Module 6 Sample Lesson Plans in Science

Module 6: Sample Lesson Plans in Science

Users:

All personnel at the school level

Objectives of this Module:

Module 6 comprises sample lesson plans for challenging topics in Science.

The module also provides concise explanation of challenging topics at the beginning of the module.

It briefly discusses the identification of challenging topics.

All the sample lesson plans are in accordance with the MOE Teaching Syllabus for Integrated

Science (Primary 4-6).

The module has 2 types of sample lesson plans, type A and type B. The section on sample lesson

plans of Type A has of 5 parts: lesson overview, lesson plan, teaching hints, use of chalkboard

and English as a teaching tool. On the other hand, the section on sample lesson plans of Type B

has 2 parts only: lesson plan and English as a teaching tool.

The lesson overview consists of introduction, objectives of the topic and the lesson, R.P.K. and

details about the class. “Introduction” illustrates the importance and relevance of the lesson to real

life. All the “objectives” are taken from the syllabus. “R.P.K.” states relevant previous knowledge

that pupils are expected to have. “Details about the class” describes the current situation of the

class in terms of pupils’ general information, academic progress, interest and attitude towards the

subject. Further explanation about these can be found in Module 4 (4. Lesson Plan).

The lesson plan (sometimes also called lesson notes) is included in both Type A and Type B. The

format of the lesson plan is the same as the standard lesson plan that GES provides.

The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page

of the standard lesson plan. The lesson plan with teaching hints is the same as the standard lesson

plan on the previous page except for the speech blobs (rounded rectangular shapes) on the lesson
plan. The speech blobs suggest where each of the teaching hints can be used.

The teaching hints provide suggested teaching approaches. It is designed in a such a way that each

of the teaching hints elaborates how to deliver a particular teaching activity (e.g. Introduction,

Activity 1,2…) in the development of a lesson. Because many of these teaching activities are

linked with the core points of the lesson, successful delivery of the teaching activity should lead to

a sound understanding of the core points.

The teaching hints deal mainly with general teaching approaches and questioning skills for

particular teaching activities. The general teaching approaches describe how the teacher can lead

pupils to the core points through the activities. When the activity is an experiment, the teaching

approach explains how to conduct the experiment, paying special attention to the process skills of

Science. The questioning skills should also help the teacher to lead pupils to reach a good

understanding of the core points. It is recommended that teachers develop better teaching

approaches and questions for the lesson and other lessons once they get the ideas that the teaching

hints discussed/presented.

The use of chalkboard shows a suggested chalkboard plan. Well-organized chalkboard helps

pupils understand what they are learning in the lesson. Teachers need to consider how to use and

organize the chalkboard, and this part can help them consider such planning.

The section English as a teaching tool suggests effective use of English language in the ScienceModule 6
Sample Lesson Plans in Science

lessons. The section gives examples of English that can be used in particular activities. By using

the actual content of the sample lessons, it helps pupils to understand Science content better. It

should be noted that a section of Module 4 highlights the use of English language as a teaching tool

for other subjects, with a general and rather theoretical explanation of its use.

Use of Modules 6 for SBI/CBI demonstr ation activity (lesson)

The CL and teachers can simply use some of the sample lesson plans for their SBI/CBI. They can

also develop their own lesson plans for challenging topics using one of the samples as a model.
Once CL and teachers have become familiar with the sample lesson plans and their teaching and

learning strategies, it is strongly recommended that CL and teachers start developing their own

initiated lesson plans for challenging topics.

Adding Lesson Plans developed by CL and teachers

Module 6 should be built-up by adding more sample lesson plans. CL and teachers must be

encouraged to develop these lesson plans. CL and teachers have opportunities to develop lesson

plans for challenging topics when preparing their SBI/CBI. Besides, CL can improve lesson plans

when discussing the challenging topics with other CLs in CL Sourcebook Training.

Some of the lesson plans developed by CL and teachers will be added to the modules.

Table of Contents:

Identification of Challenging Topics............................................................................................. 3

Sample Lesson Plans (TYPE A)................................................................................................... 5

Lesson 1: Primary 5, Unit 2 Properties of Soil........................................................................ 6

1. Lesson Overview .............................................................................................................. 6

2. Lesson Plan....................................................................................................................... 8

3. Teaching Hint ................................................................................................................. 10

4. The Use of Chalkboard ................................................................................................... 16

5. English as a Teaching Tool.............................................................................................. 17

Lesson 2: Primary 4, Unit 2: Characteristics of Water and Other Liquids.............................. 19

1. Lesson Overview ............................................................................................................ 19

2. Lesson Plan..................................................................................................................... 21

3. Teaching Hints................................................................................................................ 25

4. The Use of Chalkboard ................................................................................................... 28

5. English as a Teaching Tool.............................................................................................. 30

Sample Lesson Plans (TYPE B)................................................................................................. 31

Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals) ............................. 32

1. Lesson Plan..................................................................................................................... 32

2. English as a Teaching Tool.............................................................................................. 34

Lesson 4: Primary 6 Production of Sound (Energy).............................................................. 36

1. Lesson Plan..................................................................................................................... 36

2. English as a Teaching Tool.............................................................................................. 38

Lesson 5: Primary 4 Properties of Air................................................................................... 39

1. Lesson Plan..................................................................................................................... 39

2. English as a Teaching Tool.............................................................................................. 41

Version: 1.00Module 6 Sample Lesson Plans in Science

Identification of Challenging Topics

Introduction

Some teachers in primary schools think that some topics are difficult or challenging to teach. They call

the topics challenging topics. The teachers claim that the topics require subject teachers or specialists

to teach them. However, with adequate preparation, teaching these topics should not be problematic. It

is a matter of preparation not qualification. A little bit of extra effort and time to prepare a lesson

makes a big difference and helps teachers to improve their lessons greatly.

This section provides some useful information about challenging topics for CLs and teachers. It helps

to identify challenging topics.

Preferred Topics

It is important to examine topics that teachers prefer to teach. When we understand why we prefer

certain things, it becomes easier to see why we do not prefer other things. The preferred topics and the

reasons for preferring those topics can help us to see why some topics are regarded as challenging.

Teachers in Primary schools seem to prefer teaching some topics in Science. Some examples are:

Food, Plants, Animals, the Family and the Community

There are some reasons why primary school teachers prefer teaching the topics listed above to others.
They are shown below.

The topics present real and familiar things.

There are relevant curriculum materials and teaching/learning materials to use in lesson

delivery.

Local teaching and learning materials could be used.

Teachers have interest in teaching familiar topics.

The topics lend themselves to the use of the activity method of teaching.

Challenging Topics in Science

The following are some examples of challenging topics in Science. These are based on opinions

gathered from serving teachers at the primary school level.

Earthquakes, Formation of Clouds, Forces, Electrical Circuits, Constraints to Healthy Living:

HIV/AIDS, Body Framework of Mammals, Magnets and non-magnets, Reflection of Light,

Dispersal of Fruit and Seed, Pollination and Fertilization in Plants

It seems that the reasons why teachers perceive some topics as challenging vary from teacher to

teacher. However, some typical reasons are identifiable. For example, one of the reasons is that

challenging topics are seen to be abstract because they are not seen in real life situations. Another

reason can be that challenging topics lack relevant curriculum materials that teachers can use as

resource materials. The following are some of the reasons some teachers gave for regarding certain

topics as challenging.

Difficulty in getting Science and Environmental Studies experts to support teachers to teach

the challenging topics.

Lack of relevant teaching/learning materials to teach the challenging topics.

Inadequate funds for purchasing some teaching/learning materials e.g. consumable materials.

Some teachers’ level of interest in Science and Environmental Studies.

The problem of untrained teachers who lack content knowledge in Science and skills to

handle Science and Environmental Studies.

