Example of a Lesson Plan: Guided Discovery Approach (Using A Discrepant Event)

Date: 3 October 17 (Tuesday)

Time: 12.30 – 1.30 pm (60 minutes)
Class: Year 3 Bestari
Number of pupils: 30 pupils (18 girls, 12 boys)
Subject: Science Year 3
Learning Theme: Learning about the world around us
Learning Area: Magnets
Content Standard: 1.4 Magnets have different strengths
Learning Outcomes: At the end of the lesson the pupils will be able to:
1. design a fair test to compare the strengths of different magnets by deciding what to keep the
same, what to change and what to measure.
2. carry out the test and record the observations.
3. form a conclusion based on the observations.
4. explain how they arrive at the conclusion.

Prior knowledge: Pupils have learned that:

1. magnets can attract or repel each other;
2. magnets can attract some materials but not others.

Scientific skills / thinking skills: Observing, predicting, measuring, communicating, generating ideas, controlling variables, inferring,
comparing and contrasting, making conclusion.

Scientific attitudes and values: Systematic, dare to try, confident and self-reliant.

Teaching and learning resources: Magnets, retort stand, paper clips and thread, worksheet.

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Set Induksi Things will always fall to Teacher places a strong magnet in a paper cup and SPS:
(10 min) the ground because of covers the cup to conceal the magnet. Observing
the gravitational force. A thread is attached to a paper clip so that the clip is held and
(Setting up a up as in Fig. 1. predicting
discrepant event)
Teacher asks:
What happens to the paper clip?
Is it common to have an object float in the air?
What would happen if the cup is moved slowly away from
the paper clip?
What holds up the paper clip?
Fig.1
Teacher tells the pupils that today they are going to learn
about the strengths of magnets.

Perkembangan The force of magnetism Teacher encourages the pupils to explore further by
(Development) extends into space marking the original position of the held-up clip. Then SPS:
(10 min) around the magnet. the pupils are asked to raise the cup from the paper clip Measuring
until the paper clip falls to the base of the retort stand.
Step (1) It is not necessary to The distance between the cup and the original held-up
(Investigating to touch the magnet to feel position of the paper clip is measured in centimeters.
solve the this force.
discrepancy) Teacher asks:
What is the distance between the cup and the original
held-up position of the paper clip?
Teacher explains that the force of magnetism extends
into space around the magnet. It is not necessary to
touch the magnet to feel this force.

Teacher wants the pupils to compare the strengths of TS:

three different-sized U-shaped magnets. Generatin
Teacher asks: g ideas
How do you measure the strength of a magnet? Values:
(Accept pupils suggestions and guide them to design a Dare to try
fair test)
Teacher asks: SPS:

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What do you need to keep the same? Controlling

What do you need to change? variables
Step 2 What do you need to measure?
(35 min) Different magnets have
different strengths. Teacher instructs pupils to get into their group.
(Resolve the Each group is required to: SPS:
discrepancy)  measure the distance between the cup (with a U- Measuring
shaped magnet in it) and the original held-up position
of the paper clip Values:
 repeat the activity with two other magnets Systemati
 record the distance measured in the table and c
complete the worksheet. Confident
& self-
Based on the worksheet, teacher asks: reliant

Which magnet is the strongest? Why?

SPS:
Which magnet is the weakest? Why? Communic
ating
What can you conclude from the activity? inferring
Comparin
Teacher shows a statement on the writing board: g and
contrastin
“Magnet A can attract 10 paper clips while magnet B can g
attract 7 paper clips”

Teacher asks pupils to make a conclusion based on the

Closure statement and how the arrive at the conclusion.
(5 min)

Teacher guides the pupils to make a general conclusion:

“Different magnets have different strengths”

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Making
conclusion

Example of Lesson Plan : Constructivist Approach

Date: 20 July 2011

Time: 7.45 – 8.45 a.m.
Class: Year 1
Number of pupils: 30
Subject: Science
Learning Theme: Learning about living things
Learning Area: 3.0 Plants
Learning objective: 3.2 the names of different parts of plants
Learning Outcomes: At the end of the lesson the pupils will be able to identify different parts of the plant
Time required: 60 minutes
Strategy: Field Trip
Science Process / Manipulative Skills and Thinking Skills:
 observing
 handling live specimens carefully and correctly
 identifying
 comparing and contrasting
 making decision
 relating

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Scientific Attitudes and Values
 interested and inquisitive about the environment
 systematic
 appreciative
 caring

Learning aids and materials

 resource books on plants
 picture of a gardener working in a garden
 Flash-cards
 ‘Discovery Box’ each consists of 5 sets of plastic bags, hand gloves, magnifying glasses and 2 shovels.

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Set Induksi Technique of digging up a Teacher shows a picture of a gardener working in a garden. SPS:
(5 minutes) plant without destroying the Observing
root system. Pupils study the activities in the picture.
TS:
Teacher asks: Relating
(a) What can you observe from the picture?
(b) Do you know how to dig up plants from the soil?

Teacher demonstrates the technique of digging up a plant from a

pot.

Teacher reminds the pupils never to put anything in their mouths

and do not eat the plants!

Teacher tells the pupils that today’s lesson is about plants.

To find out any alternative Teacher shows a picture of a plant on the writing board.
Eliciting Ideas concepts among pupils
( 20 Teacher asks the pupils to choose from the ‘flash-cards’ to label the TS:
minutes) plant. (Accept all answers without pointing out the mistakes). Relating

Teacher tells the pupils that they are going to walk to the field
behind the school canteen to dig up some small plants.

