Sample Lesson Plan (Needham’s 5-Phase Model) Date: Time: Class: Number of pupils: Subject: Topic: Learning Outcomes

: 7 May 2011 7.45 – 8.45 a.m. Year 3 Melur 30 Science Magnetic materials At the end of the lesson the pupils will be able to: 1. identify one characteristic of magnetic materials based on experiment. 2. list five objects that are made of magnetic materials in the classroom. observing, making inferences, predicting, classifying, comparing and contrasting, generating ideas Interested in and inquisitive about the environment, recording and confirming data accurately and honestly Pupils have seen magnet and knew that magnet can attract some objects. bar magnet, paper clip, needle, iron wire, copper wire, ice-cream stick, marble, plastic ruler, zinc plate, aluminium paper, picture, brass screw. Teaching and learning activities Two pupils are asked to go to the front of the class, each student holding a picture of a bird’s nest. While the teacher holds a picture of a bird near each of the two pictures of the nest, teacher asks: Can the bird enter the nest if I let go the picture of the bird? Remarks SPS: Predicting There is a magnet behind both pictures of the nest. There is a piece of iron stuck behind a picture of the bird and a piece of aluminium behind the other picture of the bird. SPS: Observing

Scientific skills / thinking skills:

Scientific attitudes and values:

Pre-requisite knowledge: Teaching and learning resources:

Phase / time Orientation (10 mins)

Contents Certain materials are attracted to magnet while others not.

etc. copper wire. Teacher and pupils discuss the findings of the experiment followed by forming the concept of magnet materials. zinc plate. Each group is given a piece of magnet and is required to validate their predictions. SPS: classifying T&L Resources: Worksheet A. marble. brass screw. paper clip. Pupils are required to discuss whether the objects given can be attracted to the magnet and then state their answers in the column prediction and reasons. wood. needle. Their results are recorded in the column observation in worksheet A. plastic ruler. Pupils are divided into groups of 5 and given the worksheet A and objects listed in the worksheet A. Pupils answer the questions in the worksheet B. magnet. iron wire. T&L Resource: Worksheet A SPS: Observing. Remarks T&L Resources: Pictures. aluminium SPS: Making inferences Teacher’s question: Why did one picture of the bird fall? Pupils make inferences and are given the opportunity to check the pictures of the bird and nest. aluminium paper Worksheet B . ice-cream stick. Bar magnet.Phase / time Contents Teaching and learning activities Teacher releases both pictures of the bird and found that one bird picture fell and the other stick to the nest. etc. Eliciting ideas (10 mins) Characteristics of magnetic and non magnetic materials. Examples of non magnetic materials: plastic. needle. Predicting Restructuring ideas (20 mins) Examples of magnetic materials: Iron nail.

Self-reflection: *achievement in objectives * strengths * weaknesses (How to overcome?) . Materials metals Non metals iron noniron Teacher guides the pupils to reflect on what they have learnt by using the concept map. In each group. Pupils decide the method on how to test the objects SPS: Classifying T&L Resource: Worksheet C Reflection (5 mins) Magnetic materials are materials that can be attracted to the magnet such as iron and steel. pupils are required to identify objects in the classroom that are made of iron.Phase / time Contents Teaching and learning activities Remarks Values: Recording and confirming data accurately and honestly Application of ideas (15 mins) Objects that are made of iron can be attracted to magnet.

Object Paper clip Needle Copper wire Iron wire Ice-cream stick Marble Plastic ruler Zinc plate Brass screw Aluminium paper Prediction Reasons Observation DATE:____________ .SEKOLAH --------------------------------------------------SCIENCE YR 3 NAME:_______________________________CLASS:_____ Worksheet A Place a checkmark () for the objects that are attracted to the magnet.

____________________ is the metal that can be attracted to magnet. State five metals that are non-magnetic materials (a) ________________________________ (b) ________________________________ (c) ________________________________ (d) ________________________________ (e) ________________________________ . 3. 2.SEKOLAH --------------------------------------------------SCIENCE YR 3 NAME:_______________________________CLASS:_____ DATE:____________ Worksheet B Fill in the blanks with suitable answers. 1. Name five objects of magnetic materials and non-magnetic materials. Material that can be attracted to magnet is called ___________________. Number 1 2 3 4 5 Magnetic materials Non-magnetic materials 4.

define operationally what is a magnet. Magnetic Year 4 materials 30 Science Magnetism At the end of the lesson the students will be able to: 1. .45 a.45 – 8.SEKOLAH --------------------------------------------------SCIENCE YR 3 NAME:_______________________________CLASS:_____ DATE:____________ Worksheet C Materials Consists of Metal Consists of Example Example Non-metal Non-iron/steel Example Iron/steel Plastic.m. wood Lesson Plan 1: Inquiry Approach (Using A Discrepant Event) Date: Magnetic Time: materials Class: Number of pupils: Subject: Topic: Learning Outcomes: 5 May 2003 Non7.