Large class sizes do not lend themselves to the activity method of teaching.Module 6 Sample Lesson
Plans in Science

Inadequate preparation by the teachers.

Inadequate practical lessons in pre-service training at colleges due to the emphasis on passing

of examination.

Summary

The challenging topics are seen to be abstract in nature. Besides, there are no teaching/learning

materials and relevant curriculum materials to support teachers to teach such topics. Some teachers use

inappropriate teaching methodology, and large class size makes the use of the activity method of

teaching difficult.

These problems can be overcome by adopting good strategies in the teaching/learning processes.

The fundamental principle that underlies the INSET programme is that teachers learn effectively

through sharing implementation and discussion of a lesson with their colleagues. Thus, the CL and

teachers should utilise the opportunities for lesson implementation and post-lesson discussion at

SBI/CBI and CL Sourcebook Training to treat challenging topics.Module 6 Sample Lesson Plans in
Science

Sample Lesson Plans (TYPE A)

Lesson 1: Properties of Soil (Primary 5)

1. Lesson overview

2. Lesson plan

3. Teaching hints

4. The Use of Chalkboard

5. English as a teaching tool

Lesson 2: Char acteristics of Water and Other Liquids (Primary 4)

1. Lesson overview
2. Lesson plan

3. Teaching hints

4. The Use of Chalkboard

5. English as a teaching tool Module 6 Sample Lesson Plans in Science

Lesson 1: Primary 5, Unit 2 Properties of Soil

1. Lesson Overview

Introduction

Soils are very common in our environment. Pupils see different kinds of soil on their way to school.

Many pupils have played with soil at some stage in their growth/development, touching and feeling

them with their hands. Some of them know that soils support plants and can be used in building houses

and roads (taught in Primary 4). From these experiences, it is obvious that soils are reasonably familiar

things to the pupils; however, many pupils do not pay particular attention to its characteristics. It is

important to know about the characteristics of soil because it often determines which soil is more

preferable for a specific use. For example, some particular kinds of soil are useful for growing certain

types of crops. Having a good understanding of the characteristics of soil is very helpful for farming.

In this lesson on Properties of Soil, pupils are expected to observe and classify different types of soil.

They are to consider the uses of soil in our everyday life, and then explore which soils are best for

various crops.

The teacher can organise group activites depending on the class size and the nature of the activities.

The teacher should move around in the class when pupils are working on the activities, spending

ample time with them and paying attention to them.

Gener al Objectives of the Topic (Soil in Primary 5)

The pupil will

acquire basic knowledge about soil.

acquire skills in controlling soil erosion.

understand the importance of soil in crop production.

Specific Objectives of the Lesson (Properties of Soil)

By the end of the lesson, pupils will be able to:

determine at least two differences among loamy, sandy and clayey soils.

demonstrate the water holding capacity of loamy, sandy and clayey soils.

This topic (properties of soil) is found in Unit 2 of the primary 5 syllabus. It deals with how a sample

of soil can retain water or allow water to pass through it. The units that pupils learn before and after

this unit are shown in Table 1. The table also indicates the place of the topic, Properties of Soil, in

bold.

Table 1: Class and Unit that this topic can be found

Class Unit

Primary 4 Unit 1:Composition and uses of soil

Primary 5

Unit 1: Types of soil

Unit 2: Properties of soil

Unit 3: Soil erosion – causes, effects and control

Primary 6

Unit 1: Land degradation

Unit 2: Soil fertility

Module 6 Sample Lesson Plans in Science

Relevant Previous Knowledge (R.P.K.)

Pupils are familiar with the type of soil in the school garden.

In Primary 4, pupils have already learnt the following:

Soil is made up of particles of stone and other materials like dead plants, animals and air.

Soil supports plants.

Soil is useful in crop production.

It can also be used in building houses and roads.

Soil can be used in making pots, bowls and ovens.

In Primary 5 in previous lessons, pupils have already learnt the following.

Soil can be grouped into sandy, clayey and loamy.

Details about the Class

The “Details about the Class” explains the current situation of the class in terms of general information

about the pupils, academic progress, interest in the subject and attitude towards the subject.

(Refer to Module 4: 4.1.3. “Details about the Class” for further explanation.)

（This is an example）

This class is made up of 50 pupils (28 girls and 22 boys). Majority of the pupils seem to have a good

understanding of the uses of soil while a few pupils have a strong interest in the characteristics of soil.

Approximately half of them have had some kind of farming experience with their parents. Although all

of them participated in the previous lesson that dealt with grouping soil into sandy, clayey and loamy,

roughly 10 of them are still struggling with how to group them.

The next section shows samples of lesson plans taken from the primary school syllabus. Some of them

present the format with suggested teaching and learning activities. Others have suggested teaching

hints added to certain parts of the lessons and are intended to help the teacher to achieve the core

points for the various stages of the lesson.

However, a teacher should not assume that all pupils in the class have a good

understanding of the above because they have previously learnt them. It is always

important to pay enough attention to the individual needs of the pupils.8

2. Lesson Plan

PROPERTIES OF SOILS
SUBJECT: Integrated Science REFERENCES: 1. Primary School Integrated Science Syllabus pg 38-39

CLASS: Primary 5 DETAILS ABOUT THE CLASS: Majority of the pupils seem to have a good
understanding of the uses of soil while a

few pupils have a strong interest in the characteristics of soil.

DAY/DAT

E/TIME/D

URATION

TOPIC/

SUB-TOPIC

OBJECTIVES/

R.P.K.

TEACHING/LEARNING MATERIALS

TEACHER/LEARNER ACTIVITIES CORE POINTS EVALUATION/

EXERCISE

Wednesday

2nd of Oct. 06

11:00～

60 mins

TOPIC:

TYPES OF

SOIL.

SUB-TOPIC:

PROPERTIES

OF SOIL.

OBJECTIVES:

By the end of the

lesson pupils will

be able to:

determine two

differences in

loamy, sandy

and clayey soils;

demonstrate the

water holding

capacity of

loamy, sandy

and clayey soils.

R.P.K.:

Pupils are familiar

with the type of

soil in the school

garden.

TLM: loamy, sandy, and clayey soils, funnels, cotton wool,

empty transparent plastic containers, water, cups, sticks

INTRODUCTION

Short talk or discussion about real life experiences related to

water holding capacity. (eg: erosion of sports grounds of the

school )

Through question and answer method, pupils state the types of

soil near their houses and in the school garden.

ACTIVITY 1:

Pupils touch/feel and describe the soil samples in terms of

colour, texture, and particle size and record their observations

in a table.

ACTIVITY 2:

Using the same type of soil samples, pupils find out if the

different types of soil allow water to pass through them at the

same rate.

Let the group leaders read out their observations and discuss

their groups’ findings with the class.

For the instructions, refer to worksheet or teaching approach on

an attached paper.

APPLICATION:

Pupils discuss which soil will be best for planting in the school

garden or their gardens at home (Note that different kinds of

plants also determine suitable soil type.)

CONCLUSION:

e.g. Loamy soil is suitable for growing cabbage.

CORE POINT 1:

Sandy soil has larger particles and is brownish in

colour. It feels very rough between the fingers. Clayey

soil has smaller particles and is whitish or brownish in

colour depending on its location. It feels very smooth

and has medium size particles.

CORE POINT 2:

Different soils allow water to drain through them at

different rates. Sandy soil allows water to pass through

it easily. Loamy soil allows water to pass through it

better than clayey soil.

CORE POINT 3:

Clayey soil retains water most while loamy soil holds

sufficient water for plant growth.

ORAL QUESTIONS:

What type of soil is in

the school garden?

What type of soil is on

the school compound?

What is the colour of

the soil in the school

garden?

WRITTEN

QUESTIONS:

There are 3 main

types of soil.

Which soil type will

dry up more quickly

and why?

