Class : Tahun 2 Baiduri

Time : 9.00 9.30 am

Theme / Area : Learning about the World Around Us
Topic :The magic of batteries
Subtopic : 1. How to make a complete circuit
Previuos knowledge : The pupils know that the postivie terminal of a battery should be inserted into the positive terminal of an object and the negative terminal
of the battery should be inserted into the negative terminal of an object to make the object work.
General learning outcome : Pupils should learn how to make a complete circuit
Specific learning outcome : At the end of the lesson, pupils should be able to :
1. demonstrate at least 2 ways in which the battery, wire and bulb can be connected by simulation of models on the teaching
board.
2. identify a complete circuit that comprises a battery, wire and a bulb by completing worksheet.
Science process skills : 1. observing
(SPS) 2. predicting
Thinking Skills & thinking strategy : 1. attributing
(TS & TS) 2. comparing & constrasting
3. relating
Scientific attitudes & noble values : 1. daring to try
(SA & NV) 2. being respectful & well-mannered
Environmental studies (ES) : Use rechargeable battery to be environmental friendly.
Futures Study (FS) : Relate to the importance of circuit in many electrical equipments.
Teaching & learning aids (TLA) : battery, pieces of wire, a bulb, torch, poster, simulated battery and bulb 2 dimension cardboard
Appendix 6/23-7

Phase / Content T & L activities Remarks

Duration
Orientation Function of a torch 1. Teacher shows a torch and acts like a magician. TLA:
(3 min) 2. Teacher says that the battery is new and is inserted correctly but 1. a torch without a bulb
the torch does not light up. 2. a bulb
3. Teacher asks the pupils to generate ideas on why the torch does
not function .
4. Teacher fixes a bulb into the torch and the torch lights up.
5. Teacher introduces the topic to the lesson.

Elicitation of 1. Components of a complete circuit : 1. Teacher shows the class a bulb, 2 pieces of wire and a battery. TLA :
ideas battery, wire, bulb 2. Pupils recognise the objects and say aloud the names of each 1. simulated bulb picutre
(6 min) 2, Ways of making a complete circuit object 2. simulaterd 2D battery
3. Teacher guides the pupils to elicit ways of connecting these 3 2 pieces of wire
objects 4. a large poster

1
 Phase / Content T & L activities Remarks
Duration
4. 2 pupils are called upon to try on the teaching board SA & NV
5. Teacher asks the pupils what is this connection called and the SPS
function of the wires and the battery
6. Teacher arouses thei interest & curiosity in finding out more about FS
complicated circuits

Restructuring Ways of making a complete circuit :
of ideas 1. wire must touch both the positive and
(10 min) negative terminals of the battery
2. the bulb must be connected to / touch
the positive terminal
A complete circuit is a loop . Electricity
from the battery flows around the circuit,
lighting up the bulb.
1. Teacher tells the class that they are going to make a complete TLA :
circuit. 1. simulated bulb picutre
2. Teacher asks some pupils to come to the front and try and light up 2. simulaterd 2D battery
the bulb by making a complete circuit. 3 2 pieces of wire
3. Teacher generalizes that to make a complete circuit: 4. a large poster
a. each end of the wire must be connected to the opposite terminal
of the battery so that it becomes a loop.
b. The metal part of the wire must touch the metal part of the bulb
c. The bulb can be placed on either +ve or ve terminal and another
terminal is connected with a wire to the metal part of the bulb
4. Teacher shows the real battery and circuit that is complete.
5. Teacher guides the pupils to summarise the concept of a
complete circuit

Application of Worksheet 1. Teacher explains the worksheet. TLA :

ideas 2. Teacher highlights the screw of the bulb holder. Worksheet : Appendix
(5 min) 3. Pupils do the exercise independently. 6/23-7
4. Pupils hand in their completed worksheet.

Reflection Environmental Studies : 1. Teacher discusses with the pupils on rechargeable battery. ES
(6 min) Use of rechargeable battery to save the 2. Teacher recapitulates that electricity flows through a loop and
environment making the object function.

