Primary Smart Science P2 - Teacher Guide PDF

Teacher
Guide
In collaboration with
Pratomsuksa
Curriculum B.E.2551
Dickens Publishing Ltd. (UK)

2
Based on the Basic Education
Preface
Science plays an important role in our daily life. Science, with the aid of
creativity, has produced various instruments and appliances that facilitate the
running of our lives and the performance of our works. Science demands the
development of our thinking skills in various aspects such as logical, analytical
and critical. Science also requires us to develop the investigative skills that are
essential for enquiring knowledge, making decisions and solving problems
based on available data and evidences. Science is essential to the forming of a
modern knowledgeable society. Therefore, all of us need to be provided with
scientific knowledge in order to gain an understanding of nature as well as man-
made technologies and to apply them by creative and moral means for
constructive and productive purposes.
The Basic Education Core Curriculum aims to inculcate the following

five key competencies among students:
1. Communication Skill
2. Thinking Skill
3. Problem Solving Skill

4. Technology Application Skill
5. Technological Application Skill
The learning objectives emphasize on the linking of knowledge to science

processes, acquiring of investigative skills, accumulation of knowledge through
investigative processes, and problem-solving.
Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 1

Students are required to participate in all stages of learning with activities
involving practical work organized to suit each level of learning. The main
learning areas are as follows:
Living Things and Life Processes: Living things; basic units of

living things; structures and functions of various systems of living things and
life processes; biodiversity; genetic transmission; functioning of various
systems of living things, evolution and diversity of living things and
biotechnology
Life and the Environment: Diverse living things in the

environment; relationship between living things and the environment;
relationships among living things in the ecosystem; importance of natural
resources, and utilization and management of natural resources at local, national
and global levels; factors affecting survival of living things in various
environments
Substances and Properties of Substances: Properties of materials

and substances; binding forces between particles; changes in the state of
substances; solution formation and chemical reaction of substances, chemical
equations and separation of substances
Forces and Motion: Nature of electromagnetic, gravitational and

nuclear forces; forces acting on objects; motion of objects; frictional forces;
moment of variety of motions in daily life

Energy: Energy and life; energy transformation; properties and
phenomena of light, sound, electrical circuits, electromagnet, radioactivity and
nuclear reactions; interrelationship between substances and energy; energy
conservation; effects of utilization of energy on life and the environment
Processes of Change to the Earth: Structure and components of the

Earth; geological resources; physical properties of soil, rock, water and air;
properties of the Earths surface and atmosphere; change processes of the
Earths crust; geological phenomena; factors affecting atmospheric change
Astronomy and Space: Evolution of the solar system; galaxies; the

universe; interrelationship and effects on living things on Earth; relationship
between the sun, the moon and Earth; importance of space technology
Nature of Science and Technology: Scientific processes;

investigation for seeking knowledge, problem-solving, and scientific mind
Strands and Learning Standard

Strand 1: Living Things and Processes of Life
Standard Sc1.1: Understanding basic units of living things; relationship
between structures and functions of living things which are
interlinked; investigative process for seeking knowledge;
ability to communicate acquired knowledge that could be
applied to ones life and care for other living things.
Standard Sc1.2: Understanding of process and importance of genetic

transmission; evolution of living things and biodiversity
affecting humans and the environment; investigative process

for seeking knowledge and scientific mind; communicating
knowledge that could be applied for useful purpose
Strand 2: Life and the Environment

Standard Sc2.1: Understanding of local environment; relationship between
the environment and living things; relationship between
living things in the ecosystem; investigative process for
seeking knowledge and scientific mind; and communicating
acquired knowledge that could be applied for useful purpose
Standard Sc 2.2: Appreciating the importance of natural resources; utilization

of natural resources at local, national and global levels; and
application of knowledge for management of natural
resources and local environment on a sustainable basis
Strand 3: Substances and Properties of Substances

Standard Sc3.1: Understanding of properties of substances; relationship
between properties of substances and structures and binding
forces between particles; investigative process for seeking
knowledge and scientific mind; and communicating
acquired knowledge for useful purpose
Standard Sc3.2: Understanding of principles and nature of change in the

states of substances; solution formation; reactions;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge that could
be applied for useful purpose