Which soil would be

best for growing crops

in the school garden

and why?9
Lesson Plan with Hints

The lesson plan below shows speech blobs (rounded rectangular shapes) that indicate hints for teaching
the various stages. The hints for teaching deal with

specific skills for lesson delivery and they are explained in detail in the following pages. The position of
each speech blob suggests where each one of the hints

can be used.

DAY/

DURATION

TOPIC/

SUB-TOPIC OBJECTIVES/ R.P.K TEACHING/LEARNING MATERIALS

TEACHER/LEARNER ACTIVITIES CORE POINTS EVALUATION/

EXERCISE

Wednesday

60MINUTES

TOPIC:

TYPES OF

SOIL.

SUB-TOPIC:

PROPERTIE

S OF SOIL.

OBJECTIVES:

By the end of the

lesson pupils will be

able to:

determine two

differences in

loamy, sandy and

clayey soils

demonstrate the

water holding

capacity of loamy,

sandy and clayey

soils.

R.P.K.:

Pupils are familiar

with the type of soil

in the school garden

TLM: loamy, sandy, and clayey soils, funnels, cotton wool,

empty transparent plastic containers, water, cups, sticks

INTRODUCTION:

Short talk or discussion about real life experiences related to

water holdinng capacity.

Through question and answer method, pupils state the types of

soil near their houses and in the school garden.

ACTIVITY 1:

Pupils touch/feel and describe the soil samples in terms of

colour, texture, and particle size and record their observations

in a table.

ACTIVITY 2:

Using the same type of soil samples, pupils find out if the

different types of soil allow water to pass through them at the

same rate.

Let the group leaders read out their observations and discuss
their groups’ findings with the class.

APPLICATION:

Pupils discuss which soil will be best for planting in the school

garden, or their gardens at home. (Note that different kinds of

plants also determine suitable soil type.)

CONCLUSION:

e.g. Loamy soil is suitable for growing cabbage.

CORE POINT 1:

Sandy soil has larger particles and is brownish in

colour. It feels very rough between the fingers. Clayey

soil has smaller particles and is whitish or brownish in

colour depending on its location. It feels very smooth

and has medium size particles.

CORE POINT 2:

Different soils allow water to drain through them at

different rates. Sandy soil allows water to pass through

it easily. Loamy soil allows water to pass through it

better than clayey soil.

CORE POINT 3:

Clayey soil retains water most while loamy soil holds

sufficient water for plant growth.

ORAL QUESTIONS:

What type of soil is in

the school garden?

What type of soil is on

the school compound?

What is the colour of

soil in the school

garden?

WRITTEN

QUESTIONS:

There are 3 main types

of soil.

Which soil type will

dry up more quickly

and why?

Which soil would be

best for growing crops

in the school garden

and why?

Hints for Introduction

Hints for Activity 1

Hints for Activity 2

Hints for Application Module 6 Sample Lesson Plans in Science

10

3. Teaching Hint

The discussion that follows is the suggested teaching approaches for presenting the lesson whose lesson

plan can be found on the previous page.

Hints for Introduction

Questioning Skills for Introduction

In the introduction, the teacher can use any (or all) of the approaches below.

a) questionsthat review pupils’R.P.K.

Example

b) questionsthatrelate the lesson to real life situations.

Example

Note: Different crops do well in different soils so any soil type mentioned should be supported with the

appropriate crops. Eg.sandy soil – shallot/onions; humus- pepper.

Hints for Activity 1

Activity 1 islinked withCore Point 1. HintsforActivity 1 lead to a good understanding of Core Point 1.

Core Point 1 (of Activity 1): Sandy soil has larger particles and is brownish in colour. It feels very rough

between the fingers. Clayey soil has smaller particles and is whitish in colour. It feels very smooth and
has

smallsize particles. Loamy soil has particles with a mixture ofsizes and is black in colour.

Approach to Activity 1 (for Core Point 1):

An approach toActivity 1 isshown below as an example.

1. Three soil samples (sandy, clayey and loamy soils) are needed for this activity and they can be

obtained from the school garden and the neighborhood.

2. In groups, pupils examine the samples carefully.

3. Pupilstouch/feel and describe the colour, particle size and texture of the three samples ofsoils.

4. Pupilsrecord their observationsinTable 2.

5. Discuss pupils’ observations and classify the soil types according to the size of particles and

texture.

T) “Name the types ofsoil you know?”

T) “How many types ofsoil are there in the school?”

T)”Name the types ofsoil in the school garden.”

T)”What types ofsoil are there in the school garden?”

T) “What types ofsoil are there in the school garden?”

T) “Which soil/land isthe best for farming?”Module 6 Sample Lesson Plans in Science

11
Table 2: Properties of soil types

Type ofsoil Colour Size of particles Feel or texture

Sandy

Clayey

Loamy

Questioning Skills for Activity 1

In Activity 1, pupils have opportunity to make their own observations. Ateacher should use questions that

elicit the observations pupils have made. (See Module 4 General Pedagogy: 2.5 “Questioning Skills” for

further explanation.)

Examples

Hints for Activity 2

Activity 2 islinked withCore Point 2. HintsforActivity 2 lead to a good understanding of Core Point 2.

Core Point 2 (of Activity 2): Different soils do not allow water to drain through them at the same rate.

Sandy soil allows water to pass through it easily. Loamy soil allows water to pass through it better than

clayey soil.

Approach to Activity 2 (for Core Point 2)

An approach toActivity 2 isshown below as an example.

1. Using the soil samples, pupils find out if the different types of soil allow water to pass through

themat the same rate.

2. Let pupils predict what would happen to the water in the three types ofsoils (Pupils can be asked

to write it down).

3. Pupils or group leaders present their predictions to the class. (Teacher writes them on

chalkboard).

4. Carry out the experiment (Either teacher-led demonstration or group activity, depending on

availability of the apparatus and time).

5. As a group, pupilsrecord the results on the board or in their exercise books

6. Pupilsshare the results with members of other groups.

7. Discussthem in class, comparing them with the predictions pupils made before the experiment.

T) “What isthe colour of thissoil?”

T) “How does it feel when you touch the soil?”

T) “How will you describe the texture of clay?”

T) “How big isthe size of the soil particles?”

T) “How different issand fromclay?”Module 6 Sample Lesson Plans in Science

12

Preparation of Teaching and Learning Materials for the lesson

Resources:

3 different transparent containers of equalsize (beakers/ plastic bottles/ glasses)

Samples ofsandy, clayey and loamy soils(which are locally available.)

Filter paper/a piece of paper/ cotton wool

3 funnels

Aclock/stop watch/wrist-watch

Steps to follow:

1.Fold the filter paper as shown.

When filter paper is not available, we can improvise it. Instead of filter paper, we can use

cotton wool or a piece of tissue fromtoilet roll.Module 6 Sample Lesson Plans in Science

13

2. Set up the apparatus.

When funnels and beakers are not available, other materials can be used, catering for the same

purpose. Ateacher can improvise them. One other example, which uses empty plastic bottles, is

shown below.Module 6 Sample Lesson Plans in Science

14

Questioning Skills for Activity 2(Core Point 2)

In Activity 2, pupils are given the opportunity to carry out an experiment that focuses on discovery. This

activity allows a teacher to use a variety of questions, including high order questions, such as analysis,

synthesis and application questions.

The teacher can also highlight some of the process skills in this activity, asking questions that are related
to

process skills. Examples of these questions and process skills are shown below. (See Module 4: 2.3.2

Generic/Process Skills and Science for further explanation.)

Example

Hints for Application

Application is linked with Core Point 3. Hints for Application leads to a good understanding of Core
Point

3.

Core Point 3 (of Application): Clayey soil retains water most while loamy soil holds sufficient water for

plant growth.

Approach to Application (for Core point 3)

An approach to application isshown below as an example.

1. Having obtained the findings that pupils got from Activity 2, pupils discuss the soil type that

retains water most.

