 5 Fats Group 6 Water
6. Each group of students recorded their study results in various graphical charts as
appropriate for the data. and exchange knowledge together
2. Processing (20 minutes)
1. Each group of students used the information obtained from the study. Examine them
together to analyze, discuss, compare the benefits of each nutrient. to train oneself to be
knowledgeable, understanding and skilled
2. Each group of students worked together to think more critically. to enhance thinking
competence By jointly answering the following questions:
2.1 What are the benefits of protein?
(Protein helps the body grow strong, helps strengthen and repair the worn out
parts of the body. help the brain grow and produce red blood cells for the body
give energy to the body)
2.2 What are the benefits of carbohydrates?
(carbohydrate Make the body grow strong, no disease, give energy to the body,
make it strong in doing various activities and exercising)
2.3 What are the benefits of mineral salts?
(Minerals are an important part of bones and teeth. Including various organs of the
body, causing the body to grow Make the system of the body work normally.
make the body strong and healthy)
2.4 What are the benefits of vitamins?
(Vitamins help strengthen the body to grow. and effective Make the system of the
body work normally. helps the body to be resistant to disease)
2.5 What are the benefits of fat?
(Fat makes the body grow, strong, gives energy and warmth to the body.
It is a solubilizer of some vitamins for the body. so that the body can utilize the
vitamins)
2.6 How is water important to the body?
(Water is an important component in the cells of the body. Help transport oxygen
and nutrients into and out of the body's cells. Stabilize body temperature Expel
waste from the body in the form of sweat, urine, feces, helping the body to be
healthy. and control the system of the body to be normal)
3. Each group of students summarized what they understood as common knowledge about
the benefits of nutrients. The benefits of nutrients are as follows:
1) Protein helps the body grow, be strong, help strengthen and repair the worn out
parts of the body. Helps the brain to grow and produce red blood cells for the body. give
energy to the body
2) Carbohydrates make the body grow, strong, no disease, give energy to the body.
Makes the strength to do various activities and exercise.
3) Mineral salts are useful as follows. It is an important part of bones and teeth.
Including various organs of the body, causing the body to grow Make the system of the body
work normally. make the body strong and healthy
4) Vitamins help strengthen the body to grow and be effective. Make the system of
the body work normally. Helps the body to resist disease
5) Fat makes the body grow, strong, gives energy and warmth to the body.
It is a solubilizer of some vitamins for the body. for the body to use vitamins
6) Water is an important component in the cells of the body. Helps transport oxygen
and nutrients enter the body and out of the cells of the body Stabilize body temperature
excrete waste from the body in the form of sweat, urine, feces
3. Practice steps and a summary of knowledge after practice (Applying and
Constructing the Knowledge) (10 minutes)
1. Each group of students draws conclusions about the benefits of nutrients. by observing
the table Different types of nutrients that are beneficial write on the board Then the
students write ✓ in the table according to the type and benefit of the nutrients.
(sample table)
Table of different types of nutrients that are beneficial
type of nutrients
Nutrient Benefits
protein carbohydrate minerals vitamin fat water
1. Give energy to the
  
body.
2. Make the body grow     
3. Repair the worn parts. 
4. Help the body to be
     
healthy, no disease.
2. Each group of students planned, designed and thought of key words about nutrients.
food source example and the benefits of each nutrient Then design and draw a mind map.
in an interesting way made into pieces
Planning, designing and drawing up a 21st century skill-building mind map
analytical thinking creative and communication
(example idea diagram)
nutrients
nutrients
Nutrients that do not
that gives energy provide energy to the
to the body body.
protein carbohydrate fat mineral salt vitamin water
meat rice fat broccoli blackberry -

milk flour from plants various various
egg Taro animal fat,
bean Potato butter
Concept diagram Nutrients Examples of food sources and the benefits of nutrients
3. Students together summarize what they understand as common knowledge as
follows:
• Each nutrient has different benefits to the body. Carbohydrates, proteins and fats
are nutrients that provide energy for the body, while minerals, vitamins and water
are nutrients that do not provide energy.
to the body but helps the body to function normally
1. Each student representative presents a concept diagram, nutrients, food sources,
and examples. and the benefits of nutrients Assemble the description of the class page.
Friends together check and correct it.
2. Students join together to discuss how they work to show system thinking and how
it works with a pattern
5. Assessment stage to increase the value of social service and public mind (Self-
Regulating) (10 minutes)
1. Students bring their understanding to help explain to friends who do not understand.
and jointly select works outstanding Idea Diagram put it on a local bulletin board. to
disseminate knowledge to local people and interested guests.
2. Each student observes Survey family members whether they can eat all 5 food groups
and receive all 6 types of nutrients or not. If not enough, the student explains to the person
to be aware and eat. Complete 5 groups in each meal for the body to benefit from
complete nutrients.
3. Students check or assess the steps that they have learned today are highlighted. What
are the bugs? If you have any doubts or curiosity, please specify.
4. Students self-assessment by writing to express feelings after studying and after doing
activities.on the following issues
• How much are the students in the group participating in the group activities?
• How can students use this knowledge to benefit themselves, their families and
society in general?

1. Explain about the Knowledge of the benefits with quiz
benefits of different of nutrients
types of nutrients. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)
2. Inquire for Assessing the operation of Desirable Characteristics

information about the the activity and investigating Assessment Form
benefits of various types information - Activity Assessment Form
of nutrients intensively,
with intention and
curiosity. (Sc 1.2 G. 6/1
.6/2, 6/3, 6/4, 6/5)

doing activities.

processes
life
Learning Management Plan 3 Matter: about the benefits of nutrients Time: 1 hours

1. Explain about the  Total number of students .............. people
benefits of different types of  Number of students who passed the
nutrients. (Sc 1.2 G. 6/1 .6/2, assessment .............. people
6/3, 6/4, 6/5) Percentage ..............
assessment ....................................
2. Inquire for information  Total number of students .............. people
about the benefits of various  Number of students who passed the
types of nutrients intensively, assessment .............. people
with intention and curiosity. Percentage ..............
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4,  Number of students who did not pass the
6/5) assessment ............
assessment ....................................
assessment ....................................
assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.
Nutrient Benefits
Date________Month_______________ B.E.___________
Name__________________________________________ Number ______ Floor_________
Instructions Students write a mind map, nutrients, food sources, examples. and the benefits
of nutrients
About energy from food : 1
Learning Management Plan 4 Matter: About energy from food : 1 Time: 1 hours

Indicators
Learning Outcome
1. Identify the ingredients of the food and energy in some foods(Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5)
2. Tell the nutrients found in each food. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Each food contains different types of nutrients, and when eaten in the same amount,
they produce different amounts of energy.
4. Attribute
- group process
1. eager to learn

technology courses. Grade 6
4. Picture of Shrimp Fried Rice
5. Picture of fried meatballs
6. Table of energy and nutrients found in different foods
7. Worksheet 2 on energy from food
1. Observation, gathering (Gathering) (30 minutes)
1. Students sing together. and acted together as follows
music to eat
Let's eat. Let's eat. Good rice. Good rice. Good

rice.
There are both stir-fried vegetables and curry
yum, um, um, delicious.
2. Students observe the picture of shrimp fried rice. and fried meatballs and together answer
important questions Stimulate ideas as follows:
Shrimp Fried Rice fried meatballs
2.1 What food groups does shrimp fried rice have? and what types of nutrients
(Moo 1 protein from shrimp and eggs, Moo 2 carbohydrates from rice, Moo 3 Mineral
salt from kale Moo 4 Vitamins from tomatoes and lemons Moo 5 Fats from vegetable oils
and water from various foods)
2.2 What food groups are fried meatballs? and what types of nutrients
(Moo 1 protein from fish meat, group 2 carbohydrates from starch, group 5 fat from oil)
2.3 What do students think between shrimp fried rice and fried meatballs? Which will give
more energy and why?
(Shrimp fried rice because it has more food groups and nutrients)
3. Students enter activity 1.2 on energy from food. By jointly answering important thought-
provoking questions as follows:
3.1 What nutrients does each food contain? and how much energy
(Each food contains different nutrients. and give different energy)
5. Students join forces to study, read content, investigate and gather information about
gender and age appropriate food and energy. from the textbook and a variety of learning
resources with design an interesting investigation
6. Students share the information they have gathered and help each other check their
correctness.
7. Students are divided into groups of 4, assorted genders, and assorted medium and weak
students (or can be divided into groups by additional methods). Each group joins together
energetically to study how to do and perform activities 1.2 on energy. From the food in the
second worksheet, follow the steps as follows:
7.1 Review the roles and duties of the group members and how they must perform their
duties.
With a group work process, for example, the group leader has duties .......................... The
recorder has duties ................................. The report presenter has duties .................................
other ...............................
group activities and activities It is a skill building for the 21st century.
Cooperation, working as a team problem solving and responsible for the work together
7.2 Examine the readiness of the media, materials and equipment for the activities to
see if they are complete and suitable for use in the activities.
8. Students in each group gathered together to study how to do activity 1.2 on energy from
food in worksheet 2.
9. Each group of students share their opinions before doing the activity. By jointly answering
the questions before doing the activity as follows:
(Each food contains what nutrients? and how much energy do you get?)
9.2 What nutrients does each food contain?
(Protein, Carbohydrates, Minerals, Vitamins, Fats and Water)
9.3 Which food provides the most energy?
(steamed rice topped with chicken)
9.4 Which food has the lowest energy?
(Chicken Sukiyaki)
9.5 What is the purpose of doing this activity?
(studying the composition and energy of food)
10. Students in each group join forces to do the activities according to the steps specified in
Worksheet 2. about energy from food and record the results of the activities in the 2nd
worksheet
11. After the students have done the activities and recorded the results of the activities in
the 2nd worksheet, the student representatives
Each group came out to present the results of the activities in front of the class.
2. Thinking, analyzing and summarizing knowledge (30 minutes)
2. Each group of students analyzed, discussed and expressed their opinions on the results of
the activities. By jointly answering the following questions after the activity:
2.1 What foods provide energy? And what foods do not provide energy?
(all foods provide energy)
2.2 Which food provides the highest energy value? And that food contains what kind of
nutrients?
(Chicken rice provides maximum energy. with all 6 types of nutrients)
2.3 Which food has the lowest energy value? And that food contains what kind of
nutrients?
(Kai Nam Suki provides the lowest energy. with all 6 types of nutrients)
(Each food contains different types of nutrients when eaten in equal amounts. will give
different energy)
3. Each group of students together summarized the results of the activities and summarized
what they understood as common knowledge about energy from food. Each food contains
different types of nutrients when eaten in equal amounts. will give different energy values

1. Identify the Assessing knowledge about Worksheet: Energy from
ingredients of the food the types of nutrients found food
and energy in some in food
foods (Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5)
2. Tell the nutrients Assessing the operation of Worksheet: Energy from

found in each food. (Sc the activity and investigating food
1.2 G. 6/1 .6/2, 6/3, 6/4, information
6/5)

doing activities.

processes
life

1. Identify the ingredients of  Total number of students .............. people
the food and energy in some  Number of students who passed the
foods (Sc 1.2 G. 6/1 .6/2, 6/3, assessment .............. people
6/4, 6/5) Percentage ..............
assessment ....................................
2. Tell the nutrients found  Total number of students .............. people
in each food. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................
assessment ....................................
assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Criteria for evaluating the activity sheet
Assessment score level

Criteria 3 2 1 0
1. The accuracy Completely 80% correct Still That's right, 50% incorrect
of the work correct, all the not all relevant is not
points completely
correct.
2. Orderliness of The work is The work is The work is The work is not
the work organized, tidy, neat, tidy, clean, organized, neat, organized and
clean, no marks. with a few clean, with tidy.
scratches. mostly negative
marks.
3. Completeness There is a There were The information Some
of data complete and incomplete was recorded information is
recording clear record of records on some completely, but recorded.
information. issues, but the not clearly.
information was
clear.

Worksheet 2 on energy from food
Date________Month_______________ B.E.___________
Name__________________________________________ Number______Floor________
Activity 1.2 Energy from food
material
energy cost protei carbohydra mineral vita wa

food type fat
(kcal) n te salt min ter
253      
Chicken Sukiyaki
423      
Rice Noodles with
Stewed Chicken
Drumsticks
346      
Khanom Jeen
Liquid
steamed rice 619      

topped with
chicken
469      
Chicken and Basil
with Rice
Source: Nutrition Analysis Group, Division of Nutrition, Department of Health, Ministry
of Public Health, 2008
How to
1. Students are divided into groups. Each group together studied the table. Energy and
nutrients found
in different foods
2. Each group of students discuss the following issues.
2.1 What nutrients does each food contain? Each food is full of nutrients.
6 types or not and how
2.2 Does each type of food get energy when eaten? How are they the same or
different?
2.3 Which food provides the most energy? And which food provides the lowest
energy?
1. What is the key question of this activity?

(อาหารแต่ละชนิดประกอบด้วยสารอาหารใดบ้าง และได้พลังงานมากน้อยอย่างไร)
จากการทดลองเพื่ออธิบายเกี่ยวกับโครงสร้างภายในของอะตอม)
2. What nutrients does each food contain?
((โปรตีน คาร์โบไฮเดรต เกลือแร่ วิตามิน ไขมัน และน้ำ)
3. Which food provides the most energy?

(ข้าวมันไก่)
4. Which food provides the lowest energy?

(สุกี้ไก่น้ำ)
5. What is the purpose of doing this activity?

(ศึกษาส่วนประกอบของอาหารและค่าพลังงานในอาหาร)
record the results
(จากตัวอย่างอาหารประกอบด้วยอาหารหลัก 5 หมู่ และสารอาหารครบ ๖ ประเภท อาหารแต่ละชนิดให้ค่า

พลังงานแตกต่างกัน โดยข้าวมันไก่ให้ค่าพลังงานสูงสุด ส่วนสุกี้ไก่น้ำ ให้ค่าพลังงานต่ำสุด)
1. What foods provide energy? And what foods do not provide energy?
(อาหารทุกชนิดให้พลังงาน)
2. Which food provides the most energy? And that food contains what kind of nutrients?
(ข้าวมันไก่ให้ค่าพลังงานสูงสุด โดยมีสารอาหารครบ 6 ประเภท)
3. Which food provides the lowest energy? And that food contains what kind of nutrients?
(สุกี้ไก่น้ำ ให้ค่าพลังงานต่ำสุด โดยมีสารอาหารครบ 6 ประเภท)
4. How do you summarize the results of the activities?

(อาหารแต่ละชนิดประกอบด้วยสารอาหารประเภทต่าง ๆ เมื่อรับประทานอาหารในปริมาณที่เท่ากัน
จะให้พลังงานมากน้อยต่างกัน)
Do activities energetically. with determination and

About energy from food : 2

Indicators
Learning Outcome
1. Identify the ingredients of the food and energy in some foods (Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5)
2. Tell the nutrients found in each food. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Each food contains different types of nutrients, and when eaten in the same amount,
they produce different amounts of energy.
4. Attribute
- group process
1. eager to learn

2. Exercises for basic science and technology, grade 6
3. A set of learning activities to develop analytical thinking in basic science and technology
courses. Grade 6
1. Each group of students work together to make plans. Find information about the
energy obtained from each food from various learning sources such as the Department of
Health, Ministry of Public Health. (http://www.anamai.moph.go.th) and collect the data that
has been designed. and make a poster Energy in different types of food is made into pieces.
Planning, retrieving, designing and creating posters is a way to build 21st century
skills in critical thinking. creative and communication
2 . Students together summarize what they understand as common knowledge as

follows:
• Each food contains different types of nutrients when eaten in equal amounts. will give
different energy
1. Each student representative presents a poster. Energy in different foods by organizing
the Team Game Tournament: TGT event by splitting their group members to all groups. go
listen to the presentation and answer questions from other groups
works. with a pattern
3 . Assessment stage to increase the value of social and public service services (Self-
and jointly select outstanding works to be posted on the school cafeteria notice board. or a
local bulletin board to disseminate knowledge to
School friends, local residents and the general public can choose healthy meals and
Get the right energy from the food you choose.
are the bugs?
If you have any doubts or curiosity, please specify.
activities. on the following issues
general. how then exchange and check every step of the work process that will add
value to society. In what steps is it more beneficial to society than before? for the
next work
1. Identify the Assessing knowledge about Worksheet: Energy from
ingredients of the food the types of nutrients found food
and energy in some in food
foods (Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5)
2. Tell the nutrients Assessing the operation of Worksheet: Energy from
found in each food. (Sc the activity and investigating food
1.2 G. 6/1 .6/2, 6/3, 6/4, information
6/5)

doing activities.

processes
skills assessment form
- Seeking to know more
life
Instructor Miss. Kesinee Suthasa Semester …………. Date: ……………………………

1. Identify the ingredients of  Total number of students .............. people
the food and energy in some  Number of students who passed the
foods (Sc 1.2 G. 6/1 .6/2, 6/3, assessment .............. people
6/4, 6/5) Percentage ..............
assessment ....................................
2. Tell the nutrients found  Total number of students .............. people
in each food. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................
assessment ....................................
assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

About the food I eat each day:1
Learning Management Plan 6 Matter: About the food I eat each day:1 Time: 1 hours

