LET'S LEARN ENGLISH LANGUAGE AND SCIENCE: 2011

Sunday 11 December 2011

SCIENCE YEAR 6 LESSON PLAN

SCIENCE YEAR 6 LESSON PLAN

Date : 4th July 2011

Time : 0800-0900

Duration : 1 hour

Class : Year 6

Number of pupils : 30

Subject : Science Year 6

Theme : Investigating The Earth And The Universe

Unit : 6. Eclipses

Topic : The Darkening Sun

Prior Knowledge : In Year 5, pupils have studied the rotation of the Moon round the Earth and the

rotation of the Earth round the Sun. Most pupils could have seen an eclipse of the

Sun or least have heard about this phenomenon.

Learning Outcomes : At the end of this lesson, pupils will be able to:

1. State what eclipse of the Sun is.

2. State the position of the Moon, the Earth and the Sun during the eclipse of the Sun.

3. Explain why eclipse of the Sun occur.

4. Predict what will happen on Earth during the eclipse of the sun.

Scientific Skills / Thinking Skills :

Observing:

Pupils observe the dark part casts on a globe when torch falls on it. (TB page 95).

Predicting:

Pupils predict the scenario on Earth during the eclipse of the Sun. (TB page 97).

Using Space-Time Relationship:

Pupils explain the changing shape of the Sun during the eclipse of the Sun by referring to the space-time relationship of the Sun, the Earth and the Moon. (TB page 96).

Communicating:

Pupils write and share poems about the eclipse of the Sun with the class (TB page 98).

Visualizing:

Pupils form mental picture of the eclipse of the Sun. (TB page 96).

Compare and Contrast:

Pupils compare and contrast partial eclipse and total eclipse. (TB page 96).

Scientific Attitudes / Noble Values / Patriotism / Historical Values:

Having an interest and curiosity towards the environment. (Pupils observe the gradual change of the Sun's darkening part during the eclipse of the sun)
Being diligent and persevering. (Being diligent and persevering while making the gadget to study the eclipse of the Sun.)
Realizing that science is a means to understand nature. (Realizing that science is a means to understand nature of the eclipse of the Sun).
Being respectful and well mannered. (Having respect for other pupils' poems about the eclipse of the Sun. (Respect their creativity and and their styles of writing.)
Being thankful to God. (Being thankful to God that the eclipse of the Sun seldom happens and even if it does, it will only last for a short time from a few seconds to a few minutes only).
Be co-operative (Be co-operative during role play to simulate the eclipse of the Sun).

Vocabularies: 1. collaborate - bekerjasama

2. eerie - seram

3. psyche - jiwa

4. phenomenon - fenomena

5. temperature - suhu

6. total eclipse - gerhana penuh

Teaching and Learning Resources: Rain Tree Science Encyclopaedia, Volume 6, Textbook, Internet.

Suggested Teaching Strategies:

Discussion

Pupils discuss how the eclipse of the Sun occurs.

Demonstration

Pupils are shown the eclipse of the Sun by using a model.

Simulation

Pupils role play the eclipse of the Sun.

Project

Pupils carry out a project to make a gadget in order to observe the eclipse of the Sun.

Uses of Technology

Pupils use the internet to find pictures and information on the eclipse of the Sun.

Teaching and Learning Activities:

Exploration:

Based on page 95 of Textbook, teacher possess some interesting activity which includes the discussion or a display of pictures of the eclipse of the Sun. Teacher uses video clips taken from the internet to aid pupils.
Teacher narrates stories about the eclipse of the Sun and its significant during ancient times to stimulate pupils mind. For example:

(a) The ancient Indians believed that a serpent ate up the Sun or a demon devoured it during eclipse of

the Sun.

(b) In some parts of ancient America, the natives had the idea that the Sun was tired when it eclipsed.

Teacher asks some brief and direct questions regarding the Sun to refresh the pupils' memory. (Because they already learned about the Sun, the Moon and the Earth in Year 5.)

(a) Can you see the Sun right now in the sky?

(b) How big do you think the size of the Sun compared to that of the Earth and the Moon?