2. Teacher asks which soil is best for growing crops.

3. Teacher guides the pupils through the information to discover that crops need just sufficient

amount of water. Itshould neither be too little nor too much.

4. Through a discussion on which soil is best for growing crops, let pupils synthesise both the

information that they obtained fromthe activity and the information their teacher hasjust given.

5. After pupils come to a conclusion, teacher asks if the type of soil in the school garden is suitable

for growing crops.

6. Encourage pupils to suggest the types of soil that would be best or suitable for planting a local

crop.

Question Process Skill

“What islikelyto happen?” Predicting

“Which type ofsoil islikelyto hold water the longest?” Predicting

“Whywill the clayeysoil hold water longest?” Hypothesising

“How will you group the soils?” Classifying

“What will you need tomake this experimentfair?” Handling apparatus

“How would you do it?” Designing

“What will you measure?” Measuring

“How will you record the results?” Recording (Writing)

“How will you share your results?” Reporting/communicatingModule 6 Sample Lesson Plans in Science

15

Questioning Skills for Generating Application of the Concept

Ateacher can use the following questionsforsumming up the lesson. Example

Related Information

The smaller the particles of soil, the greater the total surface area of the particles on which the water can

collect. The further apart the particles, the more easily water passesthrough.

Clayey soil has very small particles and holds water better than sandy and loamy soils, but it tends to

become waterlogged and develops cracks when dry.

Sandy soil holdslittle water because it haslarge spaces between its particles.

Loamy soil holds water well. It does not become waterlogged. Humus also increases the water holding

ability ofsoils.

“The ability of soil to hold back water is called the water holding/ retention capacity of the soil.”

Question Process Skill

“What have you found?” Evaluating

“Howdo you compare the results?” Discussing

“Whatmight be said about the relationship between water

holding capacityand size of participles ofsoil?”

Generalising

“How will you tell your friends about today’sfinding?” Communicating16

16

4. The Use of Chalkboard

Asample layout of chalkboard writing isshown below.

3rd

/May/06

Properties of Soil

Types ofsoil we can find in the school garden.

Examples: Sand, clay, loamand so on.

Activity 1: Properties of Soil

Types of

soil

Colour Size of

particles

Feel or

texture

Sandy

Clayey

Loamy

Sandy soil has larger particles and is brownish in colour. It

feels very rough between the fingers. Clayey soil has

smaller particles and is whitish or brownish in colour

depending on its location. It feels very smooth and has

medium size particles.

Activity 2: Which soil allows water to passthrough itmore

easily?

Materials: TLM: loamy,sandy, and clayeysoils, cotton wool,

funnels and beakers(or emptytransparent plastic containers),

water, cups,sticks

Aim: To find out ifthe different types ofsoil allowwater to

passthrough themat the same rate.

Set-up:

Predictions:

Group A: Clay allows water to pass through it faster than

others.

Group B: There isno difference. Theyare all the same.

Group C: Water passesthrough sand at the fastestrate.

Group D: Different soils do not allow water to drain through

themat the same rate.

Result:

Table: Results of the Experiment

Type of Soil What happened to the water

after 3 minutes?

Clay

Sand

Loam
Conclusion (of activity 2):

Allow water to pass through them at different rates.

Sandy soil allows water to passthrough it easily. Loamy

soil allows water to pass through it better than clayey

soil.

Application and Conclusion:

Clayeysoil retainswatermost while loamysoil holds

sufficient water for plant growth.

Loamysoil issuitable for growing cabbage.

Exercise:Module 6 Sample Lesson Plans in Science

17

5. English as a Teaching Tool

(a) Activity 1: In the first activity of this lesson, the pupils have to describe the feel or texture of the

three soil samples. The pupils will be able to describe the soils in their local language. The teacher can

help the pupils to learn some English words to describe the differences.

The following descriptive words will be helpful:

clay sand loam

small grains

smooth

sticky (grains stick together)

You can make it into a ball

bigger grains

rough

You can pour it

It runs through your fingers

crumbly

loose

a mixture of textures

bigger and smaller pieces together

(b) Activity 2: In this lesson the pupils are asked to write down what they think will happen before

they do the experiment. After the teacher has explained the experiment she should give the pupils

some ideas and some words to help them. For example the teacher can say:

“Do you think it will be the same for each type of soil? What will be different? Will the water pass

through one type of soil quickly and move through another type of soil more slowly? Now I want you

to write down some sentences to say what you think will happen in this experiment. Here are some

words that you can use in your writing” eg. Fast, slowly, quickly, holds, doesn’t hold.

Encourage the pupils to explain their ideas fully using the following sentence structures:

It is important for the teacher to give clear instructions for the pupils to follow, using phrases which

they have heard before so that they become familiar with what they are expected to do.

For example:

Give a clear title which tells the pupils what they are going to be studying.

Tell the pupils what equipment is needed for the experiment.

Make the instructions brief, in simple steps and in clear English.

Each of these points will also provide a list of vocabulary items to help pupils with their writing.

I think ……… because ………..

First it will ……… and then it will ….…….

In the sand I saw ………. but in the clay I saw

………Module 6 Sample Lesson Plans in Science

18

The experiment could be written on the blackboard for the pupils to copy into their exercise book (see

below).
Experiment : To Investigate How Different Soils Hold Water

What you need: three pieces of cloth, three samples of soil, three sieves, three equal quantities of

water, three containers, a clock or timer.

Step 1 Put a piece of cloth in a sieve. Do the same with two other sieves.

Step 2 Put each sieve at the mouth of a container.

Step 3 Label the sieves A, B and C.

Step 4 Put some sand on sieve A.

Step 5 Put the same quantity of clay on sieve B.

Step 6 Put the same quantity of loam on sieve C.

Step 7 Pour the same amount of water onto each sieve.

Step 8 Note the time. After 3 minutes, observe which type of set-up has most water in the sieve

and which type of set-up has most water in the container.

Step 9 Record your findings in the table below.

Table 3: Results of the Experiment

Type of Soil What happened to the water after 3 minutes?

Clay

Sand

LoamModule 6 Sample Lesson Plans in Science

19

Lesson 2: Primary 4, Unit 2: Characteristics of Water and Other Liquids

1. Lesson Overview

Introduction

Water is the most common liquid in the world. We drink it, wash in it and do many things with it. In

many ways water controls our lives. It determines where we can live and whether we can grow crops

for food and also determines which weather we have. All living things use water- plants, animals and
people. About 2/3(70%) of the human body is made up of water. The body needs about 2 litres every

day. Water forms part of our food and drinks. It replaces the water that is lost through sweat, urine and

breathing. Water is more important than food (you can survive between 5 to 10 days only without

water but can do for 50 to 60 days even without food if you have water). Water is a compound with

chemical formula H2O (2 Hydrogen atoms and 1 Oxygen atom).

Gener al Objectives of the topic (Water in primary 4)

The pupil will:

recognise various sources of water.

relate water to other liquids.

appreciate the importance of water.

understand the dangers associated with polluting water bodies.

Specific Objectives of the lesson (Char acteristics of water and other liquids)

By the end of the lesson, pupils will be able to:

identify water from other liquids.

compare water to some other liquids.

This topic (Characteristics of Water and other Liquids) is found in Unit 2 of the primary 4 syllabus.

The units that pupils learn before and after this unit are shown in Table 4. The table also indicates

place of the topic, Characteristics of Water and other Liquids, in bold.

Table 4: Class and Unit that this topic can be found

Class Unit

Primary 4 Unit 1:Sources of water

Unit 2: Char acteristics of water and other liquids

Unit 3: Uses of water

Unit 4: Water pollution

Primary 5 Unit 1: Purification of water

Unit 2: Water as a solvent

Unit 3: Water cycle

Module 6 Sample Lesson Plans in Science

20

Relevant Previous Knowledge (R.P.K.)