Indicators
Learning Outcome
1. Identify food eaten, nutrients and the amount of energy received in each meal. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Carry out activities The food I eat each day with energy and determination.
Disciplined and determined(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
3. Analyze the food you eat. Energy value for each meal and can calculate the total
amount of energy received each day (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
4. Commitment, discipline and determination (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Eating food for the body to grow There is a change in the body according to sex and
age. and healthy It is necessary to eat enough energy to meet the needs of the body.
and get complete nutrients in proportions suitable for gender and age as well as having
to take into account the type and quantity of food additives for health safety.
4. Attribute
- group process
1. eager to learn

technology subjects, grade 6
4. Table. Energy in some single dishes in different quantities.
5. Worksheet 3 on the food I eat each day
1. Students together observe and read the table of energy in some single dishes in different
quantities.mounted on the board and jointly discuss and review previous experiences By
jointly answering important thought-provoking questions as follows:
Table. Different amounts of energy in some single dishes*
amount energy
food type
(gram) (kcal)
1. Chicken Green Curry with Rice 278 313
amount energy
food type
(gram) (kcal)
2. Rice with curry paste 295 314
3. Chicken Massaman Curry with Rice 353 487
4. Fried Cha-Om Som Curry with Rice 370 390
5. Rice topped with boiled coconut milk and lotus 358 381
flower
6. Crispy Fish Cake with Rice 334 618
7. Stir Fried Basil with Chicken and Rice 270 469
8. Pumpkin Rice with Egg 362 439
9. Fried rice with celery and catfish 395 515
10. Stir Fried Bitter Gourd Rice with Egg 328 622
11. Mackerel Chili Paste + Boiled Vegetables + Fresh 329 106
Vegetables
12. Chili Paste + Fried Mackerel + Cha-Om Cha-om 331 386
with Egg
13. Simmered Soybean + Fresh Vegetables 307 432
14. Large rice noodles with boiled fish 493 336
15. Vermicelli fish maw 412 246
16. Chicken Biryani + Ajad 348 551
17. Chicken Sukiyaki 540 253
18. Crispy Noodles with Seafood Sauce 399 457
19. Fried Clams 261 812
20. Chicken Rice 259 619
* Source: Nutrition Analysis Group, Division of Nutrition, Department of Health, Ministry of
Public Health, 2008
1.1 Do students get enough energy from food each day?
(An example of the answer is sufficient because each meal is eaten from 5
food groups and receives 6 types of nutrients.)
1.2 How does the student body need the amount of nutrients in proportion?
(According to the learning experience of the learners and the teacher's
discretion)
3. Students are divided into groups of 4, assorted sexes, and assorted students who are
good, moderate, and weak (or can be further divided into groups by various methods). Each
group joins together energetically to study how to do and perform activities in 1.3 topics.
The food I eat each day, the 3rd worksheet follows the steps as follows:
3.1 Review the roles and duties of the members of the group and how they must
perform their duties. In carrying out with a group work process, for example, the group
leader has duties ........................... The recorder has the duties of .............................
The report presenter has duties .................................. other ...............................
Cooperation, working as a team problem solving and responsible for the work together
3.2 Check the readiness of the media, materials and equipment for the activities to see
if they are complete and suitable for use in the activities.
4. Each group of students gathered together energetically to study how to do activity 1.3
titled the food I eat each day in worksheet 3.
5. Students listen to an explanation of the steps and methods of doing activities 1.3 on the
food I eat in
each day to understand clearly by writing the steps on the flipchart paper. and bring it to
the front of the board
(Do students get enough energy from food each day? How?)
7. Each group of students join forces to work on the activities as outlined in Worksheet 3
titled Food I eat each day. and record the results of activities in the 3rd worksheet
8. After the students have done the activities and recorded the results of the activities in the
3rd worksheet, the student representatives each group came out to present the results of
the activities in front of the class.

1. Each group of students analyzed, discussed and expressed their opinions on the results of
the activities. By jointly answering the following questions after the activity:
1.1 What is the amount of energy in the food that the students choose to eat at each meal?
(Sample answer Breakfast 471 kcal. Lunch 707 kcal. dinner 581 kcal)
1.2 What is the amount of energy in the food that the students eat in 1 day?
(Sample answer 1759 kcal)
1.3 Are students getting enough energy from the food they choose to eat each day?
(sufficient, appropriate, proportional)
1.4 How can you summarize the results of this activity?
(We should eat food in proportion and suitable for gender and age. to get energy
enough)
1.5 Food that students eat in each meal Are there 6 types of nutrients?
If not complete lack of any type of nutrients and how to act in order to obtain complete
nutrition
(sample answer The nutrients received in breakfast, lunch and dinner are complete
nutrients. 6 types)
2. Students together summarize the results of the activities and summarize what they
understand as common knowledge about the food I eat each day. We should eat food in
proportion and suitable for gender and age. to get enough energy
3. Students evaluate to add value. By jointly answering the following questions:
3.1 The students eating food in each meal is proportional and suitable for gender and
age. How do students have physical health?
(healthy growing up according to age)
3.2 The students eat food in proportion no obesity How is it to behave according to
desirable characteristics?
(discipline)
3.3 Proportional food consumption What does it mean
(Eating in each meal to complete 5 food groups and 6 types of nutrients and eating
enough food to obtain the amount and value of food that is sufficient to meet the needs of
the body. and in proportion to the gender and age)
additional knowledge for
Table of energy needs that the body should receive in 1 day*

Energy
age/gender Age (years) Body weight (kg) required/day
(kcal)
Children (Male + 1-3 13 1,000
Female) 4-5 18 1,300
6-8 23 1,400
male 9-12 33 1,700
13-15 49 2,100
16-18 57 2,300
female 9-12 34 1,600
13-15 46 1,800
16-18 48 1,850
Table of food arrangements according to the amount of energy required*
The amount of energy required (kcal)
food type unit
1,600 2,000 2,400
rice-flour 8 10 12 ladle
vegetable 8 5 6 ladle
fruit 3 4 5 part
meat 6 9 12 tablespoon
milk 2 1 1 glass
1. Identify food Knowledge of energy from Worksheet on the food I eat
eaten, nutrients and the food received each day every day
amount of energy
received in each meal.
(Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Carry out activities Assessing the operation of Desirable Characteristics
The food I eat each day the activity Assessment Form
with energy and
determination.
Disciplined and
determined (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5)
3. Analyze the food Assessing the operation of Worksheet on the food I eat
you eat. Energy value for the activity every day
each meal and can
calculate the total
amount of energy
received each day (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)
4. Commitment, Desirable Characteristics Desirable Characteristics
discipline and Discipline, eager to learn, Assessment Form
determination (Sc 1.2 G. determined to work
6/1 .6/2, 6/3, 6/4, 6/5)

doing activities.
3. Discipline Assessing the discipline of Desirable Characteristics
activities Assessment Form

processes
life

1. Identify food eaten,  Total number of students .............. people
nutrients and the amount of  Number of students who passed the
energy received in each meal. assessment .............. people
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, Percentage ..............
6/5)  Number of students who did not pass the
assessment ....................................
2. Carry out activities The  Total number of students .............. people
food I eat each day with  Number of students who passed the
energy and determination. assessment .............. people
Disciplined and determined(Sc Percentage ..............
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)  Number of students who did not pass the
assessment ....................................
3. Analyze the food you eat.  Total number of students .............. people
Energy value for each meal
and can calculate the total  Number of students who passed the
amount of energy received assessment .............. people
each day (Sc 1.2 G. 6/1 .6/2, Percentage ..............
6/3, 6/4, 6/5)  Number of students who did not pass the
assessment ....................................
4. Commitment, discipline  Total number of students .............. people
and determination (Sc 1.2 G.  Number of students who passed the
6/1 .6/2, 6/3, 6/4, 6/5) assessment .............. people
assessment ....................................

assessment ....................................
assessment ....................................
3. Discipline  Total number of students .............. people

assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

got __________
points
Worksheet 3 on the food I eat every day

Date________Month_______________ B.E.___________
Activity 1.3 The food I eat each day
equipment
Table. Energy values in some foods in different quantities.

food type amount Energy value (kcal)
1. Chicken Green Curry with Rice 1 bowl 313
2. Fried rice with mixed
1 bowl 332
vegetables
3. Stewed Chicken Drumstick Rice
1 plate 423
Noodles
4. Roasted Chicken Noodles 1 plate 495
5. Chicken Rice 1 plate 619
6. Rice with shrimp paste 1 plate 565
7. Chicken Basil Fried Rice 1 plate 469
food type amount Energy value (kcal)
8. Khanom Jeen with Coconut
1 plate 346
Milk Sauce
9. Pasteurized fresh milk, sweet
1 glass 158
flavor
10. นมสดพร่องมันเนย พาสเชอไรซ์ 1 glass 88
How to
1. Students choose the specified food item. Record it in a table of the amount
of energy in each meal. that students think is a food that is suitable for their gender and
age
2. Calculate the energy value of each meal into the table.
3. Calculate the total energy value in the food eaten for 1 day into the table.

1. What is the key question of doing this activity?
(นักเรียนได้รับพลังงานจากอาหารในแต่ละวันเพียงพอหรือไม่ อย่างไร)
record the results
Table of energy content in each meal ตัวอย่างคำตอบ)
amount of Total amount of

age
Name sex meal food items energy energy in 1 meal
(year) (kcal)
(kcal)
นิศาชล 11 หญิง 1. Morning 1. ข้าวราดแกง 313
เขียวหวานไก่
158
2. นมสดพาสเชอร์ไรซ์
รสหวาน
2. Daytime 1. ข้าวมันไก่ 619

88
2. นมสดพร่องมันเนย
พาสเชอไรซ์
3. Cool 1. ก๋วยเตี๋ยวเส้นใหญ่ 423
น่องไก่ตุ๋น
2. นมสดพาสเชอไรซ์, 158
รสหวาน
Total energy in 1 day

About the food I eat each day:2

Indicators
Learning Outcome
1. Identify food eaten, nutrients and the amount of energy received in each meal. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Carry out activities The food I eat each day with energy and determination.
Disciplined and determined(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
3. Analyze the food you eat. Energy value for each meal and can calculate the total
amount of energy received each day (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
4. Commitment, discipline and determination (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Eating food for the body to grow There is a change in the body according to sex and
age. and healthy It is necessary to eat enough energy to meet the needs of the body.
and get complete nutrients in proportions suitable for gender and age as well as having
to take into account the type and quantity of food additives for health safety.
4. Attribute
- group process
1. eager to learn

1. Each group of students work together to make plans. Find information about the
proportions of food intake and the energy value of certain foods from learning resources
such as the Internet and libraries, and then produce a report on the foods that students
choose to eat. Energy received in each meal and calculate the energy in each meal and
total energy in food eaten in 1 day for a period of 7 days.
Planning, investigation, design and reporting It is a skill building for the 21st century.
analytical thinking creative and communication
2. Students together summarize what they understand as common knowledge as follows:
• Eating food for the body to grow There are changes in the body according to gender.
and age and in good health It is necessary to eat enough energy to meet the needs of the
body. and get complete nutrients in proportions suitable for gender and age as well as
having to take into account the type and quantity of food additives for health safety
3. Representatives of each group of students present a report. food that students eat
energy received in each meal and calculate the energy in each meal and total energy in
food eaten in 1 day for a period of 7 days by organizing Team Game Tournament: TGT
activities by splitting their group members to all groups go listen to the presentation and
answer questions from other groups
works.
With a pattern
and jointly select outstanding works to be posted on the school cafeteria notice board. or a
local bulletin board to disseminate knowledge to
school friends
6. Students jointly design and make a list of foods that students should eat in a day.
as a poster using Microsoft Office Power Point software and put them in the school cafeteria.
Using Microsoft Office Power Point Software make a poster

Build 21st century skills in information technology literacy
are the bugs?
activities.
on the following issues
• How can students use this knowledge to benefit themselves, their families and society
in general? Then exchange and check every step of the work process that will add
value to society. In what steps is it more beneficial to society than before? for the
next work
1. Identify food Knowledge of energy from Worksheet on the food I eat
eaten, nutrients and the food received each day every day
amount of energy
received in each meal.
(Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Carry out activities Assessing the operation of Desirable Characteristics
The food I eat each day the activity Assessment Form
with energy and
determination.
Disciplined and
determined (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5)
3. Analyze the food Assessing the operation of Worksheet on the food I eat
you eat. Energy value for the activity every day
each meal and can
calculate the total
amount of energy
received each day (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)
4. Commitment, Desirable Characteristics Desirable Characteristics
discipline and Discipline, eager to learn, Assessment Form
determination (Sc 1.2 G. determined to work
6/1 .6/2, 6/3, 6/4, 6/5)

doing activities.
3. Discipline Assessing the discipline of Desirable Characteristics
activities Assessment Form

processes
life

1. Identify food eaten,  Total number of students .............. people
nutrients and the amount of  Number of students who passed the
energy received in each meal. assessment .............. people
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, Percentage ..............
assessment ....................................
2. Carry out activities The  Total number of students .............. people
food I eat each day with  Number of students who passed the
energy and determination. assessment .............. people
Disciplined and determined(Sc Percentage ..............
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)  Number of students who did not pass the
assessment ....................................
3. Analyze the food you eat.  Total number of students .............. people
Energy value for each meal  Number of students who passed the
and can calculate the total assessment .............. people
amount of energy received Percentage ..............
each day (Sc 1.2 G. 6/1 .6/2,  Number of students who did not pass the
6/3, 6/4, 6/5) assessment ............
assessment ....................................
4. Commitment, discipline  Total number of students .............. people
and determination (Sc 1.2 G.  Number of students who passed the
6/1 .6/2, 6/3, 6/4, 6/5) assessment .............. people
assessment ....................................

assessment ....................................
assessment ....................................

assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
................................................................................................................................................................
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Solution
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Date...........Month..................Year...........

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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
On nutrition flags and eating practices
Learning Management Plan 8 Matter: On nutrition flags and eating practices
Time: 1 hours

Indicators
Realize the importance of nutrients by choosing to eat foods that are full of nutrients
in proportions suitable for gender and age. as well as safe for health
Learning Outcome
1. Describe the type of food and the proportion of food according to the nutrition
flag. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Find information about food types and portions according to nutrition flags. and
how to take care of your health according to nutrition principles with total energy,
intention and self-sufficiency (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
3. Willing and self-sufficiency (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
The nutrition flag is a simulated image of the recommended portion of food for Thai
people to consume in one day, prepared by the Division of Nutrition, Department of
Health, Ministry of Public Health. Which is a government agency that has a duty to care
and encourage people to eat food that is correct according to the principles of nutrition
in order to be safe and healthy
The Nutrition Command is a guide to eating properly according to nutrition principles.
There are 9 items as follows:
1. Eat all 5 food groups, each group provides a variety.
2. Eat rice as a staple food.
3. Eat vegetables, fruits and vegetables regularly.
4. Eat fish, lean meats, eggs, and legumes.
5. Drink milk according to age.
6. Eat foods that are fat but in moderation.
7. Avoid eating very sweet and salty foods.
8. Eat clean. free from contamination
9. Refrain and reduce alcoholic beverages.
4. Attribute
- group process
1. eager to learn
2. live in sufficiency

4. Image nutrition flag
1. Observation, gathering information (Gathering) (10 minutes)
1. Students share an example of a popular food item in the school cafeteria. then
review the previous experience By jointly answering important thought-provoking questions
as follows:
1.1 Do students think that most people eat all 5 food groups?
(complete sample answer)
1.2 How do students take care of their physical health according to nutrition?
(sample answer Eat all 5 food groups in the proper proportion)
3. Students write the proportions of food to get the amount of energy that the body
needs that is appropriate for their gender and age. that students should eat in 1 day by the
student representative writing on the board as follows:
The proportion of food suitable for the sex and age of the students in 1 day
rice-flour (8) ladle vegetable (4) ladle fruit (3) part
meet (6) ช้อนโต๊ะ milk (2) glass
4. Students observe pictures of nutrition flags together and discuss food types. and
the proportion of food according to the nutrition flag
Level1, rice-flour group eat the most the main nutrient is carbohydrates
as the main source of energy. And should choose a less polished type,
such as brown rice.
Level 2 Vegetables and Fruits eat inferior quantities
to get vitamins, minerals and dietary fiber
Level 3 Meat, nuts, eggs, and dairy groups, eat in moderation.
To get good quality protein, iron and calcium.
Level 4 Oil group, sugar, salt, eat only as little as necessary.
nutrition flag
5. Students are divided into groups of 4, assorted sexes, and assorted students who are
good, moderate and weak (or can be further divided into groups by various methods). Each
group performs the activities according to the following steps:
5.1 Review the roles and duties of the group members and how they must perform their
duties.
With a group work process, for example, the group leader has duties ............................. The
recorder is responsible for ................................ The report presenter has duties .............................
other ..................
Working in groups should not exceed 4 people in order to know how to divide the
work and express opinions in small groups first.
6. Each group of students gathered together to study, read the content, investigate
and collect information about
Nutrition flags and ways to take care of your health according to nutrition principles from
designated learning sources such as
from the textbook and a variety of learning resources and designed to present the results of
the examination in an interesting way
7. Each group of students recorded their study results in different graphical charts as
appropriate for the data. and exchange knowledge together
1. Each group of students used the information obtained from the study. Take the exam
together to analyze, discuss, compare nutrition flags. and how to take care of your health
according to nutrition to train oneself to be knowledgeable, understanding and skilled
2. Each group of students worked together to think more critically. To strengthen thinking
capacity together
Answer the following questions:
2.1 What are the most popular foods in order?
(Answer example: Shrimp fried rice, chicken basil, fried egg, pad Thai)
2.2 What nutrients does each food contain?
(Answer example: Shrimp fried rice contains protein, carbohydrates, minerals, vitamins
and fats. Stir-fried basil with chicken and fried egg. Contains nutrients such as proteins,
carbohydrates, minerals and fats. Pad Thai contains protein, carbohydrates, minerals,
vitamins and fats)
2.3 Is the proportion of food appropriate for gender and age?
(Sample answer is appropriate)
2.4 How do students advise family members to eat properly according to the nutrition
flag?
(sample answer Eat all 5 food groups, each group provides a variety.
Eat rice as a staple food
Eat plants, vegetables and fruits regularly.
Eat fish, lean meats, eggs, and legumes.
Drink water according to your age.
Eat foods that are fat but in moderation.
Avoid eating very sweet and salty foods.
clean eating free from contamination
refrain from or reduce alcoholic beverages)
3. Each group of students summarized what they understood as a common knowledge of
nutrition flags and practices.
In eating according to the nine commandments of nutrition, to get the point according to
the learning objectives.
4. Students evaluate to add value. By jointly answering the following questions:
4.1 From the text that said What does "Eat to live is more important than live to eat"?
And what do students think of the above statement?
(Eating to live is eating properly and sufficiently. to live happily to live to eat is to live
a life of overeating, overeating, and malnutrition. Therefore, eating to live is important to
eating. The meaning is eating right, nutrition and hygiene. is more important than binge
eating or self-indulgence. because of knowing enough to eat or balanced diet Make life
longer, good health, good economy too)
4.2 If students receive 65 baht for lunch, how will students choose to eat according to
the list? for the body to receive complete nutrients suitable for gender and age and have
money left over according to the sufficiency economy principle
Shrimp fried rice with kale, price 45 baht

