Science - Kkp A

8/8/2019 Science - Kkp A

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MARKS :

BIODATAFull name : Angeline Siaw Wee Wei

No. I/C : 840928-05-5482

Date of Birth : 28 September, 1984

Place of born : Seremban, Negeri Sembilan

Address : Lot 1, Phase 7, Taman Adika,

Keningau, Sabah.

E-mail Add. : [email protected]

Teaching school : SJK.(C).Phui Ying, Tenom.

School`s phone number: 087-737939

Date start teaching : 19/12/2008

10.Hobbies : Dancing, singing, swimming

11.Contact number : 016-8037180

SCIENCE

NAME : ANGELINE SIAW WEE WEI

I/C.NO. : 840928-05-5482

UNIT : KDPM-KDC-PC-802 – Intake Nov`08

TOPICS : SN 3241 E (A)

TITLE OF PROJECT :

INVESTIGATING THE PHYSICAL WORLD

Lecturer’s Name :

Jabatan Sains dan Matematik

Salina Abdullah Sangguro ( 013-8887710 )

Tan Cho Chiew ( 013-8160010 )

1

mailto:[email protected]

mailto:[email protected]



CONTENT

2



3

NO PARTICULLAR PAGE

1 Mind map of – ELECTRICITY 3

2 Lesson plan 4 - 12

3 Work sheet 13

4 Reflection 14 - 15

5 Reference 16

6 Power point 17 - 21

7 Collaborative form 22



YEAR 2 YEAR 3 YEAR 5The Magic of Batteries Electricity Electricity

Learn about things that use

batteries.

Learn how to make a bulb in a

circuit brighter or dimmer.

Knowing the sources of electricity

Learn how to use a battery. Learn that some materials

conduct electricity.

Understanding a series circuit and

a parallel circuit.

Learn how to make a

complete circuit.

Learn that a switch is used to

complete or break a circuit.

Understanding the safety

precautions to be taken when

handling electrical appliances.

INVESTIGATING

THE PHISICAL

WORLD

ELECTRICITY

Investigating Force and Energy



Science Daily Lesson Plan

Year : Year 3

Num of Pupil : 5 Boys: 2 Girls: 3

Theme : Learning about the world around us

Topic : Electricity

Sub Topic : Making a bulb brighter or dimmer

Time/Duration : 60 minutes

Previous Knowledge: 1. Pupils identified the material to make a complete circuit.

Learning Outcomes: At the end of the lesson, the pupil should be able to :

1. Know how to make a bulb in a circuit brighter or dimmer.

2. Give reason why the bulb can brighter or dimmer

depends on the number of batteries or bulbs used.

3. Record the result in every experiment into the table.

Scientific skills : Observing, Measuring and Using Numbers, Making Inferences,

Predicting, Communicating, Controlling Variables, Experimenting,

Comparing.

Values : Hardworking, appreciation, cooperation, confident, curious,

imaginative.

5



Teaching Aids : Power point with electricity items, 3 pieces of batteries, 3 bulb, 3 bulb

holder, 6 pieces of wire (2 sets for 2 groups), and A4 paper with table.

6



Lesson

Development

Content/time

Teaching-Leaning Activities Scientific

Skill/thinking

Skill/Teaching-

Learning

Strategies

Teaching

Aids/CommentTeacher Pupil

Induction set

Orientation

( 10 minutes )

Introduction

about

electricity is

very useful in

our life.

1. Teacher shows the power point

about the electricity.

2. Teacher asks pupils that what

the electricity items have use in

their house too.

3. Teacher ask pupils that how to

make the electricity item be in

action.

1. Pupils name out what

the items they seen in

the picture that use

electricity in the

power point.

2. Pupils say out theelectricity items in

their house.

3. Pupils will give their

Strategies:

- ask and answer.

Value:

-Cooperation,

-Appreciation

a) Power point -

electricity item`s

picture

b) batteries, bulbs,

bulb holders, and

wires.

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4. Teacher accepts all answer from

pupils.

5. Teacher asks pupils to make a

complete circuit with the

materials (batteries, bulb, bulb

holder, and wire).

6. Teacher asks pupils to make in 2

groups.

Teacher asks the head of group go

out to take the materials.

own answer.

4. Pupils make their

group and go out to

take the materials.

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Eliciting

ideas

( 10 minutes)

How to make

a complete

circuit.

Suggest ways

to make a

bulb in a

circuit

brighter.

1. Teacher guide pupils to make

the complete circuit.

2. After the pupils make the

bulb light up. Teacher asks pupils

to design a new circuit that

makes the bulb light up brighter.

1. Allow pupils to make a

circuit themselves.

2. Pupils try to design a

new circuit that makes

the bulb light up

brighter.

Science skills:

- communicate

Strategies :

- group work

- brainstorming

Thinking skills:

-Generation ideas

-Inventing

-predicting

Values:

- cooperation

- confident

a) batteries, bulbs,

bulb holders, and

wires.

9



Restructured

ideas

( 10 minutes)

The ways to

make a bulb

in a circuit

brighter or

dimmer.

1. Teacher explains why the bulbs

become dimmer or brighter.

( the brightness of a bulb in a

circuit depends on the number of

batteries used and also depends

on the number of bulbs used in a

circuit)

2. Teacher will let pupils

know that every electricity items

also use the same concept to

be in action.

3. Teacher asks pupils to

draw the circuit they made.

1. Pupils listen the

explanation.