Pupils use water and other liquids (e.g. kerosene and fruit juice) in their everyday activities.

In Primary 4, pupils have learnt that:

Water may be obtained from rivers, taps, wells, lakes, lagoons, streams, rain and the sea.

Water may contain different kinds of impurities.

Details About the Class

The “Details about the Class” explains the current situation of the class in terms of general information

about the pupils, academic progress, interest in the subject and attitude towards the subject.

(Refer to Module 4: 4.1.3. “Details about the Class” for further explanation.)

(This is an Example)

This class is made up of 58 pupils (33 girls and 25 boys). Majority of the pupils know the basic

differences among the liquids that will be used in the lesson. However, many of them have difficulty in

expressing them in English words. Special attention is needed to develop the pupils’ understanding of

these English vocabularies. The concepts of thickness and thinness are to be developed. Some pupils

are very much familiar with kerosene but there are some who have not touched it before. Pupils have

learnt about the sources of water in the previous lesson, and understand that water may contain

different kinds of impurities. Thus, it is important to stress that the water discussed in this lesson is

pure water, without impurities, so as not to confuse the pupils.

However, the teacher should not assume that all pupils in the class have a

good understanding of the above. It is always important to pay enough

attention to individual needs of pupils.21

2. Lesson Plan

WATER AND OTHER LIQUIDS

SUBJECT: Integrated Science REFERENCES: 1. Primary School Integrated Science Syllabus pg 9

CLASS: Primary 4 DETAILS ABOUT THE CLASS: Special attention is needed to develop the pupils’
understanding of the English

vocabularies that explain the differences among the liquids.

DAY/DA

TE/TIME

/DURATI

ON

TOPIC/

SUB-TOPIC

OBJECTIVES

/R.P.K.

TEACHING/LEARNING MATERIALS

TEACHER/LEARNER ACTIVITIES CORE POINTS EVALUATION/

EXERCISE

WED.

1st of Oct.

06

9:00～

30mins.

TOPIC:

Water and

other liquids

SUB-TOPIC:

Characteristics

of water and

other liquids
OBJECTIVES:

By the end of

the lesson,

pupils will be

able to:

- identify water

from other

liquids

- state at least 2

differences

between water

and other

liquids.

R.P.K:

Pupils use water

and other liquids

in their every

day activities.

TLMs:

Water, orange juice, kerosene, cooking oil, e.g. palm oil in transparent bottles with lids,

stop watch, rulers, marker, pen, and funnel.

INTRODUCTION:

Lesson is introduced through Q and A, for example,

“What kind of liquid do you use in making stew?”

“Do all liquids have taste, smell and colour?”

ACTIVITY 1: Group activity

In groups, pupils compare the liquids, looking at the differences in colour, smell and

texture (thick/thin). Complete the table.

Colour Smell Texture

Liquid With

colour

Without

colour

With

smell

Witho

ut

smell

Thick Thin

Water

Cooking oil

Orange

Juice

Kerosene

CORE POINT 1:

Some liquids have colour. (eg.

Orange juice)

Others have taste and

smell.(eg. Kerosene)

Pure water is colourless,

odourless and tasteless.

State 2 differences

between water and

cooking oil.

Which liquid has

coloured: kerosene

or orange juice?

Water flows more

slowly than

cooking oil. True

or False?2

ACTIVITY 2: Demonstration

The teacher and pupils use TMLs to demonstrate an activity to find out which liquid

pours more easily than others.

Procedure:

1. Obtain two identical plastic bottles and place a funnel on each.

2. Mark each bottle equally.

3. Measure some water and put it into one of the bottles through the funnel.

4. Time it and check how long it takes to reach the mark.

5. Repeat the activity with the cooking oil.

6. Copy and complete the table.

APPLICATION:

“You got water from a borehole in your neighborhood. How would the water be

different from water from a river or muddy pond?”

Does it flow fast

or slow?

How does it feel

between your

Liquid fingers?

Time it takes to

reach the mark (In

seconds) Fast Slow Thick Thin

Water

Cooking Oil

CORE POINT 2:

Some liquids flow more slowly

than others. Cooking oil flows

more slowly than water.23

Lesson Plan with Hints

The lesson Plan below has speech blobs (rounded rectangular shapes) that show hints for teaching
approaches. The hints for teaching approaches deal with

specific skills of lesson delivery and they are explained in detail in the following pages. The position of
each balloon indicates where each one of the hints can

be used.

DAY/

DURAT

ION
TOPIC/

SUB-TOPIC

OBJECTIVES

/ R.P.K.

TEACHING/LEARNING MATERIALS

TEACHER/LEARNER ACTIVITIES CORE POINTS EVALUATION/

EXERCISE

WED.

60mins.

TOPIC:

Water and

other liquids

SUBTOPIC:

Characteristic

s of water and

other liquids

OBJECTIVES:

By the end of

the lesson,

pupils will be

able to:

- identify water

from other

liquids,

- state at least 2

differences
between water

and other

liquids.

R.P.K.:

Pupils use water

and other liquids

in their every

day activities.

TLMs:

Water, orange juice, kerosene, cooking oil in transparent bottles with lids, stop watch,

rulers, marker, pen, and funnel.

INTRODUCTION:

“What kind of liquid do you use in making stew?”

“Are all liquids tasteless and odourless?”

ACTIVITY 1: Group activity

In groups, pupils compare the liquids, looking at the differences in colour, smell and

texture (thick/thin). Complete the table.

Colour Smell Texture

Liquid With

colour

Without

colour

With

smell

Without
smell Thick Thin

Water

Cooking oil

Orange Juice

Kerosene

CORE POINT 1:

Some liquids have colour.

Others have taste and smell.

Pure water is colourless,

odourless and tasteless.

State 2 differences

between water and

cooking oil.

Which liquid is

coloured, kerosene

or orange juice?

Water flows more

slowly than

cooking oil.True or

False?

Hints for Activity 1 2

ACTIVITY 2: Demonstration

The teacher demonstrates an activity to find which liquid pours more easily than others.
Procedure:

1. Obtain two identical plastic bottles and place a funnel on each.

2. Mark each bottle equally.

3. Measure some water and put it into one of the bottles through

the funnel.

4. Time it and check how long it takes to reach the mark.

5. Repeat the activity with the cooking oil.

6. Copy and complete the table.

APPLICATION:

“You got water from a borehole in your neighborhood. How would the water be different

from water from a river or muddy pond?”

Does it flow

fast or slow?

How does it feel

between your

L fingers? iquid

Time it takes to

reach the mark

(In seconds) Fast Slow Thick Thin

Water

Cooking Oil

CORE POINT 2:

Some liquids flow more slowly

than others. Cooking oil

flows more slowly than water.

Also See “the Use of

Chalkboard”.

Hints for Activity 2 Module 6 Sample Lesson Plans in Science

25

3. Teaching Hints

Hints for Activity 1

Activity 1 is linked with Core Point 1. Hints for Activity 1 lead to a good understanding of Core Point

1.

Core Point 1(of Activity 1): Some liquids have colour. Others have taste and smell.

Approach to Activity 1(for Core Point 1)

An approach to Activity 1 is shown below as an example.

Comparing liquids

Materials: 1. Water 2. Kerosene 3. Orange juice 4. Cooking oil (eg. Palm oil) 5. Transparent

bottles with lids

Procedure: Look at the samples of different liquids.

Safty: DO NOT taste any of the liquids.

Complete the table below.

Table 5 Comparing liquids

Colour Smell Texture

Liquid

With

colour

Without

colour

With

smell
Without

smell Thick Thin

Water

Cooking oil

Orange Juice

Kerosene

Questioning Skills for Activity 1

T) “Do they have colour or they are colourless? ”

T) “Do they smell?”