Chicken macaroni, price 60 baht
Fried meatballs, price 10 baht
Watermelon, price 15 baht
Bread with custard filling, price 10 baht
(sample answer Choose to eat shrimp fried rice with kale for 45 baht and watermelon for
15 baht. total 60 baht, left 5 baht in savings)
3. Applying and Constructing the Knowledge (15 minutes)

1. Each group of students planned, designed and developed a manual. eating right
nutritionally using Microsoft Office Word made into pieces
Using Microsoft Office Word in the preparation of the manual Build 21st
century skills in information technology literacy

follows:
• Nutrition flag is a picture of the proportion of food recommended for Thai people to
consume in one day, prepared by the Division of Nutrition, Department of Health,
Ministry of Public Health. which is a government agency responsible for promoting
and encouraging people to eat nutritious food for safety and good health
• Rules for eating according to the nine commandments
The Nutrition Command is a guide to eating properly according to nutrition principles. There
are 9 items as follows:
1. Eat all 5 food groups, each group provides a variety.
2. Eat rice as a staple food.
3. Eat vegetables, fruits and vegetables regularly.
4. Eat fish, lean meats, eggs and legumes.
5. Drink milk according to age.
6. Eat foods that are fat but in moderation.
7. Avoid eating very sweet and salty foods.
8. Eat clean. free from contamination
9. Refrain and reduce alcoholic beverages.
4. Communication and Presentation (Applying the Communication Skill) (10 minutes)
1. Each group of student representatives presents a guide to eating correct food according
to the principles of nutrition. By organizing the event as a Team Game Tournament: TGT, by
separating the members of their group to distribute to all groups. Go listen to the
presentation and answer questions from other groups.
works with a pattern
and jointly select outstanding works to be published on the school's website or Facebook
page to disseminate knowledge via online media.
2. Students work together to plan, design and prepare nutrition flags. and the practice of
eating according to the nine commandments by using a computer program Then published
on the school's website or Facebook (facebook) to disseminate knowledge via online media.
Disseminating knowledge on the website or Facebook (facebook) to enhance

21st century skills.
3. Students engage in creative science activities for further understanding of ASEAN as

follows:
If friends in ASEAN member countries come on a field trip to a student's school
Students design a menu that is appropriate for visitors to eat.
with the following criteria:
(1) Food is correct according to nutrition principles.
(2) so that all nations in ASEAN countries can eat
(3) The food represents the culture of all ASEAN nations.
4. Students check or assess the steps they have learned today are highlighted. What are the
bugs?
activities on the following issues
general. how then exchange and check every step of the work process that will add
value to society In what steps is it more beneficial to society than before? for the
next work
1. Describe the type Knowledge of nutrition flags Science and Technology
of food and the and dietary regulations Fundamentals Coursework
proportion of food Grade 6
according to the
nutrition flag. (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5)
2. Find information Investigation of work piece - Activity Assessment Form
about food types and data and eating food - Data Investigation
portions according to according to nutrition Assessment Form
nutrition flags. and how principles
to take care of your
health according to
nutrition principles with
total energy, intention
and self-sufficiency (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)
3. Willing and self- Desirable Characteristics Desirable Characteristics
sufficiency (Sc 1.2 G. 6/1 wanting to learn live in Assessment Form
.6/2, 6/3, 6/4, 6/5) sufficiency committed to
work

doing activities.
3. live in sufficiency assess sufficiency Desirable Characteristics
Assessment Form

processes
life
Learning Management Plan 8 Matter: On nutrition flags and eating practices Time: 1 hours

1. Describe the type of  Total number of students .............. people
food and the proportion of  Number of students who passed the
food according to the assessment .............. people
nutrition flag. (Sc 1.2 G. 6/1 Percentage ..............
.6/2, 6/3, 6/4, 6/5)  Number of students who did not pass the
assessment ....................................
2. Find information about  Total number of students .............. people
food types and portions  Number of students who passed the
according to nutrition flags. assessment .............. people
and how to take care of your Percentage ..............
health according to nutrition  Number of students who did not pass the
principles with total energy, assessment ............
intention and self-sufficiency Percentage ..............
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4,  Student number that did not pass the
6/5) assessment ....................................
3. Willing and self-  Total number of students .............. people

sufficiency (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................

assessment ....................................
assessment ....................................
3. live in sufficiency  Total number of students .............. people

assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
................................................................................................................................................................
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Solution
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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

About digestion by chewing : 1
Learning Management Plan 9 Matter: About digestion by chewing : 1 Time: 1 hours

Indicators
Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5 Model the digestive system. and describe the functions
of the organs in the digestive system including explaining the digestion and absorption of
nutrients
Recognizing the importance of the digestive system by providing guidelines for
maintaining the organs in the digestive system to function normally.
Learning Outcome
1. Explain the digestion and absorption of nutrients. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Identify the type of digestion. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
3. Carry out activities Digestion through chewing with energy, with determination and
determination. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
4. Have determination and determination (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Digestion is the change in the size of food to make it smaller. There are two types:
mechanical digestion and chemical digestion.
4. Attribute
- group process
1. eager to learn

1. Textbooks for basic science and technology courses Grade
4. Science media Structural models of various systems in the human body.
5. Cooked but unseasoned food, such as cooked rice, unsalted bread, rice noodles,
and boiled chicken, 100 g each.
6. Worksheet 4 on digestion by chewing
1. Students observe science media. Structural models of various systems in the
human body. then together say What systems does the human body consist of? write a
mind map on the diagram board
(example mind map)
system
digest system
Nervous
breathe
system-touch
working system system

bone and
in the human circulatory
joint system
musculoskele excretory
tal system system
2 . Student representatives bring carrots and slice them for the students to see. Then
together answer the following questions:
2.1 Is cutting a carrot into 2 pieces considered digestion?
(no)
2.2 Is cutting a carrot into small pieces considered digestion?
(is)
3. Students brainstorm together. and write down the meaning of the word digestion
4 . Students join forces to study, read content, investigate and collect information about
the digestive system. from the textbook and a variety of learning resources as well as designing
the presentation of the results of the examination in an interesting way
5 . Students share the information they have gathered and help each other check their
correctness.
6. Student representatives share real-life situations related to digestion by chewing.
It stimulates interest before entering the lesson on digestion by chewing. by telling the
situation that
“ When you chew on uncooked rice that has been cooked for a while, it will have a sweet
taste.” Then students join together to answer key thought-provoking questions as follows:
6.1 Have students ever done the above situation?
(Example of answer, ever)
6.2 If ever, what was the result? why is that How will students find the answer?
( sample answer Chew the uncooked rice and let it sit for a while, it will taste sweet.
because the enzymes in saliva digest starch into sugar)
6.3 While chewing food Do students think food is digested or not? How?
(food is digested with a smaller size)
6.4 Students think Digestion occurs in which organs of the digestive system?
(mouth, stomach and small intestine)
8 . Students are divided into groups of 4 , assorted sexes, and assorted students who are
good, moderate, and weak (or can be divided into groups by additional methods). Each group
joins together energetically to study how to do and perform activities in 1.4 topics. Digestion
by chewing in the 4th worksheet as follows:
8 . 1 Review the roles and duties of the group members and how they are supposed to
With a group work process, for example, the group leader has duties ............................. The
recorder is responsible for ................................
The report presenter has duties ............................. other ..........................
group activities and practice activities It is a skill building for the 21st century.
Cooperation, working as a team problem solving and responsible for the work
8.2 Check the readiness of the media, materials and equipment for the activities to see if
they are complete and appropriate for the activities.
9. Each group of students joined together energetically to study how to do activity 1.4 on
digestion by chewing in worksheet 4.
10. Students in each group share their opinions before doing the activity. By jointly
answering the questions before doing the activity as follows:
10.1 What is the key question of this experiment?
(while chewing food Is the food digested and how?)
10.2 What kind of food do students think, when chewed and held for a while, will have
a sweet taste?
(An example of the answer: cooked rice, unsalted bread, and rice noodles)
10.3 What kind of food do students think when they are chewed and held for a while?
will not taste sweet
(Example answer Green leafy vegetables, boiled chicken meat)
11. Students in each group join forces to do the activities according to the steps specified
in Worksheet 4. about digestion by chewing and record the results of activities in the 4th
worksheet
12. After the students have done the activities and recorded the results of the activities in
the 4th worksheet, the student representatives Each group came out to present the results of
the activities in front of the class. To exchange knowledge
1. Each group of students analyzed, discussed and expressed their opinions on the results
of the activities. By jointly answering the following questions after the activity:
1.1 What kind of food is sweet when chewed and eaten?
(An example of the answer: cooked rice, unsalted bread, and rice noodles)
1.2 What kinds of food, when chewed and eaten, will not have a sweet taste?
(sample answer boiled chicken)
1.3 Chewed food has a sweet taste. What kind of nutrients are classified?
(carbohydrate)
1.4 Why can chewed food be sweet?
(because the food has changed with a smaller size as a sweetener)
1.5 How can the results of the experiment be summarized?
(Chewing food makes the food smaller. The process of digestion of carbohydrates occurs.
in the mouth, where digested food has a sweet taste)
1.6 Is there digestion in the mouth and why?
(in the mouth there is digestion because the food has changed with a smaller size)
1.7 How do you summarize the meaning and type of digestion into a mind map?
(sample answer)
meaning
Small change in food size so that the body can absorb it
digestio 1. Mechanical digestion is a change in the size of the food to be smaller by

grinding, chewing of teeth, and contraction of the gastrointestinal muscles
type
2. Chemical digestion It is a change in the size of food to become smaller with
gastric juice. get involved Make the food as small as possible so that the body
can absorb it
mind map Definition and Types of Digestio
2. Students in each group summarize the results of the activities and summarize what
they understood as common knowledge about chewing digestion. Chewing food makes the
food smaller. have a digestive process .Carbohydrates occur in the mouth. The digested food
will have a sweet taste.
3. Students work together to evaluate to add value. By jointly answering the following
questions:
3.1 Chewing food thoroughly is good for the digestive system or not and how?
(sample answer It has a good effect by making the food smaller. when food moves to
the organs involved in digestion causing food contact with gastric juice easily digested make
the organs related to digestion work
not heavy)
1. Explain the Knowledge of the digestive Worksheet on digestion by
digestion and absorption system chewing
of nutrients. (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5)
2. Identify the type conducting experimental Worksheet on digestion by

of digestion. (Sc 1.2 G. activities chewing
6/1 .6/2, 6/3, 6/4, 6/5)
3. Carry out activities conducting experimental Desirable Characteristics

Digestion through activities Assessment Form
chewing with energy,
with determination and
determination. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)
4. Have Desirable Characteristics Desirable Characteristics
determination and wanting to learn committed Assessment Form
determination (Sc 1.2 G. to work
6/1 .6/2, 6/3, 6/4, 6/5)

doing activities.

processes
life

1. Explain the digestion  Total number of students .............. people
and absorption of nutrients.  Number of students who passed the
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, assessment .............. people
6/5) Percentage ..............
assessment ....................................
2. Identify the type of  Total number of students .............. people
digestion. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................
3. Carry out activities  Total number of students .............. people
Digestion through chewing  Number of students who passed the
with energy, with assessment .............. people
determination and Percentage ..............
determination. (Sc 1.2 G.  Number of students who did not pass the
6/1 .6/2, 6/3, 6/4, 6/5) assessment ............
assessment ....................................
4. Have determination and  Total number of students .............. people
determination (Sc 1.2 G. 6/1  Number of students who passed the
.6/2, 6/3, 6/4, 6/5) assessment .............. people
assessment ....................................

assessment ....................................
assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Worksheet 4 on digestion by chewing
Date________Month_______________ B.E.___________

Activity 1.4 Chewing digestion
material
1. 100 grams of cooked rice
2. Unsalted bread 100 g.
3. Chinese rice noodles 100 g.
4. Boiled chicken meat 100 g.
5. 1 stopwatch
How to
1. Students are divided into groups. Each group took 100 grams of cooked rice and
chewed it slowly and thoroughly.
without swallowing Then hold it in the mouth for 1 minute, observe and record the
results.
2. Repeat experiment 1, but use unsalted bread, vermicelli noodles and boiled
chicken instead of cooked rice.
1. What is the key question of this experiment?
(ขณะที่กำลังเคี้ยวอาหารนักเรียนคิดว่าอาหารถูกย่อยหรือไม่อย่างไร)
Write a  in front of the correct answer.
2. What kind of food do students think, when chewed and held for a while, will have a
sweet taste? (more than 1 answer)
cooked rice unsalted bread Chinese dessert noodles 4. Boiled
Chicken
record the results
Table. Taste of food when chewed and held in the mouth for 1 minute.
The taste of the food when chewed and held in the
food
mouth for 1 minute.
1. cooked rice sweet no sweet
2. Unsalted bread sweet no sweet
3. Chinese dessert noodles sweet no sweet
4. Boiled Chicken sweet no sweet
Write a  in front of the correct answer.
1. What kind of food is sweet when chewed?

cooked rice unsalted bread Chinese dessert noodles 4. Boiled
Chicken
2. อาหารที่เคี้ยวแล้วอมมีรสหวาน จัดเป�นสารอาหารประเภทใด
protein carbohydrate mineral salt vitamin fat
3. Why can chewed food taste sweet?