2
Class : Tahun 2 Baiduri
Time : 9.00 9.30 am
Theme / Area : Learning about the World Around Us
Topic : Mixing Things
Subtopic : Some materials can dissolve in water and some cannot.
Previuos knowledge : The pupils already know that some materials dissolve in water and some do not.
General learning outcome : Pupils are able to recognise that some materials can dissolve in water
Specific learning outcome : At the end of the lesson, pupils should be able to :
1. differentiate dissolve and does not dissolve by labelling 2 materials that are mixed in 2 separate beakers of water.
2. state the meaning of dissolve by completing worksheet using predicting skill
3. recognise that some materials can dissolve in water by completing worksheet
Science process skills : 1. observing
(SPS) 2. predicting
Thinking Skills & thinking strategy : 1. attributing
(TS & TS) 2. comparing & constrasting
3. making generalisations
Scientific attitudes & noble values : 1. having an interest and curiosity towards the environment
(SA & NV) 2. having critical and analitical thinking
Environmental studies (ES) : Relate to the amount of rubbish that cannot be dissolved in water; causing flooding after heavy rain.
Futres study (FS) : Various types of ingredients in powder form that can dissolve in water and how they make our life easier.
Teaching & learning aids (TLA) : hot water, sugar, colouring powder, glass, spoon, reading cards (can dissolve, cannot dissolve, dissolve, disappear,
do not disappear, stir, sugar, sand), posters (labelling pictures), 1 packet santan powder, instant coffee mix,
worksheet

Phase / Content T & L activities Remarks

Duration
Orientation Making of orange-coloured drink. 1. Teacher shows some materials for making an orange-coloured TLA :
(8 min) drink. hot water
2. One volunteer comes forward to demonstrate the mixing. sugar
3. Before starting, teacher reminds the pupil that hot water will be food colourant
used. glass
4. Teacher elicits idea from the pupils on the other foods in powder spoon
form that can also mix in water easily. instant coffe mix
5. Teacher shows 2 examples : santan powder and instant
santan powder
coffee mix
SPS : observing
6. Teacher introduces the topic for the lesson
FS
SA & NV

3
 Phase / Content T & L activities Remarks
Duration
Elicitation of Sentences : 1. Teacher puts up 2 pictures : sugar solution and a mixture of sand TLA :
ideas 1. Sugar can dissolve in water. When we and water. poster
(3 min) stir it in the water, it will disappear. 2. Pupils label the solution in the pictures using word cards. word cards
3. These pictures are described by sentences, which have missing
2. Sand cannot dissolve in water. . When words. TS : makiang
we stir it in the water, it does not 4. Pupils will recall the demonstration just now and fill in the correct geenralizations
disappear. words by way of word cards.

Restructuring Some materials can dissolve in water but 1. Teacher puts up a poster / chart that requires the pupils to name TLA :
of ideas some cannot. the materials that can dissolve in water and those that cannot. poster / chart
(8 min) 2. Teacher guides the pupils to fill in the answer under the respective marker pen
Materials that can dissolve in water : column.
salt 3. Teacher relates to the rubbish that are found in rivers and drains. SPS :
sugar cube 4. Teacher asks pupils if these rubbish can dissolve in water, and predicting
soap powder what are the effects on the environment.
instant coffee powder TS :
comparing & constrasting
Materials that cannot dissolve in water :
stone ES
leaf
curry powder SA & NV
plastic bag

Application of Worksheet 1. Teacher explains the worksheet. TLA :

ideas 2. Pupils complete the worksheet independently Worksheet
(6 min)

Refelction Summary of the concept of dissolve 1. Teacher writes a paragraph on the board describing the meaning TL|A :
(5 min) of dissolve. reading cards
When you stir something in water and it 2. Teacher guides the pupils to generalize the phenomenon of
disappears, it is said to dissolve in water. materials dissolving in water by filling in the blanks. TS :
Making generalization
If it does not disappear in water, this
means that it cannot dissolve in water.