2. Pupils draw the circuit.

Strategies:

- class discussion

- individual work

- brainstorming

Values:

- confident,

- curious

- imaginative

a) White board

10



Application of

ideas

( 20 minutes)

The bulb can

brighter or

dimmer

depends on

the number of

batteries or

bulbs used.

1. Teacher asks pupils making

the bulb brighter by using a

different number of batteries.

2. Repeat the experiment by

using

a. Two batteries

b. Three batteries

3. After that, teacher also asks

pupils to making the bulb dimmer

by using different number of

bulbs.

4. Repeat the experiment by

using

a. One bulb

b. Two bulbs

1.Pupils making the bulb

brighter by using a

different number of

batteries.

2.Pupils repeat the

experiment by using two

batteries and three

batteries.

3.Pupils record the result

of bulb light in a table.

4. Pupils making the bulb

dimmer by using

different number of

Science skills:

Strategies:

- Group work

Values :

-Confident

-Cooperative

a) batteries, bulbs,

bulb holders, and

wires.

b) A4 paper with

table.

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c. Three bulbs

5. Teacher ask pupils record

result of bulb light in a table

given.

6. Every experiment must be

drawing out in A4 paper.

bulbs.

5. Repeat the experiment

by using one, two and

three bulbs.

6. Pupils draw out every

experiment their made.Reflection /

Closure

( 10 minutes)

Conclusion

1. Teacher will compare the

results get by two groups.

2. Teacher make a concludes

with the result the pupils get:

I. A bulb will be brighter if more

electricity flows through it.

II. Using more batteries in the

circuit makes the bulb

1. Pupils ask questions if

any.

2. Pupils solve and

discuss the problem

together with teacher.

Science skills:

- communicate

- comparing

- inferring

- interpreting data

Thinking skill:

-Making

conclusions

Strategy:

a) whiteboard

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brighter.

III. Using more bulbs in the

circuit makes the bulb

dimmer.

IV. Using too many batteries

might cause the bulb to blow

up.

-Class discussion

Value:

- Curious

- confident

- appreciation

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Record your findings in a table as shown below.

Activity 1

Activity 2

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Circuit with Brightness of the bulb ( √ )

bright dim dimmer

1 battery

2 batteries

3 batteries



15

Circuit with Brightness of the bulb ( √ )

bright dim dimmer

1 bulb

2 bulbs

3 bulbs



In my induction set, I was having a small activity to start my lesson. I had

prepared a picture with many kinds of electricity`s item and ask pupils find out the

electricity items among the picture. At first, I try to ask pupils write the name of

the electricity item, but found that they all weak in English vocabulary, so that, I

gather teach them to know the name of the items. At the time, there are above

50% of pupils did not interested to follow with me, but I try ask pupils to read one

by one with me. By this way, they learn more about the new vocabulary in this

lesson, after that, they can say out the electricity items use in their home

properly.

After that, I asked pupils to go along the other activity. Firstly I ask them to

make group 4 in 2. And then for verify they are still remember the lesson had

learnt before, I asked them to make a complete circuit with the materials I gave in

their group. When the time they making the circuit, the pupils got some troubles.

One of the group can`t light up the bulb by their circuit they make, when I go into

their group, I found that they used the spoil bulb, because of this reason, causes

them can`t light up the bulb. When I know that, I ask them to change the other

bulb and make their circuit again. After change it, they were successfully to make

their bulb light up.

After the pupils make the bulb light up. Teacher asks pupils to design a new

circuit that makes the bulb light up brighter. On the time, the pupils had tried to

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REFLECTION



make the new circuit so that can make the bulb light up brighter. But every group

got 1 or 2 persons are not take part in the discussion. Then, I just said that later I

will ask the person who didn’t take part to go out present their result. After they

heard about it, finally they start to join in the discussion on their group. This is the

good way to let them pay more attention to do their teamwork.

After my explanation, the pupils are more understand what causes the bulb

become dimmer or brighter. This helps my pupils to do the next experiment.

Lastly all of them had success to repeat the experiment by using a different

number of batteries and bulb. And then, they also can record the result of bulblight in a table given.

Finally, I try to compare the results got by two groups and make a

conclusions. The result pupils get are i)a bulb will be brighter if more electricity

flows through it, ii) using more batteries in the circuit makes the bulb batteries, iii)

using more bulbs in the circuit makes the bulb dimmer, and iv) using too many

batteries might causes the bulb to blow up.

At the end of the lesson, I found that my lesson was 100% successfully

achieve, because all my pupils were able to know how to make a bulb in a circuit

brighter or dimmer, and also can give reason that why the bulb can brighter or

dimmer depends on the number of batteries or bulbs used. Besides that, they

also can record the result in every experiment into the table properly.

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Reference :

1. SCIENCE YEAR 3 TEXTBOOK – DEWAN BAHASA PUSTAKA –

INTERRATED CURRICULUM FOR PRIMARY SCHOOLS

2. SCIENCE YEAR 3 PRACTICAL BOOK - DEWAN BAHASA PUSTAKA –

INTERRATED CURRICULUM FOR PRIMARY SCHOOLS

3. SCIENCE PRACTICAL WORK ASSESSMENT (PEKA) YEAR 3 – JABATAN

PELAJARAN NEGERI SARAWAK

4. Syllabus For Integrated Curriculum for Primary School Science

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Collaborative Form

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No Name Particulars Signature

1. Chin Fui mian Mind map of – Electricity

2. Chong Ken Choo Lesson plan

3. Ng Ken Hiung Lesson plan

4. Chong Wan Bey Power point

5. Chung Nyuk Fun Activity sheet

6. Tai Li Foon Reflection

7. Elvin Ng Reflection

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