(เพราะอาหารนั้นมีการเปลี่ยนแลงโดยมีขนาดเล้กลง เป�นสารที่ให้ความหวาน)
4. How can the results of the experiment be summarized?
(การเคี้ยวอาหารทำให้อาหารมีขนาดเล็กลง มีกระบวนการย่อยอาหารพวกคาร์โบไฮเดรตเกิดขึ้นในปาก
ซึ่งอาหารที่ย่อยแล้วจะมีรสหวาน)
5. Is there digestion in the mouth and why?
in the mouth is digested because (อาหารมีการเปลี่ยนแปลงโดยมีขนาดเล็กลง)
There is no digestion in the mouth because
6. Is chewing food good for the digestive system or not?
(มีผลดี โดยทำให้อาหารมีขนาดเล็กลง เมื่ออาหารเคลื่อนที่ไปถึงอวัยวะที่เกี่ยวข้องกับการย่อยอาหารทำ
ให้อาหารสัมผัสน้ำย่อย เกิดการย่อยได้ง่าย ทำให้อวัยวะที่เกี่ยวกับการย่อยทำงานไม่หนัก)
7. Write a mind map outlining the meaning and type of digestion.
meaning
digestion
type
About digestion by chewing : 2

Indicators
nutrients
Learning Outcome
1. Explain the digestion and absorption of nutrients. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Identify the type of digestion. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
Digestion is the change in the size of food to make it smaller. There are two types:
mechanical digestion and chemical digestion.
4. Attribute
- group process
1. eager to learn

4. Science media Structural models of various systems in the human body.
3. Practice steps and summary of knowledge after practice (Applying and Constructing
the Knowledge) (20 minutes)
1. Each group of students work together to make plans. Classification of subtypes and
summarize the body of knowledge by designing and writing a mind map Definition and
Types of Digestion made into pieces
(example mind map)
Small change in food size

meaning
digestion
type
1. Mechanical digestion 2. Chemical digestion

is a change in size is a change in the size of the food
of food by chewing to be smaller with gastric juice
of the teeth and the compression involved
mind map Definition and Types of Digestion
2. Students together summarize what they understand as common knowledge as follows:
• Digestion is the change in the size of food to make it smaller.
is mechanical digestion and chemical digestion

1. Representatives of each group of students present their idea diagrams. Definition
and types of Digestion Assemble the description of the class page. Friends together check
and correct it.
2. Students discuss how they work to see system thinking and how it works.
With a pattern
1. Students jointly select outstanding works. put it on a local bulletin board. to
disseminate knowledge to local people and interested guests
2. Students apply their knowledge of chewing food thoroughly before swallowing. In
order for the digestive system to work efficiently, explain to your younger brother that Not
chewing food thoroughly affects digestion. make the digestive system work more Because
large quantities of enzymes or gastric juice must be produced in order to digest food, it is
important to chew your food thoroughly.
3. Students check or assess the steps that they have learned today are highlighted.
What are the bugs?
activities on the following issues.
• What have students learned today?
• How satisfied are the students with today's study?
• Students will use this knowledge to benefit themselves, their families and the general
society.
how then exchange and check every step of the work process that will add value to
society. In what steps is it more beneficial to society than before? for the next work

1. Explain the Knowledge of the digestive Worksheet on digestion by
digestion and absorption system chewing
of nutrients. (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5)
2. Identify the type conducting experimental Worksheet on digestion by

of digestion. (Sc 1.2 G. activities chewing
6/1 .6/2, 6/3, 6/4, 6/5)

doing activities.

processes
life

1. Explain the digestion  Total number of students .............. people
and absorption of nutrients.  Number of students who passed the
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, assessment .............. people
6/5) Percentage ..............
assessment ....................................
2. Identify the type of  Total number of students .............. people
digestion. (Sc 1.2 G. 6/1 .6/2,  Number of students who passed the
assessment ....................................
assessment ....................................
assessment ....................................

assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level

Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

got __________
Work on the meaning and type of digestion points
Date________Month_______________ B.E.___________
Name__________________________________________ Number ______ Floor__________
Instruction Students write a mind map. Definition and Types of Digestion
Subject: Digestive System Model : 1
Learning Management Plan 11 Matter: Digestive System Model :1 Time: 1 hours

Indicators
nutrients
Learning Outcome
1. Describe the functions of organs in the digestive system. (Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Plan, design, modeling of the digestive system. using materials readily available
locally and most consistent with the facts (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
The digestive system consists of organs such as the mouth, esophagus, stomach, and
small intestine.
The colon, rectum, liver, and pancreas, which work together to digest and absorb
nutrients.
- Mouth has teeth to help chew food to be smaller. and has a tongue to help mix
food and saliva
In saliva, there are enzymes that break down starch into sugar.
- Esophagus serves to carry food from the mouth to the stomach.
- Stomach digests protein by acids and enzymes produced by the stomach
-Small intestine contains enzymes produced by the wall of the small intestine and
from the pancreas that help digest proteins, carbohydrates and fats. Proteins,
carbohydrates and fats are digested until they are small enough to be absorbed,
including water, minerals and vitamins. Absorbed at the wall of the small intestine into
the bloodstream to be transported to different parts of the body, which are proteins,
carbohydrates and fats. will be used as a source of energy for use in activities
Various parts of water, minerals and vitamins will help the body to function normally.
- Liver produces bile and sends it to the small intestine to help break down fat.
- The large intestine absorbs water and minerals. It is an area where food is
indigestible or indigestible.
It's food waste, which will be excreted through the anus.
The organs in the digestive system are important. therefore should behave Maintaining
normal functioning of organs
4. Attribute
- group process
1. eager to learn

Video of how the digestive system works
5. Scientific media, models of human digestive system
6. Plasticine
7. Local waste materials
8. Worksheet 5 titled Digestive System Model
1. Students watch a video on how the digestive system works. and observe the
simulated scientific media human digestive system then together say What organs does the
digestive system consist of? Write a mind map on the board.
Model of the human digestive system.

(example mind map)
mouth
pancreas esophagus
organs in the human stomach

liver
digestive system
small intestine
anus
large intestine
Diagram of the organs of the human digestive system.

2 . Students discuss their experiences about the functioning of the digestive system. By
2.1 How do the organs of the digestive system work?
(work of the digestive system Digested food travels through the following organs:
the mouthEsophagus, stomach, small intestine, large intestine, which all organs must work in
relation to each other)
2.2 What are the major organs involved in the digestive system? and how to function
(- The mouth has teeth to help chew food to be smaller. and has a tongue to help
mix food and saliva In saliva, there are enzymes that break down starch into sugar.)
- Stomach Inside the stomach, proteins are digested by acids and enzymes produced
by the stomach.
-Small intestine contains enzymes made by the wall of the small intestine and from the
pancreas that help digest proteins, carbohydrates and fats. Proteins, carbohydrates and fats
are digested until they are small enough to be absorbed, including water, minerals and
vitamins. Absorbed at the wall of the small intestine into the bloodstream to transport to
different parts of the body, where proteins, carbohydrates and fats are used as a source of
energy for various activities; water, minerals and vitamins will help the body function normally.
indigestible or indigestible is food waste which will be excreted through the anus)
4 . Students are divided into groups of 4 , assorted sexes, and assorted students who are
good, moderate, and weak (or can be further divided into groups by various methods). Each
group joins together energetically to study how to do and perform activities that are 1 . 5
subjects. Model of the digestive system in the 5th worksheet as follows:
4 . 1 Review the roles and duties of the group members and how they must perform
their duties. In carrying out with a group work process, for example, the group leader has
duties .............................. The recorder has duties .................................
The report presenter has duties ................. other .........................
Collaborative work as a team problem solving and take responsibility for the work
4.2 Check the readiness of media, materials and equipment for performing activities that
they are complete and appropriate.
to be used for performing activities
5 . Each group of students join together energetically to study the methods of doing
activities at 1.5 subjects.
Digestive system in worksheet 5
(What are the major organs involved in the digestive system? and how to function)
6 . 2 Before modeling the digestive system What information do students need to
provide?
(Example answers, shape, appearance, position of organs related to the digestive system)
7 . Each group of students join forces to do the activities according to the steps given in
Worksheet 5 titled Digestive System Model. and record the results of activities in worksheet 5.
8 . After the students have done the activities and recorded the results of the activities in
the 5th worksheet, the student representatives
Each group came out to present the results of the activities in front of the class. To exchange
knowledge
1. Each group of students analyzed, discussed and expressed their opinions on the results
of the activities. By jointly answering the following questions after the activity:
1.1 What are the organs involved in the digestive system?
(mouth, esophagus, stomach, small intestine, large intestine, anus)
1.2 What nutrients are digested around the mouth?
(carbohydrate)
1.3 What are the nutrients that are digested in the stomach?
(protein)
1.4 What nutrients are digested in the small intestine?
(proteins, carbohydrates and fats)
1.5 Which organ has teeth to chew food to make it smaller?
(mouth)
1.6 Which organ is responsible for transporting food from the mouth to the stomach?
(esophagus)
1.7 Which organ is responsible for digesting protein nutrients only?
(stomach)
1.8 What types of nutrients are digested in the small intestine?
(proteins, carbohydrates and fats)
1.9 What is the function of the large intestine?
(The large intestine is responsible for absorbing water and minerals.)
( The digestive system is made up of organs including the mouth, esophagus, stomach,
small intestine, large intestine, anus, liver, and pancreas, which work together in digestion
and absorption.)
2. Students in each group summarize the results of the activities and summarize what they
understood as a common knowledge about the functioning of the digestive system that the
digestive system consists of organs such as the mouth, esophagus, stomach, small intestine,
large intestine, anus, liver, and pancreas. which acts together in the digestion and absorption
of nutrients
• Organs in the digestive system are important. therefore should behave Maintaining
3. Students work together to evaluate the value of the guidelines for the maintenance of
organs in the digestive system to function normally. By jointly answering the following
questions:
3.1 How do students have guidelines for maintaining the organs in the digestive system
to function normally?
(sample answer Eat clean food in the right amount, on time, not spicy food)
1. Describe Assessing knowledge of the Worksheet on digestive
the functions of organs digestive system system model
in the digestive system.
(Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Plan, design, modeling Assessing the operation of activity assessment form
of the digestive system. the activity and investigating
using materials readily information
available locally and
most consistent with the
facts (Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5)

doing activities.
3. live in sufficiency Assess your ability to live in Desirable Characteristics
self-sufficiency. Assessment Form

processes
life

1. Describe the functions  Total number of students .............. people
of organs in the digestive  Number of students who passed the
system. (Sc 1.2 G. 6/1 .6/2, assessment .............. people
6/3, 6/4, 6/5) Percentage ..............
assessment ....................................
2. Plan, design, modeling of  Total number of students .............. people
the digestive system. using  Number of students who passed the
materials readily available assessment .............. people
locally and most consistent Percentage ..............
with the facts (Sc 1.2 G. 6/1  Number of students who did not pass the
.6/2, 6/3, 6/4, 6/5) assessment ............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Worksheet 5 on the model of the digestive system got __________
points
Date________Month_______________ B.E.___________
Activity 1.5 Digestive System Model
equipment
plasticine
method
students in groups Each group collectively searched for information about the
organs and functions of the organs in the digestive system. and plan the design and
modeling the digestive system of the human body with plasticine By taking into
account the consistency with the facts as much as possible Record results by taking
pictures or drawing a model of the digestive system.
1. What is the key question of this activity?

(อวัยวะสำคัญที่เกี่ยวกับระบบย่อยอาหารมีอะไรบ้างและทำหน้าที่อย่างไร)
2. Before modeling the digestive system What information do students need to
provide?
record the results (ตัวอย่างแบบจําลอง)
(ตัวอย่างคําตอบ)
question after
1. What are the organs involved in the digestive system?
(กระเพาะอาหาร)
(ปาก) (หลอดอาหาร) (ลําไส้เล็ก) (ลําไส้ (ทวาร
Diagram of the organs involved in the digestive system.

2. What are the nutrients that are digested in different areas?
 mouth sub (คาร์โบไฮเดรต)
 Stomach digestion (โปรตีน)
 small intestine (โปรตีน คาร์โบไฮเดรต และไขมัน)
3. Which organ has teeth to chew food to make it smaller?
(ปาก)
4. Which organ is responsible for transporting food from the mouth to the stomach?
(หลอดอาหาร)
5. Which organ is responsible for digesting only protein nutrients?

(กระเพาะอาหาร)
6. What types of nutrients are digested in the small intestine?

(โปรตีน คาร์โบไฮเดรต และไขมัน)
7. What is the function of the large intestine?

(ลำไส้ใหญ่มีหน้าที่ดูดน้ำและเกลือแร่)
8. How can you summarize the results of the activities?

(ระบบย่อยอาหารประกอบด้วยอวัยวะต่าง ๆ ได้แก่ ปาก หลอดอาหาร กระเพาะอาหาร ลำไส้เล็ก
ลำไส้ใหญ่ ทวารหนัก ตับ และตับอ่อน ซึ่งทำหน้าที่ร่วมกันในการย่อยและดูดซึม)
9. How do students have guidelines for maintaining normal functioning of the organs in the
digestive system?
(ตัวอย่างคำตอบ รับประทานอาหารที่สะอาดในปริมาณที่เหมาะสม ตรงเวลา ไม่รับประทานอาหาร
ที่มีรสจัด)
Subject: Digestive System Model : 2

Indicators
nutrients
Learning Outcome
1. Describe the functions of organs in the digestive system. (Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Tell guidelines for maintaining the organs in the digestive system to function
normally. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5)
2. Essence
3. Learning
knowledge
The digestive system consists of organs such as the mouth, esophagus, stomach, and
small intestine.
The colon, rectum, liver, and pancreas, which work together to digest and absorb
nutrients.
- Mouth has teeth to help chew food to be smaller. and has a tongue to help mix
food and saliva
In saliva, there are enzymes that break down starch into sugar.
- Stomach digests protein by acids and enzymes produced by the stomach
-Small intestine contains enzymes produced by the wall of the small intestine and
from the pancreas that help digest proteins, carbohydrates and fats. Proteins,
carbohydrates and fats are digested until they are small enough to be absorbed,
including water, minerals and vitamins. Absorbed at the wall of the small intestine into
the bloodstream to be transported to different parts of the body, which are proteins,
carbohydrates and fats. will be used as a source of energy for use in activities
Various parts of water, minerals and vitamins will help the body to function normally.
indigestible or indigestible.
It's food waste, which will be excreted through the anus.
The organs in the digestive system are important. therefore should behave Maintaining
4. Attribute
- group process
1. eager to learn

4. Flipchart paper
3. Applying and Constructing the Knowledge (30 minutes)
1. Students plan, design and write a summary of the functions of the major organs in
the digestive system by themselves. Then design and draw a diagram. The sequence of the
digestive tract through the organs of the digestive system.
(sample diagram) Inside the mouth, there are

teeth, tongue, saliva, teeth
1 mouth chewing food. The tongue will
mix with food. And saliva will
conveying 2 have gastric juice to help digest
esophagus
food smaller.
Produces gastric juice
to digest protein foods. stomach 3
4 small
intestine digest proteins, carbohydrates
Absorb water and minerals large intestine 5 and fat
It is an area where food is

6 anus get rid of food waste
indigestible or indigestible
as food waste.
Diagram of the sequence of the digestive tract through the organs of the digestive system.
2. Students connect their knowledge with the philosophy of Sufficiency Economy. In which
each group of students join forces to plan, design, and create a sheet of photographs, or
models, organs and functions of the internal organs.
digestive system using local waste materials made into pieces
The creation of photographic plates or models from local waste materials.

It is the integration of the Sufficiency Economy Philosophy, the integration
of STEM, to reinforce the 12 core values of living according to the

follows:
• The digestive system consists of various organs such as the mouth, esophagus,
stomach.
• Small intestine, large intestine, anus, liver and pancreas, which work together to digest
and absorb nutrients.
• Mouth has teeth to help chew food to be smaller. and has a tongue to help mix food
and saliva In saliva, there are enzymes that break down starch into sugar.
• Esophagus serves to carry food from the mouth to the stomach.
• Stomach digests protein by acids and enzymes produced by the stomach
• The small intestine contains enzymes that are produced by the wall of the small
intestine itself. And from the pancreas that helps digest proteins, carbohydrates and
fats, proteins, carbohydrates and fats that have been digested until they become
small enough nutrients to be absorbed, including water, minerals and vitamins, will
be absorbed by the wall of the small intestine into the bloodstream to transport
to different parts of the body where proteins, carbohydrates and fats will be used as
a source of energy for use
In various activities, water, minerals and vitamins will help the body to function
normally.
• Liver produces bile and sends it to the small intestine to help break down fats.
• The large intestine absorbs water and minerals. It is an area where food is indigestible
or indigestible.
It’s food waste, which will be excreted through the anus.
• Organs in the digestive system are important. Therefore should behave Maintaining

1. Each group of student representatives presents a picture sheet or model. Organs and
functions of organs in the digestive system by organizing the event Team Game Tournament:
TGT, by separating the members of their group to distribute to all groups to listen to the
presentation. And answer questions from other groups
works.
With a pattern
1. Students join together to organize a contest for photo sheets or models in the
exhibition walk. At the school's multipurpose yard to disseminate knowledge to fellow
students in the school for a walk and select outstanding works donated to science room to
be used as teaching media in the future
are the bugs? If you have any doubts or curiosity, please specify.
activities. on the following issues
• What have students learned today?
• How satisfied are the students with today's study?
• Students will use this knowledge to benefit themselves, their families and the general
society.
how
Then exchange and check every step of the work process that will add value to society. In
what steps is it more beneficial to society than before? for the next work

1. Describe Assessing knowledge of the Quiz
the functions of organs digestive system
in the digestive system.
(Sc 1.2 G. 6/1 .6/2, 6/3,
6/4, 6/5)
2. Tell guidelines for Assessing knowledge of the Quiz
maintaining the organs in digestive system
the digestive system to
function normally. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4,
6/5)

doing activities.

processes
life

1. Describe the functions  Total number of students .............. people
of organs in the digestive  Number of students who passed the
system. (Sc 1.2 G. 6/1 .6/2, assessment .............. people
6/3, 6/4, 6/5) Percentage ..............
assessment ....................................
2. Tell guidelines for  Total number of students .............. people
maintaining the organs in the  Number of students who passed the
digestive system to function assessment .............. people
normally. (Sc 1.2 G. 6/1 .6/2, Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Quality level
piece evaluation form mind map
Assessment Quality level

issues 4 3 2 1
Organizing and Make a mind map Organize a diagram Able to create a Organize a mind
presenting a systematically and Systematic thinking mind map More map
mind map presented in a categorizes examples are given systematically. and
clear, accurate, information into and presented in the presentation is
comprehensive, relationships and different ways, but not meaningful
and linked form as presents it in a they are not and unclear
a whole. comprehensive comprehensive.
way.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Work piece, subject, picture sheet or model of organs and functions of organs in
the digestive system.
got __________
points
Date________Month_______________ B.E.___________
Name__________________________________________ Number ______ Floor__________
Instructions Students plan, design, and create visual plates or models of organs
and their functions in the digestive system.
Learning Unit 2
On the separation of mixtures
Simple separation of mixtures
Learning Management Plan 1 Matter: Simple separation of mixtures Time: 2 hours