Development

In a dark room, teacher shines a torch onto a globe and places a screen behind it. Teacher discusses with with pupils the situation occur when the Moon blocks sunlight from reaching the Earth. Teacher demonstrates and discusses with pupils;

(a) the occurrence of eclipse of the Sun when the Moon's dark part falls onto the Earth's

surface.

(b) that this phenomenon will occur if the Moon, the Earth and the Sun are on a straight line.

Teacher discusses with pupils how partial and total eclipse of the Sun occur.
Teacher asks pupils the scenario happens to the animals during the total eclipse of the Sun.
Teacher asks pupils to describe what they will do when the sky suddenly turns dark.
Teacher helps pupils to conclude or infer that animals will think that it is night - time and behave accordingly.
Teacher and pupils discuss the temperature of the Earth during the eclipse of the Sun.
Teacher asks pupils what is the main source of heat for the Earth is and what will happen if this main source of heat is cut off.
Pupils view a video on the eclipse of the Sun and do the interactive exercise on MyCD about eclipse of the Sun.

Application

Teacher asks pupils questions to reinforce their new knowledge on the eclipse of the Sun, for example:

(a) What is the position of the Moon, the Sun and the Earth during the eclipse of the Sun?

(b) What happens if the Moon, the Sun and the Earth are not in a straight line? Will the eclipse of the

Sun occur?

Teacher asks other pupil's opinion before expressing own view on the eclipse.
Teacher makes an analogy of the eclipse of the sun with models or simulations. Teacher helps pupils to be creative in making the posters.
Since the mechanism of both the eclipse of the Sun and the eclipse of the Moon is similar, teacher helps pupils to compare them with the aid of a comparing and contrasting chart.

Additional Activity

Pupils work in groups of three to carry out the activity. Have one pupil to hold up the large ball to represent the Sun. then, have another pupil to hold up the small ball (Moon) directly in front of the Sun - about two metres away. Another pupil stands in front of the person holding the "Moon" in about 0.5 m away. This person will represents the "Earth" observer.
The pupil representing the "Earth" and the pupil representing the "Moon" should begin moving away from the pupil holding the "Sun" until the "Sun" and the "Moon" appears to be of the same size. record the positions of the "Moon" and the "Sun" when they appear to be of the same size. discuss why the Moon and the Sun appear to be of the same size.

Enrichment activity (My Eclipse poster)

The aim of this activity is to help pupils to consolidate and further enhance their knowledge of the eclipse of the Moon and the Sun. Teacher discusses with the pupils the following:

(a) A heading for their posters (Encourage them to use creative titles)

(b) The size of the poster. (Pupils are encourage to use the Manila card).

Teacher has to be aware that not all pupils have internet access. in such case, help them to:

(a) share pictures

(b) share information

Pupils can paste their posters in the classroom.

VIDEO (ECLIPSE OF THE SUN)

REFLEKSI PENGAJARAN:

Secara keseluruhannya, aktiviti pengajaran dan pembelajaran berjalan dengan lancar sebagaimana yang dirancangakan.

Kekuatan

Kekuatan sesi pengajaran dan pembelajaran ini adalah pada kepelbagaian teknik ataupun kaedah pengajaran dan pembelajaran yang digunakan. Contohnya, antara teknik yang digunakan ialah teknik penyoalan, bercerita dan simulasi. ketiga-tiga aktiviti ini ternyata telah menarik minat murid-murid untuk melibatkan diri secara aktif di dalam sesi pengajaran dan pembelajaran. selain daripada itu, pengajaran ini juga menyerapkan unsur KBKK di mana murid-murid dibimbing untuk melengkapkan jadual membanding beza kejadian gerhana bulan dan gerhana matahari. Soalan-soalan yang telah dikemukakan juga mampu merangsang murid-murid untuk berfikir. Selanjutnya, aktiviti membuat poster memberi peluang kepada murid-murid untuk mengamalkan sikap bekerjasama dan bertolak ansur terutamanya dari segi perkongsian maklumat dan bahan.

Kelemahan

Secara keseluruhannya, saya menyedari bahawa saya telah terlebih masa untuk menyampaikan pelajaran ini. Ini menunjukkan bahawa saya masih mempunyai kelemahan dari sudut pengurusan masa.

Langkah-langkah penambahbaikan.

Memandangkan saya menghadapi masalah untuk mengajar mengikut masa yang telah ditetapkan maka saya telah membuat beberapa penelitian ke atas sesi pengajaran dan pembelajaran yang telah dijalankan. Melalui pemerhatian saya, bilangan aktiviti yang terlalu banyak dan pelbagai mungkin merupakan antara faktor utama yang membawa kepada masalah pengurusan masa pengajaran saya. Oleh yang demikian, selepas ini saya perlu lebih teliti apabila merancang Rancangan Pengajaran Harian.

Thursday 8 December 2011

SCIENCE YEAR 6 LESSON PLAN

SCIENCE YEAR 6 LESSON PLAN

Date : 1st July 2011

Time : 0900 - 1000

Duration : 1 hour

Class : Year 6

Number of pupils : 30

Subject : Science Year 6

Theme : Investigating The Earth And The Universe

Unit : 6. Eclipses

Topic : The Vanishing Moon

Prior Knowledge : In Year 4, pupils have studied the solar system and the planets;

Relative size of the Earth, the Moon and the Sun; the orbits and the

spinning of the Moon and the planets. In Year 5, they have studied

the phenomenon of day and night together with phases of the Moon

and the existence of constellation.

Learning Outcomes : At the end of this lesson, pupils will be able to:

1. State what eclipse of the Moon is.

2. State the position of the Moon, the Earth and the Sun during the eclipse of the Moon.

3. Explain why eclipse of the Moon occur.

Scientific Skills / Thinking Skills :

Observing

Pupils observe the gradual changes of the darkening part of the Moon during the eclipse of the Moon. (TB page 93)

Making Inferences

Pupils make inference why the Moon is disappearing during the eclipse of the Moon. (TB page 92)

Using space-time relationship

Pupils describe the changes in position of the Moon and the Earth with time so as to establish their correct positions before the eclipse of the Moon can take place. (TB page 93)

Communicating

Pupils communicate with each other while simulating the movement of the Moon and the Earth to produce the eclipse of the Moon. (TB page 94)

Scientific Attitudes/Noble Values/Patriotism/Historical Values:

· Having an interest and curiosity towards the environment.

Pupils observe the gradual change of the Moon’s darkening part during the eclipse of the Moon.

· Being Co-operative

Be co-operative during the role play to simulate the eclipse of the Moon.

· Realizing that science is a means to understand nature.

To realize that eclipse of the Moon is one of the means to understand natural phenomena.

· Thinking Rationally

Pupils are aware that eclipse of the Moon is a natural phenomenon though sometimes associated with

certain beliefs.

Vocabularies: 1. faint (pudar)

2. subtle (tidak ketara)

3. superstitions (karut)

4. torch (lampu suluh)

5. total (penuh)

Teaching and Learning Resources: Textbook, Videos (You Tube), Chart

Suggested Teaching Strategies:

· Discussion

Pupils discuss the effect of the dark part of the Earth falling on the Moon.

· Simulation

Pupils simulated and observed the eclipse of the Moon by using a Styrofoam ball and a strong source of light.

· Use Of Technology

Teacher and pupils use the internet to search for pictures and information on the eclipse of the Moon.

Teaching and Learning Activities:

INDUCTION SET

· Teacher begins the lesson by asking pupils to examine the picture on page 91 of the Textbook.

· Teacher asks pupils to guess why the characters look excited.

· Teacher prompts them with the questions as stated in the stimulus page. (Accept all possible

answers.)

· Teacher can ask pupils further stimulus questions such as:

(a) Why can’t they see the Sun directly?

(b) What instruments or gadgets are they using?

EXPLORATION

· Teacher starts the lesson on page 92 of the Textbook by asking pupils about Moon and its function. (Teacher can use questions provided in the stimulus page)

Questions: 1. What do you think these pupils are doing? It looks like they are

watching something in the sky.

2. Have you ever seen the eclipse of the Moon?

3. If Moon does not emit light, why does it shine brightly at night?

4. Why was the Moon very important to the people in the ancient era?

· Teacher points out some ancient stories and beliefs about the eclipse of the Moon.

This will help to attract pupil’s attention. Examples are:

(a) The Indians believe that a serpent or a demon eats up the Moon during eclipse of the

Moon.

(b) The ancient Chinese thought that the Moon was fighting with a great dragon, They

thought that by making loud noises they could chase the dragon away.

(c) During ancient time, some American Indians tribes thought the Moon was hunted by

huge dogs during the eclipse of the Moon. The dogs were imagined as catching the

Moon and then tearing it until it soft light reddened and was put out by the blood

flowing from its wound.

· Based on page 93 of the Textbook, teacher asks pupils what they already know about the Sun, the Moon and The Earth. Pupils are asked to recall the knowledge they have gathered in Year 4 and Year 5 of their Science studies and the idea of the orbits of the Moon round the Earth and the orbit of the Earth round the Sun.

· Teacher reminds pupils of their lesson in Year 5 about shadow and then develops the idea that the earth also forms shadow (The dark part or also known as umbra). When the Earth is between the Sun and the Moon, the Earth block the Sun from reaching the Moon, thus casting the shadow on the Moon. Teacher explains that this phenomenon creates the eclipse of the Moon.

DEVELOPMENT

· Teacher shows a video (Eclipse of the Moon) to the pupils.

· By using a model, teacher discusses with pupils what will happen when the Moon enters the lighter

part of the earth (penumbra) and the dark part of the Earth (umbra).

· Teacher uses deductive enquiry to help the pupils infer the partial eclipse of the Moon and a total

eclipse of the Moon.

· By using a series of photographs such as those shown on pages 92 and 93 of the Textbook, teacher discusses with pupils the following:

(a) The passage of the Moon as it first enters the lighter part, then the dark part and finally out of the dark part.

(b) The change in shape of the Moon as the eclipse progresses.

· Teacher discusses with the pupils to help them conclude that the eclipse of the Moon occurs when:

(a) The Earth is between the Sun and the Moon.

(b) The Earth, the Moon and the Sun are in a straight line.

· Pupils do the Interactive Exercise on the eclipse of the Moon on MyCD.

Aplication

· Teacher asks pupils questions that are related to the scenarios on Earth during the eclipse of the

Moon.

· Teacher asks pupils to dramatize the scenarios.

· Teacher guides pupils to do the practical activity. In this practical, pupils use satay stick, polystyrene

ball and a strong light source to simulate the eclipse of the Moon. (This activity reinforces pupil’s

understanding of a total and partial eclipse of the Moon. By having to relate time and

position they are developing their skills of using space-time relationship. Encourage

pupils to get more of their own pictures from the Internet.)

· Teacher sets up a trippensee to simulate the movement of the Earth and the Moon round the Sun.

· Teacher asks pupils which of its component represents the Moon, the Earth and the Sun.

· Teacher groups pupils and let them find out the position of the Earth, the Moon and the Sun during

the eclipse of the Moon.

· Teacher asks the pupils to make a discussion in groups and then draw a diagram in their Science Journal to show how the eclipse of the Moon occurs.

CLOSURE

· Teacher explains the rules of the game. (Sequencing Game)

· Teacher prepares three circle cards (different sizes) to represent the Moon, the Sun and the Earth.

· Teacher picks three pupils randomly to come to the front and pick one circle card each.

· Teacher asks them to stand according to the position of the Moon, the Sun and the Earth during

eclipse of the Moon.

· Teacher asks for responses from the other pupils in the class.

· Teacher concludes the lesson.

VIDEO (ECLIPSE OF THE MOON)

DIAGRAM FOR ECLIPSE OF THE MOON (LUNAR ECLIPSE)

PICTURE OF A TRIPPENSEE

THE LATEST OCCURRENCE OF ECLIPSE OF THE MOON
(10/12/2011)

NOTES FOR TEACHERS:

Key Concepts:

Eclipse Of The Moon

During an eclipse of the Moon (Lunar eclipse), the Earth blocks the sunlight from reaching the Moon. An eclipse of the Moon (Lunar eclipse) occurs at a full Moon when the Earth is directly between the Moon and the Sun. Thus, the Moon appears dark from the Earth.

Phases Of Eclipse Of The Moon.

During the eclipse of the Moon, the Earth’s shadow has two parts:

· The lighter part (also known as penumbra) – where the Earth partly blocks the sunlight.

