WEEK 42
| Date/ day | 17th October 2011 (monday) |
| Subject Form Time | Science 1N 12.50pm-2.00pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.4 applying the principles of expansion and contraction of matter |
| Learning Outcomes | At the end of the lesson, students should be able to: -apply the principle of expansion and contraction of matter in solving simple problem |
| Learning Activities | -teacher ask student to state the examples the uses of expansion and contraction of matter in daily life -teacher give the example of situation and ask student to solve the problem -student discuss in group the expansion and contraction of matter in daily life -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 70% of student give cooperate by write the notes and answer the question given by teacher. 30% of them did not write the notes, always disturb his friends. |
| Date/ day | 17th October 2011 (monday) |
| Subject Form Time | Science 2K 2.35pm-3.10pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.1 support system in animal |
| Learning Outcomes | at the end of the lesson, students should be able to: - compare and contrast the support system in land and aquatic vertebrate -compare and contrast the support system in land and aquatic invertebrate |
| Learning Activities | -teacher ask student to explain compare and contrast the support system in land and aquatic vertebrate -teacher ask student to discuss the comparison and contrast the support system in land and aquatic invertebrate -student discuss in group the example of invertebrate and what is the support system in them -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 17th October 2011 (monday) |
| Subject Form Time | Science 2J 3.25pm-4.35pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.1 support system in animal |
| Learning Outcomes | at the end of the lesson, students should be able to: - compare and contrast the support system in land and aquatic vertebrate -compare and contrast the support system in land and aquatic invertebrate |
| Learning Activities | -teacher ask student to explain compare and contrast the support system in land and aquatic vertebrate -teacher ask student to discuss the comparison and contrast the support system in land and aquatic invertebrate -student discuss in group the example of invertebrate and what is the support system in them -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 18th October 2011 (Tuesday) |
| Subject Form Time | Science 2M 2.00pm-3.10pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.1 support system in animal |
| Learning Outcomes | at the end of the lesson, students should be able to: - compare and contrast the support system in land and aquatic vertebrate -compare and contrast the support system in land and aquatic invertebrate |
| Learning Activities | -teacher ask student to explain compare and contrast the support system in land and aquatic vertebrate -teacher ask student to discuss the comparison and contrast the support system in land and aquatic invertebrate -student discuss in group the example of invertebrate and what is the support system in them -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 18th October 2011 (Tuesday) |
| Subject Form Time | Science 2J 3.25pm-4.35pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.2 support system in plant |
| Learning Outcomes | at the end of the lesson, students should be able to: - explain the various support system in woody and non-woody plant -classify the plants based on their support system |
| Learning Activities | -teacher ask student to explain the various support system in woody and non-woody plant -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 18th October 2011 (Tuesday) |
| Subject Form Time | Science 1H 5.10pm-6.20pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.4 applying the principles of expansion and contraction of matter |
| Learning Outcomes | At the end of the lesson, students should be able to: -apply the principle of expansion and contraction of matter in solving simple problem |
| Learning Activities | -teacher ask student to state the examples the uses of expansion and contraction of matter in daily life -teacher give the example of situation and ask student to solve the problem -student discuss in group the expansion and contraction of matter in daily life -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 90% of student give cooperate by write the notes and answer the question given by teacher. 10% of them did not write the notes, always disturb his friends. |
| Date/ day | 19th October 2011 (Wednesday) |
| Subject Form Time | Science 1N 12.50pm-2.00pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.5 dark, dull objects absorb and give out heat better |
| Learning Outcomes | At the end of the lesson, students should be able to: -state that dark dull objects absorb heat better than shinny objects -state that dark, dull object given out heat better than shite shiny object |
| Learning Activities | -teacher ask student to state that dark dull objects absorb heat better than shinny objects -teacher give the example of the situation that dark dull objects absorb heat better than shinny objects -student discuss in group that dark, dull object given out heat better than shite shiny object -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 60% of student give cooperate by write the notes and answer the question given by teacher. 10% of them did not write the notes, always chit chat among them. Teacher gives sweet for good student to encourage other student to be good also. |
| Date/ day | 19th October 2011 (Wednesday) |
| Subject Form Time | Science 2K 2.00pm-3.10pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.2 support system in plant |