Standard Sc 2.1 Understand the properties of matter elements of matter the relationship
between the properties of matter and its structure and the bonding forces between
particles. Principle and nature of state change of matter solution formation and chemical
reactions
Indicators
Sc 2.1 G. 6/1 Explain and compare the separation of mixtures. by picking, sifting,
magnetic attraction, pouring, filtering and precipitation. using empirical evidence as well as
identifying solutions to everyday problems related to separation
Learning Outcome
1. Explain the meaning of the mixture (Sc 2.1 G. 6/1)
2. Can compare the meaning of mixed substances (Sc 2.1 G. 6/1)
2. Essence
Substances can be classified into two types according to their texture:
homogeneous and mixed. A homogeneous substance is a substance that can be observed
to be homogeneous in all its parts. All properties are the same, composed of only one
substance. A mixture is a substance that is not observed to be homogeneous, not
homogeneous, consisting of two or more substances.
3. Learning
knowledge
1. Characteristics of the mixture
Skill
1. Classification of substances
2. Searching for the meaning and characteristics of the mixture
learner's key competency
4. Attribute
- group process
1. eager to learn

1. Teaching slides on the separation of mixtures
2. Textbook Science and Technology 6
3. Worksheet on substance classification
Organize learning activities by using a 5-step quest learning management as follows:
Step 1 Introduction to the lesson (Engagement Phase)
1. The teacher reviews the basic knowledge about mixtures. By giving examples of
substances such as mud, salt, flour, vegetable oil mixed with water, starch water, chili and
salt, brine using the following questions.
- from the sample Which substance is a mixture and why? (Mixed substances include
mud, vegetable oil mixed with water, flour, chili and salt, brine because these substances
consist of 2 or more substances combined.)
- What kind of mixture is a homogeneous substance? and what kind is a mixture (The
homogeneous substance is salt water, the mixed substance is mud water, vegetable oil
mixed with water, starch water, chili and salt)
2. The teacher checks the students' prior knowledge on how to separate the mixtures by
Ask the question how it can be done if the mixture is to be separated from each other.
(Students answer according to their understanding, e.g. by filtering, sifting).
Step 2 Exploration Phase
1. Teachers divide students into groups for students to complete activities and review
what and at what stage they have practiced science process skills and 21st century skills.
and save it to the activity log.
2. The teacher persuaded students to study the method of separating mixtures. Then
students read unit name and read the important questions for unit 2 in the textbook What
are the uses and methods of separation? Students answer questions The teacher does not
have to answer the answer. But will give students Go back and answer again after
completing this unit.
Step 3 Discussion Phase and Conclusion (Explanation Phase)
The observing teacher answers the students' questions and examines the students' ideas.
On simple separation of mixtures, 2-3 students may randomly present their own answers.
Teachers do not have to answer. but will give students Go back and check again after you
finish this chapter. Teachers should Record the student's misconceptions or interesting ideas
and use them in the design of learning management in order to correct the misconceptions
and build on the interesting ideas of the students.
Step 4: Expansion Phase
The teacher had students join together to read and discuss the story. About the simple
separation of mixtures The teacher encourages students to answer the question: Why do we
pay attention to the characterization and function analysis of these simple separations of
mixtures and how these findings relate to us?
Step 5 Evaluation Phase
1. The teacher asks each student to consider from the topics learned and the practice
of activities Are there any points that they still do not understand or still have doubts?
2. Students jointly assess their group activities to see if there are any problems or
obstacles. And how has it been fixed?
3. Teachers and students share their opinions on the benefits from the activities. and
applying the knowledge gained to benefit
4. Students answer questions about their scientific quest. in the pre-study knowledge
survey They may ask what students know. about scientific quest

1. Explain the Worksheet on substance Worksheet assessment form
meaning of the mixture classification on substance classification
(Sc 2.1 G. 6/1)
2. Can compare the Answering students' Worksheet assessment form
meaning of mixed questions about classifying on substance classification
substances (Sc 2.1 G. substances.
6/1) Worksheet on substance
classification

doing activities.

processes
life
Learning Management Plan 1 Matter: Simple separation of mixtures Time: 2 hours

1. Explain the meaning of  Total number of students .............. people
the mixture (Sc 2.1 G. 6/1)  Number of students who passed the
assessment ....................................
2. Can compare the  Total number of students .............. people
meaning of mixed substances  Number of students who passed the
(Sc 2.1 G. 6/1) assessment .............. people
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Method for separating mixtures
Learning Management Plan 2 Matter: Method for separating mixtures Time: 2 hours

reactions
Indicators
Learning Outcome
1. Describe the method of separating the mixture. They can be removed, sieved,
magnetized, poured, filtered and settling. (Sc 2.1 G. 6/1)
2. Comparison of the method of separating mixtures. They can be removed, sieved,
magnetized, poured, filtered and settling. (Sc 2.1 G. 6/1)
2. Essence
Substances can be classified into two types according to their texture:
homogeneous and mixed. A homogeneous substance is a substance that can be observed
to be homogeneous in all its parts. All properties are the same, composed of only one
substance. A mixture is a substance that is not observed to be homogeneous, not
homogeneous, consisting of two or more substances.
3. Learning
knowledge
1. Characteristics of the mixture
Skill
1. Classification of substances
2. Searching for the meaning and characteristics of the mixture
4. Attribute
- group process
1. eager to learn

Step 1 Activate (10 minutes)
1. Students discuss their experiences with the method of separating mixtures. By
1.1 Has the student ever separated the mixture or not? How? By what method?
(Example of answer: Kyo, by separating coconut milk from grated coconut. Using the
filter method)
1.2 Do students remember how many different methods of separation of mixtures
were made?
(e.g. siphoning, sifting, pick-up, use of magnets, sublimation, filtration, sedimentation,
pouring)
Step 2 Active (Active) (20 minutes)
1. Teachers use questions to increase enthusiasm as follows:
1.1 If students want to separate the sewing needle from the scrap pile What should I
choose to help?
(sample answer Use a magnet to attract the sewing needle.)
1.2 What does the proper method of separating the mixture depend on?
(sample answer The proper method for separating mixtures depends on the nature and
properties of the substance.
Step 3 Action (30 minutes)
1. Students are divided into groups of 5-6 people, assorted genders, and assorted
students who are good, moderate and weak (or can be divided into groups by additional
methods).
1.1 Review the roles and duties of the members of the group and how they must
With a group work process, for example, the group leader has duties ................. The recorder
is responsible for .................
The report presenter has the duties of ................. other ………………
2. The student representatives in each group selected the lottery group topic on how to
separate the mixture as follows:
Group 1 Picking out

Group 2 Sifting
Group 3, the use of magnets
Group 4 pouring out
Group 5 Filtering
3. Students in each group gathered together to study, read the material, investigate
and collect information on how to separate the mixture. according to the group topic that
the representatives of the group can draw from the textbook and learning resources
with a variety of designs to present the results of the examination in an interesting way
Step 4: Spread (Available) (40 minutes)
1. Each group of students recorded their study results in various graphical charts as
appropriate.
of information and exchange of knowledge together
2. Each group of students analyzed, discussed and expressed their opinions about
the classification of substances.
3. Each group of students used the information obtained from the study. examined
together, analyzed, discussed, compared, methods for separating mixtures. to train oneself
to be knowledgeable, understanding and skilled and then sums it up as a concept.
Step 5 Assessments (20 minutes)
. 1. Students in each group observe and read flashcards about the separation of
mixtures and statements.
on the board, and then the student representatives from each group analyze And choose a
word card on how to separate the mixture prepared and attach it near the text on the board
accordingly. until all messages by friends in the class together to check the correctness as
follows
(Example of flashcards and messages)
gliding picking out filtering
settling pouring out use of magnets

• Separation of unequal solids using a sieve
(glide)
• Separation of undissolved solids from liquids by gradually pouring the liquid.

carefully
(rinsing out)
• Separation of magnetically attracted substances from other mixtures

(using magnets)
• Separation of solids from solids with clearly different characteristics

(picking out)
• Separation of undissolved solids from liquids is

(filtering)
• Making the small particles suspended in the water fall to the bottom of the
container faster
(precipitation)
2. Each group of students summarized what they understood as a common
knowledge of how to separate mixtures.
The proper method for separating mixtures depends on the nature and properties of
the mixture. There are methods of removal, sieving, magnetic attraction, pouring, filtering
and precipitation.
1. Describe the Activities to answer Activity assessment form,
method of separating questions from flashcards answer questions from the
the mixture. They can flashcards.
be removed, sieved,
magnetized, poured,
filtered and settling. (Sc
2.1 G. 6/1)
2. Comparison of the Charging plate researching Evaluation form for research
method of separating different separation on different separation
mixtures. They can be methods methods
removed, sieved,
magnetized, poured,
filtered and settling. (Sc
2.1 G. 6/1)

doing activities.
processes
life
Learning Management Plan 2 Matter: Method for separating mixtures Time: 2 hours

1. Describe the method of  Total number of students .............. people
separating the mixture. They  Number of students who passed the
can be removed, sieved, assessment .............. people
magnetized, poured, filtered Percentage ..............
and settling. (Sc 2.1 G. 6/1)  Number of students who did not pass the
assessment ....................................
2. Comparison of the  Total number of students .............. people
method of separating  Number of students who passed the
mixtures. They can be assessment .............. people
removed, sieved, magnetized, Percentage ..............
poured, filtered and settling.  Number of students who did not pass the
(Sc 2.1 G. 6/1) assessment ............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Separation of solids in a substance
and mixture
Learning Management Plan 3 Matter: Separation of solids in a substance and mixture
Time: 2 hours

reactions
Indicators
Learning Outcome
1. Observe and compare the methods of separating solids in Mixtures can be
separated from each other. (Sc 2.1 G. 6/1)
2. Explain how to separate solids in Mixtures can be separated from each other. (Sc
2.1 G. 6/1)
2. Essence
Separation of mixtures in which solids are combined with solids is carried out
by the following methods: sifting, sifting, picking up, using magnets. Sublimation depends
on the suitability of the mixture.
3. Learning
knowledge
1. Methods for separating mixtures by dusting, sieving, picking and magnetization. and
sublimation
Skill
1. Selection analysis of different mixtures separation
2. Conducting an experiment
4. Attribute
- group process
1. eager to learn

4. Mixture of sand and rice
5. Mixture of sand and iron filings
6. Mixture of sand and soybeans
7. Sieve used for sifting 2 blades
8. 1 plastic tray
9. 1 spoon
10. 2 plastic cups, size 150 cubic centimeters
11. 2 magnets

1. The teacher examines the students' prior knowledge about the separation of solids
in the flesh and mixes them apart. The teacher creates interest by telling the story of the rat
as follows: A pair of rats dug a hole by the edge of the kanna. At that time the female
mouse was pregnant. At that time, the rice in the fields was ripe and yellow. Shortly after,
the mother mouse gave birth to a litter. The mother mouse needs enough milk to feed her
baby. The mother rat had to find more food than usual by leaving the nest to bite the ears
of the rice. The mother rat used her teeth to gnaw the husks of the rice grains out of the
way, leaving only the grains of rice. The teacher checks the comprehension of what is heard
using the following questions:
- How do mice get rice grains to eat? (Use teeth to bark paddy seeds fall off)
- If students want rice kernels from paddy seeds, how do they do it? (Students answer
according to their own understanding)

2. After doing activities and recording results the activity has been completed. Have
students present and discuss the results of the activities according to the following
questions:
- After pounding the paddy, the rice husks are removed from the rice grains. What does
the resulting mixture look like? (There are many substances mixed together, including rice
husks, paddy seeds, rice seeds, small pieces (rice bran)
- What state are all the substances in the mixture? (solid)

1. Students discuss and answer questions in What Do I Know? Teachers may use
additional questions in the discussion to come up with correct answers.
2. Teachers give students the opportunity to answer or ask questions they would like
to know more about. Separation of solids in a mixture Then join the discussion and It was
concluded that the separation of solids in the mixture can be done by picking, sifting and
sifting, which can be useful in Daily life is possible(S13)
The teacher had students join together to read and discuss the story. Separation of
Solids in Mixtures by Teacher Encourages Students to Answer the Questions Why We Pay
Attention to Characteristic and Functional Analysis of the Separation of Solids in these
Mixtures and Their Discovery. How does this relate to us?
The teacher leads the discussion for the students to review whether they have practiced the
process skills. What are 21st century science and skills and at what stage?

1. The teacher asks each student to consider from the topics learned and the practice
of activities Are there any points that they still do not understand or still have doubts?

1. Observe and Worksheet 2 Separation by Worksheet Evaluation Form
compare the methods Sifting and Using Magnets 2 Separation by Sifting and
of separating solids in Using Magnets
Mixtures can be
separated from each
other. (Sc 2.1 G. 6/1)
2. Explain how to Activity 2 Simple separation Activity Assessment Form 2
separate solids in of solid mixtures. Simple Solid Mixture
Mixtures can be Separation
separated from each
other. (Sc 2.1 G. 6/1)

doing activities.

processes
life
Learning Management Plan 3 Matter: Separation of solids in a substance and mixture
Time: 2 hours

1. Observe and compare the  Total number of students .............. people
methods of separating solids  Number of students who passed the
in Mixtures can be separated assessment .............. people
from each other. (Sc 2.1 G. Percentage ..............
assessment ....................................
2. Explain how to separate  Total number of students .............. people
solids in Mixtures can be  Number of students who passed the
separated from each other. assessment .............. people
(Sc 2.1 G. 6/1) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

discussion results
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Table 2. Advantages and limitations of the method separation
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strength limitation
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An example of how to use this method of extracting substances from this activity for use in
daily life.
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what do i know
1. How to separate the rice kernels from the mixture? and how do you call that
separation method?
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2. What are the considerations for choosing a method for separating solids in a mixture?
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3. Methods for separating substances from this activity How can it be used in daily life?
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4. From this activity What have been discovered about the separation of solids in mixtures?
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5. From what I found how to sum it up
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เฉลยใบกิจกรรม
Separation of solids with the liquids in
the substance are separated from
each other.
Learning Management Plan 4 Matter: Separation of solids with the liquids in the
substance are separated from each other. Time: 2 hours

reactions
Indicators
Learning Outcome
1. Describe a method for separating solids and liquids in a mixture. (Sc 2.1 G. 6/1)
2. Compare to the experiment of separation of solid mixtures in liquids. (Sc 2.1 G.
6/1)
2. Essence
The separation of solids and liquids can be done in a number of ways, such as
filtration, sedimentation, pouring, depending on the suitability of the substance.
3. Learning
knowledge
1. Method for separating solid-liquid mixtures.
Skill
1. Different types of separation analysis
2. Experiment to separate solid mixture into liquid (filtering, pouring out)
4. Attribute
- group process
1. eager to learn

1. Instructional slides on the separation of mixtures
2. Textbooks of Science and Technology 6
4. Stand with test tube holder 1 set
5. 1 glass stirring stick
6. 3 sheets of filter paper
7. 1 glass cone
8. 6 beakers, size 100 cubic centimeters
9. Scoop No. 2 1 car
10. Distilled water 100 cubic centimeters

1. Teacher reviews the basic knowledge of solid mixture separation methods. with
solids apart and check prior knowledge on how to separate Solid-liquid mixtures are
separated using the following questions:
- What are solid-liquid mixtures, for example? (Students answer according to their
understanding, eg. Flour, mud water)
- Students think that we can separate solids from liquids in substances. How can the
meat be mixed? What equipment does each use? (Students answer according to their
understanding, e.g. filtering.)
2. Students read the name of the activity. and pretend to think Then join the
discussion. To check the understanding of the purpose of the activity by using the following
questions:
- What will students learn in this activity? (How to separate solids from the liquid in
the mixture and the method of separating the solids from liquid in the mixture for use in
daily life)
- How will students learn this? (Observation and discussion)

Teachers and students together summarize this activity, students will learn about how
to separate solids from the liquid in the mixture and the method of separating the solids
from the liquid in the mixture can be used in everyday life by observing and discussing,
explaining and comparing the methods. Separate solids from liquids in the mixture and take
samples. Methods for separating solids from liquids in a mixture that can be Take advantage
in daily life.

Teachers have students read together and discuss how to separate solids. From the
liquid in the mixture and the introduction of a solid-liquid separation method, the teacher
encourages students to answer the question: Why do we focus on characterization and
function analysis of how to separate solids? From liquids in mixtures and how to separate
these solids from liquids and how this discovery relates to us.
The teacher leads the discussion for the students to review that they have practiced the

1. The teacher asked each student to consider that from the topics learned and the
practice of activities Are there any points that they still do not understand or still have
doubts?

