Sample Lesson Plan

(Needham’s 5-Phase Model)

Date: 7 May 2011Time: 7.45 – 8.45 a.m.Class: Year 3 MelurNumber of pupils: 30 Subject: ScienceTopic: Magnetic materialsLearning Outcomes: At the end of the lesson the pupils will be able to:

1. identify one characteristic of magnetic materials based on experiment.2. list five objects that are made of magnetic materials in the classroom.

Scientific skills / thinking skills: observing, making inferences, predicting, classifying, comparing and contrasting, generating ideas

Scientific attitudes and values: Interested in and inquisitive about the environment, recording and confirming data accurately and honestly

Pre-requisite knowledge: Pupils have seen magnet and knew that magnet can attract some objects.

Teaching and learning resources: bar magnet, paper clip, needle, iron wire, copper wire, ice-cream stick, marble, plastic ruler, zinc plate, aluminium paper, picture, brass screw.

Phase / time Contents Teaching and learning activities

Remarks

Orientation(10 mins)

Certain materials are attracted to magnet while others not.

Two pupils are asked to go to the front of the class, each student holding a picture of a bird’s nest.

While the teacher holds a picture of a bird near each of the two pictures of the nest, teacher asks:

Can the bird enter the nest if I let go the picture of the bird?

SPS:Predicting There is a magnet behind both pictures of the nest.

There is a piece of iron stuck behind a picture of the bird and a piece of aluminium behind the other picture of the bird.SPS:Observing

Phase / time Contents Teaching and learning activities

Remarks

Teacher releases both pictures of the bird and found that one bird picture fell and the other stick to the nest.

Teacher’s question: Why did one picture of the bird fall?

Pupils make inferences and are given the opportunity to check the pictures of the bird and nest.

T&L Resources:Pictures, magnet, aluminium

SPS:Making inferences

Eliciting ideas(10 mins)

Characteristics of magnetic and non magnetic materials.

Pupils are divided into groups of 5 and given the worksheet A and objects listed in the worksheet A.

Pupils are required to discuss whether the objects given can be attracted to the magnet and then state their answers in the column prediction and reasons.

T&L Resource:Worksheet A

SPS:Observing,Predicting

Restructuring ideas

(20 mins)

Examples of magnetic materials:Iron nail, needle, etc.

Examples of non magnetic materials:plastic, wood, etc.

Each group is given a piece of magnet and is required to validate their predictions.

Their results are recorded in the column observation in worksheet A.

Teacher and pupils discuss the findings of the experiment followed by forming the concept of magnet materials.

Pupils answer the questions in the worksheet B.

SPS:classifying

T&L Resources:Worksheet A, Bar magnet, paper clip, needle, iron wire, copper wire, ice-cream stick, marble, plastic ruler, zinc plate, brass screw, aluminium paper

Worksheet B

Phase / time Contents Teaching and learning activities

Remarks

Values: Recording and confirming data accurately and honestly

Application of ideas

(15 mins)

Objects that are made of iron can be attracted to magnet.

In each group, pupils are required to identify objects in the classroom that are made of iron.

Pupils decide the method on how to test the objectsSPS:Classifying

Reflection(5 mins)

Magnetic materials are materials that can be attracted to the magnet such as iron and steel.

Materials metals Non metals iron non- iron

Teacher guides the pupils to reflect on what they have learnt by using the concept map.

T&L Resource:Worksheet C

Self-reflection:*achievement in objectives* strengths* weaknesses (How to overcome?)

SEKOLAH ---------------------------------------------------

SCIENCE YR 3

NAME:_______________________________CLASS:_____ DATE:____________

Worksheet A

Place a checkmark () for the objects that are attracted to the magnet.

Object Prediction Reasons ObservationPaper clipNeedleCopper wireIron wireIce-cream stickMarblePlastic rulerZinc plateBrass screwAluminium paper

SEKOLAH ---------------------------------------------------

SCIENCE YR 3

NAME:_______________________________CLASS:_____ DATE:____________

Worksheet B

Fill in the blanks with suitable answers.

1. ____________________ is the metal that can be attracted to magnet.

2. Material that can be attracted to magnet is called ___________________.

3. Name five objects of magnetic materials and non-magnetic materials.

Number Magnetic materials Non-magnetic materials12345

4. State five metals that are non-magnetic materials(a) ________________________________(b) ________________________________(c) ________________________________(d) ________________________________(e) ________________________________

SEKOLAH ---------------------------------------------------

SCIENCE YR 3

NAME:_______________________________CLASS:_____ DATE:____________

Worksheet C

Lesson Plan 1: Inquiry Approach (Using A Discrepant Event)

Date: 5 May 2003Time: 7.45 – 8.45 a.m.Class: Year 4 Number of pupils: 30 Subject: ScienceTopic: Magnetism

Learning Outcomes: At the end of the lesson the students will be able to:1. define operationally what is a magnet.2. state that the forces of magnet extends into the

space around the magnet.

Non-iron/steel

Magnetic materials

Non-Magnetic materials

Metal

Consists of

Consists ofExample

Example

Example

Materials

Non-metal

Iron/ Plastic, wood

Pre-requisite knowledge: Students have seen and played with magnets.

