Lesson Plan Harian Sains - Chandra

SCIENCE DAILY LESSON PLAN
DATE:2nd Jan 2014
TIME:8.30am - 9.30am
DAY:Thursday
CLASS: 6 Intelligent
THEME:Investigating Living Thing
TOPIC:Animals live in solitary and in group.
LO
SPS:
:1.1 Understanding that some animals live in groups and others live in solitary
Observing,grouping ,making
inferences
MPS:
SA& NB:
Being objective,being systematic
TLS:
Inquiry
LEARNING OUTCOMES/SUCCESS CRITERIA: At the end of the lesson,pupils will be able to:
I can.....
a. State that some animals live in group and in solitary
b. Give examples of animals live in group and in solitary
c. Classify the animals into that live in solitary and in group
d. Build mind maps about animals that live in solitary and in group.
RESOURCES
Charts
KEY VOCABULARY: solitary-berasingan

group- berkumpulan
LINKS TO PREVIOUS LEARNING

Pupils know about special characteristics of some animals which stay together to protect
themselves from danger and enemies.
Individual
1.Pupils view charts on animals that live in groups and
solitary.
Paired
STARTER
Group
2. Pupils view pictures in textbook .
Whole
/
Class
Individual
1.Pupils are guided by teacher to gather information about
animals that live in groups and in solitary.
Paired
MAIN
2.Pupils give examples of animals that live in solitary and live
Group
ACTIVITIES
in
Whole
/
Identify
group.
Class
Differentiation
3.Pupils classify animals in charts to animals that live in
Strategies
solitary
and in group.
Individual
/
1.Pupils fill the mind maps guided by teacher.
Paired
PLENARY
2.Pupils complete excercise in workbook.
Group
Whole
/
Class
ASSESSMENT FOR LEARNING
IMPACT
Teacher check the students mind maps and give
Pupils be able to :
feed back.
a. .
HOMEWORK
Pupils have to find or draw pictures of 5 animals
that live in group or in solitary,

DATE:2nd Jan 2013
TIME:9.30 am 10.00 am
DAY:Wednesday
CLASS: 6 Berlian
LO
:1.1 Understanding that some animals live in groups

and others live in solitary
SPS:
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
e. State that some animals live in group and in solitary
f. Give examples of animals live in group and in solitary
g. Classify the animals into that live in solitary and in group
h. Build mind maps about animals that live in solitary and in group.
RESOURCES
Charts

group- berkumpulan

Individual
solitary.
Paired
STARTER
Group
Whole
/
Class
Individual
1.Pupils are guided by teacher to gather information about
animals that live in groups and in solitary.
Paired
MAIN
Group
ACTIVITIES
in
Whole
/
Identify
group.
Class
Differentiation
Strategies
solitary
and in group.
Individual
/
1.Pupils fill the mind maps guided by teacher.
Paired
PLENARY
Group
Whole
/
Class
IMPACT
Teacher check the students mind maps and give
Pupils be able to :
feed back.
b. State that some animals live in group
and in solitary
c. Give examples of animals live in
HOMEWORK
group
and in solitary
d. Classify the animals into that live in
that live in group or in solitary,
solitary and in group
e. Build mind maps about animals that
live in solitary and in group.

DATE:2nd Jan 2013
TIME:10.30am - 11.00am
DAY:Wednesday
CLASS: 6 Arif
LO

SPS:
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
c. Build mind maps about animals that live in solitary and in group.
RESOURCES
Charts

group- berkumpulan

Individual
/
solitary.
Paired
STARTER
Group
Whole
Class
Individual
1.Pupils are gather information about animals that live in
groups
Paired
/
MAIN
and in solitary.
Group
ACTIVITIES
Whole
Identify
in
Class
Differentiation
group.
Strategies
solitary
and in group.
Individual
/
1.Pupils fill the mind maps .
Paired
PLENARY
Group
Whole
Class
IMPACT
Pupils check peers mind maps and give feed back. Pupils be able to :
a. State that some animals live in group
and in solitary
HOMEWORK
b. Give examples of animals live in
group
and in solitary
that live in group or in solitary.
c. Classify the animals into that live in

d. Build mind maps about animals that

DATE:3rd Jan 2013
TIME:8.30 am to 9.00 am
DAY:Thursday
CLASS: 6 Mutiara
TOPIC:Living Together or in solitary
LO
SPS:
:1.1 Understanding that some animals live in groups and others live in solitary
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Explain why animals live in group
b. Build a mind maps about the topic with the guide of the teacher.
RESOURCES
Pictures of animals

group- berkumpulan

Individual
/
1.Pupils view pictures of animals that live in groups and
solitary.
Paired
STARTER
2.Pupils name and state whether its live in group or in solitary
Group
Whole
Class
MAIN
Individual
1.Teacher lead a discussions and concludes that animals
ACTIVITIES
live in
Paired
Identify
groups for safety reason and to get food.
Group
Differentiation Whole
2.Teacher
explains how living in groups help them to survive
/
Strategies
from
Class
the enemies,predators and rivals.
Individual
/
Paired
PLENARY
Group
Whole
Class
IMPACT
Teacher check mind maps and give feed back.
Pupils be able to :
HOMEWORK
1. Explain why animals live in group.
Continue the mind maps in Science 1.
2. Build a mind maps about the topic

with the guide of the teacher.

DATE:3rd Jan 2013
TIME:12.30pm - 1.00pm
DAY:Thursday
CLASS: 5 Arif
TOPIC:The Unseen Life.
LO
SPS:
MPS:
:1.1 Understanding that microorganism is a living thing

Observing,Attributing ,making
inferences and Visualising
-
SA& NB:
TLS:
Cooperative learning
I can.....
a. State types of microorganism
b. Build mind maps about types of microorganism
RESOURCES
Text on bacteria,virus,protozoa and
fungi
KEY VOCABULARY: Yeast-Ragi

Magnifying glass-Kanta
Pembesar

Pupils have learnt about the characteristics of plants and animals and the life processes they
undergo in Year 4
Individual
1.Teacher introduce the word micoorganisms
Paired
STARTER
Group
Whole
/
Class
Individual
1.Each group are given a text about microorganism.
MAIN
Paired
ACTIVITIES
2.They read and understand the information aand finally
Group
/
Identify
share
Whole
Differentiation Class
with the members of group
Strategies
Individual
/
Paired
PLENARY
2.Pupils state types of microorganism are virus,bacteria,fungi
Group
and
Whole
protozoa.
Class
Pupils check peers mind maps and give feed back.
IMPACT
Pupils be able to :
HOMEWORK
a. State types of microorganism
Pupils have to draw pictures of microorganisms.
b. Build mind maps about types of

microorganism
Pupils label the types of microorganism.

DATE: 4th Jan 2013
TIME:7.30 am 8.30 am,8.30am-9.30am
DAY:Friday
CLASS: 6 Berlian & 6 Arif
LO

SPS:
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
Classify the animals into that live in solitary and in group
c. Build mind maps about animals that live in solitary and in group.
RESOURCES
Charts

group- berkumpulan

Individual
/
solitary.
Paired
STARTER
Group
Whole
Class
Individual
1.Pupils gather information about animals that live in groups
and
Paired
/
MAIN
in solitary.
Group
/
ACTIVITIES
2.Pupils
give examples of animals that live in solitary and live
Whole
Identify
in
Class
Differentiation
group.
Strategies
solitary
and in group.
Individual
/
1.Pupils fill the mind maps
Paired
PLENARY
Group
Whole
/
Class
IMPACT
Pupils check peer mind maps and give feed back.
Pupils be able to :
a. State that some animals live in group
and in solitary
HOMEWORK
b. Give examples of animals live in
group
Pupils complete exercise in workbook.
and in solitary
c. Classify the animals into that live in
d. Build mind maps about animals that

DATE:4th Jan 2013
TIME:10.30 am-11.30 am
DAY:Friday
CLASS: 6 Mutiara
LO

SPS:
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Explain why animals live in solitary
b. Build a mind maps about the topic with the guide of the teacher.
c. Write aim correctly for 3 science process skills questions.
RESOURCES
Pictures of animals

group- berkumpulan

Individual
/
1.Pupils view pictures of animals that live in solitary.
2.Pupils discuss with peer and list five animals live in solitary.
Paired
STARTER
Group
Whole
Class
MAIN
Individual
ACTIVITIES
live in
Paired
Identify
solitary to avoid competition for space,food and mate.
Group
2.Teacher
explains how living in solitary help animals to
/
Strategies
survive.
Class
Individual
/
2.Pupils are guided how to answer aim correctly for 3 SPS
Paired
PLENARY
Group
questions.
Whole
/
Class
HOMEWORK
IMPACT
Pupils be able to :
a. Explain why animals live in solitary
b. Build a mind maps about the topic
c. Write aim correctly for 3 science
process skills questions.
RANCANGAN HARIAN PENDIDIKAN SENI VISUAL

Tarikh: 7 Jan 2013
Masa: 9.00 am -10.00 am
Hari: Isnin
Tahun: 6 Mutiara
Tema:Melukis dan Membuat Gambar
Tajuk: Pemandangan
OBJEKTIF :Meningkatkan kemampuan memilih dan menyesuaikan bahan dalam gubahan
AKTIVITI : a. Menggambar dengan menggunakan warna pastel.

b.Murid membuat gambar yang bertemakan pemandangan menarik semasa bercuti
ke tempattempat menarik .
SUKSES KRITERIA:
Saya boleh....
a.Buat lakaran dengan menggunakan pensel pada kertas lukisan
b.Mewarna bahagian latar belakang dahulu
c. Mewarna pemandangan dengan warna yang bersesuaian dan menarik.
ALAT DAN BAHAN;

1. Kertas lukisan
2. Pensel
3. Warna pastel
IMPAK
Murid dapat menghasilkan gambar pemandangan yang menarik dengan menggunakan imaginasi
masing masing.
RANCANGAN HARIAN PENDIDIKAN SENI VISUAL

Tarikh: 7 Jan 2013
Masa: 9.00 am -10.00 am
Hari: Monday
Tahun: 6 Mutiara
Tema:Melukis dan Membuat Gambar
Tajuk: Pemandangan
OBJEKTIF :Meningkatkan kemampuan memilih dan menyesuaikan bahan dalam gubahan
AKTIVITI : a. Menggambar dengan menggunakan warna pastel.

b.Murid membuat gambar yang bertemakan pemandangan menarik semasa bercuti
ke tempattempat menarik .
SUKSES KRITERIA:
Saya boleh....
a.Buat lakaran dengan menggunakan pensel pada kertas lukisan
b.Mewarna bahagian latar belakang dahulu
c. Mewarna pemandangan dengan warna yang bersesuaian dan menarik.
ALAT DAN BAHAN;

1. Kertas lukisan
2. Pensel
3. Warna pastel
IMPAK
Murid dapat menghasilkan gambar pemandangan yang menarik dengan menggunakan imaginasi
masing masing.

DATE:7 th Jan 2013
TIME:10.30 am -11.30 am
DAY:Monday
CLASS: 5 Arif
Tema : Menyiasat Benda-benda hidup
TOPIC:Mikroorganisma
OBJEKTIF PEMBELAJARAN: 1.1 Memahami bahawa mikroorganisma adalah benda hidup.

KPS:
KMS:
Memerhati,membuat inferens
Mengendalikan specimen dengan
betul dan selamat
SS& NM:
Sistematik ,bersifat objektif
TLS:
Eksperimen
HASIL PEMBELAJARAN /SUCCESS CRITERIA: Pada akhir pembelajaran murid dapat/

Saya boleh........
a. Menyatakan bahawa yis adalah satu contoh mikroorganisma.
b. Menjalankan eksperimen menunjukkan bahawa yis boleh bernafas.
c. Membuat kesimpulan bahawa mikroorganisma bernafas.
BAHAN
Tepung,air, yis,gula pasir
PERBENDAHARAAN KATA:
Yeast-Ragi
Magnifying glass-Kanta Pembesar
PENGETAHUAN SEDIA ADA

Murid telah mempelajari bahawa haiwan dan tumbuhan menjalani proses hidup seperti
pernafasan semasa berada di Tahun 4
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1.Murid berbincang yis adalah satu contoh mikroorganisma.

(memerhatikan gambarajah Yis dan keadaan yg sebenar)
/
1.Murid menjalankan eksperimen untuk memerhati kesan

apabila
sebuah tabung uji diisi dengan 2 sudu teh yis,satu sudu
teh gula
dan setengah tabung uji air.mulut tabung uji dilekatkan
pada
belon.
2.Murid membuat inferens terhadap pemerhatian yg
diperolehi,
1.Murid membuat kesimpulan mengenai eksperimen yg telah
dijalankan .
2.Murid merekod laporan amali dalam SNS 1.
Individual
/
Paired
PLENARY
Group
Whole
Class
Murid menyemak tugasan rakan dan member
maklum balas
IMPAK:
a. Menyatakan bahawa yis adalah satu
contoh mikroorganisma.
b. Menjalankan eksperimen
menunjukkan bahawa yis boleh
bernafas.
Murid menjawab soalan bahagian B mengenai

mikroorganisma boleh bernafas.
c. Membuat kesimpulan bahawa

mikroorganisma bernafas.

DATE:8th Jan 2013
pm
TIME:10.30am -11.30am and 11.30am -12.30
DAY:Tuesday
CLASS: 6 Berlian and 6 Arif
LO

SPS:
inferences
MPS:
SA& NB:
TLS:
Inquiry
I can.....
b. Explain why animals live in solitary
c. Build a mind maps about the topic
d. Write aim correctly.
e. State a trend in SPS questions
RESOURCES
Pictures of animals

group- berkumpulan
territory-kewilayahan

Individual
/
1.Pupils view pictures of animals that live in groups and
solitary.
Paired
STARTER
2.Pupils name and state whether its live in group or in solitary
Group
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
1.Pupils lead a discussions and concludes that animals live

in
groups for safety reason and to get food.
2.Teacher explains how living in groups help them to survive
from
the enemies,predators and rivals.
1.Pupils lead a discussions and concludes that animals live
in
2.Teacher explains how living in solitary help animals to
survive
Individual
/
Paired
PLENARY
2.Pupils answer quiz to understand the topic.
Group
/
Whole
Class
IMPACT
Pupils check peer mind maps and give feed
Pupils be able to :
back.
b. Explain why animals live in solitary
HOMEWORK
c. Build a mind maps about the topic

DATE:8 th Jan 2013
TIME:8.30 am -9.30 am
DAY:Tuesday
CLASS: 5 Arif

KPS:
KMS:
Memerhati,membuatnferens
betul dan selamat
SS& NM:
TLS:
Eksperimen

Saya boleh........
a. Menjalankan eksperimen menunjukkan bahawa yis boleh bernafas.
b. Membuat kesimpulan bahawa mikroorganisma bernafas.
c. Menyatakan bahawa mikroorganisma membiak.
d. Menggunakan kanta pembesar dan mikroskop dengan betul
BAHAN
Tepung,air, yis,gula pasir ,roti yg
berkulapuk
Yeast-Ragi
Magnifying glass-Kanta Pembesar

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/

apabila
teh gula
pada
belon.
2.Murid memerhatikan roti yg direnjis dengan air dibiarkan
selama bebereapa hari
3..Murid membuat inferens terhadap pemerhatian yg
diperolehi.
Individual
/
1.Murid memerhati dan merekod hasil dapatan dengan cara
Paired
PLENARY
melukis.
Group
/
2.Murid
merekod laporan amali dalam SNS 2.
Whole
Class
IMPAK:
Murid menyemak laporan amali rakan dan
a. Menjalankan eksperimen
memberi maklum balas.
bernafas.
b. Membuat kesimpulan bahawa
c. Menyatakan bahawa
mikroorganisma membiak.
d. Menggunakan kanta pembesar dan
mikroskop dengan betul

DATE:9th Jan 2013
TIME:8.30am-9.30am
DAY:Wednesday
CLASS: 6 Mutiara
LO

SPS:
MPS:
inferences
-
SA& NB:
TLS:
Inquiry
I can.....
d. Explain why animals live in solitary
e. Build a mind maps about the topic with the guide of the teacher.
f. Write aim correctly for 3 science process skills questions.
RESOURCES
Pictures of animals

group- berkumpulan

Individual
/
1.Pupils view pictures of animals that live in solitary.
2.Pupils discuss with peer and list five animals live in solitary.
Paired
STARTER
Group
Whole
Class
MAIN
Individual
ACTIVITIES
live in
Paired
Identify
Group
2.Teacher
explains how living in solitary help animals to
/
Strategies
survive.
Class
Individual
/
2.Pupils are guided how to answer aim correctly for 3 SPS
Paired
PLENARY
questions.
Group
Whole
/
Class
IMPACT
Pupils be able to :
d. Explain why animals live in solitary
e. Build a mind maps about the topic
HOMEWORK
f. Write aim correctly for 3 science
process skills questions.

DATE:9th Jan 2013
TIME:9.30-10.00 am and 10.30-11.00am
DAY:Wednesday
TOPIC:Questions similar to UPSR
LO
SPS:
:How to answer section B (science process skills questions)

Observing,predicting ,making
inferences,making conclusion
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Write aim correctly.
b. State a trend in SPS questions
c. State observation for the investigation
d. State inferences for the investigation
e. Write relationship between what to change and what to observe
RESOURCES
KEY VOCABULARY: aim tujuan
Worksheets
Observation-pemerhatian

Pupils learn to answer science process skill question in Year 4 and Year 5.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
/
/
1.Pupils check with peer methods to anwer science process

skill.
1.Pupils discuss in group answer for the given questions.

2.Pupils share the anwers with the whole class.
3.Teacher assit pupils work.
1.Pupils do a question to test their understanding.
IMPACT
Pupils be able to :
Pupils check peer answers and give feed back.

c. State observation for the
investigation
d. State inferences for the investigation
e. Write relationship between what to
change and what to observe

DATE:10th Jan 2013
TIME:8.30-9.00 am
DAY:Thursday
CLASS: 6 Mutiara
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
c. Write relationship between what to change and what to observe
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1.Teacher recall pupils knowledgeson how to answer SPS

questions
/
/
/
/

IMPACT
Teacher check pupils answers and give feed back.
Pupils be able to :
c. Write relationship between what to

DATE:10 th Jan 2013
TIME:12.30pm -1.00pm
DAY:Thursday
CLASS: 5 Arif

KPS:
KMS:
betul dan selamat
SS& NM:
TLS:
Eksperimen

Saya boleh........
a. Menyatakan bahawa mikroskop membiak
b. Menyatakan mikroorganisma bergerak
c. Menggunakan mikroskop utk melihat kulat roti dan pergerakan protozoa
BAHAN
Roti berkulat,mikroskop dan air parit
Sprinkled-merenjis

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/

apabila
teh gula
pada
belon.
2.Murid membuat inferens terhadap pemerhatian yg
diperolehi,
1.Murid membuat kesimpulan mengenai eksperimen yg telah
dijalankan .
2.Murid merekod laporan amali dalam SNS 1.
Individual
/
Paired
PLENARY
Group
Whole
Class
Murid menyemak tugasan rakan dan member
maklum balas
IMPAK:
d. Menyatakan bahawa yis adalah satu
contoh mikroorganisma.
e. Menjalankan eksperimen
bernafas.
Murid menjawab soalan bahagian B mengenai

mikroorganisma boleh bernafas.
f.
Membuat kesimpulan bahawa


DATE:15th Jan 2013
pm
TIME:10.30am -11.30am and 11.30am -12.30
DAY:Tuesday
TOPIC:Competition Among Animals
LO
SPS:
MPS:
:1.2 Understanding that competition is a form of interaction among living things

Observing,communicating,visualizin
g
Handle specimen carefully
SA& NB:
Being objective,appreciating the

balance of nature
TLS:
Inquiry
I can.....
a. State that living things interact with one another in the environment
b. State the competition is a form of interactions
c. State the cooperation is a form of interactions
d. Build a mind maps about the topic
e. Write aim correctly.
f. State a trend in SPS questions
RESOURCES
Fish,aquarium,fish food
KEY VOCABULARY: cooperations-kerjasama

Competitions-persaingan

Pupils learn about food chains and food web in Year 5.
Individual
1. Pupils view computer on interacting among living
things in
Paired
STARTER
various habitats.
Group
/
2.
Pupils
contruct food chains in the different habitat.
Whole
Class
MAIN
Individual
1. Pupils discuss and give examples of interaction
ACTIVITIES
among the living thing.
Paired
Identify
2.
Pupils
refer to textbook to see more examples.
Group
/
3.
Pupils
write aim correctly
/
Strategies
4. Pupils state trend correctly.
Class
Individual
/
1. Pupils build mind maps about the topics.
Paired
PLENARY
2. Pupils answer quiz to understand the topic.
Group
/
Whole
Class
IMPACT
Pupils be able to :
a. State that living things interact with
one another in the environment
b. State the competition is a form of
back.
interactions
c. State the cooperation is a form of
interactions
e. Write aim correctly.
f. State a trend in SPS questions

DATE:15th Jan 2013
TIME:8.30 am -9.30 am
DAY:Tuesday
CLASS: 5 Arif
TOPIC:Kawan atau Lawan
OBJEKTIF PEMBELAJARAN: 1.1 Memahami bahawa sesetengah mikroorganisma adalah

berbahaya dan
sesetengahnya berguna.
KPS:
KMS:
Berkomunikasi,Menjana idea
Melukis specimen dengan kadar yg
betul
SS& NM:
TLS:
Inkuiri

Saya boleh........
a. Menyatakan contoh kegunaan mikroorganisma
b. Menyatakan kesan kesan buruk mikroorganisma
c. Menulis tujuan penyiasatan dengan betul
d. Mengenalpasti pembolehubah-pembolehubah di dalam satu penyiasatan.
BAHAN
Gambar di dalam buku teks,tempe
Antibiotic-antibiotik
Tooth decay- gigi reput
Murid boleh memberi contoh penyakit yg disebarkan oleh mikroorganisma walaupun tidak
mengetahui cara ianya berjangkit.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Murid mengenal pasti makanan yg ditunjukkan oleh

guru.
2. Murid memberi contoh makanan yg menggunakan
yis dalam pembuatannya
1. Murid mengumpul maklumat berkaitan kegunaan
mikroorganisma.
2. Murid mengumpul maklumat berkaitan keburukan
mikroorganisma.
3. Murid berkongsi maklumat dgn rakan di dalam
kumpulan
Individual
/
1. Murid menghasilkan peta minda yg sesuai
Paired
PLENARY
berdasarkan idea utama .
Group
/
2. Murid menjawab soalan KPS.
Whole
Class
IMPAK:
Murid menyemak soalan KPS rakan dan memberi
Murid boleh...
maklum balas.
a. Menyatakan contoh kegunaan
mikroorganisma
b. Menyatakan kesan kesan buruk
mikroorganisma
c. Menulis tujuan penyiasatan dengan
betul
d. Mengenalpasti pembolpenyiasatan.

DATE:16th Jan 2013
TIME:8.30 am -9.30 am
DAY:Wednesday
CLASS: 6 Inovation
LO
SPS:
MPS:

g
SA& NB:

balance of nature
TLS:
Inquiry
I can.....
RESOURCES


Individual
things in
Paired
STARTER
various habitats.
Group
/
2. Pupils contruct food chains in the different habitat.
Whole
Class
MAIN
Individual
ACTIVITIES
Paired
Identify
2. Pupils refer to textbook to see more examples.
Group
/
Strategies
Class
Individual
/
Paired
PLENARY
Group
/
Whole
/
Class
IMPACT
Pupils be able to :
back.
interactions
interactions

DATE:16th Jan 2013
TIME:9.30-10.00 am and 10.30-11.00am
DAY:Wednesday
LO
SPS:
MPS:

-
SA& NB:
TLS:
Inquiry
I can.....
f. Write aim correctly.
g. State a trend in SPS questions
h. State observation for the investigation
i. State inferences for the investigation
j. Write relationship between what to change and what to observe
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
/
/
1.Pupils check with peer methods to anwer science process

skill.

IMPACT
Pupils be able to :

f. Write aim correctly.
g. State a trend in SPS questions
h. State observation for the
investigation
i. State inferences for the investigation
j. Write relationship between what to

DATE:17th Jan 2013
TIME:8.30-9.00 am
DAY:Thursday
CLASS: 6 Mutiara
LO
SPS:
MPS:

-
SA& NB:
TLS:
Inquiry
I can.....
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1.Teacher recall pupils knowledgeson how to answer SPS

questions
/
/
/
/

IMPACT
Pupils be able to :

DATE:17 th Jan 2013
TIME:12.30pm -1.00pm
DAY:Thursday
CLASS: 5 Arif
TOPIC:Kawan atau Lawan
OBJEKTIF PEMBELAJARAN: 1.2 Memahami bahawa sesetengah mikroorganisma adalah

berbahaya dan
sesetengahnya berguna.
KPS:
SS& NM:
KMS:
Inkuiri
TLS:

Saya boleh........
a. Memerihalkan penyakit yang disebarkan oleh mikroorganisma boleh merebak dari
seseorang ke seseorang yang lain.
b. Menyatakan cara bagaimana penyakit ini merebak
BAHAN
Carta
Buku teks
Gambar
Cacar-chicken pox
Sneezing-bersin
Scabies kudis buta

Murid boleh memberi contoh penyakit yg disebarkan oleh mikroorganisma walaupun tidak
mengetahui cara ianya berjangkit
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Murid berbincang dalam kumpulan tentang jenis

penyakit yang boleh merebak.
/
Individual
/
Paired
PLENARY
Group
Whole
Class
1. .Murid mengumpulkan maklumat mengenai penyakit

yg disebabkan oleh mikroorganisma .
2. Murid berbincang mengenai cara penyakit ini
merebak dari seorang kepada seseorang yang lain
1. Murid membuat peta minda untuk meningkatkan
pemahaman.
2. Murid membuat latihan pengayaan.
IMPAK:
Murid menyemak peta minda rakan dan memberi

maklum balas
a. Memerihalkan penyakit yang

disebarkan oleh mikroorganisma
boleh merebak dari seseorang ke
seseorang yang lain.
b. Menyatakan cara bagaimana
penyakit ini merebak

DATE: 18th Jan 2013
TIME:7.30 am 8.30 am,8.30am-9.30am
DAY:Friday
CLASS: 6 Berlian & 6 Arif
LO
SPS:
:1.2 Understanding that competition is form of interaction among living things

Observing,making conclusion
,making inferences
SA& NB:
Being cooperative,curiosity
towards the environment.
MPS:
TLS:
Experimenting
I can.....
a. List the factors that animal compete for
b. Give reasons why animals compete for
c. Carry out an experiment to show competition among the fish.
RESOURCES
Fish ,aquarium and fish food
KEY VOCABULARY:
Competition-persaingan
Intense-hebat

Pupils encounter animals like pigeons,chickens,cats competing for food,water or space.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
1. Teacher asks question and ask pupils to discuss

a.What will happen to the animals that loses in the
competition?
b.How do you know which animal wins/loses the
competition?
1. Pupils carry out Practical 1 to investigate what
happens in a competition among guppy fish.
2. Pupils do observation for 1 week and record in their
sns 2.
3. Pupils give reason why animals compete with each
others
1. Pupils fill the mind maps
2. Pupils complete excercise in workbook.
/
IMPACT
Pupils be able to :

a. List the factors that animal compete

for
b. Give reasons why animals compete
for
c. Carry out an experiment to show
competition among the fish.

DATE:18th Jan 2013
TIME:10.30 am -11.30 am
DAY:Friday
CLASS: 6 Inovation
LO
SPS:
MPS:
g
SA& NB:

balance of nature
TLS:
Inquiry
I can.....
RESOURCES


Individual
things in
Paired
STARTER
various habitats.
Group
/
4.
Pupils
contruct food chains in the different habitat.
Whole
Class
MAIN
Individual
ACTIVITIES
Paired
Identify
4.
Pupils
refer to textbook to see more examples.
Group
/
Strategies
Class
Individual
/
Paired
PLENARY
Group
/
Whole
/
Class
IMPACT
Pupils be able to :
back.
interactions
interactions

DATE: 21st Jan 2013
TIME: 10.30 am -11.30 am
DAY:Monday
CLASS: 6 Inovation
LO
SPS:

SA& NB:
,making inferences
MPS:
TLS:
Experimenting
I can.....
a. List the factors that animal compete for
b. Give reasons why animals compete for
RESOURCES
Fish ,aquarium and fish food
KEY VOCABULARY:
Intense-hebat

Pupils encounter animals like pigeons,chickens,cats competing for food,water or space.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Teacher asks question and ask pupils to discuss

a.What will happen to the animals that loses in the
competition?
b.How do you know which animal wins/loses the
competition?
2. Pupils carry out Practical 1 to investigate what
happens in a competition among guppy fish with the
guide of teacher.
3. Pupils give reason why animals compete with each
others
4. Pupils fill the mind maps
/
IMPACT
Pupils be able to :

a. List the factors that animal compete

for
b. Give reasons why animals compete
for

DATE: 21st Jan 2013
TIME:8.00-9.00 am,9.00-10.00 am
DAY:Monday
CLASS: 6Dil and 6 Exc
TOPIC:Competition Among Plants
LO
SPS:

,making inferences
MPS:
SA& NB:
TLS:
Experimenting
I can.....
a. List the factors that plants compete for
b. Give reasons why plants compete for
RESOURCES
Green beans,soil and containers
KEY VOCABULARY:
Intense-hebat

Pupils have learned about basic needs of plants in Year 4.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Based on the pictures,pupils discuss why plants in the

forest have differen height.
/
1. Pupils carry out activities to observe competition

among plant.
2. Pupils discuss that plants compete for sunlight,water,
space and nutrient.
3. Pupils state reason why plants compete with each
other.
3. Pupils build mind maps related to the topic
4. Pupils complete excercise in workbook.
/
/
IMPACT
Pupils be able to :
a. List the factors that plants compete

for

DATE: 22nd Jan 2013
TIME:7.30-8.30 am
DAY:Tuesday
CLASS: 5 Arif
TOPIC:Kemandirian Spesies
OBJEKTIF PEMBELAJARAN: 1.2 Memahami bahawa pelbagai haiwan mempunyai cara

tersendiri untuk
mengekalkan kemandirian spesies mereka
KPS:
SS& NM:
KMS:

Inkuiri
TLS:

Saya boleh........
a. Memberi contoh haiwan yang menjaga telur dan anaknya.
b. Menerangkan cara haiwan menjaga telur dan anaknya.
c. Membina peta minda yang bersesuaian dengan topic yg dipelajari.
BAHAN
Carta
Buku teks
Gambar
Survival-kemandirian
Adapt- menyesuaikan
Slimy- berlendir

Murid mengetahui bahawa haiwan membiak dengan cara bertelur dan melahirkan anak.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Murid berbincang dalam kumpulan maklumat tentang

haiwan yg telah diberi.
/
Individual
/
Paired
PLENARY
Group
Whole
Class
2. Murid mengumpul maklumat bagaimana haiwan

mengekalkan kemandirian telur dan anaknya.
3. Murid membuat persembahan hasil kerja kumpulan.
4. Guru dan rakan member penghargaan.
pemahaman.
6. Murid meneruskan tugasan yg diberi di rumah.
IMPAK:
Murid menyemak peta minda rakan dan memberi

maklum balas
a. Memberi contoh haiwan yang

menjaga telur dan anaknya.
b. Menerangkan cara haiwan menjaga
telur dan anaknya.
c. Membina peta minda yang
bersesuaian dengan topic yg
dipelajari.

DATE: 22nd Jan 2013
TIME:9.00-10.00 am,9.00-10.30-11.30am
DAY:Tuesday

LO
SPS:

,making inferences
MPS:
SA& NB:
TLS:
Experimenting
I can.....
d. List the factors that plants compete for
e. Give reasons why plants compete for
f. Carry out an experiment to show competition among the plants.
RESOURCES
KEY VOCABULARY:
Intense-hebat

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Based on the pictures,pupils discuss why plants in the

forest have differen height.
/
2. Pupils carry out activities to observe competition

among plant.
3. Pupils discuss that plants compete for sunlight,water,
space and nutrient.
4. Pupils state reason why plants compete with each
other.
6. Pupils complete practical report in sns 1
/
/
IMPACT
Pupils be able to :

for
competition among the plants.

DATE: 23rd Jan 2013
TIME:8.30-9.00 am
DAY:Wednesday
CLASS: 5 Arif
OBJEKTIF PEMBELAJARAN: 1.2 Memahami bahawa pelbagai haiwan mempunyai cara

tersendiri untuk
mengekalkan kemandirian spesies mereka
KPS:
SS& NM:
KMS:

Inkuiri
TLS:

Saya boleh........
a. Menerangkan sebab haiwan menjaga telur dan anaknya
b. Membina peta minda yang bersesuaian dengan topic yg dipelajari.
BAHAN
Survival-kemandirian
Adapt- menyesuaikan
Slimy- berlendir
Buku teks
Gambar

Murid mengetahui bahawa haiwan membiak dengan cara bertelur dan melahirkan anak.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Guru menjalankan quiz cara bagaimana haiwan

menjamin kemandirian spesiesnya
/
Individual
/
Paired
PLENARY
Group
Whole
Class
2. Murid berbincang dan merumuskan bahawa haiwan

menjaga telur dan anaknya untuk mengekalkan
kemandirian speseisnya.
3. Murid menguji kefahaman rakan dengan
mengemukan soalan .
pemahaman.
IMPAK:
1. Murid menyemak peta minda rakan dan

memberi maklum balas
2. Murid membuat latihan di dalam buku kerja
sebagai tugasan lanjutan.
a. Menerangkan sebab haiwan

menjaga telur dan anaknya
b. Membina peta minda yang
bersesuaian dengan topic yg
dipelajari

DATE:23rd Jan 2013
TIME:11.30-12.00,12.00-12.30 pm
DAY:Wednesday
CLASS: 6 Exc and 6 Ino
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
f. Write relationship between what to change and what to observe
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
/
/
/
/
1. Teacher recall pupils knowledges on how to answer

SPS
questions:
aim,trend and relationship
1 .Pupils discuss in group answer for the given questions.
IMPACT
Pupils be able to :

DATE:30th Jan 2013
TIME:12.00-12.30 pm
DAY:Wednesday
CLASS: 6 Ino

LO
SPS:

MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
/
/
/
/

SPS
questions:
1 .Pupils discuss in group answer for the given questions.
IMPACT
Pupils be able to :

DATE:30th Jan 2013
TIME:11.30-12.00 pm
DAY:Wednesday
CLASS: 6 Exc
THEME:Investigating Living Thing Year 4TOPIC:Protection of Animals

LO
SPS:
:How to answer objective question in section A

MPS:
SA& NB:
TLS:
Discussion
I can.....
a. Circle the key words of the questions
b. Build suitable mind maps about the related science concepts
c. Choose the correct answer for objectives questions. (at least 12/15)
RESOURCES
Worksheets
KEY VOCABULARY: sequence-urutan

Classify-mengelas

Pupils learn about protection of animals in Year 4
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about protection of animals.

2. Pupils gather information in groups
/
/
/
/
3. Pupils answer objective question in the worksheet.

4. Pupils discuss with peer and prepare suitable mind
maps
5. Teacher discuss anwer.

6. Pupils noted all the information given by the teacher
IMPACT
Pupils be able to :
b. Build suitable mind maps about the
related science concepts
c. Choose the correct answer for
objectives questions. (at least 12/15)

DATE: 30hb Jan 2013
TIME:8.30-9.00am
DAY:Rabu
CLASS: 5 Arif
OBJEKTIF PEMBELAJARAN: 2.2 Memahami bahawa pelbagai tumbuhan mempunyai cara

tersendiri untuk
mengekalkan kemandirian spesiesnya.
KPS:
KMS:
Memerhati,membuat
inferens,berkomunikasi,menghubung
kait
Melakar specimen dengan tepat
SS& NM:
TLS:
Minat dan bersifat ingin tahu

tentang alam sekeliling
Kajian lapangan

Saya boleh........
a. Memberi contoh contoh tumbuhan yg disebarkan melalui angin
b. Menyatakan ciri-ciri yang terdapat pada buah atau biji benih yg disebarkan melalui angin.
c. Memberi contoh contoh tumbuhan yg disebarkan melalui haiwan
d. Menyatakan ciri-ciri yang terdapat pada buah atau biji benih yg disebarkan melalui angin.
BAHAN
Edible-boleh dimakan
Love grass-kemuncup
Buku teks
Gambar
Murid mengetahui cara tumbuhan membiak.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Guru menjana idea murid dengan soalan terbuka

/
Individual
/
Paired
PLENARY
Group
Whole
Class
3. Murid memerhati ciri- ciri yang terdapat pada biji

benih dalam buku teks
4. Murid menyenaraikan ciri-ciri yang terdapat pada biji
benih tersebut.
5. Murid menghubungkait cirri dan cara ia disebarkan.
pemahaman.
7. Murid melukis biji benih atau buah yg disebarkan oleh
air di dalam SNS 1.
Murid melayari internet utk mengetahui contoh

biji benih atau buah yg disebarkan oleh angin
dan haiwan.
IMPAK:
a. Memberi contoh contoh tumbuhan
yg disebarkan melalui angin
b. Menyatakan ciri-ciri yang terdapat
pada buah atau biji benih yg
disebarkan melalui angin.
c. Memberi contoh contoh tumbuhan
yg disebarkan melalui haiwan
d. Menyatakan ciri-ciri yang terdapat
pada buah atau biji benih yg
disebarkan melalui angin

DATE:31st Jan 2013
TIME:12.30-1.00 pm
DAY:Thursday
CLASS: 6 Dil
THEME:Investigating Living Thing Year 4TOPIC:Protection of Animals

LO
SPS:

MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about protection of animals in Year 4
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about protection of animals.

2. Pupils gather information in groups
/
/
/
/

maps
5. Teacher discuss anwer.

IMPACT
Pupils be able to :
DATE: 31st Jan 2013
TIME:8.00-9.00 am
DAY:Thursday
CLASS: 6 Inovation
LO
SPS:

,making inferences
MPS:
SA& NB:
TLS:
Experimenting
I can.....
a. List the factors that plants compete for
RESOURCES
KEY VOCABULARY:
Intense-hebat

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Based on the pictures, in the text book pg 12, pupils

discuss why plants in the forest have differen height.
/
/
/
2. Pupils observe the effect of competition for nutrient

among plant.
3. Pupils state reason why some trees grow taller than
the others.
4. Pupils observe plants with sign of competition round
school compound.
5. Teacher guide pupils to conclude that plants growing
in the same area compete for nutrient.
/
IMPACT
Pupils be able to :


for
DATE: 1hb Feb 2013
TIME:8.30-9.30 am
DAY:Jumaat
CLASS: 5 Arif
OBJEKTIF PEMBELAJARAN: 2.3 Menyedari kepentingan kemandirian spesies
KPS:
Memerhati,membuat
kait
KMS:
SS& NM:
TLS:

Perbincangan

Saya boleh........
a. Meramal kesan jika sebahagian spesies haiwan dan tumbuhan tidak bermandiri.
b. Meramal kesan kekurangan makanan pada haiwan.
c. Mengambar hubungan antara haiwan dan tumbuhan.
d. Menyenaraikan factor kepupusan haiwan dan tumbuhan.
BAHAN
Buku teks
Gambar haiwan
Shortage- kekurangan
Extinction-kepupusan

Murid ada pengetahuan mengenai makanan yang dimakan oleh haiwan.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
/
Paired
PLENARY
Group
Whole
Class
1. Guru menjana idea murid dengan soalan

terbuka(brainstorming) iaitu makanan yg dimakan
oleh haiwan.
2. Guru member situasi mengenai hidupan dalam

sebuah habitat.
3. Murid perlu meramal keadaan yg akan berlaku
sekiranya salah satu spesies hidupan diancam
kepupusan.
4. Murid berbincang dengan aktif dalam kumpulan.
5. Murid menyenaraikan faktor yang menyebabkan
haiwan diancam kepupusan.
6. Murid membina model haiwan yg telah pupus dan
menulis penerangan mengenainya.
Murid menyemak penerangan rakan mengenai

haiwan yg pupus dan memberi maklum balas.
IMPAK:
a. Meramal kesan jika sebahagian
spesies haiwan dan tumbuhan tidak
bermandiri.
b. Meramal kesan kekurangan
makanan pada haiwan.
c. Mengambar hubungan antara
haiwan dan tumbuhan.
d. Menyenaraikan factor kepupusan
DATE: 4th Feb 2013
TIME:8.00-9.00 am,9.00-10.00 am
DAY:Monday
TOPIC: Vanished and Endangered
LO
SPS:
:1.2 Understanding the responsibility of human beings in protecting endangered spesies.

Observing,generates ideas ,making
inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Give examples of extinct animal
b. Give examples of endangered animals.
c. Give examples of endangered plants.
RESOURCES
Pictures
KEY VOCABULARY:
Extinct-pupus
Endangered- diancam kepupusan

Pupils have learned about the survival of the spesies in Year 5.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
1. Pupils join the jigsaw and identify the animals.

2. Brainstorming whether the animal in the picture exist .
3. Pupils observe and identify the extinct animals.

4. Build a mind maps about extinct animals.
5. Pupils classify animals in pictures into extinct and
endangered animals.
6. Pupils identify endangered plants in Malaysia.
/
/
8. Pupils complete the worksheet .

IMPACT

Pupils check peer worksheets and give feed back.
Pupils be able to :
b. Give examples of endangered
animals.
c. Give examples of endangered
plants.

DATE: 4th Feb 2013
TIME:10.30-11.30 am
DAY:Monday
CLASS: 6 Ino
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
b. Give examples of endangered animals
RESOURCES
KEY VOCABULARY:
Pictures
Extinct-pupus
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/


4. Pupils label the extinct animals
endangered animals.
/
/

IMPACT

Teacher check pupils worksheets and give feed
back.
Pupils be able to :
c. Give examples of extinct animal
d. Give examples of endangered
animals
DATE: 5hb Feb 2013
TIME:7.30-8.30 am
DAY:Selasa
CLASS: 5 Arif
OBJEKTIF PEMBELAJARAN: 2.3 Menyedari kepentingan kemandirian spesies
KPS:
Memerhati,membuat
kait
KMS:
SS& NM:

Perbincangan
TLS:

Saya boleh........
a. Meramal kesan jika sebahagian spesies haiwan dan tumbuhan tidak bermandiri.
b. Meramal kesan kekurangan makanan pada haiwan.
c. Menyenaraikan factor kepupusan haiwan dan tumbuhan.
d. Melengkapkan soalan di dalam buku kerja.
BAHAN
Buku teks
Gambar haiwan
Shortage- kekurangan
Extinction-kepupusan

Murid ada pengetahuan mengenai makanan yang dimakan oleh haiwan.
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Guru menjana idea murid dengan soalan

terbuka(brainstorming)
/
Individual
/
Paired
PLENARY
Group
Whole
Class
2. Murid perlu meramal keadaan yg akan berlaku

sekiranya salah satu spesies hidupan diancam
kepupusan.
3. Murid berbincang dengan aktif dalam kumpulan.
4. Murid menlengkapkan latihan di dalam buku kerja dan
buku teks.
5. Guru membimbing murid utk soalan bahagian B.
Murid menyemak latihan rakan dan memberi

maklum balas.
IMPAK:
a. Meramal kesan jika sebahagian
spesies haiwan dan tumbuhan tidak
bermandiri.
b. Meramal kesan kekurangan
makanan pada haiwan.
c. Menyenaraikan factor kepupusan
d. Melengkapkan soalan di dalam buku
kerja.

DATE:5th Feb 2013
TIME:9.00 -10.00 am and 10.30-11.30am
DAY:Selasa
CLASS: 6 Dil and 6 Exc
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
d. Write an observation correctly based on the investigation.
e. State inferences (reason) for the observation stated.
f. Identify variables such as what to keep the same,what to change and what to observe.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/

SPS questions:
/
/
2. Pupils discuss in group answer for the given

questions.
3. Pupils share the anwers with the whole class.
4. Teacher assit pupils work.
5. Teacher guide pupils to answer question for
observation and giving reason.
6. Pupils do a question to test their understanding.

IMPACT: Pupils be able to ...........

d. Write an observation correctly based
on the investigation.
e. State inferences (reason) for the
observation stated.
f. Identify variables such as what to
keep the same,what to change and
what to observe

DATE:6th Feb 2013
TIME:12.00-12.30 pm
DAY:Wednesday
CLASS: 6 Ino
LO
SPS:

MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/

SPS
questions:
/
/

questions.
3. .Pupils share the anwers with the whole class.
/
/
IMPACT
Pupils be able to :

DATE:6th Feb 2013
TIME:11.30-12.00 pm
DAY:Wednesday
CLASS: 6 Exc
THEME:Investigating Materials Year 4& 5

LO
SPS:
TOPIC:Material Year 4 and 5

MPS:
SA& NB:
TLS:
Discussion
I can.....
d. Circle the key words of the questions
e. Build suitable mind maps about the related science concepts
f. Choose the correct answer for objectives questions. (at least 12/15)
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about material in Year 4 and Year 5
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about material in Year 4 and Year 5.
/
/
/
/

maps
4. Teacher discuss answer.

IMPACT
Pupils be able to :

DATE: 6 hb Feb 2013
TIME:8.30-9.00am
DAY:Rabu
CLASS: 5 Arif
TOPIC:Rantai makanan
OBJEKTIF PEMBELAJARAN: 3.1 Memahami rantai makanan
KPS:
KMS:
Memerhati,membuat
kait
SS& NM:
TLS:

Kajian lapangan

Saya boleh........
a. Mengenalpasti haiwan dan makanannya.
b. Mengelaskan haiwan kepada herbivore,karnivor dan omnivor
BAHAN
Buku teks
Gambar
Food chain- rantai makanan
Producer--pengeluar

Murid mengetahui bahawa haiwan memerlukan makanan untuk terus hidup
Individual
berdasarkan gambar
Paired
STARTER
Group
/
Whole
Class
Individual
2. Murid menjalankan sesi sumbangsaran mengenai
MAIN
haiwan dan makanannya.
Paired
ACTIVITIES
3. Murid berbincang dan mengelaskan haiwan mengikut
Group
/
Identify
tabiat makanan:
Whole
a.herbivor
Strategies
b.karnivor
c.omnivor
Individual
/
pemahaman.
Paired
PLENARY
Group
Whole
Class
IMPAK:
Murid boleh......
Murid memilih satu habitat dan menyenaraikan
haiwan haiwan dan mengelaskan haiwan tersebut
a. Mengenalpasti haiwan dan
kepada makanan yang dimakannya.(kump)
makanannya.
b. Mengelaskan haiwan kepada
herbivore,karnivor dan omnivor

DATE:7th Feb 2013
TIME:8.00-9.00am
DAY:Thursday
CLASS: 6 Ino
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
d. Identify variables such as what to keep the same,what to change and what to observe.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/

SPS questions:
/
/

questions.


d. Identify variables such as what to
what to observe.

DATE:7th Feb 2013
TIME:11.30-12.00 pm
DAY:Thursday
CLASS: 6 Dil
THEME:Investigating Living Things year 5

(Revision)
LO
SPS:
TOPIC:Food chain and Microorganisma

inferences,making
conclusion,classifyi
MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about microoganisma and food chain
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about microorganism and food chain
/
/
/
/

maps

IMPACT
Pupils be able to :

DATE: 8hb Feb 2013
TIME:8.30-9.30am
DAY:Jumaat
CLASS: 5 Arif
KPS:
KMS:
Memerhati,membuat
kait
SS& NM:
TLS:

Inkuiri

Saya boleh.......
a. Mengelaskan haiwan kepada herbivore,karnivor dan omnivore
b. Membina rantai makanan
c. Mengenalpasti pengeluar dan pengguna dalam rantai makanan.
BAHAN
Buku teks
Gambar
Food chain- rantai makanan
Producer--pengeluar

Murid mengetahui bahawa haiwan memerlukan makanan untuk terus hidup
Individual
berdasarkan gambar
Paired
STARTER
Group
/
Whole
Class
Individual
MAIN
2. Murid berbincang dan mengelaskan haiwan mengikut
Paired
ACTIVITIES
tabiat makanannya
Group
/
Identify
4. Murid membina rantai makanan berdasarkan habitat
Whole
tertentu.
Strategies
3. Murid mengenalpasti pengeluar dan pengguna dari
rantai makanan.
Individual
/
Paired
PLENARY
Group
Whole
Class
4. Murid melengkapkan rantai makanan di dalam

lembaran kerja
Murid memilih satu habitat dan membina rantai

makanan
IMPAK:
Murid boleh......
a. Mengelaskan haiwan kepada
herbivore,karnivor dan omnivore
b. Membina rantai makanan
c. Mengenalpasti pengeluar dan
pengguna dalam rantai makanan

DATE:18th Feb 2013
TIME:8.00- 9.00am and 9.00-10.00am
DAY:Monday
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
d. Write an observation correctly based on the investigation.
e. State inferences (reason) for the observation stated.
f. Identify variables such as what to keep the same,what to change and what to observe.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/

SPS questions:
/
/

questions.


d. Write an observation correctly based
on the investigation.
e. State inferences (reason) for the
observation stated.
f. Identify variables such as what to

what to observe

DATE:18th Feb 2013
TIME:1o.30-11.30 am
DAY:Monday
CLASS: 6 Ino
THEME:Investigating Living Things year 5

(Revision)
LO
SPS:
TOPIC:Food chain and Microorganisma

inferences,making
conclusion,classifyi
MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about microoganisma and food chain
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about microorganism and food chain
/
/
/
/

maps

IMPACT
Pupils be able to :

DATE: 19hb Feb 2013
TIME:7.30-8.30 am
DAY:Selasa
CLASS: 5 Arif
KPS:
KMS:
Memerhati,membuat
kait
SS& NM:
TLS:

Inkuiri

Saya boleh.......
a. Membina siratan makanan berdasarkan habitat tertentu
b. Membina siratan makanan pada pelbagai habitat
c. Menyatakan bilangan rantai makanan yang terdapat di dalam sesuatu siratan makanan.
BAHAN
Gambar haiwan dan tumbuhan
Food web- siratan makanan

Murid mengetahui rantai makanan dalam pelbagai habitat
Individual
berdasarkan gambar lading kelapa
Paired
STARTER
sawit(brainstorming)
Group
/
Whole
Class
Individual
2. Murid membina seberapa rantai makanan yg
MAIN
terdapat di ladang kelapa sawit
Paired
ACTIVITIES
3. Murid membentuk siratan makanan dr rantai makanan
Group
/
Identify
yg telah dikumpulkan.
Whole
4. Berdasarkan habitat yg diberi,murid perlu membina
Strategies
satu siratan makanan.
Individual
/
Paired
PLENARY
Group
Whole
Class
5. Murid menyatakan bilangan rantai makanan yg

terdapat di dalam sesuatu siratan makanan
(Lembaran kerja)
Murid memilih satu habitat dan membina siratan

makanan (Kumpulan)
IMPAK:
Murid boleh....
a. Membina siratan makanan
berdasarkan habitat tertentu
b. Membina siratan makanan pada
pelbagai habitat
c. Menyatakan bilangan rantai
makanan yang terdapat di dalam
sesuatu siratan makanan.
DATE: 13 Mac 2013
TIME: 8.30-9.00am
DAY: Rabu
CLASS: 5 Dil
UJIAN BULANAN 1
TAHUN 5
M/P
MASA :
MATHEMATICS 1
8.00-9.00
(1 hour)
M/P
MASA :
PEND.ISLAM/MORAL
9.10-10.10
(1 Jam)
M/P
MASA :
SCIENCE
11.30-12.45
(1 Jam 15 minit)

DATE: 22hb Feb 2013
TIME:8.30-9.30 am
DAY:Jumaat
CLASS: 5 Arif
TOPIC:Siratan makanan

KPS:
KMS:
Memerhati,membuat inferens,
berkomunikasi,menjana idea
-
SS& NM:
TLS:

Inkuiri

Saya boleh.......
a. Membina siratan makanan berdasarkan habitat tertentu
b. Membina siratan makanan pada pelbagai habitat
c. Menyatakan bilangan rantai makanan yang terdapat di dalam sesuatu siratan makanan.
BAHAN

Individual
berdasarkan gambar ladang kelapa
Paired
STARTER
sawit(brainstorming)
Group
/
Whole
Class
Individual
2. Murid membina seberapa rantai makanan yg
MAIN
terdapat di ladang kelapa sawit
Paired
ACTIVITIES
3. Murid membentuk siratan makanan dr rantai makanan
Group
/
Identify
yg telah dikumpulkan.
Whole
4. Berdasarkan habitat yg diberi,murid perlu membina
Strategies
satu siratan makanan.
Individual
/
Paired
PLENARY
Group
Whole
Class
5. Murid menyatakan bilangan rantai makanan yg

terdapat di dalam sesuatu siratan makanan
(Lembaran kerja)
Murid memilih satu habitat dan membina siratan

makanan (Kumpulan)
Murid menyemak kerja rakan dan member maklum
balas 2 star and a wish dgn bimbingan guru.
IMPAK:
Murid boleh....
a. Membina siratan makanan
berdasarkan habitat tertentu
b. Membina siratan makanan pada
pelbagai habitat
c. Menyatakan bilangan rantai
makanan yang terdapat di dalam

DATE: 25th Feb 2013
TIME:8.00-9.00 am,9.00-10.00 am
DAY:Monday
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Explain why certain animals and plants are facing the treat of extinction
b. State human activities that cause the extinct of animals and plants.
c. Build mind maps or flow charts for the topic that discuss.
RESOURCES
pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming why plants and animals are in danger.

/
/
/
2. Pupils give reasons why plants and animals facing

extinction
3. Pupils relate and find the relationship between
human activities with the declining number of animal
species.
4. Pupils work in group to discuss and share the finding.
/
/
6. Pupils give feedbacks 2 star and 1 wish for their peer

work
IMPACT

Pupils be able to :
a. Explain why certain animals and
plants are facing the treat of
extinction
b. State human activities that cause the
extinct of animals and plants.

c. Build mind maps or flow charts for
the topic that discuss

DATE: 25th Feb 2013
TIME:10.30-11.30 am
DAY:Monday
CLASS: 6 Ino
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
c. Build mind maps or flow charts for the topic that discuss with teacher s guides
RESOURCES
pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/
/
/

extinction
3. Pupils state human activities that cause the extinction
of animals and plants with the guide of teacher.
/
/
5. Pupils build mind maps related to the topic with the

guide of teacher.
work
IMPACT

Pupils be able to :
extinction

DATE: 26hb Feb 2013
TIME:7.30-8.30 am
DAY:Selasa
CLASS: 5 Arif
OBJEKTIF PEMBELAJARAN: 3.2 Mensintesis rantai makanan untuk membina siratan makanan
KPS:
KMS:
-
SS& NM:
TLS:

Inkuiri

Saya boleh...
a. Menyatakan rantai makanan serta bilangan yang terdapat di dalam sesuatu siratan
makanan.
b. Meramalkan kesan jika terdapat perubahan dalam populasi pada spesis tertentu dalam
siratan makanan
BAHAN

Individual
1. Guru kemuka soalan berdasarkan siratan makanan
pada papan putih.(brainstorming)
Paired
STARTER
Group
/
Whole
Class
Individual
2. Murid menyenaraikan rantai makanan yg terdapat
MAIN
dalam setiap siratan makanan.
Paired
/
ACTIVITIES
3. Murid menyatakan bilangan rantai makanan yang
Group
/
Identify
terdapat dalam siratan makanan
Whole
4. Meramalkan kesan perubahan dalam populasi pada
Strategies
sepsis tertentu dalam siratan makanan
Individual
/
Paired
PLENARY
Group
/
Whole
Class
5. Murid melengkapkan quiz ringkas dan rakan member

maklum balas(2 Stars and 1 Wish) dengan
bimbingan guru.
Murid menyatakan kesan perubahan satu populasi

haiwan atau tumbuhan dalam suatu siratan
makanan (Kumpulan)
IMPAK:
Murid boleh....
a. Menyatakan rantai makanan serta
bilangan yang terdapat di dalam
b. Meramalkan kesan jika terdapat
perubahan dalam populasi pada
spesis tertentu dalam siratan

makanan

DATE: 26th Feb 2013
TIME:10.30-11.30 am
DAY:Tuesday
CLASS: 6Exc
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
c. Build mind maps or flow charts for the topic that discuss.
RESOURCES
Pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/
/
/

extinction
species.
/
/

work
IMPACT

Pupils be able to :
extinction

DATE: 26th Feb 2013
TIME:9.00-10.00 am
DAY:Tuesday
CLASS: 6Dil
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Discussion
I can.....
a. Suggest ways to prevent animals and plants from extinction
b. Discuss how can help to protect endangered species from extinction
c. Find the relationship between human activities with the declining number of animal spesies.
RESOURCES
pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
1. Brainstorming the name of National and State Parks

in Malaysia.
2. Pupils give ways to prevent plants and animals from

extinction
species.
/
/

work
IMPACT
Pupils be able to :
a. Suggest ways to prevent animals

and plants from extinction
b. Discuss how can help to protect
endangered species from extinction
c. Find the relationship between human
activities with the declining number
of animal spesies.

DATE:27th Feb 2013
TIME:11.30-12.00 pm
DAY:Wednesday
CLASS: 6 Exc
THEME:Investigating living thisng Year 4

LO
SPS:
TOPIC:Basic Needs

MPS:
SA& NB:
TLS:
Discussion
I can.....
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about material in Year 4 and Year 5
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming about basic needs of animals,plants

and human.
/
/
/
/

maps

IMPACT

( 2 stars and 1 wish)
Pupils be able to :

DATE: 27hb Feb 2013
TIME:8.30 -9.00am
DAY:Rabu
CLASS: 5 Arif
KPS:
KMS:
-
SS& NM:
TLS:

Inkuiri

Saya boleh...
a. Menyatakan rantai makanan serta bilangan yang terdapat di dalam sesuatu siratan
makanan.
BAHAN

Individual
a. Guru kemuka soalan berdasarkan siratan makanan
Paired
STARTER
Group
/
Whole
Class
Individual
b. Murid menyenaraikan rantai makanan yg terdapat
MAIN
dalam setiap siratan makanan.
Paired
/
ACTIVITIES
c. Murid menyatakan bilangan rantai makanan yang
Group
/
Identify
terdapat dalam siratan makanan
Whole
Strategies
Individual
/
d. Murid melengkapkan quiz ringkas dan rakan memberi
Paired
PLENARY
bimbingan guru.
Group
/
Whole
Class
IMPAK:
Murid boleh....

DATE:27th Feb 2013
TIME:12.00-12.30pm
DAY:Wednesday
CLASS: 6 Ino
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
/
/
/

questions.


DATE: 28th Feb 2013
TIME:8.00-9.00 am
DAY:Thursday
CLASS: 6 Ino
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
b. Give examples of endangered animals
RESOURCES
KEY VOCABULARY:
Pictures
Extinct-pupus
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/


4. Pupils label the extinct animals
endangered animals.
/
/

IMPACT

Teacher check pupils worksheets and give feed
back.
Pupils be able to :

DATE:28th Feb 2013
TIME:11.30-12.00
DAY:Khamis
CLASS: 6 Dil
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Write an observation correctly based on the investigation.
b. State inferences (reason) for the observation stated.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
questions.
/
/
/
/


pupils check peer answers and give feed back.

DATE: 1st Mac 2013
TIME:8.30-9.30 am
DAY:Jumaat
CLASS: 5 Arif
KPS:
KMS:
-
SS& NM:
TLS:

Inkuiri

Saya boleh........
a. Meramalkan kesan jika terdapat perubahan dalam populasi pada spesis tertentu dalam
siratan makanan
b. Memberi ramalan untuk pelbagai habitat.
c. Memberi lebih drp satu kesan dalam satu habitat.
BAHAN

Individual
Paired
STARTER
Group
/
Whole
Class
Individual
2. Murid meramalkan kesan jika terdapat perubahan
MAIN
dalam populasi pada spesis tertentu dalam siratan
Paired
/
ACTIVITIES
makanan
Group
/
Identify
3.
Murid
memberi ramalan untuk pelbagai habitat
Whole
4. Murid member lebih daripada satu kesan dalam satu
Strategies
habitat.
Individual
/
Paired
PLENARY
Group
/
Whole
Class
5. Murid melengkapkan lembaran kerja dan rakan

memberi maklum balas(2 Stars and 1 Wish) dengan
bimbingan guru.

makanan (Kumpulan)
IMPAK:
Murid boleh....

DATE: 4th Mac 2013
TIME:8.00-9.00 am,9.00-10.00 am
DAY:Monday
TOPIC: Environmental Destructions
LO
SPS:
:3.1 Knowing the impact of human activities on environment

inferences,making conclusions
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Give examples of environmental destruction caused by human.
b. Explain how human activities cause environmental destructions.
RESOURCES
Pictures
Text book
KEY VOCABULARY:
Landslides-tanah runtuh
Flash flood-banjir kilat
Soil erosion-hakisan tanah

Pupils have learned how excessive logging and hunting endangered plants and animals can cause
extinction
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
1. Brainstorming what are the environmental destruction

caused by human
2. Pupils explain human activities as seen in the pictures

affect the environment
4. Pupils gather information and produce brochures on
how we can save the world.
/
/

work

IMPACT
Pupils be able to :

DATE: 4th Mac 2013
TIME:9.00-10.00am
DAY:Monday
CLASS: 6 Ino
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
(text book)
RESOURCES
Pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/
/
/

extinction
/
/

guide of teacher
work
IMPACT

Pupils be able to :

DATE: 5th Mac 2013
TIME:7.30-8.30 am
DAY:Selasa
CLASS: 5 Arif
KPS:
KMS:
-
SS& NM:
TLS:
Bekerjasama,sistematik
Perbincangan

Saya boleh........
a. Meramalkan kesan jika terdapat perubahan dalam populasi helang dalam siratan makanan yg
diberi.
b. Meramalkan kesan jika terdapat perubahan dalam populasi berudu dalam siratan makanan yg
diberi.
c. Meramalkan kesan jika terdapat perubahan dalam populasi belalang dalam siratan makanan yg
diberi.
BAHAN
Buku kerja,gambar siratan makanan

Individual
Paired
STARTER
Group
/
Whole
Class
Individual
MAIN
dalam
Paired
/
ACTIVITIES
populasi helang dalam siratan makanan yang diberi
Group
/
Identify
3.
Meramalkan
kesan jika terdapat perubahan dalam
Whole
populasi berudu dalam siratan makanan yg diberi.
Strategies
4. Meramalkan kesan jika terdapat perubahan dalam
populasi belalang dalam siratan makanan yg diberi.
Individual
/
Paired
PLENARY
Group
/
Whole
Class

memberi
bimbingan
guru.
IMPAK:
Murid boleh....
makanan (Kumpulan)

DATE:5th Mac 2013
TIME:9.00-10.00am and 10.30-11.30am
DAY:Tuesday
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write aim correctly for questions without table or bar chart
b) State a trend correctly for question with more than one trend.
c) Write relationship between what to change and what to observe
d) Identify variables such as what to keep the same,what to change and what to observe.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
/
/

SPS questions:
/
/

questions.

2 stars and 1 wish

DATE:6th Mac 2013
TIME:8.30-9.00am
DAY:Wednesday
CLASS: 5 Dil
THEME:Investigating living thing

Makanan
TOPIC:Rantai makanan dan
LO
SPS:
Siratan
:Bagaimana cara menjawab soalan bahagian A (Ulangkaji)

Memerhati,membuat inferens dan
membuat kesimpulan
MPS:
SA& NB:
Berfikiran rasional dan sistematik
TLS:
Perbincangan
I can.....
a) Bulatkan kata kunci soalan
b) Bina peta minda yang bersesuaian dengan konsep sains
c) Memilih jawapan atau respon yang betul. (at least 12/15)
RESOURCES
Worksheets

Classify-mengelas

Murid telah mempelajari keseluruhan topik mengenai rantai dan siratan makanan
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming mengenai rantai dan siratan makanan
/
5. Murid menjawab soalan objektif di dalam buku GPA+.
6. Murid berbincang dalam kumpulan
/
/
/
/
10. Murid menyemak kerja rakan dan memberi maklum

balas.
IMPACT

Pupils be able to :

DATE:6th Mac 2013
TIME:11.30-12.00 pm
DAY:Wednesday
CLASS: 6 Exc
THEME:Investigating living thisng Year 5

LO
SPS:
TOPIC:Microorganisms

MPS:
SA& NB:
TLS:
Discussion
I can.....
a) Circle the key words of the questions
b) Build suitable mind maps about the related science concepts
c) Choose the correct answer for objectives questions. (at least 12/15)
RESOURCES
Worksheets

Classify-mengelas

Pupils learn about microorganisms in Year 5
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
1. Brainstorming about microorganisms

Bacteria,virus,protozoa and fungi
/
/
/
/

maps

Class
IMPACT

Pupils be able to :

DATE:6th Mac 2013
TIME:12.00-12.30
DAY:Rabu
CLASS: 6 Ino
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write aim correctly for questions with table or bar chart.
b) State trend correctly for the question with more than 2 trend
RESOURCES
Worksheets


Pupils learn to answer science process skill question (aim and trend) in year 5
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
questions.
/
/
/
/
6. Teacher guide pupils to answer science process skill.


Teacher give away the exit cards to find out pupils
understanding.

DATE:7th Mac 2013
TIME:8.00-9.00am
DAY:Thursday
CLASS: 6 Ino
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write observation correctly.(show differences)
b) Give reason for the observation made with teacher guide.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
/
/

SPS questions:
2. aim,trend and relationship
/
/

questions.
Class

2 stars and 1 wish

DATE:7th Mac 2013
TIME:11.30-12.00
DAY:Thursday
CLASS: 6 Dil
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write an observation correctly based on the investigation.
b) State inferences (reason) for the observation stated.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
PLENARY
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
questions.
/
/
/
/


Teacher used EXIT CARD for feed back

DATE: 8th Mac 2013
TIME:8.30-9.30 am
DAY:Jumaat
CLASS: 5 Arif
KPS:
KMS:
-
SS& NM:
TLS:
Bekerjasama,sistematik
Perbincangan

Saya boleh........
a. Meramalkan kesan jika terdapat perubahan dalam populasi helang dalam siratan makanan yg
diberi.
b. Meramalkan kesan jika terdapat perubahan dalam populasi berudu dalam siratan makanan yg
diberi.
c. Meramalkan kesan jika terdapat perubahan dalam populasi belalang dalam siratan makanan yg
diberi.
BAHAN
Buku kerja,gambar siratan makanan

Individual
Paired
STARTER
Group
/
Whole
Class
Individual
MAIN
dalam
Paired
/
ACTIVITIES
populasi helang dalam siratan makanan yang diberi
Group
/
Identify
3.
Meramalkan
kesan jika terdapat perubahan dalam
Whole
populasi berudu dalam siratan makanan yg diberi.
Strategies
4. Meramalkan kesan jika terdapat perubahan dalam
populasi belalang dalam siratan makanan yg diberi.

Individual
/
Paired
PLENARY
Group
/
Whole
Class

memberi
maklum balas dgn exit card dengan bimbingan
guru.
IMPAK:
Murid boleh....

makanan (Kumpulan)
balas 3,2 and 1 Exit cards dgn bimbingan guru.

DATE: 11th Mac 2013
TIME:9.00-10.00am
DAY:Monday
CLASS: 6 Ino
LO
SPS:

inferences,relating
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Explain why certain animals and plants are facing the treat of extinction
b) State human activities that cause the extinct of animals and plants.
(text book)
RESOURCES
Pictures
KEY VOCABULARY:
Extinct-pupus

STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

/
/
/

extinction
PLENARY
Individual
Paired
Group
Whole
Class
/
/
guide of teacher
11. Pupils give feedbacks using exit card
IMPACT

Pupils be able to :

DATE:11th Mac 2013
TIME:8.00- 9.00am and 9.00-10.00am
DAY:Monday
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write aim correctly.
b) State a trend in SPS questions
c) Write relationship between what to change and what to observe
d) Write an observation correctly based on the investigation.
e) State inferences (reason) for the observation stated.
f) Identify variables such as what to keep the same,what to change and what to observe.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
/

questions.
Individual
Paired
Group
Whole
Class
PLENARY
/
/

Feedback- Exit card

DATE: 15hb Mac 2013
TIME:8.30-9.30 am
DAY:Jumaat
CLASS: 5 Arif
Tema : Menyiasat Daya dan Tenaga
TOPIC:Hebatnya tenaga
OBJEKTIF PEMBELAJARAN: 1.1 Memahami kegunaan tenaga

KPS:
SS& NM:
KMS:
Melakar bahan sains dengan tepat.
TLS:
Bekerjasama,sistematik,bersifat
objektif
Inquiri

Saya boleh...
a. menerangkan mengapa tenaga diperlukan oleh benda hidup.
b. menerangkan mengapa tenaga diperlukan oleh benda bukan hidup.
c. memberi contoh di mana dan bila tenaga diperlukan
BAHAN
Carta
Sources-sumber
Energy-tenaga

Individual
1. Guru kemuka soalan apa yg diperlukan utk
menghidupkan beberapa alatan di dalam bilik darjah.
Paired
STARTER
(brainstorming)
Group
/
Whole
Class
Individual
5. Murid menerangkan contoh contoh yang
MAIN
menunjukkan
Paired
/
ACTIVITIES
diperlukan oleh benda hidup dan benda bukan
Group
/
Identify
hidup
Whole
6. Memberi contoh di mana dan bila tenaga diperlukan.
Strategies
Individual
Paired
10. Murid membuat aktiviti tenaga dalam seharidan rakan

memberi maklum balas dgn exit card dengan
PLENARY
Group
/
Whole
Class
bimbingan
guru.
IMPAK:
Murid boleh....

balas Exit cards dgn bimbingan guru.

DATE: 16hb Mac 2013
TIME:8.30-9.30 am
DAY: Sabtu(Jadual Hari Jumaat)
CLASS: 5 Arif

KPS:
SS& NM:
KMS:
TLS:
objektif
Inquiri

Saya boleh...
a. menerangkan mengapa tenaga diperlukan oleh benda hidup.
b. menerangkan mengapa tenaga diperlukan oleh benda bukan hidup.
c. memberi contoh di mana dan bila tenaga diperlukan
BAHAN
Carta
Sources-sumber
Energy-tenaga

Individual
1. Guru kemuka soalan apa yg diperlukan utk
menghidupkan beberapa alatan di dalam bilik darjah.
Paired
STARTER
(brainstorming)
Group
/
Whole
Class
Individual
5. Murid menerangkan contoh contoh yang
MAIN
menunjukkan
Paired
/
ACTIVITIES
diperlukan oleh benda hidup dan benda bukan
Group
/
Identify
hidup
Whole
6. Memberi contoh di mana dan bila tenaga diperlukan.
Strategies
Individual
10. Murid membuat aktiviti tenaga dalam seharidan rakan
Paired
Group
/
Whole
Class
PLENARY
memberi maklum balas dgn exit card dengan

bimbingan
guru.
IMPAK:
Murid boleh....

balas Exit cards dgn bimbingan guru.

