General Details Date Subject Class Time Number of pupils Topic Subtopic Learning objective 6 February 2013 (Wednesday)

Science 4 Merah 8.15 am. 9.15 am. (60 minutes) 45 Unit 2. Life processes Lesson 7. Animals Breathe 2.3 Analysing the life processes in animals. At the end of the lesson, pupils should be able to: I. Learning outcomes II. III. State orally that animals breathe. Identify at least three types of the breathing organs for certain animals. State orally that breathing organs for different types of animals may be different. Prior knowledge Science process skills Thinking skills Pupils understand that living things need to breathe. Observing, communicating. Making conclusions, predicting, generating ideas, comparing and contrasting, relating.

Scientific attitude and noble value

Being cooperative, being confident, dare to try, being thankful to God, being responsible for the safety of oneself, others and the environment. Live specimens (grasshopper, snails, fish, cricket and earthworm), magnifying glass,

Teaching and learning table (Appendix 1), Doraemon pocket, pictures (Appendix 2), powerpoint (Appendix resources 3), (Appendix 4).

Step/ Phase Orientation (5 minutes)

Content Examples of live specimens: a) Fish b) Cricket c) Worm d) Snails e) Grasshopper

Teaching and Learning Activities 1. Teacher begins the lesson by showing pupils the live specimens in front of the class. 2. Teacher asks questions: i. What are the names of the live specimens shown? Answer: Fish, cricket, worm, snail, grasshopper ii. What do they need to stay alive? Answer: Food, water and oxygen to breathe. iii. Do they use the same breathing structures to breathe? Answer: No, the breathing structures for different types of animals are different. 3. Teacher introduces the topic of the lesson today which is Animals breathe.

Notes/ Remarks Science process skills: Observing, Communicating

Thinking skills: Relating

ABM: Live specimen (fish, cricket, worm, snails and grasshopper).

Values: Dare to try

Eliciting Ideas (25 minutes)

Activity 1: Observe me. Table: Breathing structures Gills Lungs Tracheal system Moist skin Book lungs Examples of animals

1. Each group has to observe the breathing structures of the live specimens and record their findings in the table that is given by teacher. 2. They are given one minute to observe each live specimen and they have to change the live specimen with other groups. 3. Teacher distributes a table and a magnifying glass to each group. 4. The live specimens are distributed to each group. 5. Teacher reminds the pupils to be careful when handling the live specimen. 6. Then, each group leader will write their findings on the whiteboard.

Science process skills: Communicating, observing Thinking skills: Predicting, comparing and contrasting ABM: Live specimens, magnifying glass, table (Appendix 1) Values: Being cooperative, dare to try, being responsible for the safety of oneself, others and the environment.

Restructuring of Ideas (15 minutes) Breathing structures Gills Lungs Tracheal system Moist skin Book lungs Examples of animals Fish Snail Cricket, grasshopper earthworm Crab

1. Teacher discusses the findings of each group at eliciting ideas step before. 2. Teacher corrects the mistake made by each group if there is any. 3. Teacher asks the pupils to give other examples of animals for each types of breathing structures. 4. Then, teacher shows the pupils powerpoint about breathing structures of different animals.

Science process skills: Communicating, observing Thinking skills: Comparing and contrasting, relating ABM: powerpoint (appendix 2) Values: Dare to try, being thankful to God.

Application (10 minutes)

Activity 1: How I Breathe? Examples of pictures: a) Monkey (lungs) b) Grasshopper (tracheal system) c) Octopus (gills) d) Frog (moist skin and lung) e) Spider (book lungs)

1. Teacher shows a Doraemon pocket in front of the class. 2. There are five pictures of animals with different breathing structures in the Doraemon pocket. 3. Teacher will select five pupils to take one picture each from the

Science process skills: Communicating, observing

Thinking skills: Comparing and contrasting

Doraemon pocket and match it with ABM: Doraemon pocket,

the correct breathing structure on the pictures (Appendix 3) whiteboard. 4. Teacher discusses the correct answers with the pupils. Reflection (5 minutes) Activity 2: Riddles Riddle 1: My skin is green and slippery. I must stay in the water when I am still a kid. But now I can swim under water and hop on land. I am a... Answer: Frog Riddle 2: I am the biggest animal in the world. I live in the ocean and swim wherever I want. I dont have gills but I can breathe through a hole in the top of my head. I am a... Answer: Whale 1. Teacher provides riddles related to the lesson today. 2. The second riddle will be given if there is enough time. 3. Pupils are encouraged to answer the riddle. 4. The group which answers the riddle correctly will get one star. 5. Teacher summarizes what has been learned in the lesson today. 6. Teacher asks questions such as: a) What have you learnt today? b) Do animals have the same breathing structures? c) What are the breathing structures that you have learnt today? Values Being confident, dare to try, being thankful to God. ABM: powerpoint (Appendix 4) Science process skills: Observing, communicating Thinking skills: Making conclusion, generating idea. Values Dare to try, being confident