Scientific skills / thinking skills: Observing, predicting, communicating, infering and defining operationally / comparing and contrasting, generating ideas

Scientific attitudes and values: Systematic, dare to try, confident and self-reliant.

Teaching and learning resources: Magnets, paper clips and thread.

Phase / time

Contents Teaching and learning activities / Scientific skills

Remarks

Setting up a

discrepant event

(20 min)

Invetigating to solve the discrepancy

(20 min)

Things will always fall to the ground because of the gravitational force.

Teacher takes a handful

of paper clips and hold it

above the table top.

Teacher asks:

- Children, what am I holding in my hand?- Children, predict what will happen when I open my hand? - Can you describe what you observed? - Can you explain your observation.

Teacher reiterate that the paper clips fell down because of the gravitational force.

Teacher asks:Is it possible to make a paper clip floats in the air without touching it?

Teacher ties a thread to a paper clip and tape one end of the thread on to the table top.Teacher invites a student to come forward and instructs the sudent to slowly raise the magnet up from the table.

SPS:Observing and predicting

SPS:Experimenting

SPS:

Phase / time

Contents Teaching and learning activities / Scientific skills

Remarks

Resolve the discrepancyAnd Closure(20 min)

The force of magnetism extends into space around the magnet.

It is not necessary to touch the magnet to feel this force.

The strength of the magnetic field depends on the magnetic power of the magnet.

Remind the student not to let the magnet touch the paper clip.

Teacher asks:What happen to the paper clip?

Teacher encourages the students to explore further by raising the magnet until the paper clip is above the table and measure the distance from the magnet to the paper clip in centimeters.

Teacher asks:What is causing the paper clip to float in the air?What is the greatest distance you can get before the clip falls?

Teacher instructs students to get into their group.Each group is to explore the greatest distance they can get before the paper clips fall.Students are encourgage to use different magnets while repeating their exploration.

Teacher asks:Explain what you have learned about magnets.Make a written record of what you have learned about magnets.

Infering

TS:Generating ideas

Values:Dare to try

SPS:ExperimentingRecordingCommunicatingComparing and contrasting

SPS:Defining operationally

Lesson Plan 3 : “Smart School”

Date: 6 May 2003Time: 7.45 – 8.45 a.m.Class: Year 1 BestariNumber of pupils: 30 Subject: ScienceTopic: Where animals liveLearning Outcomes: At the end of the lesson the students will be able to:

1. state where different animals live when given the picture of the animals.

Pre-requisite knowledge: Students know some animals

Scientific skills / thinking skills: Observing, communicating, classifying, making inferences / comparing and contrasting, generating ideas

Scientific attitudes and values: Good-natured, loving and kind

Teaching and learning resources: Picture cards with words

“Smart Schools” elements and Generic Skills:1. Learning skills: study skills, intepreting data2. Facilitating Skills: facilitating and guiding students during activities

Phase / time Contents Teaching and learning activities / Scientific skills

Remarks

Set Induction(5 min)

DevelopmentStep 1

(10 min)

Animals’ home

Animals’ home:Pond, soil, grass, trees, house

Teacher shows the children a picture of a house.

Teacher asks: - Children, what is this?- Children, where do you live?- Who live with you in the house?- Does animal has a home?- Today we are going to learn where animals live.

In groups of six, children are required to choose pictures of animal according to its home (pond, soil, grass, trees, or house) given to each group.

Group 1Can you find the pictures of animal that live in the pond? Group 2Can you find the pictures of animal that live in the soil?

Group 3Can you find the pictures of animal that live on the grass?

Group 4Can you find the pictures of animal that live on a tree?

Group 5Can you find the pictures of

Picture cards with words of animals and itsl homes.

SPS:ObservingClassifying

Each group will be given two picture cards of animals for each home and two picture cards of animals from other homes

Picture and word cards of animals and their homes.

Phase / time Contents Teaching and learning activities / Scientific skills

Remarks

Step 2(15 min)

Step 3(15 min)

Step 4(10 min)

Closure(5 min)

New words:Pond, soil, grass, Tree and home.

Sample riddle:I have feathers on my body,I can fly.I live in a nest.Who am I?

animal that live in the house?

Each group members paste their findings on the board for discussion.

Teacher asks: -Children, is it right? -Do you want to make any changes?

Children read the list of the animals that live in their respective homes.Teacher asks:- Children, can you tell what animals live in the pond?

(in the soil, on the grass, on a tree and in the house).

Teacher plays the CD ROM.Pupils watch the animal homes.Refer to the questions in the CD-ROM

Children look at the pictures in the activity sheet 1 and identify the correct home that the animals live.Follow the instructions in the worksheet 1Teacher discusses the answers with the children.

Worksheet 2 is given as homework.

Teacher poses riddle and children answer some riddles.

CD-ROMYear 1 scienceUnit 2.3Animal homes

Generic Skill: Facilitating skills

Worksheets 1 & 2

Generic skill: study skills

Values:Good-

Phase / time Contents Teaching and learning activities / Scientific skills

Remarks

Children, We should show care and love to the animals and their homes.

natured, loving and kind

Use one of the model lesson formats, prepare a 60-minutes lesson plan for a Grade and Topic in the Primary Science syllabus. After completing your lesson plan, evaluate it yourself, modify it, and then have your modified version evaluated by at least three of your colleagues, before turning it in for your lecturer’s evaluation.