DATE: 18th Mac 2013
TIME:8.00-9.00 am,9.00-10.00 am
DAY:Monday
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Give examples of environmental destruction caused by human.
b) Explain how human activities cause environmental destructions.
RESOURCES
Pictures
Text book
KEY VOCABULARY:

extinction
STARTER
MAIN
ACTIVITIES
Identify
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
/
/

caused by human

7. Pupils gather information and produce brochures on
Differentiation
Strategies
Class
how we can save the world.
Individual
/
Paired
PLENARY
Group
/
Whole
Class

12. Teacher give Exit card to assess pupils learning
IMPACT
-Exit cards
Pupils be able to :
List four environmental destructions caused by

human activities.

DATE: 18th Mac 2013
TIME:10.30-11.30 am
DAY:Monday
CLASS: 6Ino
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Give examples of environmental destruction caused by human.
RESOURCES
Pictures
Text book
KEY VOCABULARY:

extinction
STARTER
MAIN
ACTIVITIES
Individual
Paired
Group
Whole
Class
Individual
Paired
Group

caused by human
/
/

6. Pupils work in group to discuss and share the findin
Identify
Differentiation
Strategies
PLENARY
Whole
Class
Individual
Paired
Group
Whole
Class
/
/
work
IMPACT
Exit Card
Today,
Pupils be able to :
I learned....................
I feel.....

DATE:18th Mac 2013
TIME:12.30-1.00
DAY:Monday
CLASS: 6 Exc
LO
SPS:
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a) Write an observation correctly based on the investigation.
b) State inferences (reason) for the observation stated.
RESOURCES
Worksheets


STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class

SPS questions:
/
questions.
/
/

Individual
Paired
Group
Whole
Class
PLENARY
/
/

Teacher used EXIT CARD for feed back

DATE: 19hb Mac 2013
TIME:7.30-8.30 am
DAY: Selasa
CLASS: 5 Arif

KPS:
SS& NM:
KMS:
TLS:
objektif
Inquiri

Saya boleh...
a. menyatakan pelbagai sumber tenaga
b. menyatakan pelbagai kegunaan sumber tenaga yang dinyatakan
c. menyatakan bahawa Matahari merupakan sumber tenaga utama manusia.
BAHAN
Carta
Sources-sumber
Energy-tenaga

Individual
1. Guru mengemukan satu situasi di mana Matahari
diperlukan sebagai sumber tenaga .(brainstorming)
Paired
STARTER
Group
/
Whole
Class
Individual
5. Murid berbincang dalam kumpulan sumber tenaga
MAIN
yang terdapat di persekitaran.
Paired
/
ACTIVITIES
6. Murid menyatakan kegunaan sumber tenaga dalam
Group
/
Identify
kehidupan seharian.
Whole
7. Murid mengenal pasti tenaga yang dihasilkan oleh
Strategies
Individual
/
Paired
PLENARY
Group
/
Whole
Class
Matahari dan kegunaan pada manusia ,haiwan dan

tumbuhan.
member maklum balas dengan menggunakan cara *2
stars and 1 wish*
IMPAK:
Murid boleh....
Exit cards
Nama:
Kelas:
Nyatakan 3 bentuk sumber tenaga
yg anda tahu dab satu
kegunaannya

DATE: 19th Mac 2013
TIME:9.00-10.00 am ,10.30-11.30am
DAY:Tuesday
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. State how do human activities affect our environment
b. Explain what will happen to our Earth if deforestation activities are not controlled?
RESOURCES
Pictures
Text book
KEY VOCABULARY:

extinction
STARTER
MAIN
ACTIVITIES
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
/
/
1. Brainstorming- what are the environmental destruction

show in the pictures (pupils use white board to write
answers)
Identify
Differentiation
Strategies
Whole
Class
7. Pupils gather information about global warming
Individual
/
Paired
PLENARY
Group
/
Whole
Class
11. Pupils check peer work and give feed back

* 2 stars and 1 wish*
IMPACT
Exit cards
Pupils be able to :
Nama:
Kelas:
1. How landslides occur?
P
Q
R
topsoil layer is carried away by

heavy rain
cutting down trees
soil on steep slopes are washed
away
______
_______
_______
DATE: 20hb Mac 2013
TIME:8.30-9.00 am
DAY: Rabu
CLASS: 5 Arif

KPS:
SS& NM:
KMS:
TLS:
objektif
Inquiri

Saya boleh...
a. melakar satu sumber tenaga
b. menyatakan pelbagai kegunaan sumber tenaga yang dilakarkan
c. berkongsi dengan rakan tentang sumber tenaga.
BAHAN
Carta
Sources-sumber
Energy-tenaga

Individual
1. Brainstorming-sumber tenaga
Murid menulis jawapan dalam mini whiteboard.
Paired
STARTER
Group
/
Whole
Class
Individual
5. Murid melakar satu sumber tenaga yang terdapat di
MAIN
persekitaran.
Paired
/
ACTIVITIES
6. Murid menyatakan kegunaan sumber .
Group
/
Identify
7. Murid berkongsi dengan rakan satu sumber tenaga yg
Whole
lain.
Strategies
Individual
/
Paired
PLENARY
Group
/
Whole
Class

memberi maklum balas dengan menggunakan cara
*2 stars and 1 wish*
IMPAK:
Murid boleh....
Knowledge Rating Chart

Nama:
Kelas:
1. I get it
2. I get it for the most part,but I still
have a few questions
3. I still dont get it.
------
Saya boleh menyatakan sebab benda

hidup memerlukan tenaga
-------
Saya boleh menyatakan sebab benda

bukan hidup memerlukan tenaga
Saya memberi contoh di mana dan
------bila
tenaga diperlukan

DATE: 21st Mac 2013
TIME:9.00-10.00 am
DAY:Thursday
CLASS: 6 Ino
LO
SPS:

MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. Explain what will happen to our Earth if deforestation activities are not controlled?
b. Draw a picture about global warming.
RESOURCES
KEY VOCABULARY:
Pictures
Global warming-Pemanasan global
Text book
extinction
STARTER
MAIN
ACTIVITIES
Identify
Differentiation
Individual
Paired
Group
Whole
Class
Individual
Paired
Group
Whole
Class
1. Brainstorming- what are the environmental destruction

show in the pictures (pupils use white board to write
answers)
/
.
/
/
5. Teacher explain about global warming.

6. Ask pupils to rearrange the information about global
warming.
7. Pupils state what will happen when ice berg in north
Strategies
Individual
/
Paired
PLENARY
Group
/
Whole
Class
and south pole melt

11. Pupils check peer work and give feed back
* 2 stars and 1 wish*
IMPACT
Pupils be able to :
Knowledge Rating Chart

Nama:
Kelas:
1. I get it
2. I get it for the most part,but I still
have a few questions
3. I still dont get it.
-----Saya boleh menyatakan 2 sebab
berlaku pemanasan global
-------
-------
Saya boleh menyatakan apa yang

akan berlaku sekiranya ketulan ais di
kutub utara dan selatan mencair.
Saya boleh member cadangan utk
menyelamatkan keadaan bumi yang
panas

DATE: 1st April 2013
1.00pm
TIME:8.00-9.00 am,9.00-10.00am, 12.30-
DAY:Monday
THEME:Investigating Force and Energy
TOPIC: What Is Force?
LO
SPS:
:2.1 Understanding that push and pull are forces.

Observing,classifying ,making
MPS:
SA& NB:
TLS:
Inquiry
I can.....
a. state that push and pull are forces
b. Classify activities the situations given into pushes and pulls
c. State that force cannot be seen but its effects can be observed.
RESOURCES
Pictures
Text book
KEY VOCABULARY:
Effect-kesan
Stationary-pegun

Pupils have learned about push and pull in year 2
STARTER
Individual
Paired
Group
Whole
Class
Individual
1. Pupils observe a variety of situations involving force.

2. Pupils infer whether pushes or pull are the types of
forces
involved in a given situation.
6. Pupils classify the situations given into pushes and
MAIN
ACTIVITIES
Identify
Differentiation
Strategies
Paired
Group
Whole
Class
/
/
Individual
/
Paired
PLENARY
Group
/
Whole
Class
pulls
7. Pupils carry out activities to see the effects of force on
the
distance travelled by a toy car.
8. Pupils conclude that force cannot be seen but its
effects can be observed.
-Ask pupils to name everyday examples that

involves forces.
-Pupils need to describe the effects of force in the
example given.
IMPACT
Pupils be able to :

Lesson Plan Harian Sains - Chandra

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SCIENCE DAILY LESSON PLAN

DATE:2nd Jan 2014

THEME:Investigating Living Thing

TOPIC:Animals live in solitary and in group.

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

SCIENCE DAILY LESSON PLAN

THEME:Investigating Living Thing

TOPIC:Animals live in solitary and in group.

:1.1 Understanding that some animals live in groups

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

live in solitary and in group.

SCIENCE DAILY LESSON PLAN

THEME:Investigating Living Thing

TOPIC:Animals live in solitary and in group.

:1.1 Understanding that some animals live in groups

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

c. Classify the animals into that live in

SCIENCE DAILY LESSON PLAN

THEME:Investigating Living Thing

TOPIC:Living Together or in solitary

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

1. Explain why animals live in group.

Continue the mind maps in Science 1.

2. Build a mind maps about the topic

SCIENCE DAILY LESSON PLAN

THEME:Investigating Living Thing

TOPIC:The Unseen Life.

:1.1 Understanding that microorganism is a living thing

Being objective,being systematic

KEY VOCABULARY: Yeast-Ragi

LINKS TO PREVIOUS LEARNING

a. State types of microorganism

Pupils have to draw pictures of microorganisms.

b. Build mind maps about types of

Pupils label the types of microorganism.

SCIENCE DAILY LESSON PLAN

TIME:7.30 am 8.30 am,8.30am-9.30am

CLASS: 6 Berlian & 6 Arif

THEME:Investigating Living Thing

TOPIC:Animals live in solitary and in group.

:1.1 Understanding that some animals live in groups

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

SCIENCE DAILY LESSON PLAN

THEME:Investigating Living Thing

TOPIC:Living Together or in solitary

:1.1 Understanding that some animals live in groups

Being objective,being systematic

KEY VOCABULARY: solitary-berasingan

LINKS TO PREVIOUS LEARNING

RANCANGAN HARIAN PENDIDIKAN SENI VISUAL

Masa: 9.00 am -10.00 am

Tema:Melukis dan Membuat Gambar