Strand 4: Forces and Motion
Standard Sc4.1: Understanding of the nature of electromagnetic,
gravitational and nuclear forces; investigative process of to
seeking knowledge and applying acquired knowledge for
useful and ethical purposes
Standard Sc4.2: Understanding the characteristics and the types of motion of

natural objects; investigative process for seeking knowledge
and scientific mind; and communication of acquired
knowledge for useful purposes
Strand 5: Energy
Standard Sc5.1: Understanding the relationship between energy and life;
energy transformation; interrelationship between substances
and energy; effects of energy utilization on life and the
environment; investigative process for seeking knowledge;
and communication of acquired knowledge that could be
applied for useful purposes
Strand 6: Change Processes of the Earth

Standard Sc6.1: Understanding of various processes on the Earths surface
and inside the Earth; relationship between various processes
that cause changes in climate, topography and form of the
Earth; investigative process for seeking knowledge and
scientific mind; and communication of acquired knowledge
that could be applied for useful purposes

Strand 7: Astronomy and Space
Standard Sc7.1: Understanding of evolution of the Solar System, galaxies
and the universe; interrelationships within the Solar System
and their effects on the living things on the Earth;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge for useful
purpose
Standard Sc 7.2: Understanding of importance of space technology utilized

for space exploration and natural resources for agriculture
and communication; investigative process for seeking
knowledge and scientific mind; and communication of
acquired knowledge that could be ethically applied to life
and the environment
Strand 8: Nature of Science and Technology

Standard Sc8.1: Application of scientific processes and scientific mind in
investigation for seeking knowledge and problem-solving;
knowing that most natural phenomena assume definite
patterns are explainable and verifiable within the limitations
of data and instruments available during particular periods
of time; and understanding science, technology, society and
the environment are interrelated

Learners Quality
Understand general characteristics of living things and the existence
of diverse living things in the local environment
Understand the phenomena and changes in materials in the
surroundings; natural forces; forms of energy
Understand physical properties of soil, rock, water, air, the sun and
stars
Pose questions about living things, materials and objects as well as
various phenomena in the surroundings; observe, explore and verify with the
use of simple instruments, and communicate what has been learned through
story-telling, writing or drawing pictures
Apply scientific knowledge and processes in life and search for
additional knowledge; implement the projects or work assignments as
prescribed or in accord with their interests
Show enthusiasm, interest in learning and appreciation of the
environment around them; show kindness and care and concern for other living
things
Carry out assignments with determination, care, economy and honesty
until successfully complete, and work happily with others
For common understanding and correct interpretation, the curriculum prescribes

various codes for learning standards and indicators. One example is shown
below:
Sc 1.1 Gr 2/2
Sc Subject area of Science
1.1 First subject area, Standard 1
Gr2/2 Indicator 2 for Grade (Pratomsuksa) 2

YYeea
arrllyy T
Teea
acch
hiin
nggP
Plla
ann
Science Grade 2 (Pratomsuksa 2)
6 chapters 80 hours
Learning areas Time (hours)
Plants and animals 30
Plants
Animals
Ourselves 12
We need food, air and water
Responding to stimuli
Soil Around Us 8
Types and characteristics of soil
Uses of soil
Materials We Use 10
Types of materials
Everyday items
Magnet and Electricity 15
Magnets
Electricity
The Sun 5
The importance of the Sun
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must
attain the standard as prescribed in the learning standards and indicators.

IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass
CChhaapptteerr 11 PPllaannttss aanndd AAnniim maallss ((3300 hhoouurrss))
Indicators Learning Areas

Sc1.1 Gr2/1 Experiment and explain that Plants
water and light are essential factors for plant Animals
life.
Sc1.1 Gr2/2 Explain that nutrients, water and
air are essential factors for the life and growth
of plants and animals, and apply acquired
knowledge for useful purposes.
Sc1.1 Gr2/3 Explore and explain abilities of
plants and animals to respond to light,
temperature and touch.
Sc1.2 Gr2/1 Explain benefits of plants and
animals in the local area.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
Students will be taught to:
1. Understand that plants need water, air and light to stay healthily.
2. Understand the responses of plants toward light, touch and temperature.
3. Realise the importance of plants.
4. Understand that animals need food, water and air to stay alive.
5. Understand the responses of animals toward touch, light and temperature.
6. Realise the importance of animals.