1. Describe a method for Worksheet 3 Evaluation form 3
separating solids and on separating mixtures by on separating mixtures by
liquids in a mixture. (Sc filtration filtration
2.1 G. 6/1)
2. Compare to the Activity 3 Simple Separation Activity Assessment Form 3,
experiment of of Solid and Liquid Mixtures Simple Separation of Solid-
separation of solid Liquid Mixtures
mixtures in liquids. (Sc
2.1 G. 6/1)
doing activities.

processes
life
Learning Management Plan 4 Matter: Separation of solids with the liquids in the substance are
separated from each other. Time: 2 hours

1. Describe a method for  Total number of students .............. people
separating solids and liquids in  Number of students who passed the
a mixture. (Sc 2.1 G. 6/1) assessment .............. people
assessment ....................................
2. Compare to the experiment  Total number of students .............. people
of separation of solid mixtures  Number of students who passed the
in liquids. (Sc 2.1 G. 6/1) assessment .............. people
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

discussion results
Table 3. Methods of separation in lime water and analysis results of each method
Discussion lime water
1st glass 2nd glass 3rd glass
1. Method of ………………………………….. ………………………………….. …………………………………..
separation ………………………………….. ………………………………….. …………………………………..
………………………………….. ………………………………….. …………………………………..
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2.The characteristics ………………………………….. ………………………………….. …………………………………..
of the liquid ………………………………….. ………………………………….. …………………………………..
obtained ………………………………….. ………………………………….. …………………………………..
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3. Convenience ………………………………….. ………………………………….. …………………………………..
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4. Other ………………………………….. ………………………………….. …………………………………..
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………………………………….. ………………………………….. ………………………………..
An example of how to use this method of extracting substances from this activity for use in
dailylife......................................................................................................................................................
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.
on the separation of magnetic
substances in mixtures.
Learning Management Plan 5 Matter: on the separation of magnetic substances in
mixtures Time: 1 hours

reactions
Indicators
Learning Outcome
1. Observe and explain the separation of magnetic substances from mixtures. (Sc 2.1 G.
6/1)
2. Conduct an experiment to separate magnetic substances from mixtures. (Sc 2.1 G. 6/1)
2. Essence
The separation of solids and liquids can be done in a number of ways, such as
filtration, sedimentation, pouring, depending on the suitability of the substance.
3. Learning
knowledge
Skill
2. Experiment to separate solid mixture into liquid (filtering, pouring out)
4. Attribute
- group process
1. eager to learn

1. Instructional slides on the separation of mixtures
2. Textbooks of Science and Technology 6
4. Stand with test tube holder 1 set
5. 1 glass stirring stick
6. 3 sheets of filter paper
7. 1 glass cone
8. 6 beakers, size 100 cubic centimeters
9. Scoop No. 2 1 car
10. Distilled water 100 cubic centimeters

1. Teachers review the basic knowledge of magnets and check previous knowledge.
Regarding the separation of magnetic substances from other substances in the mixture using
the following questions:
- What magnets attract? (Magnets attract iron, magnets and other magnetic substances)
- If magnets are used to separate mixtures The mixture should have what does it look
like (Students can answer according to their own understanding. For example, mixtures
should contain magnets or iron.)
2. Students record their purpose in the activity log form on page 50 and read what
they need to do the activity.
3. After doing the activity Students discuss the results of the activities. according to the
- Using a magnetic bar to separate the iron powder from the paddy grains, can it be
done or not? (Can separate the iron powder from the paddy grains? By bringing a magnetic
bar to stir in the mixture The magnet will attract the iron powder and the paddy grain will
not be attracted to the magnet, so iron powder can be separated from the paddy grain).
Using magnets to separate magnetic substances mixed with other substances in the mixture.
This method of separation is called Using magnets to attract

Teachers give students the opportunity to answer or ask questions they would like to
know more about. Separation of magnetic substances from other substances in the mixture
then together Discuss and conclude that We can use magnets to attract solids that are
Magnetic substances are released from other substances in the mixture. This method is
called magnetic attraction which can be useful in daily life(S13).

The teacher had students join together to read and discuss the story. Methods for
separating magnetic substances from other substances in the mixture and the application of
magnetic separation methods daily life benefits the teacher urged students to answer the
question: Why do we pay attention to the characterization and function analysis of magnetic
separation methods? From other substances in the mixture and the application of magnetic
separation methods How do these everyday benefits and discoveries relate to us?
The teacher leads the discussion for the students to review that they have practiced the

doubts?

1. Observe and explain Worksheet 1.3 Worksheet Assessment Form
the separation of How to separate magnetic 1.3
magnetic substances substances from mixtures? How to separate magnetic
from mixtures. (Sc 2.1 G. substances from mixtures?
6/1)
2. Conduct an Activity 1.3: How to separate Activity Assessment Form

experiment to separate magnetic substances from 1.3 How to separate
magnetic substances mixtures? magnetic substances from
from mixtures. (Sc 2.1 G. mixtures?
6/1)
doing activities.

processes
life
Learning Management Plan 5 Matter: on the separation of magnetic substances in mixtures
Time: 1 hours

1. Observe and explain the  Total number of students .............. people
separation of magnetic  Number of students who passed the
substances from mixtures. (Sc assessment .............. people
2.1 G. 6/1) Percentage ..............
assessment ....................................
2. Conduct an experiment to  Total number of students .............. people
separate magnetic substances  Number of students who passed the
from mixtures. (Sc 2.1 G. 6/1) assessment .............. people
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Discussion results and analysis results
Table 2 Methods used to separate iron powder from paddy grains the advantages and
limitations of each method
Method of separation strength limitation
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………………………………………….. ………………………………………….. …………………………………………..
An example of how to use this method of extracting substances from this activity for
use in daily life
…………………………………………………………………………………………………………………………………………………
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Utilization of Simple Mixture
Separation
Learning Management Plan 6 Matter: Utilization of Simple Mixture Separation
Time: 1 hours

reactions
Indicators
Learning Outcome
1. Analyze the methods of separation of mixtures that can be used in daily life. (Sc
2.1 G. 6/1)
2. Identify methods and methods for separating mixtures that can be used in daily
life. (Sc 2.1 G. 6/1)
2. Essence
Separation of mixtures consisting of at least two substances mixed with a
homogeneous mixture may be carried out by means of removal, sieving, filtration,
magnetic attraction, precipitation and pouring. separate Considered from the nature and
properties of the mixture. Separation can be useful in solving everyday problems.
3. Learning
knowledge
Skill
2. Experimental separation of solid mixture into liquid (precipitation)
4. Attribute
- group process
1. eager to learn

1) Science Fundamentals Textbook Grade 6
2) picture sheet
3) Internet media

1. The teacher reviews the basic knowledge of the method of separating mixtures and
examining them. Previous knowledge of the different methods used to separate mixtures
Daily benefits using the following questions
- What are the methods for separating the mixture? (picking, sieving, settling, pouring,
filtering, magnetization)
- in daily life What methods do we use to separate mixtures? For example (students
answer according to their understanding).
2. The teacher connects the students’ prior knowledge to Activity 1.4 by asking if we
How to take advantage of simple mixture separation?

questions:
- What will students learn in this activity? (Method of separation used benefits in daily
life)
- How will students learn this? (analysis)
- After studying, what will students do? (specify the separation method used benefits
in daily life)

Teachers give students the opportunity to answer or ask questions they would like to
know more about. Taking advantage of the separation Then discuss and come to a
conclusion. That the method of separation of mixtures is useful in daily life (S13).
Teachers encourage students to practice asking questions about things they are curious
about or want to know. The teacher may then randomly select a few students to present
their own questions in front of the class. The students then discuss the questions presented.

The teacher had students join together to read and discuss the story. Taking advantage
of the separation the teacher encourages students to answer the question: Why do we pay
attention to characterization and function analysis of the utilization separation method? How
do these and their findings relate to us?
students reading together interesting tips and What do you know about this subject in
your textbook, pages 57-59? The teacher leads the discussion to come to a conclusion
about what has been learned in the story. The teacher then encourages students to answer
questions at the end of the passage which types of stones have processes. occur in the
same way as the separation of mixtures. By having students join together to discuss how to
answer the questions. which teachers should emphasize The students answer the questions,
explain the reasoning and persuade the students. Let's find answers together from the next
lesson.
doubts?

1. Analyze the methods Worksheet 4.1 Worksheet Evaluation Form
of separation of mixtures How to Make Use of Simple 4.1 How to Make Use of
that can be used in daily Mixture Separation Simple Mixture Separation
life. (Sc 2.1 G. 6/1)
2. Identify methods Activity Sheet 4.1: How to Activity Assessment Form

and methods for Use Simple Mixture 4.1: How to Use Simple
separating mixtures that Separation Mixture Separation?
can be used in daily life.
(Sc 2.1 G. 6/1)
doing activities.

processes
life
Learning Management Plan 6 Matter: Utilization of Simple Mixture Separation Time: 1 hours

1. Analyze the methods of  Total number of students .............. people
separation of mixtures that  Number of students who passed the
can be used in daily life. (Sc assessment .............. people
2.1 G. 6/1) Percentage ..............
assessment ....................................
2. Identify methods and  Total number of students .............. people
methods for separating  Number of students who passed the
mixtures that can be used in assessment .............. people
daily life. (Sc 2.1 G. 6/1) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

Table of separation of mixtures in the production of wing sugar (continued)
Situational messages indicating that the Method of separate

mixture has been separated separation substances
1. .............................................................. ................................. .................................
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2. .............................................................. ................................. .................................
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3. .............................................................. ................................. .................................
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what do i know
1. Making Winged Sugar What separation methods are used and why?
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2. Making winged sugar if there is no separation of substances contained in coconut sugar by
various methods. What will the resulting winged sugar look like?
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3. From this activity What did you discover about the utilization of simple mixture
separation?
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4. From what I found how to sum it up
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Exam at the end of the chapter on
the separation of simple mixtures
Learning Management Plan 7 Matter: Exam at the end of the chapter on the separation
of simple mixtures Time: 1 hours

reactions
Indicators
Learning Outcome
1. Students can observe, explain and compare the methods of separating solids and
liquids in mixtures. (Sc 2.1 G. 6/1)
2. Analyze the methods of separation of mixtures that can be used in daily life. (Sc
2.1 G. 6/1)
2. Essence
Separation of mixtures consisting of at least two substances mixed with a
homogeneous mixture may be carried out by means of removal, sieving, filtration,
magnetic attraction, precipitation and pouring. separate Considered from the nature and
properties of the mixture. Separation can be useful in solving everyday problems.
3. Learning
knowledge
Skill
2. Experimental separation of solid mixture into liquid (precipitation)
4. Attribute
- group process
1. eager to learn

1) Science Fundamentals Textbook Grade 6
2) picture sheet
3) Internet media

1. Teachers have students draw or write a summary of what they have learned from
this chapter in the activity journal on page 58.
2. Students examine their own summary of what they have learned by comparing it
with Concept map on the topic What do you know in this chapter on page 58 of the
textbook?
3. Teachers show students 3D virtual reality (AR) images of gliding and filtering. Using
the 3D augmented reality (AR) observation application titled Glides on page 58 and Filtering
on page 59 as additional media.

2. Students go back to check their answers in the knowledge survey before studying. in
the activity log Pages 36-37 again, if the student's answer Incorrect to strike out those texts.
and correct it or may correct the answer with a pen of a different color In addition, the
teacher may present the questions in the preamble form. On page 2 of the textbook, let's
discuss the answers again as follows:
- What are the methods of simple separation of mixtures (picking, sieving, filtration,
precipitation, magnetization)?
- How does the simple separation of mixtures benefit your daily life?

Once again, students answer the unit’s key questions as follows: What are the
methods and benefits of the separation of compounds? (Separating mixtures can be done
by means of pick-up, sifting, sifting, filtration, sedimentation, use of magnets which these
methods are useful for separating contaminants apart friends if the answer is not correct
Have students discuss together to come up with the correct answer.

The teacher had students join together to read and discuss the story. Taking advantage
of the separation the teacher encourages students to answer the question: Why do we pay
attention to characterization and function analysis of the utilization separation method? How
do these and their findings relate to us?

doubts?

1. Students can Worksheet at the end of the Worksheet at the end of the
observe, explain and chapter on the separation of chapter on the separation of
compare the methods simple mixtures simple mixtures
of separating solids and
liquids in mixtures. (Sc
2.1 G. 6/1)
2. Analyze the Worksheet at the end of the Worksheet at the end of the
methods of separation chapter on the separation of chapter on the separation of
of mixtures that can be simple mixtures simple mixtures
used in daily life. (Sc 2.1
G. 6/1)

doing activities.

processes
life
Learning Management Plan 7 Matter: Exam at the end of the chapter on the separation of
simple mixtures Time: 1 hours

1. Students can observe,  Total number of students .............. people
explain and compare the  Number of students who passed the
methods of separating solids assessment .............. people
and liquids in mixtures. (Sc 2.1 Percentage ..............
G. 6/1)  Number of students who did not pass the
assessment ....................................
2. Analyze the methods of  Total number of students .............. people
separation of mixtures that  Number of students who passed the
can be used in daily life. (Sc assessment .............. people
2.1 G. 6/1) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Criteria 3 2 1 0
points completely
correct.
marks.
information was
clear.

About the invention of a mini water
filter
Learning Management Plan 8 Matter: About the invention of a mini water filter
Time: 1 hours

reactions
Indicators
2. Attribute
- group process
1. eager to learn
4. The workload/pieces collecting time is 1 hour.

The invention of a tiny water filter (Separate solid and liquid mixtures)
Score from the assessment point 10 points
The nature of the work is for each group of students to be divided into 8-9 groups to design
for action. The invention of a micro water filter is scheduled to cover the following issues:
1. Students in the discussion group assign the members' duties as to what equipment
they use to create a miniature water filter, which are: 1. A large plastic bottle.
2. Thin white cloth
3. Small wire
4. cotton wool
5. Cutter
6. Scissors
7. Sand
8. Gravel
9. Charcoal
2. Each group of students work together to invent. tiny water filter
3. Each group of students submitted their work. tiny water filter to enter the competition
for the separation of mixtures
4. Each group of students sent a representative to present their work.

doing activities.

processes
life
Learning Management Plan 8 Matter About the invention of a mini water filter
Time: 1 hours

1. Describe and compare the  Total number of students .............. people
separation of mixtures. by  Number of students who passed the
picking, sifting, magnetic assessment .............. people
attraction, pouring, filtering Percentage ..............
and precipitation. using  Number of students who did not pass the
empirical evidence as well as assessment ............
identifying solutions to Percentage ..............
everyday problems related to  Student number that did not pass the
separation. assessment ....................................
sc 2.1 G. 6/1 Explain and
compare the separation of
mixtures. by picking, sifting,
magnetic attraction, pouring,
filtering and precipitation.
using empirical evidence as
well as identifying solutions to
everyday problems related to
separation.
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Date...........Month..................Year............
Quality level
Workload Assessment Criteria
1. Assessment of learning achievement according to learning objectives
quality level
Assessment issues
Good (3 points) Fair (2 points) Improve (1 point)
1. Describe and - The water filter - The water filter can - Unable to devise a
compare the can separate the separate the water filter capable of
separation of mixture. mixture. separating mixtures
mixtures. by picking, water is clear - The water is turbid. successfully.
sifting, magnetic - 1 defect - More than 1 defect
attraction, pouring,
filtering and
precipitation. using
empirical evidence as
well as identifying
solutions to everyday
problems related to
separation.
Sc 2.1 G. 6/1 Explain
and compare the
separation of
mixtures. by picking,
sifting, magnetic
attraction, pouring,
filtering and
precipitation. using
empirical evidence as
well as identifying
solutions to everyday
problems related to
separation.
quality level
Assessment issues
Good (3 points) Fair (2 points) Improve (1 point)
2. Selection of - Each group brings - Each group did - Each group did not
experimental all their equipment. not bring all the bring all the
equipment and - Select all correctly equipment. equipment.
survey methods - All wrong - incorrect selection
selections
3. Methods of Make an oral Make an oral oral presentation
presenting the presentation and presentation and Incomplete and
results of the study write a step-by-step write a step-by- unwritten
report. complete and step report. report
clear meaning incomplete
meaning
Judging Criteria
10– 8 points, good level
7 – 4 points Level Fair
3 – 0 points Level improvement
Passing Criteria Students must pass an assessment at a fair level or above.
(artifact example)
canal water
fine sand
coarse sand
charcoal
fine gravel
cotton
filterable water
A simple water filter can keep the water clean and clear.
Learning Unit 3
Rocks, Stone Cycles, and Fossils
On rocks, stone cycles and
paleontology
Unit 3 Matter: Rocks, Stone Cycles, and Fossils Time: 12 hours
Learning Management Plan 1 Matter: On rocks, stone cycles and paleontology
Time: 2 hours

Standard Sc 3.2 Understand the elements and relationships of the world system the
process of change within the world and on the surface of the earth; Global climate and
climate change processes including the effects on living things and the environment
Indicators
Sc 3. 2 G. 6/1, G.6/2, G.6/3, G.6/4, G.6/5, G.6/ 6, G.6/7, G.6/8, G.6/9Compare the
processes of formation of igneous, sedimentary and metamorphic rocks and describe their
cycles. stone
Learning Outcome
1. Students can describe the transformation process of each rock. The type happens
to be cycle from the model. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Students can compare the three types of rock formation processes i.e. igneous,
sedimentary, and metamorphic from the model. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)
2. Essence
Rock is a naturally occurring solid material composed of one or more minerals
Rocks can be classified according to their formation process into 3 types: igneous,
sedimentary, and metamorphic.
3. Learning
knowledge
Most rocks are composed of agglomerated minerals. Rocks can be classified
into three types according to their formation process: igneous, sedimentary, and
metamorphic. change back and forth with the process of transformation into a form and
continuously as a cycle. Each type of rock and mineral has its own characteristics and
Different properties can be used differently in sedimentary rocks. can study the past
environment of a particular area
4. Attribute
- group process
1. eager to learn
2. Discipline

