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Subjects : Science

Year : 4 Melor

Number of students : 4 Students

Date : 28.02.3014

Time : 8.45 9.45 morning

Theme : Investigating Leaving Things

Learning Area : Life and Living Processes

Learning Objective : Understand the life cycle of animals

Learning Outcomes : At the end of the lesson , students can

i. Recounting the life cycle of different animals properly .

ii. Arrange the life cycle of animals in the correct sequence.

iii. Making pets book .

iv. Student colour the life cycle of beautiful butterfly.

Approach: Inquiry

Methods: Discussion (guided inquiry)

Science Process Skills: Communicate, observe, predict, assess data

CCTS: Make sequence, concluded

Materials, equipment and material resources:

a) Picture

b) Form

c) Notes on powerpoint slides


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d) Worksheets

e) puzzles

Precautions: puzzle pieces with good parking as if missing one will affect the whole puzzle game.

Existing knowledge:

Students have studied animals can grow in Measurement Science Year 2. Pupils are well aware of the life cycle of their pets, such as

dogs, cats, chickens, ducks and so on. Students also learn that the tadpoles will grow into a frog. In addition, students also learn how

to breed animals that lay eggs and give birth in the previous learning.


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PHASE / DURATION CONTENT LEARNING ACTIVITIES REMARKS

SET INDUCTION

( 5 MINUTES) The explanation of the title .Life cycles of animals such as

butterflies .

Students examine the object in the pictureand give their answers based on their

existing knowledge.

Example Answer :

( i ) cycle of a butterfly( ii ) There have 4 stage

Eggs

Caterpillar

Pupa

Butterfly

( iii ) Yes

1. Teachers play the butterfly song to pupils .

2. Teachers discuss with students :

How do you understand the last song?

How the way butterfly change stage bystage in the song?

Have you see this changes before this ?

How the life of this butterfly ?

3. Teacher introduce today topic.

R & D strategyMethods:

Class

Techniques:

Questions and

answers

KPS:

watching

Communicate


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ELICITATION

OF IDEA

( 20 MINUTES)

Animals can grow.

Stage of animal life 2 phases

Cat , Dog

3 phase

Chicken , Duck

4 phases

Butterfly , Frog , Mosquito

Students to provide their views and

experiences of each.

Pupils will discuss in groups about

ways animals undergo the process in

the form of his life and does note in

circulation.

Pupils present their findings about

the life cycle of animals in the order.

Pupils make inferences.

1. Teacher raises major questions they asked.

What is a life cycle?

How do animals undergo life?(Butterflies, mosquitoes, frogs, chickens

and cat )

How many phases of life undergone by

animals?

2. Teachers distributed into 2 groups and

distribute forms.

3. Teachers will move from one group to another

group while giving guidance and questioning

students.

4. Teacher asked students to restructure the life

cycle of animals in the correct order.

5. Teachers give further explanation about the

life cycle of animals (butterflies, frogs,

mosquitoes, chickens, cats) with powerpoint

that shows pictures of each stage of the

process of life.

6. Teacher asked the students to make inferences

from their findings.

KPS:

Communicate

PredictAssess data

CCTS:

Making

sequence

Make inferences

BBM:

Form

Notes on

powerpoint

slides

Moral values:

Collaborate


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RESTRUCTURINGOF IDEA

( 15 MINUTES )

Other groups will providecomment or opinion on the finalpresentation of each team member.

1. Students are required to choose the animalsthey want to make pets of books and old

magazines.

2. Pupils will cut their preferred animal pictureand paste it in the book.

3. Students are required to write about

how to ensure that animals ?their pets live with healthy ?

Place a suitable habitat to the animal ?

Food ?

How do the animal protect themselvesfrom enemies ?

How does the animal protect it. ?

pet life cycle ?

4. The group leader to presenttheir findings .

5. Teacherstudent discuss .

R & D strategy:

Talks

Body

Tools:

Old books andmagazines


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APPLICATION

OF IDEA

( 15 MINUTES )

Students complete the evaluationexercise.

1. Teachers distribute student level and extent of

training evaluation.

2. Teachers discuss the answers with students.

3. Strengthen teacher discussion and give other

examples.

CCTS:

Making

sequenceBBM:

Worksheets

REFLECTION

( 5 MINUTES )

Arrange section picture (puzzle) inorder of animal life processes.

1. Teachers assess pupils by giving puzzle game

with competitions between groups.

2. Teachers asked students to colour the life

cycle of beautiful butterfly.

3. Teachers asked to continue this colouring as

homework to complete at home.


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REFLECTION

Overall I was very happy with this science lesson. The students were very enthusiastic throughout the lesson, and seemed toreally enjoy the activities. I was delighted while watching the students work collaboratively in the classroom, excitedly helping one

another achieve their goals. The students really embraced the spirit of teamwork. I have found the students love any type of hands

on learning and that they especially love science. In addition to their obvious enjoyment, I truly believe that the students did some

high quality learning. By the end of the lesson, we had come to the conclusion as a group, that each of us is a unique and valuable

individual.

I found the some were quite effective. , a student who is always been quite, had a collaborative partner and the two students

worked very well together. The gurl seemed pleased that she was able to be fully included in both the lesson and in a collaborative

group.

In any future lessons incorporating small group cooperative learning, I will choose how the students are grouped in advance.

In this lesson I allowed the students the freedom to choose their own groups prior to the lesson but found that some of the pairingscreated unwanted behaviors. I believe more scaffolding could also be achieved with more consideration to the way I group the

students.

While teaching this lesson, I learned how key it is to keep the lesson student-centered. By using small cooperative groups,

focusing my energy on the students, and asking them to respond while they discover the facts on their own, is invaluable


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