L
Leeaarrnniinngg O
Ouuttccoom
meess
Students will be able to:
1. State that plants need the right amount of water, sunlight, air and
nutrients for healthy growth.
2. List and describe responses of plants to stimuli.
3. State that animals need food, water and air to stay alive.
4. Describe the changes when animals grow.
5. List and describe the responses if animals to stimuli.
6. Describe the importance of plants.
7. Describe the importance of animals.
L
Leeaarrnniinngg A
Arreeaass
Plants
Animals
T
Teeaacchhiinngg aanndd L
Leeaarrnniinngg A
Accttiivviittiieess
1st 15th hours (Plants)
1. Tell students that plants need water to stay alive by using the story on
page 3. Ask students to predict what happens when plants receives no
water for a long time. Explain the meaning of wilt.
2. Using the story on page 4, tell students that too much water is bad for
plants.
3. Carry out the activity on pages 6 and 7 to determine the amount of water
needed by a plant. Conclude that plants need the right amount of water to
stay healthy.
4. Tell students that plants need sunlight, air and nutrient too.
5. Carry out the activity on page 12 to show that plants need air.
6. Ask students to predict what happens when plants grow.
7. Carry out the activity on page 14 to prove their prediction.
8. Have student work on Exercises A to D on pages 6 to 8 of the workbook
as their homework.
9. Explain the term stimulus (plural - stimuli). Focus on three stimuli
light, touch and temperature, and explain how plants react or respond to
them.
10.Have student work on Exercise E on page 9 of the workbook as their
homework.
11.Ask students to make a list on how we use plants. Give examples. Refer
to page 19 and carry out the activity on page 20.
12.Have students work on Exercise F on page 10 of the workbook as their
homework.
13.Ask students to try Enrichment Activity 1.
16th 29th hours (Animals)

1. Ask students to predict the things that animals need to stay alive.
2. Have students work on Exercise G on page 11 of the workbook as their
homework.
3. Carry out the activity on page 26 to conclude their predictions.
4. Explain to students that some animals eat plants only. Some eat other
animals only. Some eat both plants and other animals. Ask students to
give examples of such animals. Refer to pages 27 and 28.
5. Carry out the activity on page 29.
6. Have students work on Exercises H to J on pages 11 to 13 of the
workbook as their homework.
7. Explain to students what happens when animals grow. Use pictures on
pages 30 and 31 for further explanation.
8. Explain that some baby animals look like their parents while some do
not. Have students list some examples of such animals.

10.Have students work on Exercises K to M on pages 14 and 15 of the
11.Describe to students that animals respond to stimuli such as touch, light
and temperature. Give some examples.
12.Have students work on Exercises N and O on pages 16 and 17 of the
13.Have students give examples of how animals are useful to us. Refer to
page 37.
14.Carry out the activity on page 38 to enhance their understanding.
15.Have students work on Exercises P on page 17 of the workbook as their
homework.
16.Ask students to work on Enrichment Activity 2 on pages 39 and 40.
30th hour (Conclusion)

1. To test their understanding of this chapter, have students do Test
Yourself on pages 41 and 42.
E
Emmpphhaassiizzeedd SSkkiillllss::
1. Observing
2. Classifying
3. Making inferences
4. Predicting
5. Communicating
6. Using and handling science apparatus correctly and safely
7. Handling specimen correctly and carefully
L
Leeaarrnniinngg M
Maatteerriiaallss::
Primary Education Smart Textbook Science P2
Primary Education Smart Workbook Science P2

Learning Outcome Form
Name-Surname: ............................................................................. No. ..................................

