WEEK 43
Date/ day | 24th 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 | 24th 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 | 24th 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 | 25th 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 | 25th 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 | 25th 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 | 26th 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. |
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