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Year 4 Teaching-Learning Lesson Plan Subject Class Date/time Number of students Theme Learning area Previous knowledge General

Learning outcome Specific Learning outcome : : : : : : : : : Science 4A 22 October 2011 30 Investigating Living Thing Living Things Undergo Life Processes Students will be able to explain that humans breathe. 2.1 Analysing life processes in humans At the end of the lesson, students should be able to: SLO1 Identify the passage of air during breathing. Science process skills : SLO2 Label the parts of the respiratory system. i. Predicting ii. iii. Manipulative skills Thinking skills and Thinking Strategies : : iv. i. Communicating Observing Classifying Use and handle science apparatus and substances. i. Generating ideas

ii. Predicting iii. Relating iv. Attributing v. Sequencing vi. Analysing vii. Making conclusions viii. Visualising ix. Relating 2

Science attitudes and noble values

x. Evaluating i. Having an interest and curiosity towards the environment. ii. Having critical and analytical thinking. iii. Appreciating and practising clean and healthy living. iv. Being cooperative. v. Daring to try. vi. Being confidence and independent.

Teaching and learning aids

i. Mystery box ii. Coffee iii. Exercise in the software iv. PowerPoint Presentation v. Video clip vi. Activity sheet vii. LCD projector viii. Respiratory model ix. Balloons x. Bottles xi. Plastic bags

xii. Rubber bands xiii. Straws xiv. Papers xv. Cellophane tape xvi. Multimedia interactive

Phase

Content

Teaching and learning activities

Remarks

Orientation (5 minutes)

1. Prediction

1. Teacher brings a mystery box to the class. 2. Teacher chooses a student from each group to guess the object in the box by smelling only. 3. Teacher asks questions: Question: What organ did you use to smell? Answer: Nose. Question: What is another function of the organ? Answer: breathe. 4. Teacher introduces todays lesson.

SPS: TS: Generating ideas Predicting Relating Having an interest and curiosity towards the environment. TLA: Mystery box coffee SPS: TS: TLA: Exercise in the software Predicting Having critical and analytical thinking. SANV: Communicating Predicting Predicting

SANV:

Elicitation of idea (10 minutes)

1. Exercise of respiratory system in the software

1. Teacher uses software to identify students prior knowledge. 2. Teacher asks students to fill in the blanks in the exercise by using software. 3. Teacher will discuss the answers with students later.

Restructuring of idea (20 minutes)

1. PowerPoint Presentation (Appendix 1) 2. Video 3. Chart activity (Appendix 2)

1. Teacher introduces the parts of the respiratory system by using PowerPoint Presentation. 2. Teacher shows a respiratory system video to students and asks students to observe the changes during inhalation and exhalation. Question: What is the change during inhalation? Answer: Lungs are expanding. Question: What is the change during exhalation? Answer: Lungs become smaller. 3. Teacher distributes respiratory system chart to students. 4. Students cut out the parts of the respiratory system and paste in the respiratory system chart. 5. Teacher asks students to label the parts of the respiratory system. 6. Teacher asks students to draw arrows to show the passage of air during breathing. 7. Teacher discusses the answers with students.

SPS: TS: Attributing Sequencing Analysing Generating ideas Making conclusions Observing Communicating

SANV: Appreciating and practising clean and healthy living. TLA: PowerPoint presentation Video clip Activity sheet LCD projector Having critical and analytical thinking.

Application of idea (20 minutes)

1.Simulation Respiratory Model (Appendix 3) 2.PowerPoint presentation (Appendix 4)

1. Teacher divides students into 3 groups. 2. Each group is provided with apparatus and materials. 3. Teacher shows the respiratory model and explains how to do the model by using PowerPoint presentation. 4. Teacher guides students to do the model. 5. Teacher asks students to relate the model with the real respiratory system. Questions: What happens when you pull down the plastic bag? Answer: The lungs expand. Question: What happens when you push up the plastic bag? Answer: The lungs become smaller.

SPS: TS: TLA: PowerPoint Presentation Respiratory model Balloons Bottles Plastic bags Rubber bands Straws Papers Visualising Relating Generating ideas Making conclusions Having critical and analytical thinking. Being cooperative. Daring to try. Observing Communicating

SANV:

Reflection (5 minutes)

1. Multimedia interactive 2. Questioning

1. Teacher display the multimedia interactive. 2. Students summarise the lesson with teacher guidance by following questions: Question: What have you learnt today about the parts of the respiratory system? Answer: lung, nose, trachea, diaphragm Question: What is the passage of air during breathing? Answer: nosetrachealung

Cellophane tape SPS: TS: TLA: Multimedia interactive Evaluating Making conclusions Being confidence and independent. Communicating Classifying

SANV: