Group 8

TASK:
Analyse the teaching and learning activities in the table below and identify aspects
(such as scientific skills, thinking skills, scientific attitude and noble values if any)
that lead to thoughtful learning in science. (refer to DSKP primary science
curriculum).
Write your answers on the remarks column (eg.: SPS – Observing; CTS – Comparing
& Contrasting).

SUBJECT Science CLASS Year 1

DATE/DAY TIME

THEME Inquiry in Science TITLE

Scientific Skills

CONTENT 1.1 Science Process Skills

STANDARD

LEARNING
STANDARD 1.1.1 Observe

1.1.4 Communicate

LEARNING
OBJECTIVES At the end of the lesson, pupils are able to

· Observe an object by using five senses.

· Describe changes on an object by observations

· Identify characteristics of an object by using senses.

· Record information using graphic form

SUCCESS
CRITERIA At the end of the lesson, pupils can:
· State the observations on the body of a snail using sense of
sight, touch and hearing.
· State the observations on the movement of a snail using
sense of hearing and sight
· describe the body structure of a snail based on observation
· record observations in a table
PHASE CONTENT TEACHING AND REMARK
LEARNING ACTIVITIES

Science Process
Sense of Teacher displays two skills
touch: warm glasses of lime water. One
· Observing
is warm and another one is
Use skin to at room temperature. Use sense of
touch sight, touch, smell
and taste to
gather information
Teacher asks: about the lime
Sense of water.
taste: sweet a. How do you know CTS- Attributing
which one is warm? Pupils identify
Use tongue
characteristics,
to taste b. Do you think the water
features,
is sweet?
qualities and
elements of lime
Sense of Teacher tells the class that water at different
smell: one of the glasses is filled temperatures
with limewater.
Limewater CTS -Compare and
Use nose to contrast
smell Students need to
Teacher asks compare and contrast
between two glasses
a. How can you tell which
of lime water in two
one contains limewater?
different state using
sense of touch and
taste
Teacher tells learning
objectives and success Scientific Attitudes
criteria. and Noble Values
Having an interest
and curiosity
towards the
Pupils are divided into environment
groups of four.
- Pupils are using
their senses actively
to be aware of the
changes in the
environment
Sense of Teacher gives two flowers to Science Process
sight each group of pupils. skills

Flowers – red Teacher asks: Observing

flower, yellow
flower, big
petal
a. What can you see?
b. What can you smell?
Sense of
smell:
fragrant
Pupils are given a
magnifying glass to observe
the plant closely and record
their observations using
charts or graphic organizers.
Pupils make comparisons of
the two flowers.
Teacher asks:
a. What did you learn by
observing?
Pupils share their ideas with
the whole class.
Use sense of
sight, touch, smell
and taste to
gather information
about flower
SPS-Communicating
Presenting
information or ideas
in the form of graphic
organizers.
CTS-Attributing
Pupils identify
characteristics,
features,
qualities and
elements of different
flowers
CTS- Comparing and
contrasting
Pupils need to look
for similarities and
differences between
different flowers
based on criteria such
as characteristics,
features, qualities and
elements

Scientific Attitudes
& Noble Value
Being cooperative
- Pupils discuss their
findings in groups
Being confident and
independent
- Sharing of findings
during presentation

Good in time
management
- Complete group
tasks within the time
allocated by the
teacher.
 Observing Each group is given a Science Process
features of a garden snail. Teacher skills
garden snail asks:
using sense Observing
of sight, a. Do you know, what is Use sense of
hearing and this animal ? sight, touch, smell
touch. and taste to
b. Where can you find this gather information
animal ? about garden snail
Teacher gives safety SPS -
A garden
measures before pupils Experimenting
snail
- Does carry out their activities. Pupils plan and
not have conduct an
investigation to collect
legs but
and interpret data
has one Pupils are asked to do their about a garden snail
very large observations by using their SPS -
and flat sight and touch to identify Communicating
foot. the characteristics of a
- Shell garden snail. - Presenting
is hard, information or ideas
cone in the form of graphic
organizers.
shaped, Pupils are asked to see the
spiral CTS - Attributing
body structure of the
design garden snail and sketch its Pupils identify
body and label part of its characteristics,
body. features,
qualities and
elements of a garden
snail
Pupils are asked to touch CTS - Analysing
the shell and its body part
Pupils process
of the garden snail and
information about the
record their observations
body part of a garden
on a mahjong paper.
snail in detail by
breaking it down into
smaller parts to
Teacher asks. understand the
function of each body
Humans a. What are the parts
have five characteristics of a garden Scientific Attitudes
basic senses: snail? & Noble Value
touch, sight,
hearing, Teacher explains the Being responsible
smell and functions of senses. about the safety of
taste. oneself, others and
the environment
- Carry out the activity
according to the
safety measures
Pupils are asked to briefed by the teacher
The sensing observe the movement of
Being diligent and
organs the garden snail and record
persevere when
associated their observations.
carrying out a task
with each
sense send - Conscientious and
 patience when
information to Teacher asks: handling specimen
the brain to Being honest and
help us a. How does a garden accurate in recording
understand snail move? and validating
and perceive
b. Does it move in a data
the world
around us. straight line? - Pupils record the
actual data and not
c. Does it try to escape? manipulating it for the
sake of successful
The sense experimentation
organs are
the body Teacher asks pupils to put Thinking Skills
organs by the snail on a plate and put
which it vertically. - Comparing and
humans are
a. Does the snail move up contrasting
able to see,
smell, hear, or move down?
taste, and Science Process
touch or feel. skills
Teacher asks pupils to hold Observing
the snail in their hands.
Use sense of
The five sight, touch, smell
sense and taste to
organs are gather information
the eyes (for a. What can you feel?
about garden snail
seeing), nose
(for smelling), SPS-Communicating
ears (for
hearing), Teacher asks pupils to put
- Presenting
tongue (for a box in front of the snail.
information or ideas
tasting), and in the form of
a. Can a garden snail
skin (for graphic organizers.
see?
touching or
feeling)
d. What senses does a
snail have?

Pupils are asked to discuss

in groups to identify the
characteristics of a garden
snail and complete
Worksheet 1.
 SPS-Observing
Characteristi In another activity, each
- Use sense of sight,
cs of lemon – group is given a lemon.
touch, smell and taste
yellow skin,
Teacher asks: to gather information
rough skin,
about lemon
sour taste,
aroma smell a. What are the SPS-Interpreting data
characteristics of a lemon?
- Pupils give rational
explanations about
Activity : Put the lemon which is
lemon in a Pupils describe the derived from collected
box and characteristics based on data from the activity.
shake it. their observations. CTS - Attributing
Pupils identify
characteristics,
features,
Pupils are asked to think of
an activity that can use qualities and
lemon to make a different elements of a lemon
sound. CTS - Analysing
Pupils process
information about the
characteristics of a
lemon in detail by
breaking it down into
smaller parts to be
able to describe their
observation after the
activity
Scientific Attitudes
& Noble Value
Being diligent and
persevere when
carrying out a task
- Pupils are patience
and conscientious
when doing the activity
Being honest and
accurate in recording
and validating
data
- Pupils do not
manipulate data from
the activity

Summary of Pupils discuss how they Noble Values

the lesson gather information.
a. What are 1. Being thankful to
the senses that God.
you used to
gather
information?
b. How do
you use the
senses?
Pupils answer the
worksheet provided.

Pupils reflect on what they

have learned.