T) “Do they feel thick or thin?” (After rubbing a little of each between your fingers.)Module 6 Sample
Lesson Plans in Science

26

Hints for Activity 2

Activity 2 is linked with Core Point 2. Hints for Activity 2 lead to a good understanding of Core Point

2.

Core Point 2(of Activity 2): Some liquids flow more slowly than others. Cooking oil flows more

slowly than water. Pure water is colourless, odourless and tasteless.

Approach to Activity 2 (for Core Point 2)

An approach to Activity 1 is shown below as an example.

Which liquid pours more easily?

Materials: Water, cooking oil (eg. palm oil), plastic bottles, ruler, marker, stopwatch (a

stopwatch/clock/wrist watch), funnels,

Procedure

1. Obtain two identical plastic bottles and place a funnel on each.

2. Mark each bottle equally.

3. Measure some water and put it into one of the bottles through the funnel.
4. Time it and check how long it takes to reach the mark.

5. Repeat the activity with the cooking oil.

6. Copy and complete Table 6.

Table 6: Which liquid flows faster?

Does it flow fast or slow? How does it feel between your

fingers? Liquid Time it takes to reach the

mark (In seconds) Fast Slow Thick Thin

Water

Cooking Oil

Before conducting the experiment, pupils can make an

assumption or prediction of which liquid flows fastest and

slowest, applying the results from Activity 1.Module 6 Sample Lesson Plans in Science

27

When funnels are not available, empty plastic bottles can be used instead. An example of the

construction of the apparatus is shown below.

Questioning Skills for Activity 2

Related Information

Pure water is colourless, odourless (has no smell) and is tasteless. Some other liquids like kerosene,

fruit juice and edible oils have colour, smell and taste.

At atmospheric pressure, pure water:

freezes at 0℃.

is neutral to litmus.

boils at 100℃.

has a maximum density of 1g/cm3 at 4℃.

is a poor conductor of electricity (but becomes a good conductor when a small amount of an

ionic compound is dissolved in it).

expands between 4℃ and 0℃ and contracts (becomes less in volume) when melting from

0℃ to 4℃ so usually, solid water (ice)floats on liquid water.

has a high surface tension so that it appears to form a strong skin on its surface.

Water is capable of dissolving many substances and it is therefore referred to as a universal solvent.

NB: Dissolved solids, such as salt and sugar raise the boiling point and lower the freezing point of

pure water.

T) “Why must the bottles be identical?”

T) “Why must the same volume of each liquid be used?”28

4. The Use of Chalkboard

Samples of layouts of chalkboard writing are shown below.

Sample A

Method:

Obtain two identical plastic bottles and place a funnel on each.

Mark each bottle equally.

Measure somewater and pouritinto one ofthe bottlesthrough the funnel.

Time it and check howlongittakestoreach themark.

Repeat the activitywith the cooking oil.

Copyand complete the table:

23rd/June/06

Water and otherliquids

Characteristics ofwater and otherliquids.

Experiment

Title:Activity2 Which liquid poursmore easily?

Aim:To find out which liquid flowsfaster or more slowly.

Apparatus:Water, cooking oil, plastic bottles,ruler,marker,

stopwatch,funnels.
Observation:

Liquid

Howlong doesit take

toreach themark?

Doesitflowfast or

slowly?

Water

Cooking

Oil

Conclusion

Conclusion/today’ssummary

Pure wateris colourless, odourless andtasteless.

Cooking oilflows more slowlythan water

Exercise

Divide the chalkboard into four

sections, showing clear differences in

sections of the experiment2

Sample B

23rd

/June/06

Water and other Liquids(->Title)

2).Characteristics ofwater and other liquids

Activity 1: Comparing some liquids(->Title ofactivity)

Materials: water, kerosene, orange juice, cooking oil,(transparent)

bottles (->Resources ofthe activity)

(->Result ofthe activity)

Water and otherliquids are different.Theysmell differently. Their

colours are different.Theirtexture (feel) is different.

Some liquidsflowmore slowlythan others.

Pure wateris colourless, odourless andtasteless.

Liquid Colour Smell Texture

Water Colourless No smell Thin

Kerosene

Colourless Hassmell Thin

Orange juice Orange Hassmell Thin

Cooking oil Has colour Hassmell Thick

Activity 2: Which liquid pours more easily?

(->Title of activity)

Materials: Water, cooking oil, plastic bottles,ruler,marker,

stopwatch,funnels.

Procedure:

Obtain two identical plastic bottles and place a funnel at the

mouth of each.

Mark each bottle equally.

Measure somewater and putinto one ofthe bottlesthrough the

funnel.

Time howlong it takestoreach themark.

Repeat the activitywith the cooking oil(palm oil).

Result:

Conclusion/today’ssummary
Pure wateris colourless, odourless andtasteless.

Cooking oilflows more slowlythan water

Conclusion

Conclusion/today’s summary

Pure wateris colourless, odourless andtasteless.

Water flowsfaster than cooking oil(palm oil).

Exercise

Liquid

Howlong doesit

take toreach the

mark

Doesitflowfaster

orslowly?

Water

Cooking Oil

(Palmoil)Module 6 Sample Lesson Plans in Science

30

5. English as a Teaching Tool

(a) The text in this lesson may be quite difficult for the pupils to read with understanding. If this is so,

prepare a simplified version to write on the blackboard for the pupils to read and to copy into their
exercise

books. For example the first page can be re-written asfollows:

Write the name of each liquid in the first column.

Make a class chart asshown:

Liquid Doesit have colour? Doesit have smell? Doesit have taste? What is the texture?

Isitthick or thin?

If the pupils’ standard of English is good the teacher can introduce the new vocabulary linked to
vocabulary the pupils have already learned. For example:

odourless means no smell

tasteless means no taste

identical meansthe same

(b) A simple definition of the vocabulary “thick” and “thin” is given in the pupils’ book as “thick liquids

flow or fill more slowly than thin liquids”. The teacher will have to discuss this concept with the pupils

after they have observed the experiment because they will already be familiar with the use of this

vocabulary in the context of thickness and thinness of a book or a slice of bread, for example.

water words sources colourless

odourless samples pure

tasteless liquid compare

stopwatch funnel identical

filtering poisonous filter paper

Water and other liquids are different. They smell differently. Their

colours are different. Their texture (feel) is different. The activities in

this lesson show how the liquids are different. You will need some

different liquids – kerosene, palmoil and engine oil.Module 6 Sample Lesson Plans in Science

31

Sample Lesson Plans (TYPE B)

Lesson 3: Rusting (Primary 6)

1. Lesson plan

2. English as a teaching tool

Lesson 4: Production of Sound (Primary 6)

1. Lesson plan

2. English as a teaching tool

Lesson 5: Properties of Air (Primary 4)

1. Lesson plan

2. English as a teaching tool 32

Lesson 3: Primary 6 Rusting (Characteristics of Metals and Non-metals)

1. Lesson Plan

SUBJECT: Science REFERENCES: 1. Primary SchoolIntegrated Science Syllabus pg 68-69

CLASS: Primary 6 Details about the Class: Some pupils have done woodwork and they are familiar with
rusted nails and new nails

DAY/DATE/T

IME/DURATI

ON

TOPIC/

SUB-TOPIC OBJECTIVES/R.P.K. TEACHING/LEARNINGMATERIALS

TEACHER/LEARNERACTIVITIES CORE POINTS EVALUATION/

EXERCISE

19/MAY/04

THURSDA

8:00～

30

MINUTES

TOPIC:

KINDS OF

METALS

SUB-TOPIC:
RUSTING

OBJECTIVES:

By the end of the lesson, a

pupilwill be able to:

1. mention four examples of

rusty objects in the

environment,

2.describe the process of

rusting byan experiment,

3.state at least two ways of

preventing rusting.