Pratomsuksa: .................................................................................... Date: ................................
Chapter 1 Plants and Animals
Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
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Contents that you need teacher
to explain further: ........................................................... Knowledge gained from this
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Chapter 1 Contents that you like the

Plants and most in this chapter (give your
Application of knowledge from Animals reason):
this chapter on your daily life:
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Exercises that you like and want
to be selected as the
outstanding work:
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CChhaapptteerr 22 O Ouurrsseellvveess ((1122 hhoouurrss))

Sc1.1 Gr2/4 Explore and explain the ability of We need food, air
the human body to respond to light, and water
temperature and touch.
Sc1.1 Gr2/5 Explain the factors essential for Responding to
the life and growth of human beings. stimuli
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand that we need food, air and water.
2. Understand that we respond to stimuli.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State that we need food, air and water to stay alive.
2. List and describe types of food needed for healthy growth.
3. Identify the stimuli and the respective responses of humans.
L
Leeaarrnniinngg A
Arreeaass
1. We need food, air and water
2. Responding to stimuli

T
Leeaarrnniinngg A
Accttiivviittiieess
1st 7th hours (We Need Food, Air and Water)
1. Carry out the activity on page 45 to find out what we eat for lunch.
2. Inform students that there are three types of food food that gives us
energy, food that helps us to grow and food that helps us to stay healthy.
3. Beside those examples in pages 46 and 47, ask students to give more
examples of those three types of food. Remind students to take in more of
those foods and cut down on junk food.
4. Carry out the activity on page 48 to find out how many times we ate each
type of food.
5. Have students work on Exercises A to F on pages 20 to 24 of the
6. Explain that we need water to stay alive. Make students realise the
importance of water in our body.
7. Explain that we need air too and how air enters our body.
8. Ask students to work on Enrichment Activity 1 on page 51.
8th 11th hours (Responding to Stimuli)

1. Ask students to analyse the picture on page 52. Identify the stimuli
shown and the respective responses.
2. Discuss with students some of the common stimuli that we respond to
and how we respond. Give some common examples that happen in our
daily life. Refer to pages 53 and 54.
4. Have students work on Exercises G to I on pages 25 and 26 of the
5. Ask students to work on Enrichment Activity 2 on page 57.

1. To test their understanding, ask students to work on Test Yourself on
pages 57 to 59.
E
1. Observing
2. Predicting
3. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 2 Ourselves

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Application of knowledge from Ourselves most in this chapter (give your

reason):
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outstanding work:
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CChhaapptteerr 33 SSooiill AArroouunndd UUss ((88 hhoouurrss))

Sc6.1 Gr2/1 Explore and categorise soil by Types and
using physical properties as criteria, and apply characteristics of
the knowledge gained for useful purposes. soil
Uses of soil
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand the types of soil sandy soil, loamy soil and clay soil.
2. Realise the importance of soil.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State the types of soil sandy soil, loamy soil and clay soil.
2. Identify the characteristics of each type of soil.
3. State the uses of soil in our everyday life.
L
Leeaarrnniinngg A
Arreeaass
Types and characteristics of soil
Uses of soil

T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (Types and Characteristics of Soil)
1. Explain that we can categorise soil into three groups sandy soil, loamy
soil and clay soil.
2. Describe the characteristics of the three types of soil. Compare them.
3. Discuss also the types of plants suitable for the three types of soil.
5. Have students work on Exercises A to F on pages 29 to 31 of the
6. Ask students to do Enrichment Activity 1 on page 66.
5th 7th hours (Uses of Soil)

1. Give examples of how we use soil. Refer to pages 67 and 68.
3. Have students work on Exercise G on page 32 of the workbook as their
homework.
4. Ask students to do Enrichment Activity 2 on page 70.

1. To test students understanding, have them work on Test Yourself on
page 71.

E
1. Observing
2. Comparing and contrasting
3. Generating ideas
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 3 Soil Around Us

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Soil Around Us most in this chapter (give your
Application of knowledge from
reason):
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outstanding work:
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CChhaapptteerr 44 M Maatteerriiaallss W
Wee UUssee ((1100 hhoouurrss))

Sc3.1 Gr2/1 Specify the kinds and compare Types of materials
properties of materials for making toys and
articles of everyday use.
Sc3.1 Gr2/2 Choose appropriate and safe Everyday item
materials and articles for use in daily life
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand the properties of materials used in our daily life.
2. Analyse how we choose appropriate and safe materials for everyday
item.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. List the types of material used to make everyday items.
2. Understand the properties of each of these materials.
3. Describe how to choose appropriate and safe materials for everyday
items.
L
Leeaarrnniinngg A
Arreeaass
1. Types of material
2. Everyday item