1. Textbooks for basic science courses Grade 6
2. picture sheet
3. Internet media
1. Introductory Phase (Engagement Phase)
1. Teachers encourage students to have a desire to learn. About rocks and fossils,
which may lead to real stones or rock formations with different characteristics or that looks
strange for students to see Different rock characteristics such as color, shape, pattern, rock
texture, luster, porosity, and may bring more fossils in the rock for students to see (may use
pictures in textbooks on pages 64-65, which are fish fossils in the rock). However, if the teacher
uses other fossil images for the students to study Teachers should study the types of fossils
that appear in the pictures in case interested students may ask about the types of fossils.
Then have students join in the discussion. using the following questions:
- How does each stone look like or different? (Students answer according to their
understanding)
- How did these rocks come about? (Students answer according to their understanding)
2. Exploration Phase
1. Teachers divide students into groups for students to work on and review what and
at what stage they have practiced science process skills and 21st century skills. and save it to
the activity log.
2. The teacher checks the students' prior knowledge of rocks and fossils. using the
- What is inside the rock? (Students answer according to their own understanding. For
example, rocks consist of solid materials, some contain pebbles of different sizes, or some
contain rubble.)
- What are rocks and minerals? (Students answer according to their understanding. For
example, rocks and minerals are solid materials.)
- How many types of stones are there? What are included? and how each is formed.
(Students answer according to their own understanding. For example, there are 3 types of
rocks: igneous, sedimentary, and metamorphic. Some are formed by the cooling and
crystallization of magma beneath the earth's surface. Some are formed by cooling and
solidification. of lava on the Earth's surface)
3. Students read the contents of the textbook on pages 69-70 by the teacher to
practice their learning skills. Read according to a reading method that is appropriate for
students' abilities. Teachers use questions to check reading comprehension. using the
- What are the characteristics of the rock? (The nature of the stone, such as pattern,
color, texture, hardness)
3. Explanation Phase
The teacher asks the students to summarize what they have read that should be
concluded that rock is a naturally occurring solid. It generally contains minerals. Scientists
classify rocks according to their formation process into three categories: igneous, sedimentary,
and metamorphic. All three types of rocks are transformed from one type to another and
revert to their original type. through the process various geological processes, which have a
constant process of change in form and continues as a stone cycle. Rocks and minerals are
natural resources with Value and many benefits Nowadays, people use technology to
Processing rocks and minerals into objects or products for utilization
4. Expansion Phase
The teacher had students join together to read and discuss stories about rocks, stone
cycles, and fossils. The teacher encourages students to answer the question: Why do we pay
attention to the analysis of characteristics and functions related to rocks, rock cycles, and
fossils? How do these and their findings relate to us?
5. Evaluation Phase
practice of activities Are there any points that they still do not understand or still have doubts?
1. Students attention observation Evaluation worksheet form
can describe the intention and cooperation in
transformation process students' work in doing
of each rock. The type activities, answering
happens to be cycle questions, punctuality
from the model. (Sc 1.2 expressing opinions and
listening to others' opinions
G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9) and making decisions
together
2. Students can assess knowledge The birth Evaluation worksheet form
compare the three types process skill and the ability
of rock formation to classify stones
processes i.e. igneous,
sedimentary, and
metamorphic from the
model. (Sc 1.2 G. 6/1
.6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)

Assessing the discipline of Desirable Characteristics
2. Discipline activities Assessment Form
3. Commitment to Assess your ability to focus Desirable Characteristics
work on answering questions and Assessment Form
doing activities.

processes
life
Learning Management Plan 1 Matter: On rocks, stone cycles and paleontology Time: 2 hours

1. Students can describe  Total number of students .............. people
the transformation process of  Number of students who passed the
each rock. The type happens assessment .............. people
to be cycle from the model. Percentage ..............
6/5, 6/6, 6/7, 6/8, 6/9) assessment ............
assessment ....................................
2. Students can compare  Total number of students .............. people
the three types of rock  Number of students who passed the
formation processes i.e. assessment .............. people
igneous, sedimentary, and Percentage ..............
metamorphic from the model.  Number of students who did not pass the
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, assessment ............
6/5, 6/6, 6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

about the constituents of rock
Learning Management Plan 2 Matter: about the constituents of rock Time: 2 hours

Indicators
Sc 3. 2 G. 6/1, G.6/2, G.6/3, G.6/4, G.6/5, G.6/ 6, G.6/7, G.6/8, G.6/9 Compare the
cycles. Stone.
Learning Outcome
1. Students can collect information and explain the composition of the rock. (Sc 1.2
G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Students can compare, collect data and explain the composition of the rocks. (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. Teachers review the basic knowledge about rock characteristics by using the
- Does each rock look the same or different and how? (Each stone may look both the
same and different)
2. The teacher examines the prior knowledge of the composition of stones. by giving
students Note the stone samples the teacher has prepared. Then have students join in the
discussion, using the following questions:
- from observing the nature of the rock What does rock consist of? (Rock is made up
of solid materials. Some lumps may contain materials that It is a solid of many colors mixed
together. Some have pebbles or have fragments of rocks of various sizes or rocks containing
minerals)
1. Teachers divide students into groups for students to do activities and review what
and at what stage they have practiced science process skills and 21st century skills. and save
it to the activity log.
2. After doing the activity the teacher discusses the results of the activities by using
the following questions:
3.1 How are the three types of rock textures i.e. igneous, sedimentary and
metamorphic rocks similar or different? The three types of stone textures are both similar and
different as follows:
- rock textures that are similar, such as fine-grained or similar coarse texture
Additional suggestions
- Rocks with different characteristics, for example, some are glassy, some are porous,
some are layered, some have mineral crystals. arranged parallel to each other in stripes Some
of the rocks are sedimentary grains. Some cubes consist of a solid material with one color, or
some contain a solid material with more than one color.
1. Teachers have students summarize what they have learned in this activity. Then the
teacher asked the students to read. what I learned and compare with their own conclusions
2. Teacher encourages students to practice asking questions about things they are
curious about or want to know. More in I want to know that the teacher may then randomly
select a few students to present their own questions in front of the class. And have students
join in the discussion. About the questions presented
3. The teacher leads the discussion for the students to review whether they have
practiced the process skills. What are some 21st century science and skills, at what stage, and
record them in the activity log on page 72?
4. Expansion Phase
The teacher had students join together to read and discuss the story. rock composition
the teacher encourages students to answer the question: Why do we pay attention to the
analysis of characteristics and functions of rock composition? How do these and their findings
relate to us?
5. Evaluation Phase

1. Students can attention observation Evaluation worksheet form
collect information and intention and cooperation in
explain the composition students' work in doing
of the rock. (Sc 1.2 G. activities, answering
6/1 .6/2, 6/3, 6/4, 6/5, questions, punctuality
6/6, 6/7, 6/8, 6/9) expressing opinions and
and making decisions
together
2. Students can assess knowledge and can Evaluation worksheet form
compare, collect data answer questions about the
and explain the composition of the rock
composition of the
rocks. (Sc 1.2 G. 6/1 .6/2,
6/3, 6/4, 6/5, 6/6, 6/7,
6/8, 6/9)


doing activities.

processes
life
Learning Management Plan 2 Matter: about the constituents of rock Time: 2 hours

1. Students can collect  Total number of students .............. people
information and explain the  Number of students who passed the
composition of the rock. (Sc assessment .............. people
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, Percentage ..............
6/6, 6/7, 6/8, 6/9)  Number of students who did not pass the
assessment ....................................
2. Students can compare,  Total number of students .............. people
collect data and explain the  Number of students who passed the
composition of the rocks. (Sc assessment .............. people
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, Percentage ..............
6/6, 6/7, 6/8, 6/9)  Number of students who did not pass the
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Rock Formation and Stone Cycle
Learning Management Plan 3 Matter: Rock Formation and Stone Cycle Time: 2 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can observe and describe the physical characteristics of igneous,
sedimentary and metamorphic rocks. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Students can compare each type of rock formation process. from the model (Sc
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. Teachers review the basic knowledge of rock composition by using the following
questions.
- What are the components of rock? (minerals, volcanic glass, rock fragments)
- Does each rock have a different composition and how? (Each stone may have a
different composition, some contain minerals. Some of them consisted of volcanic glass, some
contained rock fragments.)
what and at what stage they have practiced science process skills and 21st century skills. and
save it to the activity log.
2. Teacher checks the previous knowledge about rock formation and stone cycle by
using the following questions:
- Why do some rocks have a mineral composition? (Students answer according to their
understanding, for example, some rocks have a mineral composition because it may be caused
by the cooling and crystallization of magma beneath the earth's surface.)
- Why are some rocks composed of volcanic glass? (Students answer according to their
understanding, for example, some stones have elements a volcanic glass because of the
cooling and solidification of lava on the Earth's surface)
- Why do some rocks contain rubble? (Students answer according to their
understanding. For example, some stones have rubble. elements are included because such
stones are formed by the accumulation of sludge and sludge bonding which sediment
originated accumulated and bonded may contain rubble)
In this activity, students will learn about the physical characteristics of rocks, rock
formation processes, and rock cycles by learning to observe, collect data, and create models.
and can describe the nature of Physics of igneous, sedimentary and metamorphic rocks;
describe and compare the process of formation of each type of rock; and describe the
transformation process of rock that causes it. stone cycle rock transformation one type to
another rock and change back. It is the same type of stone that has changed the total number
of stones, total of 15 pairs, namely
- Igneous rock transforms into granular sedimentary rock. Crystalline sedimentary rocks,
metamorphic rocks, igneous rocks and intrusive igneous rocks.
- sedimentary rock converted to igneous rock Intrusive igneous rocks, metamorphic
rocks, grainy sedimentary rocks and crystalline sedimentary rocks
- Metamorphic rock changed to igneous rock. intrusive igneous rock granular
sedimentary rock Crystalline and metamorphic sedimentary rocks
4. Expansion Phase
The teacher had students join together to read and discuss the story. Physical Characteristics
of Rocks, Rock Formation Processes, and Rock Cycles Teachers encourage students to answer
questions about why we pay attention to characterization and function analysis of rocks, rock
formation processes, and these rock cycles, and how these rock formations and cycles are
concerned. How does this discovery relate to us?
5. Evaluation Phase

1. Students can observe attention observation Evaluation worksheet form
and describe the intention and cooperation in
physical characteristics students' work in doing
of igneous, sedimentary activities, answering
and metamorphic rocks. questions, punctuality
(Sc 1.2 G. 6/1 .6/2, 6/3, expressing opinions and
6/4, 6/5, 6/6, 6/7, 6/8, listening to others' opinions
6/9) and making decisions
together
compare each type of answer questions about the
rock formation process. composition of the rock
from the model (Sc 1.2
G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9)


doing activities.

processes
life

1. Students can observe  Total number of students .............. people
and describe the physical  Number of students who passed the
characteristics of igneous, assessment .............. people
sedimentary and Percentage ..............
metamorphic rocks. (Sc 1.2 G.  Number of students who did not pass the
6/1 .6/2, 6/3, 6/4, 6/5, 6/6, assessment ............
6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
2. Students can  Total number of students .............. people
compare each type of rock  Number of students who passed the
formation process. from the assessment .............. people
model (Sc 1.2 G. 6/1 .6/2, 6/3, Percentage ..............
6/4, 6/5, 6/6, 6/7, 6/8, 6/9)  Number of students who did not pass the
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Rock Formation and Stone Cycle

Indicators
cycles. Stone.
Learning Outcome
1. Students can observe and describe the physical characteristics of igneous,
sedimentary and metamorphic rocks. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. The teacher greets the students. The teacher asks the students to review what they
have learned in the last hour.
2. Teachers review the basic knowledge about rock composition by using the following
questions.
- What is the composition of the rock?
- Does each stone have a different composition and how?
2. After doing the activity Students discuss the results of the activities. Using the
following questions
- What does each type of stone look like? (Invasive igneous rocks have It is
characterized by large mineral crystals sticking together with coarse-grained, igneous rocks. It
is characterized by small mineral crystals sticking together with fine texture, some of which
are glass. Some lumps are porous in the rock. Sedimentary rocks look like large sediment
grains sticking together with coarse texture. Some cubes look like small sediment grains sticking
together with fine texture. Some are mixed with rubble, some are layered and metamorphic.
Mineral crystals clumped together. (Some of the mineral crystals are arranged parallel to each
other to form strips, and some strips of rock can be cleaved or chipped.)
- What are the characteristics of each type of rock that is different from other types of
rocks?
Igneous rocks have specific characteristics that are different from other types of rocks,
for example, some are glass and porous.
Sedimentary rocks have specific characteristics that are different from other types of
rocks, i.e., they are composed of sedimentary grains and may be found in stratified rock
formations.
Metamorphic rocks have specific characteristics that are different from other types of
rocks, such as the presence of mineral crystals arranged in parallel bands, and such bands of
some metamorphic rocks may be cut or chipped into plates).
Teachers give students the opportunity to ask questions they would like to know more
about. rock formation process The physical characteristics of the rock and the rock cycle, then
discuss and come to the conclusion that
- Igneous, sedimentary, and metamorphic rocks have different formation processes.
and have some physical differences as follows:
- Igneous rocks are formed by the cooling and crystallization of magma beneath the
Earth's surface. and caused by cooling and crystallization or caused by cooling and
solidification of lava on the earth's surface The stone is crystalline. There are both large and
small crystals and some may be glass and may be porous in the rock.
4. Expansion Phase
The teacher had students join together to read and discuss the story. Physical
Characteristics of Rocks, Rock Formation Processes, and Rock Cycles Teachers encourage
students to answer questions about why we pay attention to characterization and function
analysis of rocks, rock formation processes, and these rock cycles, and how these rock
formations and cycles are concerned. How does this discovery relate to us?
5. Evaluation Phase

1. Students can observe attention observation Evaluation worksheet form
and describe the intention and cooperation in
physical characteristics students' work in doing
of igneous, sedimentary activities, answering
and metamorphic rocks. questions, punctuality
(Sc 1.2 G. 6/1 .6/2, 6/3, expressing opinions and
6/4, 6/5, 6/6, 6/7, 6/8, listening to others' opinions
6/9)
together
G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9)


doing activities.

processes
life

and describe the physical  Number of students who passed the
characteristics of igneous, assessment .............. people
sedimentary and Percentage ..............
metamorphic rocks. (Sc 1.2 G.  Number of students who did not pass the
6/1 .6/2, 6/3, 6/4, 6/5, 6/6, assessment ............
6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

The benefits of rocks and minerals
Learning Management Plan 5 Matter: The benefits of rocks and minerals Time: 1 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can observe and explain the uses of rocks and minerals. (Sc 1.2 G. 6/1
.6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
4. Attribute
- group process
1. eager to learn
2. Discipline

2. picture sheet
3. Internet media
1. Teacher reviews the basic knowledge about each rock formation process. Types that
make stones look different Using the following questions
- What is the composition of rocks? (minerals, rubble and volcanic glass)
- Do each rock type have the same physical characteristics? (Each stone has some
physical characteristics that and different physical characteristics such as the presence of
porosity in the rock. that the stone looks like glass)
2. Students read the name of the activity. and pretend to think then together Discuss
to check your understanding of the purpose of the activity using the following questions:
- What will students learn in this activity? (Benefits of rocks and minerals)
- How will students learn this? (collect data)
- After studying, what will students do? (Explain the use from rocks and minerals)
3. Students record their purpose in the activity log on page 83 and read what they
need to do the activity.
4. How do students read? By practicing reading as appropriate and then discussing the
process of doing activities. using the following questions
- From the picture in the textbook on page 79, students must study the characteristics
and what kind of stone properties (Study the characteristics and properties of pumice, granite,
limestone, sandstone and marble)
- Metamorphic rocks have specific characteristics that are different from other types of
rocks, such as the presence of mineral crystals arranged in parallel bands, and such bands of
some metamorphic rocks may be cut or chipped into plates.
5. After doing activities the teacher discusses the results of the activities by using the
- What objects around us are made of rocks and minerals?
– Items made of stone, such as stone mortars, polishing stones, sharpening stones,
aquarium filters. paving stone, cement
- Mineral articles such as plaster, glass, glass, pencil lead, coins, plates, ornaments.
- The use of each type of rock and mineral to use, what needs to be considered, along
with examples
Teachers and students together in this activity students will learn about the benefits
of rocks and minerals. By collecting information and students can explain the use from rocks
and minerals from the activity
Teachers give students the opportunity to ask questions they would like to know more
about. The benefits of rocks and minerals Then join the discussion and come to the conclusion
that Each type of stone and mineral has different characteristics and properties, and therefore
humans can make use of stones and minerals differently. Or a mixture of rocks and minerals
Rocks and minerals are therefore available resources. Great benefit (S13)
4. Expansion Phase
The teacher had students join together to read and discuss the benefits of rocks and
minerals. The teacher encourages students to answer the question: Why do we pay attention
to the characterization and function analysis of rocks and minerals? How do these and their
findings relate to us?
5. Evaluation Phase
obstacles and how has it been fixed?