TLMs:

Iron nails, steel wool, water, oil,salt, lemon juice or vinegar, jars, rusty

nails and rustysteel wool.

INTRODUCTION:

Let pupils tell the difference in the colour of new and old roofing

sheets.

ACTIVITY:

Pupils observe the clean nails and steel wool and then predict what

will happen if these things are left in an open place for about one

week.

Pupils examine the old nails and steel wool for any observable

changesin colour andtexture. Compare themtothe clean ones.

Pupils give examples of other materials, which look like the old

nailsin the environment.

Pupils verify their predictions by finding out what makes iron and

steel look old and brownish in colour by performing an experiment

using the procedure below.

CORE POINT 1:

New roofing sheetslook silvery and old oneslook

reddish-brown.

CORE POINT 2:

The nails will change colour. The nails and steel

wool will become dirtyand old.

The clean nails have their original colour and

texture whilst the old nails and steel wool have

changed to a brownish and their surfaces have

become rough.

Examples of objects are: old vehicles, spoons,

some earrings, wires, iron rods coal pots etc

ORAL

QUESTIONS:

1. Mention 3

examples of metallic

objects.

2. What will

happen if you leave

clean nails outside

the classroom for

three days?
3. State three

differences between

the rusty nails and

the new ones.33

Continued fromthe previous page.

DAY/DATE/TIME/

DURATION

TOPIC/

SUB-TOPIC

OBJECTIVES

/R.P.K

TEACHING/LEARNINGMATERIALS

TEACHER/LEARNERACTIVITIES CORE POINTS EVALUATION/

EXERCISE

Observation of the

experiment after a

week

R.P.K.:

Pupils have seen old

roofing sheets that

have changed

colour to brown.

PROCEDURE:

1. Pour the same amount of cooled boiled water, oil, vinegar,saltsolution and ordinary

waterinto each ofthe five jars.Leave one jar dry.

2. Putsome newiron nails and some newsteel wool intoall the six jars.
3. Leave theset up for about one week or more.

4. Observe the nails and the steel wool for one week and record anychangesin colour.

5. Record your observationsin a table like the one below.

Jar Steel wool Iron nail

Dry

Ordinarywater

Vinegar/ lemon juice

Oil

Saltsolution

Cooled boiled water

6. Leave theset-up ofthe experimentfor further discussion after oneweek.

After a week:

Pupilsrecord the results oftheir observationsin a table.

Teacher and pupils discuss the process of rusting using the rusty nails and steel

wool as examples.

Teacher and pupils discusstwoways of preventing rusting.

CORE POINT 3:

Rusting is a chemical reaction. It

occurs on surfaces of metals. It

normally occurs when air and water act

on a metal for example iron and wears

it off to produce a reddish-brown

coating known asrust.

Painting and oiling can preventrusting.

List four examples of

objectsthat are in similar

condition like the rusty

nails.Module 6 Sample Lesson Plans in Science

34

2. English as a Teaching Tool

(a) At the beginning of the lesson the pupils are asked to predict what will happen to nails and

steel wool if they are left in the open. The pupils can work in groups (eg. of 4) to discuss their

ideas. Each group can explain their prediction to the class. Then they observe the changes in

some old nails and steel wool. The pupils may have difficulty explaining their ideas in English.

It is important for the teacher to encourage them and give them confidence to try to use their

own words. Some pupils will find it helpful to be prompted or to answer a question, which the

teacher provides them with some clues. Also, if the teacher needs to correct the pupil she can do

so by repeating the pupil’s incorrect sentence in the correct form rather than discouraging the

pupil by saying she is wrong. For example:

Ask the pupils to work in groups of 3-4 in which there is a child who is better in English is in

each group.

Write some questions based on The Rusty Nail Experiment on the blackboard and ask each

group to read out one question.

Chalkboard

Activity 1

What is likely to happen to the nails?

What is likely to happen to the steel wool?

Activity 2

What did you observe?

What happened to the nails?

What happened to the steel wool?

Have you seen any rusty metal in the village?

iron

nails

steel wool

machinery

roof

rusty

red colour

air

water

process

Ask the pupils to think of some words to write on the

Chalkboard as a vocabulary list to help them answer the

questions about the rusty nail experiment.Module 6 Sample Lesson Plans in Science

35

(b) You can use a similar method as above to help the pupils complete the tasks in the text book.

Chalkboard

What advice will you give your parents and friends to

prevent the rusting of iron buckets at home?

How can you prevent rusting?

Can you use paint, oil or grease to prevent rusting?

What is an alloy?

How can zinc be used to stop rusting?

paint

painting

air

water
mixed

alloy

coating

iron based

(c) The review questions provide a good opportunity for the teacher and pupils to revise and

practise the English vocabulary they have learned. Pupils can complete the exercises orally and

can write them in their exercise books.

NOTE FOR TEACHERS: The methodology described for this topic can be modified to

correspond with the concepts and vocabulary of many other Science lessons.

Ask the pupils to think of some words to write on the

blackboard as a vocabulary list to help them answer the

questions about the how to prevent rusting.36

Lesson 4: Primary 6 Production of Sound (Energy)

1. Lesson Plan

SUBJECT:Integrated Science REFERENCE: 1. Primary SchoolIntegrated Science Syllabus pg 63

CLASS: Primary 6 DETAILS ABOUT THE CLASS: Although Primary 4 Science has already dealt with
the fact that sound is produced

when particles vibrate, not many pupils have a good understanding of that.

DAY/DATE/TIME

/DURATION

TOPIC/

SUB-TOPIC

OBJECTIVE(S)/

R.P.K.

TEACHING/LEARNING MATERIALS

TEACHER/LEARNERACTIVITIES

CORE POINTS EVALUATION/EXERCISE

REMARKS

Thursday

26TH OFAUG.

9:00 ～

60minutes

Section 5

Unit 6

TOPIC:

Production of

Sound

SUBTOPIC:

Measurement

oflength

OBJECTIVES:

By the end of the lesson,

the pupil will be able to;

- demonstrate how

sound is produced by

vibration,

- identify materials that

can vibrate,

- compare the

differences in sound

produced such as, high

pitched sound, low

pitched sound, quality of

sound, and noise.

T.L.M.s: empty bottles (etc soft drinks), drinking straws, metal

spoons

INTRODUCTION:

“What kind of music do you like?” “Do you know how musical

instruments produce/make sound?” “What we are going to learn

about todayis howsound is produced.”

ACTIVITY 1:

Pupils place rulers at the edges ofthe tables and tap the free end.

T) “Can you hear anysound from therulers?” ”What ismaking the

sound? “Howdo you describe themovement ofthe ruler?”

CORE POINT 1:

Rapid movement of an object

back and forth is called

vibration. Vibration makes

sound.

Exe.

1.Use the following wordsto

complete the sentences

below: soft, loud, instrument,

bottles, objects, water,

different, vibrating objects.

a) Different

( )make( )sounds.

b) Some sounds are ( )

than ( ), others are ( ).

d) Sound is produced by

( ).37

DAY/DATE/TIME

/DURATION

TOPIC/

SUB-TOPIC

OBJECTIVE(S)/

R.P.K.

TEACHING/LEARNING MATERIALS

TEACHER/LEARNERACTIVITIES

CORE POINTS EVALUATION/EXERCISE

REMARKS

R.P.K..:

Sound is produced when

particles of matter

vibrate. The degree of

sound depends on the

strength with which the

matter is caused to

vibrate. (From Primary

4)

ACTIVITY 2:

The use of bottle /can asmusical instruments.

Put different amounts ofwater in emptybottles/cans.

Part 1: Hit each bottle/can with a metal spoon and listen carefully

to the sound each bottlemakes.

Part 2: Put a straw near the mouth of the bottles or cans, blow

some air into the can through the straw, and adjust the position of

the strawso that itmakessound.

T)”Which bottlemakes high pitched sound byhitting (blowing)?”