| Learning Outcomes | at the end of the lesson, students should be able to: - explain the various support system in woody and non-woody plant -classify the plants based on their support system |
| Learning Activities | -teacher ask student to explain the various support system in woody and non-woody plant -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 19th October 2011 (Wednesday) |
| Subject Form Time | Science 2M 5.10pm-6.20pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.2 support system in plant |
| Learning Outcomes | at the end of the lesson, students should be able to: - explain the various support system in woody and non-woody plant -classify the plants based on their support system |
| Learning Activities | -teacher ask student to explain the various support system in woody and non-woody plant -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 20th October 2011(Thursday) |
| Subject Form Time | Science 2J 3.25pm-4.05pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.3 appreciating the support system in living organisms |
| Learning Outcomes | at the end of the lesson, students should be able to: - justify the importance of the support system in living organism |
| Learning Activities | -teacher ask student to justify the importance of the support system in living organism -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 20th October 2011(Thursday) |
| Subject Form Time | Science 2K 4.05pm-5.10pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.3 appreciating the support system in living organisms |
| Learning Outcomes | at the end of the lesson, students should be able to: - justify the importance of the support system in living organism |
| Learning Activities | -teacher ask student to justify the importance of the support system in living organism -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 20th October 2011(Thursday) |
| Subject Form Time | Science 1H 5.45pm-6.20pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.5 dark, dull objects absorb and give out heat better |
| Learning Outcomes | At the end of the lesson, students should be able to: -state that dark dull objects absorb heat better than shinny objects -state that dark, dull object given out heat better than shite shiny object |
| Learning Activities | -teacher ask student to state that dark dull objects absorb heat better than shinny objects -teacher give the example of the situation that dark dull objects absorb heat better than shinny objects -student discuss in group that dark, dull object given out heat better than shite shiny object -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 90% of student give cooperate by write the notes and answer the question given by teacher. 10% of them did not write the notes, always chit chat among them. Teacher gives sweet for good student to encourage other student to be good also. Some of them settle down the PEKA sains under teacher guided. |
| Date/ day | 21th October 2011 (Friday) |
| Subject Form Time | Science 2M 2.00pm-2.25pm |
| Learning Area | 8.0 support and movement |
| Learning Objectives | 8.3 appreciating the support system in living organisms |
| Learning Outcomes | at the end of the lesson, students should be able to: - justify the importance of the support system in living organism |
| Learning Activities | -teacher ask student to justify the importance of the support system in living organism -student discuss in group how to classify the plants based on their support system -student write the notes -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Student appreciate the importance of force for human being |
| Reflection | Student give cooperate to give the answer when teacher ask them. 90% student look interested about what they learn. Most of them just write the note and answer the nonsense answer. Some of them volunteer to answer the question in blackboard. |
| Date/ day | 21th October 2011 (Friday) |
| Subject Form Time | Science 1N 2.50pm-3.05pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.6 appreciating the benefits of heat flow |
| Learning Outcomes | At the end of the lesson, students should be able to: -put the practice the principle of heat flow to provide comfortable living |
| Learning Activities | -teacher ask student to put the practice the principle of heat flow to provide comfortable living -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 60% of student give cooperate by write the notes and answer the question given by teacher. 10% of them did not write the notes, always chit chat among them. Teacher gives sweet for good student to encourage other student to be good also. |
| Date/ day | 21th October 2011 (Friday) |
| Subject Form Time | Science 1H 3.05pm-4.10pm |
| Learning Area | 7.0 heat |
| Learning Objectives | 7.6 appreciating the benefits of heat flow |
| Learning Outcomes | At the end of the lesson, students should be able to: -put the practice the principle of heat flow to provide comfortable living |
| Learning Activities | -teacher ask student to put the practice the principle of heat flow to provide comfortable living -student write the notes in notes book -teacher give some exercise about the topic learn |
| Teaching aids | Science process skill book, textbook and note books |
| Moral values | Students appreciate the importance to of heat source for entire life |
| Reflection | 90% of student give cooperate by write the notes and answer the question given by teacher. 10% of them did not write the notes, always disturb his friends. Teacher gives sweet for good student to encourage other student to be good also. Teacher write the name of naughty student in JKDS form |
