General Details Date Subject Class Time Number of pupils Topic Subtopic Learning objective 20 February 2013 (Wednesday)

Science 4 Merah 8.15 am. 9.15 am. (60 minutes) 45 Unit 2. Life processes Lesson 9. A Complete Change 2.3 Analysing the life processes in animals. At the end of the lesson, pupils should be able to: Learning outcomes I. II. Prior knowledge Science process skills Thinking skills Scientific attitude and State orally that animals have different life cycles. Describe at least three types of the life cycles of different animals.

Pupils know that animals reproduce their young by laying eggs or giving birth from Lesson 8. Observing, communicating. Making conclusions, predicting, generating ideas, comparing and contrasting, relating. Being cooperative, being confident, dare to try, being thankful to God, appreciating the

noble value

balance of nature. Butterfly model, snake model, tadpoles, pictures and diagram (Appendix 1), powerpoint (appendix 2), Video 1 entitled Chicken life cycle

Teaching and learning resources

(http://www.youtube.com/watch?v=kQaA2f4eZrA), video 2 entitled Frog life cycle (http://www.youtube.com/watch?v=7NhA9SHunKs), video 3 entitled The Four Stages of a Butterfly's Life Cycle (http://www.youtube.com/watch?v=SNBTlUXOQuY) and diagram (Appendix 3 ) and puzzle (Appendix 4).

Step/ Phase Orientation (5 minutes)

Content Examples of live specimen: a) Tadpoles Example of model: a) Butterfly b) Snake

Teaching and Learning Activities 1. Teacher begins the lesson by showing

Notes/ Remarks Science process skills:

pupils the live specimen which is butterfly Observing, and snake model in front of the class. 2. Teacher asks question: a) What is the name of the live specimen shown? Answer: Tadpoles. b) What are the characteristics of the tadpoles? Answer: Have tail. c) What are the names of the model shown? Answer: Snake, butterfly d) What are the characteristics of the butterfly? Answer: Have two wings, six legs and the body of the butterfly is colorful. e) What are the characteristics of the snake? Answer: Do not have legs and wings like Values: Dare to try, being thankful to God. ABM: Butterfly model, snake model, tadpoles Thinking skills: Relating Communicating

the butterfly do. f) What is the similarity between tadpoles, butterfly and snake? Answer: Both of the snakes, tadpoles and butterfly produce their young by laying eggs. g) Does the young look similar to the adult animal or different? Answer: The young of the snakes look like their parents but the young of the tadpoles, butterflies do not look like them. h) Do the snake, the butterfly and tadpole have the same life cycle? Answer: No, different animals have different life cycles. 3. Teacher introduces the topic of the lesson today which is Lesson 9: A complete change. Eliciting Ideas (15 minutes) Activitiy 1: Arrange my life cycle 1. Life cycle of a frog eggs tadpoles frog 1. Each group will get two pieces of papers to do activity 1. 2. Each group needs to cut and paste the pictures in Paper A according to the correct stages in the life cycle of animals Science process skills: Communicating Thinking skills: Sequencing, comparing

2. Life cycle of a deer fawn young deer deer

that are listed down in Paper B. 3. Then, each group leader will write their answers on the whiteboard.

and contrasting ABM: pictures and diagram (Appendix 1). Values: Being cooperative

3. Life cycle of a butterfly eggs caterpillar butterfly Restructuring of Ideas (18 minutes) pupa

Some baby animals look like their parents but some do not. Baby animals change and grow to become adults through different stages 1. Life cycle of a deer fawn deer young deer adult

1. Teacher discusses the answers 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 name some animals that have the life cycle similar to a butterfly and a deer. 4. Then, teacher shows the pupils powerpoint about life cycle of different

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

2. Life cycle of a frog eggs tadpoles frog

animals. 5. Teacher asks the pupils to copy down

3. Life cycle of a mosquito eggs larva mosquito pupa

the important points in their exercise books.

4. Life cycle of a butterfly eggs caterpillar pupa

butterfly

Application (15 minutes)

Activity 2: How do I grow up? Video 1 entitled Chicken Life cycle Life cycle of a chicken egg chick hen

1. Teacher shows three videos in front of the Science process skills: class. 2. The first video is entitled Chicken life cycle Communicating, observing Thinking skills:

(http://www.youtube.com/watch?v=kQaA2 Comparing and f4eZrA). 3. The second video is entitled Frog life cycle (http://www.youtube.com/watch?v=7NhA9 SHunKs). 4. The third video is entitled The Four frog Stages of a Butterfly's Life Cycle (http://www.youtube.com/watch?v=SNBTl UXOQuY). 5. Each group has to observe the life cycle of the chicken, frog and butterfly that are contrasting, sequencing ABM: Video 1 entitled Chicken life cycle (http://www.youtube.com/w atch?v=kQaA2f4eZrA), video 2 entitled Frog life cycle (http://www.youtube.com/w atch?v=7NhA9SHunKs), video 3 entitled The Four Stages of a Butterfly's Life Cycle (http://www.youtube.com/w atch?v=SNBTlUXOQuY)

Video 2 entitled Frog Life Cycle Life cycle of a frog eggs tadpoles

Video 3 entitled The Four Stages Of A Butterfly's Life Cycle Life cycle of a butterfly eggs butterfly caterpillar pupa

shown in the three videos and record their findings in the diagram that is given by teacher.

6. Then, teacher will discuss the correct answers with the pupils in the class. 7. Teacher asks the pupils question: a) Can you name some young animals that look similar to the adults? b) Can you name some young animals that look different from the adults? Reflection (7 minutes) Activity 2: Puzzle Examples of animals puzzle: a) Chicken Eggs chick chicken 1. Teacher distributes one puzzle to each group randomly. 2. Each group has to complete the puzzle in one minute to see what animal they get. 3. Then, each group leader has to write the life cycle of the animal they get on the whiteboard. frog 4. The group which writes the life cycle of the animal correctly will get one star. 5. Teacher summarizes what has been calf young cow cow learned in the lesson today. 6. Teacher asks questions such as: a) What have you learnt today? Eggs larva pupa bee b) Do animals have the same life cycles?

and diagram (Appendix 3 ) Values: Being cooperative, dare to try

Science process skills: Communicating Thinking skills: Making conclusion, sequencing, generating idea, comparing and contrasting. ABM: Puzzle (Appendix 4) Values Being cooperative, being thankful to God, and appreciating the balance of nature.

b) Frog Eggs tadpoles

c) Cow

d) Bee

e) Lion cub young lion lion

c) Do all young animals look like their parents?

f) Duck Eggs duckling duck

g) Butterfly Eggs butterfly caterpillar pupa