Teacher tells pupilsto fill in the table.

CLOSURE:

The teacher lists up the core points of the lesson on the board

through a short QandA.

Amount of

water in the

bottle

Pitch ofthe

soundmade

byhitting

Pitch ofthe

soundmade

by blowing

Large High/Low High/Low

Small High/Low High/Low

CORE POINT 2:

When the amounts of water in

the bottles/cans are not the

same, the pitch of the sound

produced is different, too.

The smaller the amount of

water, the lower the pitch

becomes. The larger the amount

of water, the higher the pitch

becomes.

3. How do you make high

pitch sound using empty

bottles and water?

straw can

waterModule 6 Sample Lesson Plans in Science

38

2. English as a Teaching Tool

(a) This lesson gives the pupils the practical experience of hearing sounds of different kinds and

learning how the sounds are made. After completing the sound experiments the teacher

completes a table of the results on the blackboard. The teacher should follow the steps below to

make best use of the blackboard as a teaching and learning resource. This will also help the

pupils to understand how to complete a table of results.

1. Tell the pupils, ‘we are going to make a table of the results of the experiment’.

2. Give the table a title: Production of Sound Experiment.

3. Draw the table and write the heading in the first column: Amount of water in the bottle.

4. Hold up the bottle that made the highest pitch sound and the bottle that made the

lowest pitch sound. Ask the pupils to describe how much water was in the two different

bottles.

Write “more water” and “less water” in the first column.

5. Write the headings in the second and third columns, reminding the pupils that these

were the different ways they made sound from the bottles.

6. Explain to the pupils that they are going to complete the other spaces in the table.

7. Point to the first empty space and ask the pupils to say which result we put there.
8. The answer is “The pitch of the sound made by hitting the bottle that contained more

water.”

Production of Sound Experiment

Amount of water

in each bottle

Pitch of the sound made

by hitting the bottle

Pitch of the sound made

by blowing

More water High /Low High / Low

Less water High / Low High / Low

9. Ask the pupils to listen again to the sound made by each bottle and say whether the

pitch of the sound made by hitting the bottle that has more water is high or low

10. Repeat points 7 and 8 for each of the other spaces to complete the table.

Point to the first empty space and ask

the pupils to say which result we put

An here. swer: The pitch of the sound made

by hitting the bottle that has more water.39

Lesson 5: Primary 4 Properties of Air

1. Lesson Plan

SUBJECT: Integrated Science REFERENCES: 1. Primary SchoolIntegrated Science Syllabus pg 12

CLASS:Primary 4 DETAILS ABOUT THE CLASS: (Example) Almost all pupils have used coal pots for
cooking and know how to make

the fire hotter although many of them do not know the reasons.

DAY/DATE/TIME/

DURATION
TOPIC/

SUB-TOPIC R.P.K/OBJECTIVES TEACHING/LEARNINGMATERIALS

TEACHER/LEARNERACTIVITIES CORE POINTS EVALUATION/

EXERCISE

THURSDAY

3rd ofMay

11:00 ～

６０ MINS

TOPIC:

Air

SUB-TOPIC:

Properties of

air

OBJECTIVES:

By the end of the

lesson, a pupil will

be able to:

Show how air

supports burning.

R.P.K.:

Air is around us but

cannot be seen. It

occupies space and

has weight.

Air can hold things

up.
Air causes leaves on

plantstomove.

TLMs:

Afan, a coal pot, charcoal,small and short candles, transparent covers(cut plastic

bottles etc.)

INTRODUCTION:

The teacher starts the lesson with questions that relate the topic to real life. For

example, “When you want to cook fast using a coal pot, what would you do to

make the fire hotter?”

ACTIVITY 1:

The teachershows a burning candle to the

pupils.

The teacher asks how they can keep the

candle burning and also how they can

stop itfrom burning.

In order to present the fact that air

supports burning, the teacher limits the

flow of air for burning a candle by putting

a transparent cover over a burning candle.

The teacher can ask the following questions:

“What would happen to the candle when we cover it?”, “Why did the burning

candle go off?”

Safety: This activity should be a teacher’s demonstration, not pupils’ hands-on

activity. The plastic bottle can get dangerouslyhot andmelt when the flame istoo

high or too close to the top ofthe bottle.

CORE POINT 1:
Airsupports burning.

EXERCISE:

Fill in the gaps below

withtherightwords.

Q1. Air supports

( ).4

Continuedfromthepreviouspage.

DAY/DATE/TIM

E/DURATION

TOPIC/

SUB-TOPIC R.P.K/OBJECTIVES TEACHING/LEARNINGMATERIALS

TEACHER/LEARNERACTIVITIES CORE POINTS EVALUATION/

EXERCISE

TOPIC:

Air

SUB-TOPIC:

Properties of

air

OBJECTIVES:

By the end of the

lesson, a pupil will

be able to:

Show how air

supports burning.

R.P.K.:
Air is around us but

cannot be seen. It

occupies space and

has weight.

Air can hold things

up.

Air causes leaves on

plantstomove.

ACTIVITY 2:

As shown in the figure below, the teacher puts a transparent cover with holes

cover a burning candle.

After the pupils observe that the candle continues

burning, the teacher can ask the following

questions. Note: the questions and their sequence

must be carefully organised so that the pupils can

find out the core point for Activity2 by themselves.

Examples of questions are below.

“What made the candle continue burning?”

(Possible answers: air, holes, air-flow, etc…)

“Why do we need holes to let the candle keep

burning?” (Possible answers: getting air, air-flow,

gettingrid of air, etc…)

Alternatively, before conducting the experiment,

the teacher can ask the pupils what would happen to the burning candle, leading

pupilstomake an assumption or hypothesis.

ACTIVITIY 3:
The teacher demonstrates fanning a coal pot to make the fire hotter. This can be

done outside the classroom, considering safety. The pupilsshould be encouraged

to compare the results ofActivities 2 and 3,focusing on the supplyof air.

SUMMARY:

The teacher lists up the core points of the lesson on the board through a short Q

and A. The teacher leads a discussion with the pupils with the aim of making

them discover that the core points they learnt in the lesson are very relevant to

their everydaylife.

CORE POINT 2:

Supply of air or

air-flow is needed for

continuous burning.

Fanning fire increases

the supplyof air.

Increased supply of

air makes the fire

brighter and stronger.

EXERCISE:

Q2. Supply of ( )

is needed for a candle

to keep burning.

Q3. How would you

make the flame of a

coal potstronger?

Q4. Explain why fire

is brighter/hotter
when we fan a coal

pot.Module 6 Sample Lesson Plans in Science

41

2. English as a Teaching Tool

(a) In the first part of this lesson the teacher may simplify the English language used by saying

“air helps charcoal to burn” or “air helps the flame of the candle to burn”. Later in the lesson

the teacher should use the correct expression “air supports burning” so that the pupils become

familiar with the standard expression which is used in the pupils’ book.

Irregular Vocabulary plural of “charcoal” is “charcoal”

E.g. Put some more charcoal in the charcoal pot.

Irregular spelling fan - fanning stop - stopped

(b) During the part of the lesson when the teacher conducts the experiment she should

encourage the pupils to use full sentence construction to explain their ideas and to use higher

order thinking. For example:

Qu. Why did this candle continue burning but this candle stopped burning?

Ans. This candle continued to burn because it had air. So it had a fresh supply of oxygen.

This candle stopped burning because there was no fresh air. The flame needs oxygen to

continue burning”

(c) At the end of the lesson the teacher can help the pupils to review the concept and to practise

their English at the same time by giving a simple exercise as in the pupils’ book.

The exercise can be given: orally or

as a written exercise or

the exercise can be written first and then checked orally or

practised orally and then recorded in writing.

The multiple choice format helps the pupils by giving them the correct sentence structure and

spelling