Magnets. state that the forces of magnet extends into the space around the magnet. Teacher asks: . infering and defining operationally / comparing and contrasting. Teaching and learning activities / Scientific skills Teacher takes a handful of paper clips and hold it above the table top. Pre-requisite knowledge: Scientific skills / thinking skills: Students have seen and played with magnets. communicating. what am I holding in my hand? . dare to try. Teacher invites a student to SPS: Experimenting SPS: Observing and predicting Remarks Scientific attitudes and values: Teaching and learning resources: Phase / time Setting up a discrepant event (20 min) Contents Things will always fall to the ground because of the gravitational force.Children.Can you describe what you observed? . .2. confident and self-reliant. Teacher reiterate that the paper clips fell down because of the gravitational force. Invetigating to solve the discrepancy (20 min) Teacher asks: Is it possible to make a paper clip floats in the air without touching it? Teacher ties a thread to a paper clip and tape one end of the thread on to the table top.Can you explain your observation. predict what will happen when I open my hand? . generating ideas Systematic.Children. Observing. predicting. paper clips and thread.

SPS: Experimenting Recording Communicating Comparing and contrasting SPS: Defining operationally . Each group is to explore the greatest distance they can get before the paper clips fall. Teacher asks: Explain what you have learned about magnets. The strength of the magnetic field depends on the magnetic power of the magnet. Teacher asks: What is causing the paper clip to float in the air? What is the greatest distance you can get before the clip falls? Teacher instructs students to get into their group. Remarks SPS: Infering TS: Generating ideas Values: Dare to try Resolve the discrepancy And Closure (20 min) The force of magnetism extends into space around the magnet. It is not necessary to touch the magnet to feel this force. Teacher asks: What happen to the paper clip? Teacher encourages the students to explore further by raising the magnet until the paper clip is above the table and measure the distance from the magnet to the paper clip in centimeters. Make a written record of what you have learned about magnets. Remind the student not to let the magnet touch the paper clip. Students are encourgage to use different magnets while repeating their exploration.Phase / time Contents Teaching and learning activities / Scientific skills come forward and instructs the sudent to slowly raise the magnet up from the table.

state where different animals live when given the picture of the animals.m. Students know some animals Pre-requisite knowledge: .45 – 8.45 a.Lesson Plan 3 : “Smart School” Date: Time: Class: Number of pupils: Subject: Topic: Learning Outcomes: 6 May 2003 7. Year 1 Bestari 30 Science Where animals live At the end of the lesson the students will be able to: 1.

Facilitating Skills: facilitating and guiding students during activities Phase / time Set Induction (5 min) Contents Animals’ home Teaching and learning activities / Scientific skills Teacher shows the children a picture of a house. SPS: Observing Classifying Each group will be given two picture cards of animals for each home and two picture cards of animals from other homes Remarks . grass. trees. Teacher asks: . where do you live? . what is this? . Group 1 Can you find the pictures of animal that live in the pond? Group 2 Can you find the pictures of animal that live in the soil? Group 3 Can you find the pictures of animal that live on the grass? Picture cards with words of animals and itsl homes.Today we are going to learn where animals live. soil. soil. making inferences / comparing and contrasting. generating ideas Good-natured. communicating. loving and kind Picture cards with words Scientific attitudes and values: Teaching and learning resources: “Smart Schools” elements and Generic Skills: 1.Children. trees. intepreting data 2. Development Step 1 (10 min) Animals’ home: Pond.Children. children are required to choose pictures of animal according to its home (pond.Who live with you in the house? . classifying.Scientific skills / thinking skills: Observing. grass. Learning skills: study skills.Does animal has a home? . house In groups of six. or house) given to each group.

is it right? -Do you want to make any changes? Remarks Picture and word cards of animals and their homes. Tree and home. Children read the list of the animals that live in their respective homes. Step 2 (15 min) New words: Pond. soil. on a tree and in the house).Phase / time Contents Teaching and learning activities / Scientific skills Group 4 Can you find the pictures of animal that live on a tree? Group 5 Can you find the pictures of animal that live in the house? Each group members paste their findings on the board for discussion. on the grass. grass. can you tell what animals live in the pond? (in the soil. Pupils watch the animal homes. Teacher asks: . Teacher plays the CD ROM. Teacher asks: -Children.Children. CD-ROM Year 1 science Unit 2.3 Animal homes Generic Skill: Facilitating skills Step 3 (15 min) Refer to the questions in the CD-ROM Step 4 (10 min) Children look at the pictures in the activity sheet 1 and identify the correct home that the animals live. Follow the instructions in the worksheet 1 Teacher discusses the answers with the children. Worksheets 1 &2 Generic skill: study skills .

I live in a nest. Who am I? Teaching and learning activities / Scientific skills Remarks Worksheet 2 is given as homework. Children. prepare a 60-minutes lesson plan for a Grade and Topic in the Primary Science syllabus. After completing your lesson plan.Phase / time Closure (5 min) Contents Sample riddle: I have feathers on my body. before turning it in for your lecturer’s evaluation. . We should show care and love to the animals and their homes. modify it. evaluate it yourself. and then have your modified version evaluated by at least three of your colleagues. loving and kind Use one of the model lesson formats. I can fly. Teacher poses riddle and children answer some riddles. Values: Goodnatured.

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