4
Class : Tahun 2 Baiduri
Time : 9.00 9.30 am
Theme / Area : Learning about the World Around Us
Topic : Push and Pull
Subtopic : Pushing and pulling can change the shape of objects.
Previuos knowledge : The pupils already know the actons of push and squeeze by using a balloon to demonstrate them.
General learning outcome : Pupils are able to describe what they do to change the shape of materials
Specific learning outcome : At the end of the lesson, pupils should be able to :
1. understand the meaning of pull and stretch by saying / identifying the teachers action / demonstration.
2. predict the action that they do to change the shape of a piece of dough by describing the pictures with squeeze,twist,press,or
stretching.
3. identify the 4 actions as push or pull by completing an activity sheet.
Science process skills : 1. observing
(SPS) 2. predicting
3. making inferences
Thinking Skills & thinking strategy : 1. making inference
(TS & TS) 2. comparing & constrasting
3. relating
4, visualizing
Scientific attitudes & noble values : 1. having an interest and curiosity towards the environment
(SA & NV) 2. being sistematik
Environmental studies (ES) : If we push and pull things on the floor, the surface will be scratched. Have the pupils think of the ways to avoid this matter
Futres study (FS) : Invention of a trolley, which is used to push or carry things thus make moving and lifting heavy / bulky things easier.
Teaching & learning aids (TLA) : plasticine, rubber rope, raphia rope, poster, activity sheet, notes

Phase / Content T & L activities Remarks

Duration
Orientation Effects of pulling a rope and an elastic 1. Teacher shows a rope and an elastic rope (rubber). TLA :
(3 min) rope (rubber). 2. One volunteer comes forward to pull these 2 pieces of rope. Raphia rope
3. Have the class say aloud the pupils action : pulling and stretching Elastic rope (rubber)
1. When we pull a rope, it becomes the rope. Word cards :
straight. 4. Teacher guides the pupils to observe the change in length of both pull
ropes. stretch
2. When we stretch an elastic rope
(rubber), it becomes longer and thinner.
SPS : observing

5
 Phase / Content T & L activities Remarks
Duration
Elicitation of Predicting : 1. Teacher puts up a poster that show one piece of plasticine.. TLA :
ideas Describe 4 actions with the 4 key words. 2. Teacher asks the pupils how to change the shape of the poster
(6 min) Stretch plasticine. word cards
Twist 3. Teacher introduces the 4 words that describe the actions, but the platicine
Press pupils have to predict / match the words to the actions in the
Squeeze poster. TS :
4. Teacher acts out these 4 actions, using her hands and the pupils makiang inference
follow the actions visualizing
5. The pupils volunteer to label the pictures according to their comparing & constrasting
predictions.
SS :
observing
predicting

Restructuring Activity : Listen and do 1. Teacher explains to the class that to be systemmatic, they will TLA :
of ideas 1. Stretch the plasticine. have to listen and do as the teacher say. poster / chart
(8 min) 2. Check the shape. Is it the same as the 2. Teacher gives out plasticine to every pupil. plasticiine
picture ? 3. Teacher stretches the plasticine and asks the class to do so
3. Press the plasticine. 4. While making the shape shown on the poster, they check the SPS :
4. Check the shape. answers. observing
5. Twist the plasticine. 5. Steps 3 and 4 are repeated for every action.
6. Check the shape. 6. Teacher says that squeeze and press are pushing, stretch is
7. Squeeze the plasticine. pulling and twist is both push and pull
8. Check the shape.

Application of Activity sheet. 1. Teacher collects the plasticine from the group leaders and TLA :
ideas distributes the activity sheets to them. Worksheet
(6 min) 2. Pupils complete the worksheet independently

Refelction Notes : push and pull in daily life. 1. Teacher gives out notes to the class to reflect what are push and / TLA : notes
(5 min) or pull actions in our daily life.
FS : invention of trolley 2. Teacher arouses the pupils to think about ways to avoid scratching TS : relating
ES : ways to avoid scratching of floor the floor surface when we pull or push heavy things on the floor.
surfaces FS & ES