observe and explain the intention and cooperation in
uses of rocks and students' work in doing
minerals. (Sc 1.2 G. 6/1 activities, answering
.6/2, 6/3, 6/4, 6/5, 6/6, questions, punctuality
6/7, 6/8, 6/9) expressing opinions and
together
G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9)


doing activities.

processes
life
Learning Management Plan 5 Matter: The benefits of rocks and minerals Time: 1 hours

and explain the uses of rocks  Number of students who passed the
and minerals. (Sc 1.2 G. 6/1 assessment .............. people
.6/2, 6/3, 6/4, 6/5, 6/6, 6/7, Percentage ..............
6/8, 6/9)  Number of students who did not pass the
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Fossilization and utilization
Learning Management Plan 6 Matter: Fossilization and utilization Time: 1 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can explain the formation of fossils. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)
2. Students can model and explain fossil formations. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
Fossils are formed by deposition or stamping. traces of past life until the
structure of the remains or traces of living beings that appear in the rock In Thailand, a
variety of fossils are found, such as plants, corals, shellfish, fish, turtles, dinosaurs and
animal footprints.
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. Teacher reviews the basic knowledge about rock formation. using the question of
stone What type is formed by sedimentation and binding? Sedimentary (sedimentary rock)?
2. The teacher checks the previous knowledge about paleontology. The teacher
brought fishbone, pig bone, chicken bone, and fish fossils. Fossils of dinosaur footprints for
students to see and discuss. using the following questions:
- From which pictures are fossils? (Students answer according to their understanding,
but the answers teachers should know are fish fossils and dinosaur foot fossils.)
- If a student's pet is dead and buried students think pets Can the students' students
become fossils and why? (Students answer according to their understanding)
2. Students read the title. and questions in thought before reading In the textbook on
page 92, discuss them together to help each other figure out the answers and present them.
Teachers record students' answers on the board to compare their answers later. story reading
3.. Students read key words. both Thai and English (if students can't read, teachers
should teach them to read correctly). Explain the meaning of key words according to your
own understanding.
The teacher gave students the opportunity to ask questions they would like to know
more about paleontology. They then discuss and come to the conclusion that the fossils are
Skeletons or traces of past life found in rocks, such as fossil shells. Petrified wood fossils Fossil
footprints of dinosaurs
4. Expansion Phase
The teacher had the students join together to read and discuss the fossils. The teacher
encouraged students to answer the question: Why do we pay attention to the characterization
and function of paleontology? How do these and their findings relate to us?
5. Evaluation Phase
obstacles and how has it been fixed?
explain the formation of intention and cooperation in
fossils. (Sc 1.2 G. 6/1 students' work in doing
.6/2, 6/3, 6/4, 6/5, 6/6, activities, answering
6/7, 6/8, 6/9) questions, punctuality
expressing opinions and
together
2. Students can assess knowledge Modeling Evaluation worksheet form
model and explain fossil skills and the ability to
formations. (Sc 1.2 G. 6/1 explain fossil formations
.6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)


doing activities.
processes
life
Learning Management Plan 6 Matter: Fossilization and utilization Time: 1 hours

1. Students can explain  Total number of students .............. people
the formation of fossils. (Sc  Number of students who passed the
1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, assessment .............. people
6/6, 6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
model and explain fossil  Number of students who passed the
formations. (Sc 1.2 G. 6/1 .6/2, assessment .............. people
6/3, 6/4, 6/5, 6/6, 6/7, 6/8, Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

fossilization
Learning Management Plan 7 Matter: Fossilization Time: 1 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can explain the modeling and explain the formation of fossils. (Sc 1.2 G.
6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Students can model and explain fossil formations. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5,
6/6, 6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
animal footprints.
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. The teacher examines the prior knowledge about fossil formation by using the
- Fossils with skeletal features and traces of life Did they have different characteristics
in the past? and how? (Students answer according to their understanding, but the answer that
teachers should know is different. The skeletal fossils are characterized by the solid structure
of the remains. Organisms of the past, whose skeletal structure were replaced by different
substances, that over time they solidified into fossils. As for the fossils, there are traces that
look like Imprints of past beings that appear in the rock)
discussion. To check understanding of the purpose of the activity using the following
questions:
- What will students learn in this activity? (fossil birth)
- How will students learn this? (make a model)
- After studying, what will students do? (describes the formation of fossils)
2. Students record their objectives on page 89 of the activity log and read what they
need to do the activity. If students do not know the material some equipment Teachers
should bring that to show. or if students do not know how to use any equipment Teachers
should guide and demonstrate how to use such devices as droppers, scales, beakers.
1. After doing the activity the teacher discusses the results of the activities by using the
- How many types of fossils are there? How does each feature come about?
(Fossils have 2 characteristics: the skeletal characteristics of living things in the past
and the traces of life in the past by fossils that are the skeletal characteristics of living things
in the past caused by the creature died, leaving only the skeletal part. Then a new set of
sediments came to cover and there were various substances dissolved in it. The water in the
area gradually seeped into the solid structure. Over time, substances solidify into fossils, while
fossils that are traces of life in the past are formed by Life in the past has imprinted on the
sediment that has not yet solidified. Later, when a new set of sediment accumulates in the
area, there will be sediment added to the mark. When the sediment in the solidification marks
will occur. Is a fossil that looks like a shape or print. An outline of the past beings that have
made their mark. and the sediment that has been stamped, when solidified, will form a fossil
that looks It is a print that looks like an imprint of life in the past and the deposited sediments
will solidify and turn into sedimentary rocks.)
4. Expansion Phase
The teacher gave students the opportunity to ask questions they would like to know
more about the process. fossilization they then discussed and came to the conclusion that
the fossils were formed from the solid skeletons of past life that were also deposited.
Sediment and substances penetrate into the solid structure. and caused by Imprints of life in
the past Both types of occurrence occur at the same time as the sedimentary rock formation
process. characteristic fossils It is the skeleton of living things in the past. The former is covered
with sediment. Then there are various substances dissolved in water in the area had
penetrated into the rigid skeleton. Over time, the substances that enter Fossils that look like
traces of life from the past are caused by organisms imprinting on the surface of the immature
sedimentary layer before new sedimentary layers emerge. Cover When the imprinted
sediments solidify, imprinted fossils are formed (stone imprinted by past life). Hardened to
form fossils with morphology (stones that resemble the skeletons of past life that have formed
their marks) (S13).
5. Evaluation Phase

explain the modeling intention and cooperation in
and explain the students' work in doing
formation of fossils. (Sc activities, answering
questions, punctuality
1.2 G. 6/1 .6/2, 6/3, 6/4, expressing opinions and
6/5, 6/6, 6/7, 6/8, 6/9) listening to others' opinions
together
model and explain fossil skills and the ability to
formations. (Sc 1.2 G. 6/1 explain fossil formations
.6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)


doing activities.

processes
life
Learning Management Plan 7 Matter: Fossilization Time: 1 hours

the modeling and explain the  Number of students who passed the
formation of fossils. (Sc 1.2 G. assessment .............. people
6/1 .6/2, 6/3, 6/4, 6/5, 6/6, Percentage ..............
assessment ....................................
model and explain fossil  Number of students who passed the
formations. (Sc 1.2 G. 6/1 .6/2, assessment .............. people
6/3, 6/4, 6/5, 6/6, 6/7, 6/8, Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

Fossil Benefits
Learning Management Plan 8 Matter: Fossil Benefits Time: 1 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can explain the benefits of fossils. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)
2. Students can model the formation of fossils. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
animal footprints.
4. Attribute
- group process
1. eager to learn
2. Discipline
2. picture sheet
3. Internet media
1. The teacher examines the prior knowledge about the use of fossils. By showing
students millions of years of animal evolution to the present, such as pictures of the evolution
of horses from 60 million years ago to the present, and fossils of marine animals in the rocks
on high mountains, students will discuss. The teacher used the following questions:
- Why do we know the evolution of horses? (Students answer according to their
understanding, but the answer that teachers should know is that fossils are born from the
outlines or traces of life from the past appear in the rock. sediments of different ages
Therefore, the old fossil data different and from many places to be found changes of living
things from the past to the present)
questions:
- What will students learn in this activity? (utilization of fossil)
- How will students learn this? (collect data)
- After studying, what will students do? (Can explain the benefits of fossils)
2. Students record their purpose in the activity log on page 98.
3. How do students read? The teacher uses a method for practicing reading that is
appropriate for student ability then the teacher checks the understanding of what to do. how
activities until students understand the sequence of activities using the following questions:
- What do students have to do? (Read the knowledge sheet and search for more
information About the benefits of fossils and jointly discuss the benefits of fossils in various
fields)
Teachers gave students the opportunity to ask questions they would like to know
more about using the benefits of fossils Then they discuss and come to the conclusion that
fossils are useful in many fields of study, including studying rock sequencing. used to indicate
the age of the stone and compare the age of the rocks It can be used to study the past
environment of an area and also to study the evolution of living things (S13).
4. Expansion Phase
The teacher had students join together to read and discuss the story. The benefits of
fossils the teacher encourages students to answer the question: Why do we pay attention to
the analysis of characteristics and functions on the subject? The benefits of fossils How do
these and their findings relate to us?
5. Evaluation Phase
applying the knowledge gained to benefit.
survey they may ask what students know. about scientific quest.

explain the benefits of intention and cooperation in
fossils. (Sc 1.2 G. 6/1 students' work in doing
.6/2, 6/3, 6/4, 6/5, 6/6, activities, answering
6/7, 6/8, 6/9) questions, punctuality
expressing opinions and
together
model the formation of skills and the ability to
fossils. (Sc 1.2 G. 6/1 explain fossil formations
.6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)


doing activities.

processes
life
Learning Management Plan 8 Matter: Fossil Benefits Time: 1 hours

the benefits of fossils. (Sc 1.2  Number of students who passed the
G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, assessment .............. people
6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
2. Students can model the  Total number of students .............. people
formation of fossils. (Sc 1.2 G.  Number of students who passed the
6/1 .6/2, 6/3, 6/4, 6/5, 6/6, assessment .............. people
6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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Date...........Month..................Year...........

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................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.

End of chapter activities
Learning Management Plan 9 Matter: End of chapter activities Time: 1 hours

Indicators
cycles. Stone.
Learning Outcome
1. Students can describe the transformation process of each rock. The type happens
to be cycle from the model. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6, 6/7, 6/8, 6/9)
2. Students can compare the three types of rock formation processes i.e. igneous,
sedimentary, and metamorphic from the model. (Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)
2. Essence
3. Learning
knowledge
Different properties can be used in different ways. Sedimentary rocks may be found in
fossil evidence can study the past environment of a particular area.
4. Attribute
- group process
1. eager to learn
2. Discipline

2. picture sheet
3. Internet media
1. Teachers have students draw or write a summary of what they have learned from
this lesson in the activity journal on page 101.
2. Students examine their own summary of what they have learned by comparing it
with diagram on the topic What do you know in this chapter? In the textbook, pages 112-113.
1. Students go back to check their answers in the pre-study knowledge survey in the
activity log form Pages 65-66 again if the student's answer is incorrect. Make a line on them.
and correct it In addition, the teacher may bring the questions in the preamble of the textbook
on page 66 to discuss the answers again as follows:
- Does each type of stone have a different composition? (each type of stone There
can be both identical and different elements. by some igneous rocks contains minerals Some
are composed of volcanic glass, some are sedimentary rocks, some are composed of minerals.
Some species are composed of rock fragments and metamorphic rocks contain minerals).
- Does each type of rock have a different birth process? (Each stone has a different
birth process. Igneous rocks are formed by cooling and crystallization of magma or caused by
cooling and crystallization of lava or caused by cooling and solidification of lava. Sedimentary
rock formed by deposition Sludge body and sludge bonding or caused by crystallization or
precipitate of some substances and metamorphic rocks are formed by transformation by heat,
pressure and chemical reactions).
Students together answer the unit's important questions again as follows:
1. How are rocks and fossils formed? and how useful
(Igneous rocks are formed by the cooling and crystallization of magma. or caused by
the cooling and crystallization of lava or caused by the cooling and solidification of lava.
Sedimentary rocks are formed by deposition of sediments. or caused by crystallization and
precipitate from some substances Metamorphic rocks are formed by the transformation of
rocks. with heat, pressure and chemical reactions
2. Igneous, sedimentary and metamorphic rocks has changed from stone One type can
be converted to another type of rock and can be converted back to the original rock type.
The process of change is constant as a form and Continuing into a stone cycle, each type of
rock and mineral has different characteristics and properties, and therefore has different uses
in daily life and in other fields. past life and undergoes various processes until it becomes a
fossil
3. Fossils have many uses, such as being used to study rock hierarchies, to determine
the age of rocks. It is used to compare the age of the rock layers. It is used to study the past
environment of the area. including to study the evolution of living things)
4. Expansion Phase
The teacher asked the students to read together and discuss the story of rocks, stone
cycles, and paleontology. The teacher encourages students to answer the question: Why do
we pay attention to characterization and function analysis of rocks, stone cycles, and fossils?
How do these and their findings relate to us?
5. Evaluation Phase

describe the intention and cooperation in
transformation process students' work in doing
of each rock. The type activities, answering
happens to be cycle questions, punctuality
from the model. (Sc 1.2 expressing opinions and
G. 6/1 .6/2, 6/3, 6/4, 6/5, listening to others' opinions
6/6, 6/7, 6/8, 6/9) and making decisions
together
2. Students can compare assess knowledge Modeling Evaluation worksheet form
the three types of rock skills and the ability to
formation processes i.e. explain fossil formations
igneous, sedimentary,
and metamorphic from
the model. (Sc 1.2 G. 6/1
.6/2, 6/3, 6/4, 6/5, 6/6,
6/7, 6/8, 6/9)


doing activities.

processes
life
Learning Management Plan 9 Matter: End of chapter activities Time: 1 hours

1. Students can describe  Total number of students .............. people
the transformation process of  Number of students who passed the
each rock. The type happens assessment .............. people
to be cycle from the model. Percentage ..............
6/5, 6/6, 6/7, 6/8, 6/9) assessment ............
assessment ....................................
2. Students can compare  Total number of students .............. people
the three types of rock  Number of students who passed the
formation processes i.e. assessment .............. people
igneous, sedimentary, and Percentage ..............
metamorphic from the model.  Number of students who did not pass the
(Sc 1.2 G. 6/1 .6/2, 6/3, 6/4, assessment ............
6/5, 6/6, 6/7, 6/8, 6/9) Percentage ..............
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
assessment ....................................
Additional notes
Problems/obstacles
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Solution
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................................................................................................................................................................
Date...........Month..................Year...........

................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
Signed.......................................... Mentor
Date...........Month..................Year............
Quality level
quality level
issues 5 4 3 2 1
methods
and can be
used in
daily life.


Science and Technology Lesson Plan Report

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Science and Technology Lesson Plan Report

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Science and Technology Lesson Plan Report

1. Learning Standards / Indicators

Main food song 5 groups

mind map food sample

2. Assessment of desirable characteristics of the school

3. Assessment of key competencies of learners

Record of learning management results

3. Have a public mind  Total number of students .............. people

The mentor's opinion

Assessment Criteria 8-9 points, good level

Activity 1.1 The food I eat in each meal

Table of nutrients found in each food item

3. How can you summarize the results of the activities?

Do activities energetically. with determination and

1. Learning Standards / Indicators

Planning, designing, and creating your own food journal

2. Students together summarize what they understand as common knowledge. It is written

6. Water is found in most 4. Vitamins are found

Diagram Types of Nutrients

1. Brunei (ambuyat) like porridge or porridge Contains sago

garlic, bay leaf, black pepper, cooked by

8. Measurement and Evaluation of Learning Management

2. Assessment of desirable characteristics of the school

3. Assessment of key competencies of learners

Record of learning management results

3. Have a public mind  Total number of students .............. people

The mentor's opinion

Assessment Criteria 8-9 points, good level

Activity to check starch in food.

record the results

cooked rice Taro cassava boiled corn bread cooked

different kinds of food in plastic hole plate

3. How can the results of the experiment be summarized?

Do activities energetically. with responsibility and curiosity

1. Learning Standards / Indicators

I brought carrots want her to eat

Diagram of 5 main food groups

(example idea diagram)

protein carbohydrate fat mineral salt vitamin water

meat rice fat broccoli blackberry -

8. Measurement and Evaluation of Learning Management

2. Inquire for Assessing the operation of Desirable Characteristics

2. Assessment of desirable characteristics of the school

3. Assessment of key competencies of learners

Record of learning management results

3. Have a public mind  Total number of students .............. people

The mentor's opinion

1. Learning Standards / Indicators

6. Learning materials / learning resources

Let's eat. Let's eat. Good rice. Good rice. Good

8. Measurement and Evaluation of Learning Management

2. Tell the nutrients Assessing the operation of Worksheet: Energy from

2. Assessment of desirable characteristics of the school

3. Assessment of key competencies of learners

Record of learning management results

3. Have a public mind  Total number of students .............. people

The mentor's opinion

Assessment Criteria 8-9 points, good level

Assessment score level

Assessment Criteria 8-9 points, good level

Activity 1.2 Energy from food

energy cost protei carbohydra mineral vita wa

steamed rice 619      

1. What is the key question of this activity?