T
Leeaarrnniinngg A
Accttiivviittiieess
1st 5th hours (Types of Materials)
1. Tell students that we are going to look at a few materials such as wood,
plastic, glass, cloth, metal, rubber and ceramics.
2. Discuss the characteristics of these materials. Refer to pages 73 to76.
4. Have student work on Exercises A and B on pages 37 and 38 of the
5. Ask students to try Enrichment Activity 1 on page 78.
6th 9th hours (Everyday Items)

1. Tell students that they are going to choose a material to make a balloon.
Ask them to suggest the suitable materials and give their reasons.
2. Guide students in choosing a suitable material for an item. First we must
know the requirement of the item and then choose a material that has the
property that suits the requirement.
3. Refer to the examples in pages 80 to 82. Explain them to students.
4. Have students work on Exercises C to G on pages 39 to 43 of the
5. Ask students to try Enrichment Activity 2 on page 84.

1. To test students understanding, ask them to work on Test Yourself on
page 85.

E
1. Observing
2. Classifying
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 4 Materials We Use

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Materials We most in this chapter (give your
Application of knowledge from Use reason):
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outstanding work:
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CChhaapptteerr 55 M Maaggnneettss aanndd EElleeccttrriicciittyy ((1155 hhoouurrss))

Sc4.1 Gr2/1 Experiment and explain forces Magnet
originating from a magnet.
Sc4.1 Gr2/2 Explain application of magnets
for useful purposes.
Sc4.1 Gr2/3 Experiment and explain electrical Electricity
forces resulting from rubbing some kinds of
materials.
Sc5.1 Gr2/1 Experiment and explain that
electricity is a form of energy.
Sc5.1 Gr2/2 Explore and cite examples of
electric appliances at home that can transform
electrical energy into other forms of energy.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand that magnets have forces.
2. Realise the importance of magnets.
3. Understand electricity is a form of energy.
4. Analyse electrical appliances can change electrical energy into other
forms of energy.
5. Understand static electricity.

L
Leeaarrnniinngg O
Ouuttccoom
meess
1. List types of magnets.
2. Describe the properties of magnets.
3. List examples of magnetic things and non-magnetic things.
4. State the uses of magnets.
5. Describe electricity.
6. Understand complete circuits and incomplete circuits.
7. List examples of electrical conductors and insulators.
8. Describe static electricity.
L
Leeaarrnniinngg A
Arreeaass
3. Magnets
4. Electricity
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 7th hours (Magnets)
1. Get a few magnets and show it to the class. Let them analyse the magnets
and then get them to describe the properties of magnets.
2. Inform them that that are many types of magnet of various shapes and
sizes. Refer to page 88.
3. Have them work on Exercise A on page 49 of the workbook as their
homework.
4. Show them the parts of a magnet and how they attract or repel other
magnets.
5. Have students to work on Exercises B to D on pages 50 and 51 of the

6. Carry out the activity on pages 89 and 90. Conclude the things that are
attracted (magnetic things) and not attracted by magnets (non-magnetic
things)
7. Have them work on Exercises E and F on pages 52 and 53 of the
8. Ask students to list the uses of magnets with examples. Refer to pages 92
and 93. Carry out the activity on page 93 to have fun with magnet.
9. Have students work on Exercises G and H on pages 54 and 55 of the
10.Ask students to try Enrichment Activity 1 on pages 94 and 95.
8th 14th hours (Electricity)

1. Ask students to list the appliances in the classroom that use electricity.
2. Explain that electricity is a type of energy that make things work and that
it can be changed into other types of energy. Refer page 97.
3. Explain that batteries provide small amount of electricity. Ask students to
give examples of things that need batteries to work.
4. Have students work on Exercises I to K on pages 56 and 57 of the
5. Explain to students a complete circuit and incomplete circuit.
6. Have students work on Exercises L to N on pages 58 and 59 of the
7. Explain that some items (electrical conductor) allow electricity to pass
through them, and some (electrical insulator) do not allow so. Refer to
pages 100 and 101.
9. Have students work on Exercise O on pages 60 and 61 of the workbook
as their homework.

10.Explain that there is another kind of electricity that does not flow through
wires but attracts light things such as hair and paper.
11.Carry out the activity on page 104.
12.Ask students to work on Enrichment Activity 2 on page 105.