· The dark part (also known as umbra) – where the earth totally blocks the sunlight.

Partial Eclipse Of The Moon

In a partial eclipse, the Earth’s dark part (umbra) darkens a part of the Moon. The remainder of the Moon will still be quite bright as normal. However, the Earth’s dark part will gradually move across the Moon, and the sunlight level will drop noticeably. Less and less portion of the Moon will remain bright.

Total Eclipse Of The Moon

In a total eclipse of the Moon, the dark part of the Earth (umbra) completely covers the Moon. The Moon darkens, turns into a dark red or dark coppery-red colour disc. A total eclipse is always preceded and followed by a partial eclipse

There are some beliefs that the eclipse of the Moon is seen as a bad omen. Many superstitions have been associated with the eclipse of the Moon. Thus, it is important to understand the mechanism of the eclipse of the Moon and to accept that it is just a natural phenomenon.

REFLEKSI PENGAJARAN

Pengenalan

Secara keseluruhannya, sesi pengajaran dan pembelajaran ini telah berjalan lancar tanpa sebarang masalah. Saya juga telah merangka Rancangan Mengajar ini dengan teliti agar ianya dapat mewujudkan suasana pengajaran dan pembelajaran yang bermakna serta menyeronokkan. Saya amat percaya bahawa pembelajaran yang menyeronokkan dapat menarik minat murid-murid untuk terlibat secara aktif di dalam setiap aktiviti yang telah dirancangkan.

Kekuatan

Melalui pemerhatian saya, pemilihan kaedah serta teknik pengajaran yang sesuai serta penggunaan Bahan Bantu Mengajar yang menarik telah banyak mendatangkan manfaat di dalam sesi pengajaran dan pembelajaran ini. Contohnya, sesi tayangan video tentang kejadian gerhana bulan benar-benar menarik minat anak-anak murid saya. Ramai di antara mereka yang terpegun apabila melihat video tersebut. Tidak kurang juga yang mula bertanyakan soalan berkaitan dengan apa yang mereka dapat lihat di dalam video tersebut. Sedikit sebanyak, mereka telah memperolehi gambaran awal tentang kejadian gerhana bulan. Ini sekaligus memudahkan tugas saya kerana saya saya tidak perlu lagi menerangkan tentang kejadian gerhana bulan secara panjang lebar.

Selain daripada video tersebut, diagram yang terdapat di atas juga turut meningkatkan lagi tahap kefahaman murid tentang fenomena gerhanan bulan. Selanjutnya, saya juga telah menanyakan pelbagai bentuk soalan kepada murid-murid saya bagi menggalakkan mereka berfikir secara kritis dan kreatif. Di akhir pengajaran pula, saya menggunakan kaedah permainan menyusun sfera berlainan saiz yang mana ianya mewakili bulan, bumi dan matahari. Aktiviti ini sememangnya dinanti-nanti oleh murid-murid. Mereka sangat seronok apabila dipanggil untuk datang ke depan bagi menyelesaikan permainan tersebut.

Kelemahan

Sesi pengajaran dan pembelajaran ini masih boleh diperbaiki. Contohnya dengan mempelbagaikan lagi teknik serta kaedah pengajaran dan pembelajaran. Selain daripada itu, bagi meningkatkan tahap kefahaman pelajar, saya juga boleh memanggil murid sendiri untuk datang ke depan dan melakukan sendiri aktiviti main peranan bagi menerangkan kejadian gerhana. Saya percaya bahawa apabila murid terlibat secara langsung dengan aktiviti tersebut mereka sudah tentu akan lebih memahami tentang konsep yang dipelajari di dalam setiap sesi pengajaran dan pembelajaran.

Wednesday 7 December 2011

BAHAN-BAHAN PENGAJARAN DAN PEMBELAJARAN (APPENDIX 1 / 2 / 3 )

Appendix: 1 (Story)

Pak Karim’s Farm

Pak Karim is a farmer. He has a big farm in Bau. There are many animals in his farm. The animals are cats, dogs, cows, goats, hens and ducks. He feeds the animals everyday. He loves all the animals in his farm.

Appendix: 2 (Pictures Of Animals In the farm)