They are to observe and learn the different parts of the plants.

The basic parts of the plant: Teacher divides pupils into 6 groups of 5. Each group is provided SPS:
Restructuring  Root with a ‘Discovery Box’ (a plastic box with a handle). Each ‘Discovery Observing
ideas  Stem Box’ consists of 5 plastic bags, 2 shovels, 5 sets of hand gloves, MS:
(20  Leave and 5 sets of magnifying glasses. Handling tools and
minutes)  Branch specimens
 Flower Teacher reminds the pupils that the purpose of the field trip is to dig
 fruit up some plant samples.

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The pupils are reminded to be careful as some plants may have
sharp thorns.

Allow time for pupils to dig and make sure that they get most of the TS:
root systems. Relating
Making decision
Instruct pupils to put their plants in the plastic bag and bring them
back to the class.

Once the pupils are back in the class, ask the pupils to display their
plant on a piece of paper.

Teacher asks: SPS:

Observing
1. Did you enjoy the field trip?
2. Is your plant different from your friends’ plants? TS:
3. How are they different? Comparing
4. What do all the plants have in common? Identifying

Using one of the plants, teacher helps the pupils to name the
common parts of a plant - the roots, stems and leaves.
(Teacher writes on the writing board)

Using another plant, teacher shows the pupils that besides the
roots, stems and leaves, some other plants may have the branch,
flower and fruit (Teacher writes the terms on the writing board).

Teacher leads the pupils to read the different parts of a plant a few
times:
1. whole class
2. individually

Teacher draws the pupils’ attention to the picture of the plant TS:
labelled earlier. Comparing
Relating

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 Teacher asks the pupils if the plant was labelled correctly and helps
to correct any misconceptions. TS:
Identifying
Teacher asks the pupils to draw the picture of the plant in their Labelling
Science Journal and label the root, stem, leaf, branch, flower and
fruit in their drawing.

The pupils are asked to write the common names for their plants or
look through the resource books to identify their plants.

Parts of plants look different Teacher distributes the worksheet with pictures of plants which have Values:
Application for various plants to suit specialised parts. e.g. cactus ( small needle-shaped leaves, Inquisitive about
( 10 some purposes succulent stem) and potatoes (enlarged roots) their environment
minutes)
Teacher guides pupils to label the parts of the plants and the reason
for the different modification of the parts of the plant

Summarize the basic parts Teacher helps the pupils to summarize today’s lesson. Teacher asks Values:
Reflection of a plant. further questions to stimulate pupils thinking: Inquisitive about
(5 minutes ) their environment
1. What must we do to keep plants healthy?
2. Do all plants have to be grown in soil?

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Example of Lesson Plan: “Smart School” Model

Date: 6 May 2011

Time: 7.45 – 8.45 a.m.
Class: Year 1 Bestari
Number of pupils: 30
Subject: Science
Topic: Where animals live
Learning Outcomes: At the end of the lesson the pupils will be able to:
1. state where different animals live when given the pictures of the animals.

Pre-requisite knowledge: Pupils know some animals

Scientific skills / thinking skills: Observing, communicating, classifying, making inferences / comparing and contrasting,
generating ideas

Scientific attitudes and values: Good-natured, loving and kind

Teaching and learning resources: Picture cards with words

“Smart Schools” elements and Generic Skills:

1. Learning skills: study skills, interpreting data
2. Facilitating Skills: facilitating and guiding pupils during activities

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Set Induksi Animals’ home Teacher shows the children a picture of a house.
(10 min)
Teacher asks:
- Children, what is this?
- Children, where do you live?
- Who live with you in the house?
- Do animals have homes?
- Today we are going to learn where animals live.

Perkembangan Animals’ home: In groups of six, children are required to choose pictures of animals Picture cards with
Step 1 Pond, soil, grass, given to them according to its home (pond, soil, grass, trees, or house). words of animals and
(10 min) trees, house its homes.
Group 1
Can you find the pictures of animals that live in the pond?
SPS:
Group 2 Observing
Can you find the pictures of animals that live in the soil? Classifying

Group 3
Can you find the pictures of animals that live on the grass? Each group will be
given two picture
Group 4 cards of animals for
Can you find the pictures of animals that live on a tree? each home and two
picture cards of
Group 5 animals from other
Can you find the pictures of animals that live in the house? homes

Step 2 Each group members paste their findings on the board for discussion.
(10 min)
Teacher asks:
-Children, is it right?
-Do you want to make any changes?

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Step 3 New words: Teacher plays the CD ROM. CD-ROM

(15 min) Pond, soil, grass, Pupils watch the animal homes. Year 1 science
tree and home. Unit 2.3
Refer to the questions in the CD-ROM Animal homes

Children read the list of the animals that live in their respective homes. Generic Skill:
Teacher asks: Facilitating skills
- Children, can you tell what
animals live in the pond?
(in the soil, on the grass, on a tree and in the house)

-Now refer to the activity done earlier, do you think you matched the
animals with its homes correctly?
-Do you need to make any changes?

Children look at the pictures in the activity sheet 1 and identify the Worksheets 1 & 2
Step 4 correct home that the animals live.
(10 min)
Follow the instructions in the worksheet 1 Generic skill: study
skills
Teacher discusses the answers with the children.

Worksheet 2 is given as homework.

Closure Simple riddle: Teacher poses a simple riddle:

(5 min)
I have feathers on my body,
I can fly.
I live in a nest.
Who am I?
Values:
Children, We should show care and love to the animals and their Good-natured, loving
homes. and kind

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