1. Have students to try Test Yourself on pages 106 and 107.
E
1. Observing
2. Classifying
3. Predicting
4. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 5 Magnets and Electricity

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Chapter 5
Contents that you like the
Magnets and most in this chapter (give your
Application of knowledge from Electricity reason):
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outstanding work:
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CChhaapptteerr 66 TThhee SSuunn ((55 hhoouurrss))

Sc7.1 Gr2/1 Search for and discuss the The importance of
importance of the Sun. the Sun
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand the importance of the Sun.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State the importance of the Sun.
L
Leeaarrnniinngg A
Arreeaass
The importance of the Sun
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (The Importance of the Sun)
1. Explain that the Sun gives out heat and light.
2. Explain how we use the heat and light from the Sun. Refer to pages 109
to 111.
3. Explain also the directions from where the Sun rises and sets. Refer to
page 112.
4. Carry out the activities on pages 113 and 114.

5. Have students work on Exercises A to E on pages 64 to 67 of the
6. Ask students to try Enrichment Activity 1 on pages 114 and 115.

1. To test students understanding, ask them to work on Test Yourself on
page 115.
E
1. Observing
2. Classifying
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::

Name-Surname: ............................................................................. No. ..................................

Chapter 6 The Sun

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Application of knowledge from The Sun reason):
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outstanding work:
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You may use Term Test 1 on pages 68 to 72 of the workbook to test students
understanding after learning the first 3 chapters and also Term Test 2 on pages
73 to 78 for all the chapters learnt.
Notes: Strand 8: Nature of Science and Technology is inculcated in all the

activities appearing in all the chapters. Through the activities, students will
learn to
pose questions about the matter studied as prescribed or in accord with
their interests.
plan for observation, exploration, verification, study and research by
using their own ideas and those of their teachers.
use suitable materials, instruments for exploration and verification and
record results using simple methods.
arrange data obtained from exploration and verification into groups and
present results.
express opinions in the course of exploration and verification.
make a record and explain results of the exploration and verification by
drawing pictures or writing short texts.
verbally present their work to understand.

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Primary Smart Science P2 - Teacher Guide PDF

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Teacher

Dickens Publishing Ltd. (UK)

The Basic Education Core Curriculum aims to inculcate the following

3. Problem Solving Skill

5. Technological Application Skill

The learning objectives emphasize on the linking of knowledge to science

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 1

Living Things and Life Processes: Living things; basic units of

Life and the Environment: Diverse living things in the

Substances and Properties of Substances: Properties of materials

Forces and Motion: Nature of electromagnetic, gravitational and

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 2

Processes of Change to the Earth: Structure and components of the

Astronomy and Space: Evolution of the solar system; galaxies; the

Nature of Science and Technology: Scientific processes;

Strands and Learning Standard

Standard Sc1.2: Understanding of process and importance of genetic

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 3

Strand 2: Life and the Environment

Standard Sc 2.2: Appreciating the importance of natural resources; utilization

Strand 3: Substances and Properties of Substances

Standard Sc3.2: Understanding of principles and nature of change in the

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 4

Standard Sc4.2: Understanding the characteristics and the types of motion of

Strand 6: Change Processes of the Earth

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 5

Standard Sc 7.2: Understanding of importance of space technology utilized

Strand 8: Nature of Science and Technology

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 6

For common understanding and correct interpretation, the curriculum prescribes

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 7

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 8

Indicators Learning Areas

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 9

16th 29th hours (Animals)

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 11

30th hour (Conclusion)

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 12

Name-Surname: ............................................................................. No. ..................................

Feeling after learning this

Chapter 1 Contents that you like the

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 13

Indicators Learning Areas

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 14

8th 11th hours (Responding to Stimuli)

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 15

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 16

Name-Surname: ............................................................................. No. ..................................

Feeling after learning this

Chapter 2 Contents that you like the

Application of knowledge from Ourselves most in this chapter (give your

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 17

Indicators Learning Areas

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 18

5th 7th hours (Uses of Soil)

8th hour (Conclusion)

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 19

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 20

Name-Surname: ............................................................................. No. ..................................

Feeling after learning this

Chapter 3 Contents that you like the

Primary Education Smart Textbook Science Pratomsuksa 2 Lesson Plan 21